Illinois Asbo Update Sum11

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Fi nd a new way

Subcontracting

Gets Revisited

30

IndIspensable tool for school busIness ManageMent

AncillAry services issue / SUMMER 2011

TeaM

Building The

perFecTAncillary services are more than providers.

Knowing the qualities of personnel leaders can create the optimum learning environment. 24

plus: we B siTe s, Tec h nology, MoBi le learni ng & Much More »

2 | update Magazine / summer 2011

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inside Illinois Association of School Business OfficialsUpdate Magazine / Summer 2011 / v.18 / i.04

ancillary services issue

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24The nexT issue: Fac i liTi e s Preparing your facilities to meet the needs of the 21st Century learner.

More than just providers – integral to the success of your organization. Although each service team member brings unique strengths and challenges, keeping the big picture in mind and clear communication brings out the best in everyone.

Point of view: Breath of Fresh Air leadership Day Brings out the Best in All of us 75 members tackle the issues that have become commonplace in district offices all across Illinois.

by Kay cruse

cover story by Rebekah Weidner


Portable {Palaces}Enrollment is up, classroom space is limited ... where do we put the students? Even if mobile classrooms are often a last resort, they can in fact be a positive experience when all stakeholders are on board with the decision. by Michael J. prombo

and Robert a. lanzerotti

school District Website Postings: What is now required, and what lies ahead? Recent provisions to the School Code, Open Meetings Act and Illinois FOIA, mean more specified information is required on a school district’s website, with many proposed changes on the horizon.by heidi a. Katz

paTh-To-success elements of leadership development: Four leadership practices to keep you learning and growing. 14

FroM-The-Field developing your facility team: Right combination of personnel creates an environment where students learn. 11

school Business 101 Members weigh in on school

services challenges: From breaking even to bringing innovation. 15

FroM-The-TaBle Food Service PDC helps members bring dollars back to the classroom. 18

FroM-The-disTricT WILCO Regional helps members keep up and stay connected. 19

across-The-gloBe Past President Terrie Simmons kicks off her campaign for ASBO Vice President. 17

Business parTners the message and the medium:Illinois ASBO and ISBE team up to prepare districts for audit season. 16

FroM-The-oFFice coming to terms with the challenges: Illinois ASBO engages members to address the issues you face daily. 09

FroM-The-podiuM It takes a village:We all have a stake in “raising” students to become engaged, life-long learners. 07

ArticlesPersPective

34

40

Growing Green: recycling can help districts find money in unexpected places Getting all stakeholders involved, Adlai E. Stevenson HSD 125 found that the benefits of recycling reach beyond the invaluable educational opportunities and public statement, all the way to the district’s pocketbook.by Mark s. Michelini 38

How can i Keep up with the costs of technology with the Funding issues of 2011?Why hundreds of Illinois school district’s have recently moved from the model of purchasing technology, to the new model of leasing or financing technology. by Jason K. Marquardt

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on My lisT

30Th e Final word

A new way of seeing success. Through eye-opening ex-amples, Gladwell illustrates how culture and circumstance play into “who makes it and who doesn’t.”

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resources

on screen

New healthy food law, reducing long-term risks and transportation reimbursement.

4 5

on paper Essential handbooks and manuals for school services.

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Great ideas from Great illinois AsBO MembersDavid A. HolmAssistant Superintendent / Business

Indian Prairie School District 204

Looking at things with his “Ancillary Services” hat on, David wants to deliver safe, efficient, dependable and cost-effective services to students and schools within the framework

of school board policies, state guidelines and the school code, while maintaining high-quality

customer service to students, families, staff and community.

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FinDinG A neW WAy: suBcOntrActinG revisiteDSubcontracting legislation has many districts convinced that it is impossible to create new subcontracting relationships for non-instructional services. However, with creativity and careful planning, it could be a viable option to address today’s financial challenges.by Joseph J. perkoski


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We couldn’t possibly accomplish this alone. It is a combined effort of parents, staff, Boards of Education and this Association that all pitch in to “raise” our children. If you haven’t done so lately, thank those staff that serve in your district for their efforts. And share their successes with your village members. It is important they know what is going on to help students achieve.

This summer issue of Update continues to offer our members a wide scope of information to assist and enlighten. The theme “Building Core Services to Help Your District Succeed” should be seen as a testament to the strength of our membership and what members feel is worth sharing to help make you a more well rounded professional.

Keeping things in PerspectiveThe scope of work we accomplish each day across the state is amazing. Especially considering that we achieve this in an environment of mandates, regulations and political uncertainty. Often times not all the “villagers” are in agreement with our actions or ideals. But if you feel in your heart and head that your actions and words support the greater good of your village, and you are willing to listen and compromise to “raise that child,” your students stand the greatest chance at success.

The issues we face in our state are not unique. High unemployment and foreclosure rates, over-reliance on property taxes for operations,

FroM-Th e-podiuM

it takes a village

You've probably heard the old adage “It takes a village to raise a child,” believed to be an African proverb that goes back centuries. I think we all subscribe to the notion that all of us have a stake in making sure every student within our school systems becomes an engaged, life-long learner. But we often do not do enough to promote all that we are responsible for in meeting the needs of our students.

The long list of areas we manage is staggering when you stop to think about it: finance, transportation, food service, insurance, contract management, human resources, buildings and grounds, construction and debt management. This list is by no means exhaustive, but just a sample of the large pieces of the puzzle we manage every day to ensure our constituents are receiving what they pay for within our respective “villages.”

Garrick c. GrizaffiASST. SUPT./ADMIN. SERVICESVALLEY VIEW CSD 365-U

See GriZAFFi / PODiuM page 12

PersPective / Board President

siMPly sAyinG

It is a combined effort of parents, staff, Boards of Education and this Association that all pitch in to “raise” our children.


Did you know...For each $1.00 that a member pays in dues, Illinois ASBO generates and contributes $5.78 in additional member bene�ts…

…That continues to be an extraordinary return on investment in any economy.

Illinois Association of School Business O�cials

share the value of membership�nd out more at iasbo.org

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current and past directors, officers and past presidents, Service Associate Advisory Committee members and former chairs. Key staff members are also present along with other guests from outside of our membership (i.e. IASA and IASB presidents). This year about 90 people joined us and we spent the day exploring the issues that impact the profession and how some meet or don’t meet those challenges.

It is not always easy to get 90 people talking. Or maybe I should say—it is not easy to get 90 people not to talk all at once! To facilitate this discussion we asked one of our strategic partners, Kay Cruse of The Prescient Group

to help us tackle the issues of increasing importance to school business officials and she did a fantastic job setting forth the issues and guiding the discussion through small group and large group interaction.

tackling challenges togetherIn this issue of Update you will find an article summarizing the questions that were asked and the various types of responses we received. I would encourage you to spend more than one read through of this summary so that you can gain insight into the primary issues and some possible solutions.

coming to terms with the challenges of school Business leadership

As an association focused on school business leadership, it is critical that we create opportunities to assess the status of the profession and seek to understand the problems and issues you face. In order to do that well we need to spend time with you and you need to spend time with each other. The value of that type of engagement is one of the reasons you belong to Illinois ASBO and it has been a time-tested ethic that has made us one of the best school business associations in the nation.

exploring the issuesThis most recently occurred in a formal setting during our annual Leadership Day. For those not familiar with that day, it is a time when the current and past leadership of the Association gather, including professional development committee chairs, regional chairs,

FroM-Th e- oFFic e

Michael A. JacobyExECUTIVE DIRECTORILLINOIS ASBO

See JAcOBy / OFFice page 12

PersPective / Executive Director

siMPly sAyinG

Focused on school business leadership, it is critical that we create opportunities to assess the status of the profession and seek to understand the problems.


For full seminar listings including location and PDC sponsorship, check the current calendar of events that was included with Update or visit www.iasbo.org and register for professional development today.

coM ing suM M e r se M inars

illinois Association of school Business OfficialsNorthern Illinois University, IA-103108 Carroll AvenueDeKalb, IL 60115-2829p: 815.753.1276 / F:815.753.9367 / www.iasbo.org

update editorial Advisory Board PDc cOOrDinAtOr MeMBers

Richard a. lesniak, Ancillary ServicesKristopher p. Monn, Educational Enterprisegrant l. sabo, Facility Managementstacey l. bachar, Financial Resource Managementann c. Williams, Human Resource ManagementRobert J. ciserella, Information ManagementKari l. Fair, Materials & Services Management paul a. o'Malley, Sustainability

BOArD & eXternAl relAtiOn MeMBers

Richard a. lesniak, President Electdwain lutzow, SAAC Vice Chair

At-lArGe MeMBers angie peifer, Illinois Association of School BoardsRich Voltz, Illinois Association of School Administrators

stAFF MeMBers

Michael Jacoby, Executive Director 815.753.9371, [email protected] p. bertrand, Assistant Executive Director 815.753.9371, [email protected] d. lehman, Communications Coordinator815.753.9371, [email protected]

sean p. o’connor, Marketing Director815.753.9393, [email protected]

Johnathon t. strube, Editor / Designer815.753.7654, [email protected] Rebekah l. Weidner, Copywriter815.753.9270, [email protected]

illinois AsBO Board of DirectorsRichard a. lesniak, President Mark e. staehlin, President-Electhillarie J. siena, Treasurergarrick c. grizaffi, Immediate Past President

2009–12 board directors

Dennis Burnett, Nelson W. Gray, Raymond P. Negrete2010–13 board directors

Susan L. Harkin, Beth L. Millard, Curtis J. Saindon 2011–14 board directors

David Bein, Jennifer J. Hermes, Glayn C. Worrell

illinois AsBO Board liaisonsFenil patel, Service AssociateAdvisory Committee Chairpersondwain a. lutzow, aIa, Service AssociateAdvisory Committee Vice Chairterrie s. simmons, ASBO International Liaison

gil Morrison, Regional Office of Education Liaison debby I. Vespa, ISBE Board Liaison dean M. langdon, IASB Board Liaison

Privacy Policy All materials contained within this publication are protected by United States copyright law and may not be reproduced, distributed, displayed or published without the prior written permission of the Illinois Association of School Business Officials. You may not alter or remove any trademark, copyright or other notice from copies of the content.

References, authorship or information provided by parties other than that which is owned by the Illinois Association of School Business Officials are offered as a service to readers. The editorial staff of the Illinois Association of School Business Officials was not involved in their production and is not responsible for their content.

MAGAzINE

THE

in tHe Future

sept 27, 2011 Joint Educational Support Professionals Conference oct 14, 2011 TechCon: 5th Annual Technology & Financial Issues for the 21st CenturyMay 17, 2011 Educational Support Professionals Conference

June

June 6, 2011 – 8:30 am Leadership Requirements for Moving from Good to Great – AAC #481 Location is TBD - Carbondale AreaJune 10, 2011 – 8:30 am Leadership Requirements for Moving from Good to Great – AAC #481 Location is TBD - Bourbonnais AreaJune 14, 2011 – 8:30 am School District Auditing & Reporting Four Points by Sheraton, Fairview Heights, ILJune 15, 2011 – 8:30 am School District Auditing & Reporting WeBCaSt available Inn at 835, Springfield, ILJune 22, 2011 – 8:30 am School District Auditing & Reporting WeBCaSt available DoubleTree Guest Suites, Downers Grove, ILJune 22, 2011 – 8:30 am Leadership Requirements for Moving from Good to Great – AAC #481 DoubleTree Guest Suites, Downers Grove, ILJune 23, 2011 – 8:30 am School District Auditing & Reporting Embassy Suites Hotel, East Peoria, IL

July

July 14, 2011 – 9:00 am Professional Development Committees MeetingJuly 26, 2011 – 8:30 am ISDLAF+ User Group Seminar Timely Topics NIU Naperville, Naperville, ILJuly 27, 2011 – 8:30 am ISDLAF+ User Group Seminar Timely Topics Embassy Suites, East Peoria, ILJuly 28, 2011 – 8:30 am ISDLAF+ User Group Seminar Timely Topics Hilton Garden Inn, O'Fallon, IL

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FroM-Th e-Fie ld

Developing your Facility team

Next to personnel and their associated costs, facilities can be the second biggest part of a school district’s budget. Putting a quality facilities team in place will not only save your district time and money, but will enhance the teaching environment in which students learn. The proper planning and assembly of a quality team of stakeholders early in the building process is the secret to success for most projects. Along with the district’s administration, Board of Education,

key staff, as well as students and community members, inclusion of the right combination of professional finance, architects and engineers is critical to provide the broadest spectrum of information and accurate advice.

Building a Process that WorksThere are many studies showing that a clean, well-maintained classroom helps increase student test scores and staff morale over poorly-maintained environments. The

“too’s”— too hot, too cold, too small and too noisy, simply detract from the task at hand, and affect the teaching and learning process. Understanding these issues and developing a strategy that reduces the distractions, enhances the classroom environment. Through the proper planning process, your

facilities can be state of the art and still stay within budgets established by your district.

Routine maintenance should cover many of these issues; however facilities upgrades and major repairs require careful forethought. Just like your home, a nagging repair usually does not go away. If left unattended, it tends to grow in size and scope. Considering the size of most schools, the cost factor multiplies and, left unchecked, can become an unmanageable expense. Making your Director of Buildings and Grounds an integral member of the

Facilities Team helps the district understand how these nagging problems can grow into major expenses over time. This can also help streamline the process, providing key information, records and drawings when working with the facilities team.

Illinois School Code states that every construction project over the cost of $50,000 requires an architect’s or engineer’s licensed stamped set of drawings to be filed with the Regional Office of Education in order to get the necessary building permits. Since 2000, new codes have been updated annually and have included procedures that require review opportunities (if requested) by local governing authorities, along with a checklist of required

PersPective / SAAC Chair

Dwain A. lutzow, AiACEO DLA ARCHITECTS, LTD.

siMPly sAyinG

Proper planning and assembly of a quality team of stakeholders early in the building process is the secret to success.

See lutZOW / FielD page 12


and questionable political decisions over the past many years are concerns I have heard from school business officials throughout the country. We are all facing similar struggles in our villages and states. And yet we continue to battle to ensure students within our school systems receive a

quality education. I believe we do this because we know in our hearts that, it takes a village to raise a child.

This will be my final “From the Podium” article as I enter the final turn for home as your President. I have enjoyed putting my thoughts down as I reflect on what it means to be leader not only for the Association, but also for my school

district. It has truly been an honor to serve in this capacity. The annual theme I chose when I became president, NoW More thaN ever, is as relevant now as it was one year ago. We need one another to ensure our success. So please keep yourself engaged in the work you do for your districts and our Association. The students we serve are counting on us each and every day.

GriZAFFi / PODiuM from page 7

For Illinois ASBO, these results are only a part of the total package of data we are reviewing. Your Board of Directors has already started to discuss potential responses — both short and long term. And that dialogue will take place in more detail as the

board meets at its annual planning retreat this June. We believe that in order to be an indispensible partner with you in your career, we must understand and address the troubling and difficult issues you face. This means providing support, encouragement,

networking and training. It means walking along with you through the troubled times and celebrating with you during the “wins” of your career. So, take a moment to read the article on page 20 and feel free to add your voice to the issues as we work together to make schools as effective as we can for students in Illinois.

JAcOBy / OFFice from page 9

PersPective / Continued

lutZOW / FielD from page 11

onsite verifications for key stages of the work. Making sure that these procedures are in place will ultimately help get your project started and completed on schedule.

Thus, the team becomes a key element to the success of your project. Each district has different parameters and processes depending on the size and complexity of the project, impacting composition of the stakeholder group. Usually, the larger the project, the greater number of involved stakeholders from the community. However, even with small projects, involving key staff and department chairpersons will be valuable for building confidence in the project and

how it fits into the district’s long-range plans and budget process. This leads to better programming and communication at the beginning of the project and acceptance as it moves into completion.

the right combinationMaking the project come to fruition requires that the Administration, Board of Education, Facilities Committee and financing for the program be aligned with project type, size and budget. Here, consulting with a strong group of professionals can help give credibility to the facility and curriculum enhancements, along with opportunities to save costs and reduce operational expenditures.

Your financial advisors can help with

many options from financial feasibility, selling bonds for construction, as well as sharing investment strategies that work with the timing of your construction schedules. In addition, the district’s Architect of Record can act as your quarterback, organizing programming, design and the various engineering analysis that will help the project team make educated decisions.

How your team measures up is critical as to how successful your project will be. Bringing together a quality team and spending a little more time and money in planning a project helps to bring the concerns of all stakeholders into focus. It also makes the Board of Education’s decision process much easier and ultimately adds to the success factor for your students.

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conTri BuTors

Kay crusepresident/owner, the prescient group

Has provided strategic consulting with a concentration in marketing and change/cultural management for nearly 20 years. Clients across the U.S., in both public and private services and industries, including associations and higher education. [email protected]

Michael J. Prombodir. / operations, cusd 300

Oversees construction, HVAC, maintenance, energy conservation, facility usage and enrollment projections, community liaison, contract/legal document review and risk management. Has completed over $190 million in construction projects. [email protected]

Heidi A. Katzattorney, Robbins, schwartz,

nicholas, lifton & taylor, ltd.

Represents Illinois public school districts and community colleges in the areas of public finance and policy development. Heidi regularly presents conference programs for IASB, Illinois ASBO and other associations. [email protected]

Joseph J. Perkoskipartner, Robbins, schwartz,

nicholas, lifton & taylor, ltd.

Focuses his practice on labor and employment law, representing public and private employers in collective bargaining, contract maintenance and other matters. Joe has litigated before federal and state courts and agencies. [email protected]

Jason K. Marquardtdir. /sales,

american capital Financial services

Provides equipment lease/finance services to more than 125 Illinois Schools at American Capital. He is on the Technology PDC and has presented at numerous Illinois ASBO sponsored seminars and [email protected]

Mark s. Michelini asst. superintendent,

adlai e. stevenson hsd 125

Past Illinois ASBO Board member and presenter at multiple conferences, Michelini has helped lead the way in sustainable practices at Stevenson, which is currently under review for LEED [email protected]

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paTh-To-success

PersPective / Illinois ASBO Leadership Institute by stephen treacy CONSULTANT AND LEADERSHIP COACH THE TREACY GROUP, NAPERVILLE, IL

This past year, 16 Illinois ASBO members completed a successful year-long Leadership Institute. Since every member cannot participate next year, here are some of the principles used in the Institute so you can do a little leadership development on your own and possibly consider enrollment in a future year.

being coached and mentored.1. "They’re the same you say?” Not really, but both are important. The coach guides your journey in acquiring necessary leadership skills and provides a process for doing so. The mentor is someone who knows the job you want to grow into and gives you specific advice on how to do it.

understanding yourself and who you are as a leader.2. Most of us have perceptions of our own strengths and shortcomings based on introspection. This is a great practice but it is usually inaccurate, incomplete and not normed to the strengths necessary for successful leadership. The main instrument we use in the Institute is LIFO (Life Orientation). LIFO measures strengths and provides strategies to use these strengths in your development. It gives you a framework to understand the strengths of others, allowing you to communicate to their strengths and be more influential as a leader.

understanding others’ perceptions about you.3. The famous saying, ”no news is good news,” couldn’t be more incorrect. The truth is, “no news is no news.” Relying on the fact that nobody is saying anything or that they do tell us in general terms when we do a good job, is totally ineffective

for developing ourselves as leaders. To grow, we must have accurate data – telling us what we do well and where we need to improve. This is done in two methodologies: through a 360-feedback instrument – people who report to you, peers, and supervisors take a survey about the leadership behaviors they observe in you regularly. Comparing these results against your own assessment is the kind of gap analysis that all great leaders do. the Institute uses the Leadership practices Inventory (LpI), one of the most normed, documented 360 leadership surveys available. through personal feedback – given by those who see you in action. this means giving several individuals the responsibility to report whether they see you acting in accordance with your development plan or contrary to it.

a leadership development plan. 4.

This is a document authored jointly by you, your coach and mentor. It sets forth your goals, behaviors you want to use and those you want to avoid. An important part of this is a periodic review of your successes and changes to the plan. This is a core activity throughout the Leadership Institute and provides real opportunities for you to see growth and development over time.

If you are in or seeking a leadership career, ask yourself if you are serious enough about this pursuit to engage in some form of the four items above. If not, you may miss the opportunity to be a successful leader.

Knowing most of you are so busy day-to-day and don’t have the ability to piece together your own leadership training, the Leadership Institute does it for you. Think seriously about joining the next cohort, but if you can’t, don’t give up on your pursuit. Do something that reflects these core leadership activities and keep learning and growing. Illinois ASBO is certainly a great place to do that and the Leadership Institute is one of the best around.

What is leadership development? Maybe it’s simpler to say what leadership development is not. Leadership development is not going to a day of training, writing down a few things to try and going back to work. Rather, leadership development in the truest sense always involves four primary components.

Find out more on the illinois AsBO leadership institute at www.iasbo.org/leadership

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illinois AsBO is crowd-sourcing

the issues: Illinois ASBO

members have been and will be asked to answer

the important questions facing

all industry professionals.

What is the biggest issue or challenge you face when it comes to school services?

PersPective / On the Profession

linda HardwickASST. BUSINESS MANAGER, MCHENRY CHSD 156

A: Reporting Issues. We need to report everything in a timely manner — whether it is workers compensation or property and storm damage. If something happens, we need to know right away so we can take care of issues and manage risk. I'd like to see more

preventative measures to keep incidents from happening in the first place.

Mike MctaggertPRESIDENT, QUEST FOOD MANAGEMENT SERVICES, INC.

A: As a food service contractor, our biggest challenge is being able to bring new ideas to Federal Lunch when cost is the primary determining factor. If there is no ability for a district to choose a vendor based on subjective criteria, it is difficult to bring innovation to the marketplace.

laura vinceASST. SUPT./BUSINESS SERVICES, BERKELEY SD 87

A: Controlling Costs. For awhile our food service program wasn't breaking even. We are trying to keep costs under control by addressing overhead including the cost of each meal and using commodities. We would like the program to at least sustain itself so the district doesn't have to support it.

tina Mascari BUSINESS MANAGER, LAKE COUNTY HIGH SCHOOL TECH. CAMPUS 849

A: We have had difficulty building the right team, and getting them to stay. We have a good team now, but it took us a long time to get the right team together.

Keith MccleanDIR./BUILDINGS & GROUNDS, RICH TWP. HSD 227

A: There is less money and more to do. When budgets are tight, support services are usually the first ones hit. As a result, positions are being cut and a lot of people are moving around.

Have a question or issue that needs to be addressed by

school Business 101? submit your ideas

or questions to

Rebekah Weidner at

[email protected]

school Business 101


Message and the MediumAs an ISBE liaison to Illinois ASBO, Deb Vespa attends meetings of the Board of Directors to relay news coming down the pipeline — whether it is ARRA fund changes, new federal stimulus money, or concerns related to budgets and appropriations.

She then depends on Illinois ASBO to carry this important information to school districts — through a session at Annual Conference, providing a location for a workshop or seminar or just getting the word out. In other words, ISBE provides the message and Illinois ASBO the medium.

This communication goes both ways. Being represented at Board meetings provides ISBE with feedback from what Board members are seeing and hearing within their districts, allowing them to modify what they are doing.

Business parTners

PersPective / Illinois State Board of Education

your strategic Alliance » Deb Vespa, (above) Division Administrator of ISBE and members of the Illinois ASBO Accounting, Auditing & Reporting PDC explain how a partnership helps the communication go both ways.

to the Point

Opening the lines of communication helps all of us because it informs membership on what is happening so they can make knowledgeable decisions.

Mark your Calendars Make sure to enroll in these upcoming professional development opportunities. school dIstRIct audItIng & RepoRtIng

tuesday, June 14, 2011 | 8:00 aM – 12:30 pM

Four points by sheraton, Fairview heights, Il

school dIstRIct audItIng & RepoRtIng

Webcast available

Wednesday, June 15, 2011 | 8:00 aM – 12:30 pM

Inn at 835, springfield, Il


Webcast available

Wednesday, June 22, 2011 | 8:00 aM – 12:30 pM

doubletree guest suites & conference center, downers grove, Il


thursday, June 23, 2011 | 8:00 aM – 12:30 pM

embassy suites hotel, east peoria, Il

“There will always be a need for this valuable partnership and seminar.”

Partnerships in Action: District Auditing seminars each summer, partners give joint presentations to school district auditors:

ISBE brings the latest rules and changes in the process and forms.•

Illinois ASBO auditing members bring state and federal changes in •

auditing rules and standards.

Visit www.iasbo.org/events to get all the details on these upcoming seminars and all Illinois asbo opportunities.

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On the campaign trail…

PersPective / ASBO International

across-The-gloBe

follow terrie simmons, as she travels the country and vote for her as asbo int’l v.p. in 2012 campaign trail

Keeping illinois’ voice heard, beyond illinois Just as Illinois ASBO is the ultimate resource for school business matters at the State level, ASBO International is the premier resource for the nation. As the Alliance advocates within Illinois, ASBO works closely with the U.S. Dept. of Education and other national associations to find school funding solutions on a national and even global level.

illinOis AsBO resuMepresident, 2006–2007 officer, 2004–2008 board of directors, 2001–04 past chair – budgeting &

Financial projecting committeepast chair – cash Management committeeMember since 1993

terrie simmons, candidate for AsBO vP, 2012 Assistant Superintendent of Business and Finance, Sunset Ridge School District 29

*at the 2011 asbo Int’l annual Meeting and expo, Illinois asbo will join other asbo affiliates to host an exciting hospitality in honor of terrie and other asbo candidates running in 2012. this event will be held at experience Music project science Fiction Museum and hall of Fame.

Over the course of 2011, follow illinois AsBO Past President terrie simmons as she campaigns for AsBO vice Presidency in 2012. 1. austin, tX ................................. February 28 – Mar 4

2. columbus, oh .......................... april 12 – april 15

3. st. charles, Il ........................... May 18 – May 20

4. lacrosse, WI ............................ May 25 – May 27

5. atlantic city, nJ ....................... June 1 – June 3

6. tucson, aZ ............................... July 19 – July 22

7. seattle, Wa ................................ september 17*

1

23

4

5

6

7

AsBO internAtiOnAl resuMe asbo Int’l. board of directors 2010–2012past Vice-chair by-laws committeeMeritorious budget award Reviewereagle Instituteboard liaison for school Finance

and legal aspects committeesInternational board Representative taskforce

How can you make illinois AsBO's voice heard?As the largest state affiliate in ASBO, by voting in International elections Illinois ASBO can influence the quality of candidates on a national level. As we support candidates rising up out of Illinois ASBO, we assure our voice is heard beyond Illinois. If you are a current ASBO International member, be sure to represent Illinois ASBO this August by voting. Watch for voting from asbo International.


Building the right teamPat Fournier, Chair of the Food Service PDC, inherited the committee from the former Chair a few years back. As the only member, she realized she had some work to do.

Beginning with the development of breakout sessions at Conference, she started recruiting others to join—anyone who showed interest after a session, members of her cohort and student candidates among others. Now, there are 12 or more members in regular attendance.

According to Fournier, the right mix of involved members, including Service Associates, has been key to turning things around. “The truth is that self-operated schools are not in competition with service providers. We have four members who are from food service management companies, and they add a lot of value to our discussions.” Meetings aren’t just a morning off from work; Members come to foster real communication and understanding, and they are ready to welcome anyone who has questions or would like to join the discussion. A Diamond in the roughUsually, the first topic addressed is

how to communicate to others that they can be sought out as a resource. Although food service appears low on the totem pole, “it’s one of those gems” that more school business officials should look to in times of budgetary constraints—especially if their program is running at a loss.

As Fournier puts it, School Food Service is the “last bastion of free enterprise in public education” in that it operates exclusively for its own benefit. The more children you feed, the more revenue you realize. The more revenue you realize, the more you can put back into food service—to make better meals with better quality foods for students.

“We want to make information available to other School Business Officials so they can create a self-perpetuating food service that encourages more students to eat.” Bringing value to school BusinessMoving forward, the Food Service PDC’s goal is to provide even more resources to help school business officials choose a direction for their programs. "It’s important for business leaders to see food service as valuable to their bottom line, and to get it operating well so they aren’t sacrificing dollars that belong in the classroom.”

FroM-The-TaBle

PersPective / Professional Development Committees

“We want to make information available

to other [School Business Officials] so they can create a self-perpetuating

food service that encourages more

students to eat ... It’s important for [school]

leaders to see food service as valuable to their bottom line, and

to get it operating well so they aren’t sacrificing dollars that belong in the

classroom.”

Patricia A. FournierDIR. / BUSINESS OPERATIONSARBOR PARK SD 145

From Overlooked to creating OpportunitiesLooking closer at how the Food Service Professional Development Committee brings value to Illinois ASBO members.

Get involved—join a PDc today: learn how at www.iasbo.org/pdcs

www.iasbo.org | 19

FroM-The-disTricT

PersPective / Regional Organizations WILCO Regional: 30 Heads are Better than One

“i can’t Keep up!” With changing job requirements, budgets, legislation and more, this seems to be the general consensus.

Dean Gerdes, Chair of the Risk Management PDC and Will County (WILCO) Regional Organization Chair, feels that if business managers are going to keep up, they’ll have to do it together. This keeps members coming back to the WILCO Regional meetings, with a regular attendance of 30 to 45 members and climbing.

Meetings are a forum for handling breaking news and other particular interests. Part of this, comes through speakers who address “hot topics,” i.e. funding Special Education programs and Legislative Issues. WILCO also keeps up a good relationship with the County Assessors Office to keep everyone current on their tax levies.

Ricardo Espinoza of Rockdale SD 84 explains, “I get my news here first. I was looking around for an answer to a question I had and couldn’t find it. I came today and got the direct answer I was looking for.” not what you know, but who you askAs a superintendent from a small district and “having to do everything,” Espinoza comes to Illinois ASBO to get information on business that he won’t find elsewhere. Meeting veteran school business officials at the WILCO Regional that he can count on has made all the difference:

“I know I can email them and they’ll get back right away.”

Chair Dean Gerdes recalls a situation where a member was having trouble finding detailed transportation guidelines that weren’t available at that time. He was able to get information directly from another member at a meeting. In many cases like this, just knowing who you can ask if half the battle.

Not just individual, but also the collective knowledge of the group has been helpful in approaching issues. A member looking to do a salary survey was able to quickly poll the group to get everyone’s contribution.

As Gerdes sees it, the success of WILCO really relies on each person present to bring their expertise and keep everyone else current. He asserts, “The strength of this organization is the level of contributions that members are making. When people come to our Regional meetings, they go away with some new information. If we can help business managers stay connected and current with what is going on—we have a good reason to get together.”

“I get my news here first. I was looking around for an answer to a question I had and couldn’t find it. I came today and got the direct answer I was looking for.”

— Ricardo espinoza ROCKDALE SD 84

“The strength of this organization is the level of contributions that members are making. When people come to our Regional meetings, they go away with some new information.”— dean gerdes CHAIR OF THE RISK MANAGEMENT PDC / WILCO REGIONAL


MeMBers seeK sOlutiOns tO tHe DAily Pressures tHey FAce

BreAtH of

FresHAir

www.iasbo.org | 21

Annual Leadership Conference brings out the best in all of us

Article / POint of vieW Insight into the Issue

a business manager’s daily job is spent mainly “putting

out fires” and keeping the organization running. business

managers wish they could spend time being creative,

especially with the pressures to be fiscally responsible.

Members spent the bulk of time on this topic exploring ways to create more time for themselves so they could be more effective and innovative. Training and professional development of all staff members, along with delegating duties, focusing on teamwork, building trust with individual staff, raising the level of expectations of staff and questioning processes were all singled out as possible solutions. Practical peer-advice also included moving to online registrations of students, all-electronic workflows for requisitions and electronic document storage and recovery, including the option of using Google Docs.

the position, title, and perception created by the media

has caused the image that school business managers are

primarily numbers-focused – the “bean-counters.”

Members believe they need to do a better job of educating the media, staff and community about the decision-making process that’s used to create the district budget. Since budgets should be driven by program outcomes, not by dollars, many suggested adopting the EPRT (Educational Program Review Technique – See Winter 2010 Update) process. Members also believe that CSBOs should take time to contribute to staff and community district newsletters, use “walk-arounds” to be more visible in the schools and classrooms, and utilize proactive comments to keep the media focused on the impact of financial decisions on the “kids in the district.”

by Kay cruse PRESIDENT THE PRESCIENT GROUP, CHICAGO, IL

FresHYou’re not alone. according to a survey we conducted at the 2011 Leadership Conference in January, nearly 60 percent of our participating members feel stress levels have escalated over the last few years. and, it doesn’t look like conditions will change to alter those feelings any time soon. the adage “no one of us is as smart as all of us” certainly applied to Leadership day as 75 members tackled the issues that have become commonplace in district offices all across Illinois. hot topics included understanding the impact of community activism, managing sometimes misaligned Board oversight, and identifying how to contain the pressures that CSBos are experiencing in virtually all areas—from budgets to programs.

the interactive event was designed to focus on strategies and tactics that could help members position their own capabilities, contributions and “indispensible need” to their communities, Boards, and other influencing stakeholders. attendees spent the morning participating in eight simultaneous roundtable discussions, followed by a moderated panel that also solicited audience participation.

Most of the findings from the roundtable discussions—and the panel presentations —surrounded issues of trust, collaboration and communication. a central concern also identified the fact that CSBos are so busy “fire-fighting” that they cannot be as proactive and innovative as they want to be—and need to be—in their jobs.

So how do we bridge the gap between “what should be” and reality? Here are highlights of the emergent issues captured in written statements by Illinois ASBO peer-leadership as a result of their roundtable discussions, and the tactics they identified throughout the audience panel discussion to effectively manage the gap:


business officials have limited opportunities for direct

communication with their boards and their community at large.

To counter this issue, Illinois ASBO leaders place a heavy emphasis on having a strong relationship with their superintendent. Being involved in non-operational discussions also helps to make sure CSBOs are “at the table” because ultimately, everything eventually will cost

“something,” either in manpower, resources or actual cash dollars. Developing data that will support good discussions and sound decisions, as well as, promoting a positive culture across all groups through strategic planning meetings, leadership meetings and Board self-evaluation meetings are all keys to success in this area according to our leaders.

It’s the responsibility of the administrative staff to develop

a trusting and collaborative relationship with the board.

a successful meeting—whether of board members, parents

or employee groups—is one that incorporates active listening.

Members believe that trust and collaboration are built by providing information in a timely fashion, by calling to follow-up once an agenda is issued and by working to establish personal relationships with individuals on the Board, including having lunch with individual members periodically. Many successfully use Board subcommittees to move initiatives forward or to lessen heightened emotions that might surround a particular issue.

Members caution that too often we fall into the trap of not really listening, but instead lecturing, to various meeting attendees. In these instances, they believe the best way to build a trusting relationship is to be well prepared. They advise that CSBOs be able to create meaningful data, be able to explain it and recognize that trust takes time, with multiple conversations and multiple relationships.

the divergent backgrounds of all involved with school

boards make communication and understanding challenging.

additionally, the non-alignment of personal agenda vs. district

agenda hinders communication with community activists.

Identifying a consistent process of communicating with individual Board members, developing a strong executive team and using “drip vs. drop” communications techniques were all emphasized for better Board communications. Having an effective new Board member orientation is believed to be vital to creating an effective Board. Developing an exit strategy for Board members leaving the Board can help promote continuity of programs and services, as well as position a knowledgeable and potentially empathetic former-BOE member in the community.

What degree of understanding is there of your school district's budget in both revenue and expense as it relates to educational performance?

How has the understanding of budgets to ed-performance changed?

What degree of understanding does your community have about your school management business strategies and objectives?

How has the understanding of school management changed?

What degree of understanding does the community have about your role in the business management of your district?

How has the community's understanding of your role changed in the last several years?

0 20 40 60 80 100

PERCENT RESPONDING NONE OR NOT A LOT

PERCENT RESPONDING NEUTRAL

PERCENT RESPONDING SOMEWHAT OR QUITE A LOT

What degree of concern is there for educational performance in your district?

How has the concern for educational performance changed?

What degree of concern is there for tax support/funding of schools in your district?

How has the concern for tax support/funding changed?

What degree of transparency does your School Board strive to have in your community?

How has BOE transparency changed?

What degree of stress do you personally associate with your position now?

How have stress levels changed for you?

0 20 40 60 80 100




concerns & Job stress

awareness Issues

www.iasbo.org | 23

Additionally, members advocated strongly that developing a central message for all staff members—to be able to know and to communicate whether at work or in the community— is key to managing the activism issue.

Meeting with activists in small groups to validate their concerns while providing education about the issue (particularly if financial) that they can relate to is important. Working to get activists out of their “tunnel vision” for most meant trying to communicate the entire issue, not just a part. At the same time, trying to keep the messages focused, “smaller” and communicating more often were the hands-on suggestions offered up in the meeting.

business managers should provide proactive

communication that supports the vision and mission

of the district. It should be disseminated using a variety

of new communication techniques – from electronic

postings of board meeting summaries, to district

and/or superintendent Web blogs, as well as by

building better press relationships to encourage

reporting on positive events.

In order to achieve higher visibility in the community, these business managers rely on being certain that they and their Superintendents were “on the same page” with messages and expectations. Creating a “level” administration—that everyone gets the same message is vital to success. These member-leaders also believe strongly in providing community education in Finance 101, as well as creating as much transparency as possible through televised Board Meetings and proactive media relations.

According to our members, finding the right “tone” is as important as finding the right message platforms. Members caution that some communication can appear to be “defensive” even when it is not intended. All indicate that “nothing good” comes of trying to combat anti-issue bloggers—so most do not respond in any way. Conversely, all believe that it’s important to develop a strategic communications plan to exercise control over media coverage and a formal process that will assure the correctness of the source (person and material). Many are also using regular email-blast communications for parents and interested community members.

Article / POint of vieW Insight into the Issue

What’s next?Six distinct strategic opportunities have been identified from the Leadership Conference input that we believe will help address the issues of trust, collaboration, communication and pro-activity (getting ahead of the “fire-fighting” that is so much a part of the CSBO job description). Illinois ASBO leadership, both at the Board and executive levels, will begin the process of evaluating which of the opportunities and its tactics will be able to contribute the most value to our members in their jobs. They will begin to set priorities, build an action plan and tools to put the many good ideas to work for you in the very real – and complex – world of your life.

the “Wish list” of things Members Would Most like to change in their Districts:

collaboration, accountability •and support for all stakeholders.

(being able to) effectively communicate the •realistic ability of the schools to educate all

students with available resources.

that (our) districts be student-centered, with an •educated, enlightened board and community that

does not micro-manage, focused on sound policy,

and respects teachers and administration.

and last, but not least, a predictable stream of •revenue from local, state and federal sources

as to timing and amount.




advocates & activists

What degree of influence do organized taxpayer organizations have in your community?

How have taxpayer organizations’ influence changed in the last several years?

What degree would you describe your community 'in general' as advocates (scale 1-2) neutral (scale 3) or activists (scale 4-5)?

How has your community ‘profile’ changed?

0 20 40 60 80 100


More than just providers — integral to the success of your organization.

Districts large and small share the challenges and solutions they’ve

found in finding and keeping a good ancillary service team and how to bring out the best in each member.

www.iasbo.org | 25

What makes a good school district service team member? Whether large or small district, Superintendent or kitchen staff, some universal principles apply. Jeff Streiker, Superintendent of Bond County CUSD 2, always shares with staff all the way down the line:

In each and every decision you make on a daily basis, if you know that it could have a positive or negative impact on children, consider carefully what you do.

Everyone is hired to be a professional and do their job — and that should be the expectation of all staff who enter an organization. But it goes deeper than that. Every decision creates a positive or negative learning environment for children.

Article

A staff that keeps the big picture in mind

by Rebekah Weidner STAFF WRITER ILLINOIS ASBO

case sTudy:MainTenance

perFecTion Page 27

good proFile: Make the MosT

of your TeaM Page 28


This mindset can be spotted and cultivated from the first interview. When seeking new staff, thinking about the culture and philosophy of the district, and looking for someone who is on board is key.

A simple question can differentiate who has the big picture in mind and who is just looking for a paycheck: Why do you want to work for this organization? Look for answers along the lines of, “I/my children went to school here and I was always impressed,” or “I want to make a difference.” An “I’m entitled” attitude often means a less professional and honest effort.

If a staff member takes pride in their organization, they’ll do a good job so they can stay there. If they like the people they work with, they will collaborate. There is nothing better than hearing someone say, “I love working for this organization.”

communication that cuts through the layersThe larger a district or organization gets, the more levels/layers exist, the more staff are needed to manage each of these layers, and the more layers to work through to get tasks approved and accomplished. The simple answer to a complicated system: communication.

Coordination that cuts through the layers between these staff members is critical to the success of the team, beginning with the leadership. This starts with an awareness of the team dynamic and what it will take from each member to accomplish each task at hand.

Although teams i.e. Food Service, Maintenance, etc. tend to run “separately” from one another, many tasks are interdependent. Everyone wants to get their piece done, but they are also dependent on the timeline and workload of others.

A timeline that doesn’t consider all factors at play, could inadvertently pit members against one another. To prevent this, a good leader takes a close look at what is achievable for each individual and on what timeline before assigning a task.

have I assigned a clear task?•have I given the person responsible •authority to gather the help they need?

are all the supplies needed for this task •available—or will they be available in

time to meet the deadline set?

have I considered the workflow •required to achieve this task?

This is all a matter of communication. Asking each team member, “How realistic is this goal? ” and “What do you need to achieve this task?” and taking those factors into consideration up front, will mean much fewer headaches later on.

cOMMunicAtiOn HAPPens At A nuMBer OF levels

committee meetings – Bring in all stakeholders early in the process to cut through the layers and facilitate communication across all levels.

“check in” meetings – For example, in Barrington, a weekly meeting with the CFO, business manager and Maintenance and Grounds Managers, “How is it going? What could have gone better? How is the five-year plan development?”

pre-board meetings – Bond County CUSD 2, invites all directors and administrative staff to share updates so the district can keep the Board, faculty and community informed.

daily walkthroughs – Of the business office, facilities, etc. shows staff you want them to communicate, even on small matters. Ask, “How are you doing? What do you need? Do you have questions?”

open-door policy – Although staff are encouraged to go to their direct supervisor first, they should feel empowered that they can always stop in with any question.

For business managers or superintendents new to their district, this principle is especially crucial. As Streiker, in his second year as district Superintendent, put it, “I have to spend some time figuring things out before I rule with an iron fist.”

this serves as a summary of the thoughts and insight of school business leaders coming from districts of many shapes and sizes, including:

tom beerheide, Dir./Fiscal Services, Barrington CUSD 220 dr. Julie-ann c. Fuchs,

Asst. Supt./Business, Kaneland CUSD 302 patricia Mcandrews smith,

Asst. Supt./Human Resources, Wheeling CCSD 21 david Rademacher, Superintendent, Centralia City SD 135 bill schenk, dir. /buildings & grounds,

Lake County High School Tech. Campus 849 Jeff strieker, Superintendent, Bond County CUSD 2

www.iasbo.org | 27

What has made the difference? Bill Schenk, Director of Building and Grounds, shares his insights on finding and keeping a good outsourced custodial staff.

don’t set a minimum pay rate1. – We were trying to protect jobs and secure good people. Instead of being a minimum, it became a rate. The next time we did a bid tally, we asked what they wanted to pay their workers– this gave us a range to work with. If everyone feels they are just getting the minimum, why would they care about doing a good job?

expect turnover until you get the right crew2. – We were looking for a night supervisor and three custodians. If the supervisor didn’t feel support from their company, they’d get upset and leave. Then we were starting the process all over again.

be involved3. – We didn’t expect to have to be as hands-on as we are. After all, if it’s outsourced it’s not our responsibility to find and train quality workers, right? However, direct involvement has made all the difference in keeping a good crew around.

Make sure your supervisor has field experience4. – We’ve had some come in with no janitorial experience; they tend to alienate their crew. If a supervisor doesn’t know what chemicals and procedures to use, their crew will turn on them.

Find ways to communicate5. – Especially with the night crew—I am out of the school by the time they start. Communication by email/cell phone is key. I recruited the help of a bilingual staff member to help me communicate with a night supervisor who doesn’t speak English.

take responsibility6. – The contractor is not here everyday—only when the going gets tough. Ultimately, we have to be the one to spot a problem and get it corrected—otherwise it will escalate until we’re getting nowhere.

patience is key –7. Sometimes you have to work with what you can get; if you wait for the “perfect” staff you may end up with nothing. It’s taken me four years to get a decent day crew together and its only three people. They may not have met the qualifications on the job description, but they are an indispensable crew.

Article / Building the Perfect Team

cAse stuDy:

BuilDinG tHe PerFect MAintenAnce teAMFor Lake County High School Tech Campus 849, finding a good maintenance/custodial staff has been a matter of try and try again since they began outsourcing about four years ago, but they are finally in a good place.

We were trying to

protect jobs and secure

good people


No simple list or rubric can define all the roles and titles present in the multitude of

Illinois school district service teams. Therefore, who fits each of these descriptions

for a given district will vary. Use these six team member profiles to find and utilize

the qualities that have proven to be indispensable.

MAKe the MOst

share resources on pg. 44 with your Directors and encourage them to leverage this information

of your teAM

1 suPerintenDent / Business MAnAGer: JAcK OF All trADes

Not defined by, or limited to these titles. A business leader, someone who has their hand in a lot of different buckets, and in many districts, a driving force for change.

at heaRt: Big picture in mind. A visionary that, with the support of their staff, works to provide safe buildings that help children become lead learners.

KeY tRaIts: Up front but kind. An effective leader, evaluator and communicator. Staff shouldn’t feel questioned, instead encouraged to do their best work. A leader puts people in a place where they can succeed. challenge: Quite a scorecard. Many have their hands in a lot of things, and are accountable for everything. This is quite a scorecard to keep track of. bRIng out the best: “Keep me informed!” No issue or problem should be beyond the reach of the leader. Daily walkthroughs, constant communication and an open door policy are tools to facilitate this.

2 Business OFFice / BOOKKeePer: tHe PrOcess MAnAGer

They know the ins and outs of the system, crunch the numbers and have the pulse on what’s going on in the district.

KeY tRaIts: eye for danger. Not only run the numbers, but finds the gaps and bring them before the Superintendent or Business Manager, who have their hands in a lot of things.

Not afraid to dig deeper. Eager to learn more about the process. Asks, “Is this the best way to do this?” then takes the initiative to make a phone call and find out.

leadeRshIp challenge: overachievers. As one superintendent put it, “They just go! I have to take things away sometimes because they try to do too much.” bRIng out the best: ask for their thoughts. As a rule, these staff members know what they are talking about and have been in it a while. Can be a source of information and creative solutions.

Constant feedback. Give them opportunities to ask early in the process, “Was this approved?” rather than just leave a pile of bills to sign.

www.iasbo.org | 29

Article / Building the Perfect Team

4 KitcHen / trAnsPOrtAtiOn stAFF: tHe OtHer FAce OF tHe District

They may not be providing instruction, but they are making an impression. Students will remember if they had a mean bus driver, and whether they were served lunch with a smile. at heaRt: School pride. In their work and how it benefits students. Often comes from a personal tie to the community.

KeY tRaIts: Kindness. An energetic and positive at-titude goes a long way. So does courtesy and respect.

Initiative. Looking for ways to do things better. Not afraid to throw out ideas (especially if the district is small and program self-operated).

leadeRshIp challenge: Change is hard. Staff can fall in a rut –they are used to doing things a certain way, When they don’t embrace change, their job gets boring and monotonous and the quality disappears.

bRIng out the best: Use their knowledge. They know what they are doing and they have been doing it for a long time. Ask, “How do you think we could do better?” Including them in the discussion will help them take personal investment in the process of change.

6 PuBlic: tHe sPectAtOr

Whatever happens, good or bad, they are watching from the front row and forming opinions that impact how you do business. at heaRt: personal investment. They care about the community, and want to see to it that their money well-spent.

leadeRshIp challenge: Bad press. One mistaken word to the media and who knows how the district will be misunderstood.

bRIng out the best: talk amongst yourselves. Make sure that the message you are delivering within the district is consistent so the staff is presenting a united front. Communicate early and often. This group does not like surprises!

Make sound choices. It sounds obvious, but ultimately if good decisions are being made and communicated, what is there to not get behind?

5 MAintenAnce / custODiAl stAFF: iMAGe MAnAGers

They may be behind the scenes – but their effort shows. A positive learning environment starts with a well-kept school ready to embrace students.

at heaRt: a personal tie. Pride in the school, community and the impact of what they do.

KeY tRaIts: proactivity. Looking for ways to do better rather just doing what they are told.

leadeRshIp challenges: Motivation. Looking for “good enough” rather than the highest quality. Lack of personal ownership of the building and how things look.

dealing with change. When the pace or routine changes—it is often difficult for the crew to cope—and they may revolt! bRIng out the best: Get your hands dirty. Go with custodial staff through an area and give feedback. How about doing it this way? This communicates, “I’m not just dictating, but also willing to take the time out and show you how to do it.“

a professional process. For maintenance, a technology driven help desk can track who is responsible for what and when it was completed to bring more accountability.

3 AncillAry service DirectOr: tHe PrOGrAM cHAMPiOn

It could be food service, transportation, maintenance or technology. More than just manager of service, but champion of people, resources and time. at heaRt: an ambassador for the district. Understands the needs and respects the culture. KeY tRaIts: aware of the almighty dollar. “Not just a vision for the program but an understanding of the numbers. Can recommend cost effective change, especially in light of current funding. people person. Able to communicate positively and effectively manage staff. Keeps the Business Manager or Superintendent abreast of what’s on the horizon. bRIng out the best: Let them run with it! Do not micromanage. Let them manage their programs, and be available when they need to communicate with you.

encourage professional development. Keep them updated on current practices you come across, and professional development dollars in the budget.


suBcOntrActinGrevisiteD

FinDinG A neW WAy:

It has been nearly four years since the implementation of the “act” which imposes significant limitations on the ability of school districts to engage third-party subcontractors to perform non-instructional services (public act 95-241, Section 10-22.34c of the Illinois School Code). this subcontracting legislation has generally had the desired psychological effect: convincing many school districts that subcontracting non-instructional services where no prior subcontracting relationship existed is impossible.

to successfully navigate the act’s numerous requirements requires creativity and careful planning on the part of both school districts and vendors.

www.iasbo.org | 31

by Joseph J. perkoski, ATTORNEYROBBINS, SCHWARTz, NICHOLAS, LIFTON & TAYLOR, LTD.

DAVID G. WELDON, LAW CLERK, AT ROBBINS, SCHWARTz, NICHOLAS, LIFTON & TAYLOR PROVIDED RESEARCH ASSISTANCE FOR THIS ARTICLE.

Article

suBcOntrActinG

With the continuing financial crisis in Illinois schools, the option of subcontracting non-certified services deserves a fresh look. Dramatic changes in the economics of school districts since the implementation of the Act in August 2007, has made many of the requirements imposed by the Act less daunting and the opportunity for subcontracting a viable option.

understanding the Real problem With the actThe hurdles imposed by the subcontracting Act on potential vendors and interested school boards are by now well known.1 However, many vendors are willing to meet hurdles to secure beneficial relationships with school districts. The real problem imposed by the Act is the way that it hobbles a school district in its ability to successfully bargain subcontracting, because it appears to artificially deprive the district of its ability to show a cost savings in pursuing a subcontracting relationship.

The cost savings element of the Act is essential, as districts generally cannot implement a proposal to a subcontractor over union objection in a bargaining scenario if it cannot show that the proposal to subcontract (and to layoff the current employees) will result in a cost savings. However, while the school district has been deprived of a level playing field, a combination of thoughtful bidding by vendors and complete accounting by a school district can achieve a successful subcontracting relationship even in a union context.

Without painfully reexamining each and every aspect of the requirements imposed by the Act on both potential vendors and on school districts, there are two requirements in particular which work to deprive a school district of an equal playing field and which merit reexamining in light of the current economic conditions.

obstacles to subcontractingThe first requirement in this regard is the obligation imposed upon the vendor to submit a bid which provides ... benefits’ package for the third party’s employees who will perform the non-instructional services comparable to the benefits package provided to school board employees who perform those services… (Section 10-22.34c (a)(3)(B)). The second requirement is the obligation of the vendor

to provide “a minimum of three-year cost projection ... which the third-party is prohibited from increasing if the bid is accepted by the school board, for each and every expenditure category and account for performing the non-instructional services ...” (Section 10-22.34c (a)(3)(D)).

The above requirement imposed upon the vendor in the bid process works in conjunction with the accounting obligation imposed upon the school district which provides that a contract must not be entered into unless the school board provides:

a cost comparison of each and every expenditure •category and account for the school board projects it

would incur over the term of the contract if it continued

to perform the non-instructional services using its own

employees with each and every expenditure category

the amount that is projected a third party would incur if •a third party performed the non-instructional services.

(section 10-22.34c (a)(4))

Prior to passage of this legislation, the employer was generally successful at showing that it would achieve superior cost savings overall by subcontracting and the union was generally left unable to counter-propose any viable alternative because the school district was generally able to show that it would be less expensive to have a vendor provide the same services. The demonstrable cost savings allowed the employer to achieve impasse and implement the subcontracting proposal over impasse.

The combination of these two requirements on the vendor and the school board provide a union with the information and the tools necessary to undermine what has been the traditional management objective in bargaining a sub-contracting proposal: to show that the school district would achieve a cost savings such that the union could not come up with a viable counter-proposal to maintain the current bargaining unit employees.

Thus, the Act was written to not only prevent the employer from achieving the cost savings (because it requires the potential vendor to provide the same benefits package), but also to provide the union with the accounting to show in bargaining that the district cannot achieve the cost savings.

At the Startthe pRobleM WIth the act: It appears to artificially deprive the district of its ability to show a cost savings in order to successfully bargain subcontracting.

at second glance: A combination of thoughtful bidding by vendors and complete accounting can achieve a successful subcontracting relationship even in a union context.

1. Section 10-22.34c applies where a school district seeks to subcontract services “currently performed by any employee or bargaining unit member...” The statute is primarily divided into two subsections, one which defines the obligations on a vendor in a bid process and the second which defines the obligations of the school district in seeking to subcontract.


oB sTac leA vendor must submit a bid that provides a benefits’ package for the third party’s employees that is comparable to that of school board employees.

another looka narrow reading can limit the burden on the district and the vendor in the bidding process, by allowing them to focus solely on benefits to the exclusion of salary.

Moreover, it is important for school districts to read the requirements of the statute as narrowly as possible. As noted above, the requirement is to provide a “benefits’ package” that is “comparable to the benefits’ package provided to school board employees.” This provision does not state that the “benefits’ package” must include salary. Further, it is significant that the phrase “benefits package” as opposed to

“compensation package” is used as compensation is generally deemed to be a broader reference to both salary and benefits. A narrow reading of this provision can limit the burden imposed upon the district in fashioning the bid and on the vendor in the bidding process to focus solely on benefits to the exclusion of salary. This means attempting to match the non-salary benefits provided in the collective bargaining agreement or through the district’s policies and the benefits provided by Illinois Municipal Retirement Fund (“IMRF”).

Originally, it was believed that the more challenging aspect of this requirement would be to match the IMRF retirement benefit. However, many vendors are able to offer 401(k) retirement plans which in many cases have at least the theoretical ability to exceed the benefits provided through IMRF.

oB sTac leProhibition on any subcontracting during the life of a collective bargaining agreement.

another look districts that are in a process of engaging in successor bargaining can include a reopener clause in the contract permitting subcontracting.

An additional challenge in dealing with the Act is the prohibition on any subcontracting during the life of a collective bargaining agreement, regardless of whether the contract had previously permitted subcontracting through bargaining. This provision coupled with the requirement of a 90-day written notice to effected employees of a subcontracting arrangement imposes a complex timing challenge on school districts wishing to pursue a subcontracting relationship relative to having to provide notice in a successor bargaining process in order to have the subcontracting occur at a point in time between the expiring contract and the bargaining date of the successor agreement.

One way to address this problem for those districts that are in the process of engaging in successor bargaining is to include a reopener clause in the contract permitting subcontracting. Reopener clauses have become more prevalent in recent bargaining cycles due to the changing economy and unpredictable revenue streams. Many reopener clauses are tied to Consumer Price Index (CPI) formulas. A reopener clause can also be used in a subcontracting context to allow the employer to subcontract in certain circumstances. For example, the following

clause can be used to preserve the district’s ability to subcontract during the term of a collective bargaining agreement:

The board will notify the association of its intent to reopen this agreement for purposes of bargaining the subcontracting of services performed by bargaining unit employees. Notification will be provided

prior to any decision by the board to subcontract such services. Notification under this section may be given by the board at any time during the term of this agreement and will constitute a legally binding contract reopener such that the term of this agreement with respect to the sole purpose of subcontracting is effectively open and subject to bargaining.

Overcoming Obstacles of the Act by Taking a Fresh LookChanges in the economy since the passage of the Act, including a substantive narrowing of the gap between private sector and public sector compensation, may make it easier for vendors to package bid proposals that are comparable to school district benefit packages. Vendors such as food service providers and custodial maintenance providers are perhaps more willing and better able to craft benefits’ packages which are “comparable” to those provided to school district employees.

The narrowing gap between private sector and public sector compensation may make it easier for vendors to package bid proposals which are comparable to school district benefit packages.

www.iasbo.org | 33

Article / Subcontracting Revisited

oB sTac leRequirement imposed on the vendor to provide a “minimum three-year cost projection for each and every expenditure category ...”

another look While the statute requires that the cost projection be for a minimum of three years, there is no requirement that the bid be for a three-year contract.

In narrowly reading the Act to maximize the opportunity to subcontract it is important to consider the requirement imposed on the vendor to provide a “minimum three-year cost projection for each and every expenditure category…” While the statute requires that the cost projection be for a minimum of three years, there is no requirement that the bid be for a three-year contract. In addition, there is no requirement on the school district that it enter into a three-year contract. Thus, a vendor and a school district could enter into a contract for a period of less than three years regardless of the three-year cost projections.

Further, while the Act requires that the vendor not increase the three-year cost projection, it is not clear how such a requirement could extend beyond a single or even a two-year contract. For instance, the Act only applies when there is a subcontracting of services currently performed by non-certified staff. At the conclusion of such a one or two-year contract, at which time the district will again seek to subcontract, the district will be at point where there would be no certified staff performing the subject services and, arguably, the Act no longer applies. Moreover, there is nothing in the statute which would indicate that one vendor’s three-year cost projection would bind a subsequent vendor which secured a contract with a school district during that three-year time period after the initial contract had been completed.

oB sTac leObligation to provide cost comparison for “each and every expenditure category” between school district employees and the vendor performing the services.

another look a creative analysis of all of the costs and resources devoted to maintaining an employee, including administrative time/resources to manage them and liability coverage, can actually prove the cost effectiveness of subcontracting.

Further with respect to the obligation on the school district to provide a cost comparison for “each and every expenditure category” between school district employees performing the services and the vendor performing the services, districts should diligently follow the dictate of the statute to identify “each and every expenditure category” in creating this comparison. This means creatively analyzing all of the costs and resources devoted to maintaining a particular employee unit to perform a service whether the unit is bus drivers, food service workers, or custodians. For example this means considering such cost items as the monetary value of the administrative resources for managing a particular group of employees, considering the amount of time spent by administrators or supervisors directing the employees and handling issues related to the employees.

This may also mean considering the range of costs associated with providing liability insurance relative to maintaining the employees, including workers’ compensation and liability policy coverage costs. In other words, there are many costs not often considered relative to maintaining a group of employees which for purposes of the Act would not only be to the advantage of the employer to identify but is actually required under the Act’s dictate to identify “each and every expenditure category.”

Another Way Around the Act

An additional consideration as a possible way to avoid the harsh application of the Act is to use a co-op arrangement to achieve, in essence, a hybrid subcontracting relationship. Co-ops are commonly used for special education services or for health insurance and are based on the notion of pooling resources to achieve a greater value and leverage and thereby achieve a cost savings.

As noted, the Act only applies to a school district engaging a third-party vendor for non-instructional services. This would seemingly not apply to a district entering into a co-op where a co-op secures the employees to perform a specific set of services (such as

food service) for its member districts. While some may argue that a district receiving services from a co-op is still acquiring workers through another entity, the District would be a part of the co-op and thus the co-op arguably would not be the equivalent of a third-party vendor.

The outcome of such an arrangement is not currently clear as there have been no challenges with respect to creation of such a co-op. The creation of co-ops presents its own set of challenges and complexities. However, co-ops may provide an attractive alternative as it provides some flexibility in the number of school districts that could become involved and the types of services that could be acquired.


scHOOl District WeBsite POstinGs

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Article by heidi a. Katz ATTORNEY ROBBINS, SCHWARTz, NICHOLAS, LIFTON & TAYLOR, LTD.

scHOOl District WeBsite POstinGs

What is required now, and what lies ahead? Mandates seem to sprout like dandelions with each session of the Illinois General Assembly. Among the proliferating requirements are provisions added in recent years to the School Code, Open Meetings Act, and Illinois Freedom of Information Act (FOIA), obliging school districts and other local governments to post specified information or documents on their official websites.

Proposed bills on the state and federal level could only add to the list, through

a possible amendment to FOIA publication requirements and new regulations

under Title II of the American with Disabilities Act.

current Posting requirements1. the school Report card – 105 Ilcs 5/10-17(a)

In aid of “better schools accountability,” each district which has a website must annually post the ISBE-prepared School Report Card describing the demographic makeup and academic performance of its student population by attendance center and by district, and the district’s financial resources and use of those resources. Parents must also be sent a written notice telling them that the Report Card is available on the website, the website address, and a phone number they may call to request a printed copy of the Report Card. A district which has no website is required to send the Report Card home to parents.

2. Final budget for current fiscal year – 105 Ilcs 5/17-1.2For purposes of this posting, a district may use ISBE Budget Form 50-36 or its summary pages. Students’ parents and guardians must be notified that the budget is available on the website, and be provided with the website’s address.

3. Reports on contracts – 105 Ilcs 5/10-22.44Under this School Code provision, a district having a website must post

Its current collective bargaining agreements; and•A list of contracts over $25,000 for the current fiscal year, updated as they are awarded;•Its annual report to the State Board of Education (sent in conjunction with the Statement of Affairs required by •105 ILCS 5/10-17) on all contracts over $25,0000 awarded during the previous fiscal year, providing details including categories of awardees (i.e., businesses owned by minorities, women, and people with disabilities).


4. administrator salary compensation – 105 Ilcs 5/10-20.46By October 1 of each school year, districts must post a salary compensation report for every employee holding an administrative certificate and working in that capacity, itemized to include base salary, bonuses, pension contributions, retirement increases, life and health insurance costs, sick and vacation day payouts, annuities, and any other form of compensation or income paid on behalf of the administrator.

Some aspects of this requirement are unclear. Should the report identify administrators by name, as well as by position and title? Identifying administrators by name is advisable, in the interests of “transparency” and avoiding charges of incomplete compliance with the statute. Should the report show compensation for the previous school year, current school year, or both? The most accurate approach is to report compensation actually paid in the prior school year. If a district uses current school year information, it may wish to note that all amounts shown are projected (not actual).

5. description of educational activities to combat bias –

105 Ilcs 5/27-23.6(c)If (but only if) a school board has adopted a policy to include “anti-bias” educational activities in its curriculum to “address intergroup conflict,” as authorized by Section 23-23.6 of the School Code, then the district website must include information describing how this policy is implemented.

6. annual schedule of board’s regular meetings – 5 Ilcs 120/2.02

This and the posting mandates described in items 7 through 9 below are found in the Open Meetings Act, and by the terms of the Act, apply only to districts which have websites that the district’s “full time staff...maintains.”

The annual schedule of regular board meetings must remain on the district’s website until the school board approves a new public notice of the regular meeting schedule.

7. public notice of all board meetings –

5 Ilcs 120/2.02

8. agenda of each regular meeting – 5 Ilcs 120/2.02 Public notice of every board meeting, and the agenda of each regular meeting, must be posted at least 48 hours before the meeting, and retained on the website until the meeting concludes.

9. approved open session minutes of all meetings –

5 Ilcs 120/2.06(b)These must be posted within 10 days of the school board’s approval of the minutes, and remain posted for 60 days.

10. brief description of district and its records – 5 Ilcs 140/4(a)This posting mandate and that described in item 11 below are found in the Illinois Freedom of Information Act (“FOIA”). Like the Open Meetings Act posting mandates, they apply only if a district’s website is maintained by a member or members of its full-time staff.

the “brief” posted description of the school district and its records must include:

A short summary of the district’s purposes;•A block diagram of its functional subdivisions •(board of education, superintendent, district office administrators, building administrators, teachers, other categories of staff, etc.);The total amount of the district’s operating budget;•The number and location of its “separate offices”;•The approximate number of full-and part-time district •employees; andThe members of the school board.•

11. description of how to request public records – 5 Ilcs 140/4(b)

this description should include:The methods which may be used to request •information and public records;A directory designating the district’s FOIA officer(s);•The address to which requests for public records •should be directed; andAny copying or certification fees the district will charge •requesters, as allowed by the FOIA.

current Posting

requirements(though a possible amendment could add to these)

FOiA

FOiA

www.iasbo.org | 37

stAte: Bills to enable use of Website Postings to satisfy Publication requirements and FOiA requests House Bill 1869 would amend the Notice By Publication Act to provide that, when a statute requires a unit of local government or a school district to publish a public notice in a newspaper, the local government or school district may at its discretion fulfill that requirement by posting the public notice on its own website, “accessible to the general public,” for the same time periods which would apply to the newspaper publication. The bill defines “public notice” broadly to include any account, report, or other record required by law to be published by the local government unit.

However, H.B. 1869 would require the district to publish a newspaper notice of the website posting, advising of its availability on the district’s website, and providing the website address as well as the address(es) of location(s) where print versions of the public notice can be obtained. The district would also have to keep accurate records of the content and duration of each such website publication, and make these records available for inspection by members of the public who wish to determine whether the district satisfied the specific public notice requirements involved. H.B. 1869 has encountered stiff opposition from the Illinois Press Association.

House Bill 1715 would amend the Freedom of Information Act to exempt from the statute’s inspection and copying requirements any public record which a public body has published on its website, if its FOIA Officer certifies that the online record is a true and accurate copy of the original. The bill, sponsored by Reps. Jim Durkin and Michael zalewski, may have been introduced in reaction to an opinion issued last year by the Illinois Attorney General’s Public Access Counselor, interpreting the FOIA to say that a public body may not decline to furnish copies of records to a requester who asks for copies, on the ground that the records can be viewed on its website.

As of late April, both bills had been re-referred to the House Rules Committee—which probably does not bode well for their passage.

FeDs: should ADA rules require Government Website Accessibility?The U.S. Department of Justice received comments and conducted hearings this past winter on proposed rulemaking to revise its regulations which implement Title II of the Americans with Disabilities Act, to require that state and local governments which offer services, programs or activities to the public via the web make their websites accessible to individuals with disabilities. The rulemaking under consideration would also address website accessibility of

“public accommodations” (covered by ADA Title III) which offer goods, services, facilities, or privileges over the Internet.

During the past decade, the Department has issued various resource materials on this subject, including a chapter on

“Website Accessibility Under Title II” added in 2007 to its ADA Best Practices Toolkit for State and Local Governments (which can be downloaded from http://www.ada.gov/pcatoolkit/chap5toolkit.htm).

The Department’s Advance Notice of Proposed Rulemaking (ANPRM) issued in July 2010, published at http://www.ada.gov/anprm2010/web%20anprm_2010.htm, contains a long preface explaining the reasons for initiating formal rulemaking at this juncture. Observing that the Internet as we know it today – “the ubiquitous infrastructure for information and commerce” – did not exist when the ADA was enacted in 1990, the ANPRM went on to cite the myriad life activities now conducted over the Internet, and the ways in which barriers to access adversely affect individuals with disabilities.

Stating that it appreciated the “complexity and potential impact of this initiative,” the Department particularly solicited input from experts in computer science, programming, networking, assistive technology and related fields whose feedback “would be critical in developing a ...framework for website access that respects the unique characteristics of the Internet and its transformative impact on everyday life.” The ANPRM posed and invited comment on a series of questions related to the content of accessibility standards under new regulations, what their effective date and coverage limitations should be, and the impact which website accessibility rules would have on small public and private entities.

The public comment period on the proposed rulemaking ended on January 24, 2011. At this writing, the Department of Justice has not yet announced a time frame for the proposed rulemaking. The Department has said that despite the need for action, it “appreciates the need to move forward deliberately.” School administrators will want to follow any rulemaking proceedings attentively, for new ADA regulations in this area would have significant legal, practical, and financial consequences for school districts and their information technology systems.

Proposed Federal & State Legislation

Article / School District Website Postings


First stepsIn summer of 2007, in response to the national sustainability movement, the Stevenson Board of Education created the Green Committee to guide the District to more sustainable practices. Represented on the committee were 46 members including Board members, administrators, custodial and grounds staff, teachers, community members and students.

At the initial brainstorming session, the ideas for what we could do filled probably 15 pages of legal paper. Recycling, however, was something everyone could agree on. After committee review of the recycling program, the general consensus was, “we can do better.” As a school, what do we throw away? Bottles, cans, paper, cardboard, magazines ... The feeling was that 60-70% of our waste must be recyclable.

Together with our partners, Sodexo Campus Services, we began a review of our recycling program.

Planting the seed: Organizational effortIn order to move recycling into the every day life of our community, we realized that recycling must be elevated from a club or student activity to an organizational norm, with student involvement essential to success. Our goal was to increase awareness and to provide the opportunity to recycle at every point of disposal. To accomplish this, we:

added recycling signs throughout the campus•asked students to do story boards during recycle week•promoted recycling during earth Week in april•color-coded our recycling containers: •green for recycling and black for garbage

Organizationally, the District set the table: with color-coded trash collection, matching bins, recycling signs, and two weeks of special programs focusing on recycling.

The challenge is to get every student, every faculty member, every administrator, every employee, every visitor to make the decision to recycle.

strong roots: industrial Grade recyclingFor Stevenson to effectively engage in “industrial scale” recycling, we needed to add additional trash compactors to our receiving docks and partner with Sodexo to make recycling a priority. The Sodexo staff embraced recycling and the Sodexo management group began to track our recycling content. At the start of our program in September of 2008, we were processing about 30% of all trash as recyclables. Tracking recycling is not an easy task. Trash is hauled to the landfill where the District is charged a per ton fee. On the other hand, the District is charged a flat fee for recycling. In the past, the waste hauler would document recycling by the yard; they packed up a four yard or an eight yard dumpster, whether it was full or not was another matter. Now we measure each run (both trash and recyclables) by the ton for a comparative measure.

It is important to note that Stevenson is a one school district with tremendous support of the Board of Education and our community. In a multi-school environment, it would be impractical to have compactors at each site and costly to consolidate recycles in a central location.

Budding Green: cost savingsIdeally, projects recommended to the Board of Education reduce both the Carbon Footprint and the bottom line. An important consideration for “Green Initiatives” that have little effect on the Carbon Footprint is cost.

In today’s school finance climate, wouldn’t it be nice if money grew on trees? The good news is that recycling tree products and more could mean money savings for your district. Getting all stakeholders involved, Adlai E. Stevenson HSD 125 found that the benefits of recycling reach beyond the invaluable educational opportunities and public statement, all the way to the district’s pocketbook.

Growing GreenRecycling can help districts find money in unexpected places

www.iasbo.org | 39

Article by Mark s. Michelini ASST. SUPERINTENDENT ADLAI E. STEVENSON HSD 125

In addition to saving the environment, recycling saves money. Generally, Stevenson pays $250 per load of garbage, plus mileage to the landfill, plus a tonnage charge – approximately $450 per load. A recycle load is a flat $150 per load. In our case, the more you recycle, the more you save. It’s that simple. Over the last couple of years, the District has sent as many loads to the recycling center as we have to the landfill.

We found the cost differential between a compacted load of garbage and a compacted load of recycling to be $300. The cost for the compactors is $350 per month, two compactors over 12 months is $8,400. Therefore, the breakeven for our recycling program is 28 loads. We were a little nervous when we began the program, however by the end of February 2009, we had already shipped 13 loads. While our recycle content continues to increase, the breakeven should get closer each month.

Beyond the Green: sustainable impactCreating garbage, hauling it to a landfill, and burying it does not create a significant amount of carbon dioxide equivalents. As a result, recycling may not take your district a long way when it comes to LEED certification. Yet, for Lake County, recycling has made a sustainable difference in extending the useful life of local landfills, set to be full in five and seven years respectively.

The educational value and the public statement made by recycling are immeasurable. At Stevenson, this has been a wonderful learning experience for all. The community notices and appreciates the effort, and wants to get involved. I’ve had parents come in and give me a pocketful of batteries.

In the two and a half years since Stevenson began recycling, our recycled content has increased from 30 percent to our current level of 41 percent. For the fiscal year that ended June 30, 2010, Stevenson diverted 25.6 tons of waste from the landfill to the recycling center, saving in excess of $9,600 in hauling fees. At this stage, the District strongly believes we can attain the 60 to 70 percent recycled content level in the near future.

When it comes down to it, we feel as an organization that sustainability is more about the children’s future than ours. We’d like to leave the world in a better place.

Want More? go to www.p2p.iasbo.org for

additional downloads that include:

What it takes on growing a sustainable program.1.

seeds of change: Recycling considerations.2.

crunching the numbers: 3.

how to calculate the cost savings for your district.

branching out: other recyclables in your district.4.


Before you look outsideMobile classrooms have been a staple of many school districts for a number of years and have many advantages, such as a low initial installation cost, and a short time frame between specification and occupancy. Mobiles also provide flexibility in terms of the ability to move them to another school site.

Yet, the decision to go mobile is not one to be made lightly. Glenview District 34 recently wrapped up a discussion on the topic. With an increase of over 400 children in the last two years, they’ve been facing the space crunch. Yet, before looking outside for a solution, they took at good look inside:

are we utilizing all our current buildings to capacity? •could we redraw some boundaries to reallocate •classroom space?

Is there any room to increase the class size?•

After a close look, it seemed that switching boundaries would not solve the problem, so the district is looking into increasing class size and adding a mobile at a third site to alleviate pressure. Currently, District 34 is utilizing four double-wide mobiles in two locations for a total of eight elementary classrooms.

setting up your mobilesYour district has made the decision to install mobile classrooms. What steps do you need to take to make sure the implementation goes as smoothly as possible? Let’s look at a few key questions to address early on in the process.

Who will be utilizing the classrooms?

The best way to approach this is usually for the school principal to ask teachers to volunteer for the mobile classrooms. Generally speaking, the older the children, the better, as younger children require more supervision to travel between the mobiles and the main building. It is also beneficial to keep the classrooms within the same grade level – this leads to better collaboration among teachers.

should we buy or lease – and how much will it cost?

As the lifespan of a mobile is about 10 years before serious repair (the nature of mobile classrooms is that they are temporary), leasing is generally the way to go. However, if you see other potential uses of the structure in the future, for example as an administrative office, then you may consider buying. The key question being, “How will this be mothballed/where will I store the mobile unit when it is not in use as a classroom?”

Portable {Palaces}Today’s fast-growth school districts not only face tightening budgets but also classroom space shortages. With an increasing enrollment and little or no classroom space left for students, the question comes down to: Do you have the money to add onto an existing school building, or do you install mobile classrooms that are more economical? the decision to use mobile classroom is not an easy one but is made easier if a district: does not have the time to construct

the classroom addition, does not have the money to construct additions, cannot add an addition because it is landlocked,

or if enrollment projections show that the enrollment increase is temporary.

reasons Districts “Go Mobile” include:overcrowding / increased enrollment •

Waiting on finances for a building project•

catastrophic situations – tornado, etc., •

often combined with financial/economic issues

Want More? go to www.p2p.iasbo.org to find:

Mobile classroom 1.

Installation checklist

how-to on Facing the Mobile challenges2.

www.iasbo.org | 41

costs of leasing vary but the following list can be used as a guideline:*

delivery and Fuel surcharge $ 630

set up of the complex $ 2,595

anchor/tie downs $1,120

concrete piers $6,665

skirting $2,397

aluminum decks and Ramps $5,315

electrical connections $9,600

data cabling and Internet connections $9,500

alarm and security system $2,500

Furniture and blinds $20,000

Insurance and permits (Vary) $1,000

sub-total $61,322

10% contingency $6,132

sub-total + 10% contingency $67,454

Mobile classroom lease cost per Year $8,280

total cost for a double mobile classroom $75,734

*FROM A DISTRICT 300 COST ANALYSIS PRESENTATION BROUGHT BEFORE THEIR BOARD OF EDUCATION

What weather-related issues should we consider?

Rain can make it miserable for students to commute back and forth between the mobile classroom and the school building. Consider the cost/benefits of putting up a canopy walkway for occupants.

Promoting your “Palaces”Mobile classrooms have received a lot of negative press (just look up the stories about Elgin SD U46). The negative attention has only been escalated, by districts who have used the threat of mobile classrooms as a “weapon” i.e. telling the community “If you don’t pass this referendum, we’re putting in mobiles.”

As parents don’t tend to like the idea of mobiles, the way you “brand” them in your district is key to public buy-in. For example, at Hoffman School in Glenview District 34, the principal nicknamed one mobile classroom, “The Palace.” He sold this concept to the students, who were older and actually loved going to their mobile classroom.

Community involvement is vital to the use of any type of mobile, which makes communication key. Using figures like enrollment projections or construction timelines, districts can express to the Board and community:

“Here is what the numbers are telling us, this is how we plan to use the mobile classroom and we expect it to be in place for this many years.”

It is important for the general public to understand, “This isn’t going to last forever.” And the earlier you can get people on board, the better—don’t do the process in a vacuum. As you’ve probably found, the public doesn’t like surprises.

Although mobile classrooms aren’t always the only or best option, utilizing mobiles can in fact be a positive experience when all stakeholders understand the need and get on board with the decision.

From skeptics to supportersthe community needs to understand:

Where will the mobile be located?What do you intend to use it for?What is the length of time the mobile will be utilized?

Make sure your campaign is rich in media outlets:

District website, Board of Education meetings,community meetings and parent/teacher staff meetings

Article by Michael J. prombo DIR./OPERATIONS COMM. UNIT SCH. DIST. 300

ROBERT A. LANzEROTTI, ExEC. DIR./BUILDINGS & GROUNDS, GLENVIEW CCSD 34, PROVIDED RESEARCH ASSISTANCE FOR THIS ARTICLE.


In 1687, Isaac Newton first compiled his three laws of motion. One of these laws stated that “To every action there is always an equal and opposite reaction.” Who would have thought 324 years later, his theory could be used to describe technology spending within Illinois Schools? As school districts across the state, continue to deal with the actions associated with the decrease or near elimination state, federal and local funding, one of the first departments that falls under the microscope, for reaction, is technology. Questions such as “Can we keep the equipment in service for an extra year ... or ... Do we really need to go to a 1–1 environment?” can be heard in district’s throughout the State.

Fortunately for schools, the recent economic meltdown has caused interest rates to fall to record lows. This has allowed many to borrow for capital projects or improvements at extremely low interest rates. The same can be true for technology projects. Hundreds of Illinois school districts have recently moved from the model of purchasing technology, to the new model of leasing or financing technology. The ability to create “refresh” programs or spread out the costs of technology upgrades over three, four or even five fiscal years has been a great financial tool.

For example, an Illinois school district recently contacted me regarding a $605,000 technology upgrade. This was a must-do project and needed to be done immediately. This district had the choice of either paying for the entire cost of the project, with cash, out of their FYE 2011 budget or set up a three-year lease/finance payment option of $207,000 per year. Had they chosen the cash payment option, they would have either fallen into deficit

spending or had to make program cuts to other areas. The immediate cash flow savings of nearly $400,000 allowed them to get the much needed equipment into place today, without having to make dramatic cuts to programs or even worse, staff.

Another local district was dealing with the constant issue of technology obsolescence. Every three years they were replacing the laptops and desktops within their labs and classrooms. Rather than paying for the entire cost of the equipment and then having to deal with disposal costs and issues at the end of the three years, they entered into a true lease. This lease allowed them to spread out the acquisition costs over three fiscal years, with total payments that equaled 95 percent of the original purchase price. It was an immediate five percent savings tied with the ability to spread out costs over multiple fiscal years.

So, as you continue to deal with the actions and reactions associated with school funding, keep leasing and financing in mind. It may be a welcome relief to you and your district.

How can i keep up with the costs of technology with the funding issues of 2011?

nO MOney, nO PrOBleM

by Jason K. Marquardt DIR. / SALES AMERICAN CAPITAL FINANCIAL SERVICES

Article

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on paper: STATIC SOURCES FOR EDUCATION PROFESSIONALS

It always seems to sound like the same story: someone rises out of their circumstances to make a name for themselves. A genius goes from outcast to computer tycoon. Or, an unusually talented athlete rises to the top of their sport.

When looking at “outliers,” or people whose achievements fall outside normal experience, people admire their personal qualities, intelligence and special talents. Yet, they often fail to see how other factors like birth month or lucky circumstance played into their success. In outliers, look a little deeper into the success stories of athletes, musicians and more to find some eerie similarities.

Take hockey in Canada. Someone found a pattern; the majority of professional players were born January through March (40 percent), followed by April to June (30 percent). They traced this pattern all the way back to junior leagues, where the cutoff was January 1. A January- born player had an advantage in physical maturity over their December counterpart, was chosen for an elite team, received better coaching and more practice ... all the way to the Olympics.

re sourc e s

Personal achievement is less about personality, more about opportunity

On My List

Outliers: the story of success

by Malcolm gladwell

Overview: Something is wrong with the way we look at success. Through eye-opening examples

from heart disease rates in a Pennsylvania town to airline

crashes in Korea, take a second look at what factors really lead

to success and failure.

From the writer famous for the tipping point and Blink,

learn how everything from the month and year a person was born, to what their parents do to luck and circumstance play in their success, and how to

use this knowledge to enable achievement in others. n

culture and circumstance: new way of seeing success

We often fail to see society's role in "who makes it and who doesn't."

bring out the best in your

team–article on pg. 25

the better question: Where are they from?When looking at a successful person one often asks, “What are they like?” The second section of outliers looks into a second question,

“Where are they from?”

Readers travel from Korea to Kentucky to find how attitudes inherited from one's ancestors and surroundings play a bigger role than we may recognize.

Taking another look at how we view success could help us bring the best out of students, colleagues and family members.

The same principle applies to schools. Small differences in achievement between students at opposite ends of the cut-off date could delineate joining the gifted program or not, learning higher-level skills and eventually even college success. Gladwell believes that often we fail to see society’s role in determining

“who makes it and who doesn’t.”


school Meals eligibility ManualFederal policy for determining

and Verifying eligibility

Inside: Federal requirements on who qualifies for free and reduced meals in the National School Lunch and Breakfast Programs.

Find it: On U. S. Department of Agriculture Web site at www.fns.usda.

gov/cnd/governance/notices/iegs/

eligibilityManual.pdf

practically speaking: Learn the basics of processing applications and determining eligibility.

school transportation news Magazine Inside: Find industry news and trends on safe and efficient school transportation including legal updates, special topics and more.

Find it: See what's making headlines and subscribe online at www.stnonline.com.

practically speaking: Low on cash? Sign up for STN eNews to get the latest sent to your inbox for free.

on paper: STATIC SOURCES FOR EDUCATION PROFESSIONALS

Inside: risk Management essentials– The basics on financial statements, loss data, claims management, information technology and more.

Insurance essentials handbook– The basics on policy terms, coverage forms, conditions, endorsements, exclusions and limits and more.

Find it: Both are available for purchase at www.scic.com/store

practically speaking: Keep each of these as a go-to reference or a training tool for new staff.

From the national alliance for Insurance education and Research

Essential Handbooks

infants, toddlers, and Preschool transportationbooklet, Isbe Inside: Current requirements on transportation of very young children without special needs and guidelines for providing the safest possible transportation. Find it: On the ISBE Web site at www.isbe.net/funding/pdf/prek_

transport.pdf

practically speaking: Better understand the role of the transportation supervisor and find resources to train staff, select equipment and make safety precautions.

school safety Busingbooklet, Illinois department

of transportation Inside: Rules and procedures on transporting pupils where walking constitutes a serious safety hazard. Find it: On the Department of Transportation Web site at www.dot.state.il.us/busing.pdf practically speaking: Walk step-by-step through determining what qualifies as a safety hazard, preparing forms and submitting findings.

www.iasbo.org | 45

isBe rule 120: Pupil transportation reimbursement

Inside: The ins and outs of student transportation reimbursement including eligibility, reimbursement formulas and reporting requirements.

Find it: In ISBE’s archive of rules currently in effect at ww.isbe.net/rules/archive/

practically speaking: If you’re in charge of transportation, keep this nearby to calculate and report reimbursement according to School Code.

the Outlooke-news for Illinois

school nutrition programs

Inside: Articles and insight on the business of school food service, online resources, a schedule of professional development webinars and more.

Find it: Sign up at www.isbe.net/

nutrition/htmls/newsletters.htm then watch your inbox for this useful tool.

practically speaking: Find tips and information from ISBE on everything from having a successful review to food safety and proper documentation.

school Meals on the usDA Web site

Inside: Links to the National School Lunch and Breakfast programs, free and reduced meal applications, nutrition education materials and more.

Find it: Visit www.fns.usda.gov/cnd

and follow the links on the toolbar.

practically speaking: Click “Implementation of the Healthy, Hunger-Free Kids Act” for a section-by-section guide to what enacting the new law means for your school. kidseatwell.orgIllinois nutrition education

and training (net) program

Inside: Supported by ISBE, free training for food service and other staff on-site and online, menu guidelines, wellness policy tips and more.

Find it: Visit www.kidseatwell.org then click “Training” under Net Services to find available seminars and webinars.

practically speaking: Under Healthy Schools, click “School Meals” for food buying and meal planning solutions for your program.

nfsmi.orgnational Food service

Management Institute

Inside: Training for directors, managers and food service technicians to meet the challenges of the day-to-day school nutrition program operation.

Find it: Visit www.nfsmi.org and click “Resource Center” or “Training Opportunities.”

practically speaking: Need a new food service manager? Check out the

“Competencies, Knowledge, and Skills of Effective School Nutrition Managers” under School Nutrition Programs.

illinois AsBO risk Management Handbook The Risk Management Professional Development Committee brings together their wealth of experience and expertise in this updated handbook—covering 20+ key risk management topics including:

loss exposures inherent •

in school operations

commonly utilized insurance •

coverage policy conditions,

exclusions and restrictions

Ways to intelligently approach •

risk evaluation and pricing

a glossary of insurance •

terms and checklist of

property coverages

Find it: Download the handbook at www.iasbo.org/risk or call Judy Sharp at 815.753.5950 to get a disk mailed to you.

practically speaking: Learn to ask the right questions in order to improve the quality of your program and reduce long-term costs or put this in the capable hands of whoever runs risk management for your district. n

resOurces

on screen: DYNAMIC SOURCES FOR EDUCATION PROFESSIONALS

Bookmark It


Th e Final word

Great ideas from Great illinois AsBO MembersDavid A. HolmAssistant Superintendent / BusinessIndian Prairie School District 204

What is your professional role with regards to education? The textbook answer would be, “The school business official’s role is to provide sound fiscal management practices in order to maximize available resources to support the district’s mission regarding student achievement.”

Looking at this with my “Ancillary Services” hat on, I would further define our role as delivering safe, efficient, dependable and cost-effective services to students and schools within the framework of school board policies, state guidelines and the school code, while maintaining a high-quality of customer service to students, families, staff and community. When we are doing our job right, we quietly go about our business behind the scenes, yet if we’re not, learning suffers.

I believe that my biggest role is to conduct myself in such way as to build confidence in the district’s financial operations and trust in the information being presented. In this era of lack of trust and respect for governmental administrators, this role is bigger than ever.

What will impact Ancillary services most significantly in the next 5–10 years? Technology. As GPS systems, routing software, cameras, electronic fingerprinting and hybrid buses become more common, ancillary services will become safer, more efficient and easier to manage. As the cost of fuel continues to climb, these technologies will become even more important.

What is the most important Ancillary services topic to address immediately? It appears that some of our state legislators have decided that regular transportation funding should be a local responsibility as evidenced by recent significant reductions. It may not be an unfunded mandate as of yet, but it is certainly a “hardly” funded mandate.

if you could change one thing about Ancillary services? The lowest responsible bidder does not always result in the best solution for food service or transportation. Bid results based on a rubric of quality indicators and cost would result in safer programs with better quality services for students.

JIM WOMACK / NIU

www.iasbo.org | 47

Say "Yes" to Dual BenefitsWhen you renew with your affiliate ASBO, check the box for ASBOInternational Membership. With one payment, you can participate in both organizations—doubling the tools, resources, and colleaguesyou can call on to help you in your everyday responsibilities.Together, we can effectively manage resources to give every childthe power of education.

With the increasing responsibilities and fewer staff, the help

and expertise that I gain through ASBO membership is priceless.

Peter Willcoxon Sr., RSBA, White Bear Lake Area Schools (MN)

www.asbointl.org


Don’t Miss these Events

Joint Educational Support Professionals ConferenceSeptember 27, 2011

Northfield Inn Suites, Springfield, IL

TechCon: 5th Annual Technology & Financial Issues for the 21st Century

October 14, 2011NIU Naperville, Naperville

Educational Support Professionals ConferenceDecember 2, 2011

NIU Naperville, Naperville

Find out more at iasbo.org

Documents

Illinois Asbo Update Sum11