Barbara J. Hengels: Candidate Profile

Note: Answers provided have not been edited for grammar, misspellings or typos. In some instances, candidate claims that could not be immediately verified have been omitted. Jump to:BioKey IssuesQA Bio City: Elk Grove VillageWebsite: Candidate did not respond.Office sought: Schaumburg Twp. Elementary D54Age: 60Family: Married in 1972; 4 adult children, all of whom graduated from D54; 3 grandsons and another on the wayOccupation: Homemaker previous: part-time office assistant for ED-RED - an education policy advocacy organizationEducation: BA in Psychology from Marquette University in Milwaukee, WIHarper Community College - Continuing Education classesCivic involvement: Education Commission of the States - 100 District Leader Network for Civic EngagementIllinois Civic Mission Coalitionprevious: 25 years of service to PTA (Fairview, Nerge, Mead and Council) with local, state and national awards for service; Boy Scout Troop #198; Elk Grove Village 50th Anniversary Committee - chairing November's focus on education; Community Character Coalition - Elk GroveElected offices held: Appointed to D54 Board of Education in June 1997; elected in 1997, 1999, 2003 and 2007Have you ever been arrested for or convicted of a crime? If yes, please explain: Never.Candidate's Key Issues Key Issue 1 I believe in public education. I believe that strong public education is essential for strong communities. Our District Mission is to ensure student success while fostering lifelong learning, and, along with our Goals is solid direction for all who serve the 14,000 students of D54. These were developed among the Board, administration, employee representatives, citizens and students. The goals focus on student achievement, and there are annual projects to see those goals met. The Mission and Goals have led to many changes in D54, including Professional Learning Communities (PLCs), strengthening the School Leadership Teams (SLTs) in service to student learning. Since the Mission and Goals along with their Collective Commitments of stakeholders was approved in May of 2007, it may be time to revisit the document for reaffirmation or possible revision to further continue and strengthen the District#146;s commitment to student success.Key Issue 2 Finances, Budget and the Legislature. In 1996, the District was $160 million in debt. We have provided a balanced budget for 15 years, are out of debt and have attained a Moody#146;s AAA rating (its highest) because the District#146;s strong fiscal commitments. When the Illinois Education Foundation Level of $6,119 per student is mentioned, know that D54 does not receive that amount from Illinois. State and federal funding is continually readjusted as to how and what is funded, and at what level. Currently, D54 receives less that 13% of its budget from state or federal funding. We are perceived as a very wealthy area, needing less financial support. Our local, state and federal legislators need to be aware of how the fiscal changes and educational mandates they approve affect each school district. D54 works to educate legislators on budget impact and other education matters. The education needs of all students in D54 deserve to be met, and strong funding of those needs will be a challenge. Key Issue 3 Transparency and Communication Continuation. Last July saw dramatic changes to the District website in response to Illinois Policy Institute#146;s audit of online government information. The District website and individual school pages have also been updated to be more user-friendly and informative. These non-mandated efforts have increased the amount of information available, making the District more transparent. I would like to see this type of transparency continue and evolve as citizens present reasonable requests. I believe that the District has made great strides in communication needed by the families we serve. For example, all schools now offer electronic newsletters (paper copies as needed), responding to parent/guardian communication preferences. Not only does this provide speedy and reliable information to families, but the District has benefitted from this efficient and green program with a 14% reduction in the use of paper, and, savings in the cost of print cartridges and copy machine usage. We have other forms of communication like Facebook and Twitter and an email/phone/texting system in multiple languages for emergency alerts. As communication types change and evolve, the District should continue to be responsive.Questions Answers How satisfied are you that your district is preparing students for the next stage in their lives, whether it be from elementary into high school or high school into college or full-time employment? What changes, if any, do you think need to be made?Very satisfied, but not yet content. Students in each of our 27 schools have made significant gains in state assessments. We celebrate last year that in 16 of our schools 90% or more of students met or exceeded standards in both reading and math. Many schools are closing in on that same success. Various programs within the District have led to this, including PLCs, SLTs, and the School Improvement Plans (SIPs) review in a 90 day cycle. Also supporting state assessment scores is MAP (Measure of Academic Progress) testing which allows for early intervention for student who need help, and pinpoints areas of a student#146;s strength. D54 remains committed to student need by offering a strong foundation in literacy, math and science, social studies, art music and PE. Early evidence indicates the changes to bilingual instruction are successful. Two of our schools are in the nomination process for the National Award of academic excellence, hoping to join our other four Blue Ribbon schools. Positive Behavioral Interventions and Supports (PBIS) is incorporated in many schools.Beyond academics, many service-based programs build student awareness of the value of service that will serve them well as adults. Programs are many and include the District established Community Closet to help families needing basic clothing. All schools are partners with their PTAs, and many with business partnerships. The Senior Volunteer program shows students that service is valuable, no matter your age. Our schools are resourceful, energetic and enthusiastic that students do well. Our educators are expected to #147;know students by name and need#148;.What budget issues will the district have to confront? What measures do you support to address them? If cuts are needed, be specific about programs and expenses that should be reduced or eliminated. Do you support any tax increases for local schools?School districts are limited by statute to levy no more than the CPI #8211; for 2011 it is 1.5%. Less than 13% of our revenue comes from state or federal funding, monies that are fluid and often not received in a timely manner. For instance, in November 2010, 06.33% of the budgeted revenues were received, yet 23.72% of our expenditures needed to be met. The delay by Cook County issuing and collecting the latest tax bill means we incur a delay receiving our revenue, and state and federal dollars lag when those budgets are not passed and funded in a timely manner. Often, funding like ARRA monies are temporary, not something on which to rely. The District has seen an increase in applications for Free and Reduced Lunch program; our demographics are changing. The District#146;s commitment to fiscal responsibility, having a balanced budget and sufficient reserve, saves taxpayer dollars by not having to borrow to meet expenditures. I don#146;t believe that program cuts will be necessary anytime soon. That does not mean that the District#146;s regular program assessment would not bring a change in organization of education to our students.Is experience as a teacher or support from a union valuable because it suggests educational insights or detrimental because it creates pro-teacher bias? Please clarify whether you have such experience or would accept union support.Each person brings a different experiential perspective to a deliberation process. One who has been a teacher would not necessarily be more prepared to serve on a school board than another interested, dedicated citizen. School boards are governed by many laws and statutes, and awareness of these is significant. As there are seven who serve on the school board, it always heartens me that while we come from many different backgrounds and experiences, we come together in the best interest to support education of the students in the District. It takes seven to decide. Support from a union does not necessarily mean that a candidate would follow the wishes of that union. In previous campaigns I have received, and not received, support from the local education unions. Those times when I received their support, at no moment did I have the impression that their support came with strings and that I had their understanding that I would vote my conscience to best serve the students. As contract talks come up with various employee groups, what posture should the board take? Do you believe the district should ask for concessions, expect employee costs to stay about the same as they are now or provide increases in pay or benefits?Members of our unions are reasonable and recognize the financial impact of their contracts with the District and area taxes. Many are citizens of the community as well. Greater proportions of health benefit costs have been assumed by employees. Checking local demographics, our average teacher salary is indeed close to the median incomes of the community, I would expect that similarity to continue.If your district had a superintendent or other administrator nearing retirement, would you support a substantial increase in his or her pay to help boost pension benefits? Why or why not?Current state statue prohibits districts from increasing total compensation by more than 6% to any employee during their last four years of employment, or penalties are incurred. There are some retirees who are safe harbored as they presented their intention to retire documents under statutes and contracts viable prior to 2005.