D211 Post: High School District 211 to be represented among I.S.B.E. 2018 Those Who Excel award recipients

Township High School District 211 is poised to be well-represented among recipients in the Illinois State Board of Education’s 2018 Those Who Excel education awards program.  Additionally, Fremd High School Social Studies Teacher Dr. LoriAnne Frieri has been named among the 10 finalists for Illinois Teacher of the Year.  The State Board annually sponsors the Those Who Excel awards to honor individuals who have made significant contributions to the state’s public and non-public schools.

High School District 211 Those Who Excel award candidates include (listed alphabetically):

• Board of Education President Mucia Burke (school board member category)

• Schaumburg High School Student Services Director Yassila Delgado (administrator category)

• William Fremd High School Social Studies Teacher LoriAnne Frieri (classroom teacher category)

• Palatine High School Homeroom Team (team category): Jessica Aulisio, Brittany Berleman, Jeanne Hedgepeth, Erin Lu-zadder, Erin Mahoney, Thomas Mocon, James Nowak, Fred Rasmussen, Joyce Richardson, Leslie Schock, and Claudia Sierra-Sokop

• Palatine High School Family and Consumer Sciences Teacher Emily Pilguy (early career educator category)

• James B. Conant High School Nurse Dawna Smeltzer (student support personnel category)

• Hoffman Estates High School Counselor Andrew Wulbecker (educational service personnel category)

The Illinois Teacher of the Year will be named and Those Who Excel award recipients will be honored by the Illinois State Board of Education at the 44th-annual Those Who Excel awards banquet on Saturday, October 20, in Normal, Ill.

D211 Post: D211 Board of Education appoints new member to fill vacant seat

Steven Rosenblum

The High School District 211 Board of Education has selected Schaumburg resident Steven Rosenblum to fill the vacant seat on the seven-member Board.  Mr. Rosenblum’s appointment became effective immediately at the August 3 special Board of Education meeting, and runs through the completion of former elected High School District 211 Board Member Lauanna Recker’s term in April, 2019.  Ms. Recker resigned her position on the Board on June 28, 2017.

Mr. Rosenblum has been a District 211 resident since 1998 and is the parent of two Schaumburg High School graduates.  He has been active in the community through his involvement serving on the leadership board and planning committee of the American Diabetes Association Northern Illinois Affiliate since 1985, as assistant scoutmaster in the Boy Scouts of America (2005-2006), and serving as company chair for the Toys for Tots Drive (2016-2017).  He also has been a member of the Schaumburg High School VIPs (booster club), Schaumburg Elementary School District 54’s Advisory Council for District Initiatives (ACDI), Beth Tikvah Congregation (Hoffman Estates) Board of Directors and choir member, and St. Hubert’s Jobs Ministry.  In 2012, Mr. Rosenblum was nominated for the Schaumburg Community Volunteer of the Year award.  Mr. Rosenblum is employed in human resources management, and has been a member of the Human Resources Management Association of Chicago.

Illinois State Board of Education Secretary Cesilie Price administers the Oath of Office to new High School District 211 Board Member Steven Rosenblum at the August 3, 2017 special meeting.

The District 211 Board of Education received 16 applications for the vacant seat, considering all 16 applicants and interviewing finalists through a series of interviews on July 31 and August 1, before making its decision.  In order to serve on the High School District 211 Board of Education, one must be a registered voter, 18 years of age or older, and a resident of District 211 for at least one year.  Major responsibilities of the Board of Education are to express and represent the view of the community in matters affecting education, determine education standards and goals, adopt policies for the administration of the school system, employ a Superintendent of Schools, authorize the appointment of teachers and other staff members, approve curriculum, secure money for school operational needs and building programs, and authorize expenditures.

Mr. Rosenblum took the oath of office as a High School District 211 Board of Education member at the beginning of the August 3, 2017 special Board of Education meeting.

High School District 211 Board of Education Seeks Candidates to Fill Open Seat

District 211 logoOn Wednesday, June 28, 2017, Lauanna Recker resigned from the Township High School District 211 Board of Education, effective immediately. Ms. Recker’s resignation creates an open seat on the seven-member Board, which needs to be filled for the remainder of her term.

The remaining six Board of Education members are responsible for appointing a resident of the Township High School District 211 community to complete the remainder of Ms. Recker’s term, which runs through April 2019. According to Illinois School Code, members of the Board must appoint someone to this position on or before August 14, 2017.

In order to serve on the High School District 211 Board of Education, one must be a registered voter, 18 years of age or older, and a resident of District 211 for at least one year. Major responsibilities of the Board of Education are to express and represent the view of the community in matters affecting education, determine education standards and goals, adopt policies for the administration of the school system, employ a Superintendent of Schools, authorize the appointment of teachers and other staff members, approve curriculum, secure money for school operational needs and building programs, and authorize expenditures.

Interested individuals should complete an application, and must submit it, along with a cover letter, on or before 4:00 p.m. on July 12, 2017, to:


Anna Klimkowicz, Board of Education Secretary

Township High School District 211

G.A. McElroy Administration Center

1750 South Roselle Road

Palatine, IL 60067-7336


Applications are available at the District’s five high schools and the G.A. McElroy Administration Center, and an online application is available on the District 211 website (https://adc.d211.org/board-of-education-vacancy/). Applications also can be submitted via email (webmaster@d211.org, use subject line “Board Vacancy Application”) or fax (847-755-6810). The Board of Education will consider all applicants, but will not be limited to applicants in making its decision.

For questions or additional information about this position, please contact the Superintendent’s office at 847-755-6610.

D211 Board of Education Approves iPad as One-to-One Device

In 2012, the District initiated its one-to-one electronic device program built on the founding principles of redesigning student learning opportunities and envisioning instructional methods to develop the skills students will need as they prepare for life after high school. The District provided trained teachers and their students with individual electronic devices, iPads, to achieve these outcomes. The One-to-One Program was fully implemented in 2014, providing each Township High School District 211 student with an iPad to transform their learning experiences and broaden students’ ability to demonstrate the acquisition of skills.

After exploring both options, the One-to-One Committee recommended that the program continue to utilize the iPad as its device. The iPad is aligned with the District’s vision to create engaging relevant learning experiences for all students. The iPad supports the development of students’ creative and collaborative skills and is reflective of the ever-connected experiences students will encounter in college and workplace settings in the future. At its January 19, 2017 meeting, the Board of Education approved the purchase of 7,168 iPads for the 2017-2018 school year at a total cost of $2,501,632 at its Jan. 19, 2017 meeting.

Freshmen, sophomores and faculty members will be provided with a new iPad to start the 2017-2018 school year. In future years, each incoming ninth grade class will be provided with new iPads annually. Retired devices will be sold annually so that iPads are cycled through a four-year service life within the District.

The one-to-one environment has created possibilities for learning that would not be possible otherwise. Teachers and students alike remark on their unprecedented ability to stay organized, maintain contact with one another, and readily share student work and feedback. On-demand access to learning resources is consistently cited as a significant benefit of the One-to-One Program.

Over the past four years, the iPad has served as a high quality individual electronic device for students and has been aligned with the District’s overall vision for its one-to-one program. Given educational technology’s continual rate of change, in the spring of 2016, the District began a comprehensive review of its one-to-one program and specifically examined different electronic devices in order to determine which electronic device would best serve students and the District in coming years. Early investigative efforts narrowed the possible device choice to two options: (1) the Apple iPad, and (2) the Google Chromebook.

One-to-One Committee

The District’s One-to-One Committee was instrumental in the launch of the one-to-one program in 2012. The committee was expanded in the fall of 2016 to include many teachers experienced with the use of technology in the classroom to evaluate the existing one-to-one program. The expanded committee, consisting of 24 individuals, represents a balanced cross-section of school assignments, academic departments, and specific roles, and was chaired by a core oversight team made up of Mark Kovack, Associate Superintendent for Student Services; Gary Gorson, Chief Technology Officer; and Scott Weidig, Lead Technology Coordinator. Committee members were organized into five unique subcommittees to focus the members’ attention and research efforts.


  1. Device Research – This group of individuals conducted research to gather information about the iPad and Chromebook and made note of factors such as device variants, device features, device options, portability and weight, battery life, app availability, durability, cost, case options, reviews from independent sources, and anticipated enhancements in upcoming device releases.
  2. Innovative Teaching – This team investigated the use of one-to-one devices in the learning transformation process and researched best practices, benefits and impediments to learning, and ways to assist teachers in effecting a successful transformation to a digital environment.
  3. Input Gathering – This group collected information from various stakeholders and regarding benefits, challenges, and other factors the District should account for regarding the creation of a learning environment that can inspire students to be successful. Stakeholder groups included students, parents, local business leaders, representatives from local elementary school districts, representatives from post-secondary educational institutions, and District 211 teachers.
  4. Site Visit – This subcommittee identified other school districts with active one-to-one programs using either iPads or Chromebooks and conducted visits to 13 schools outside of District 211. The team compiled details about each of these school’s one-to-one program goals, device implementation, and direct observations of the classroom environments.
  5. Technical – This set of individuals analyzed the iPad and Chromebook from a technical perspective to identify details relating to device setup, device management, location (recovery) features, repair and support options, infrastructure requirements, options for classroom presentation, and total cost of ownership.


Research Findings

Based on their experiences, observations, and research, the subcommittees assembled lists of advantages and disadvantages for both the iPad and Chromebook as potential one-to-one devices within the District 211 program. Summary lists are provided for each device.

Additionally, the subcommittees identified a set of 47 essential features across 13 categories that any one-to-one device should have in order to support the District’s goal of transforming students’ teaching and learning experiences. Each of these features was then applied to the iPad and Chromebook using a 4-point rating scale to assess each device’s ability to achieve the District’s objective. The rating scale was defined as 1 – very weak, 2 – weak, 3 – strong, and 4 – very strong. Subcommittees independently rated the features. Results were combined to create average ratings for each specific feature. The iPad was rated higher on 40 unique essential features. Three features showed equal ratings for both devices. The Chromebook was rated higher on four features. Full details of this analysis are displayed in Appendix A.


Summary Conclusions

The One-to-One Committee considered the District’s own experiences with a one-to-one classroom environment, direct feedback from students and parents, input from District teachers and outside educational representatives, technical advisors from Apple and from Chromebook vendors, and observations of schools’ implementation of Chromebooks and iPads in one-to-one settings outside of the District. Analysis of those information sources allowed the committee to assess each device objectively.

The Chromebook was deemed a handy electronic device that could provide opportunity for students to access online resources. It’s direct integration with the Google Apps for Education tools supports student collaboration, teamwork, and sharing. Google Drive’s cloud-based storage combined with accessible USB-based storage options creates the opportunity for vast file storage capacity. The Chromebook is portable in the same way as a laptop computer. It’s clamshell design mirrors the laptop’s form factor and includes a trackpad and full keyboard. Screen size is sufficient to meet classroom needs. Long-term durability of the Chromebook, however, was suspect. The hinged cover was prone to breakage and, although this could likely be repaired within the District, the feature did have potential to negatively impact the student experience. The Chromebook exhibits strong battery life. The limited touchscreen capacity and lack of annotation ability was a significant criticism of the Chromebook. Students and teachers were clear in naming this feature as essential. Parents of existing students expressed some concern about shifting to a Chromebook after their students have become familiar with the iPad. The productivity tools within Google Apps for Education (i.e., word processing, spreadsheets) lack sophistication as compared to Microsoft Office tools with which many stakeholders have prior experience.

The iPad was recognized for its extreme portability and ease of use. Its user-friendly design allows students to access features quickly and intuitively. Widespread availability of educational apps in the App Store is a particular strength for the Apple product. Students were at ease with the iPad’s touchscreen keyboard. Adults, on the other hand, indicated a greater preference for an external keyboard. The District has a supply of external keyboards, which attach via the iPad’s lightning port, available for use as needed. The iPad connects readily to projection devices allowing students to share their screens with small and large groups. The iPad’s front-facing camera provides opportunities to capture images efficiently and to integrate those images into documents. The fixed amount of storage space on the iPad is easily overcome by accessing cloud-based storage solutions when the device’s maximum capacities are reached. One hallmark feature of the iPad is interaction with a stylus. This feature supports students’ desire to take notes and to annotate documents with the same ease as if they were writing on a sheet of paper. The iPad’s responsive touchscreen is one its hallmark characteristics allowing students to resize webpages, documents, and images with a simple pinch-and-zoom action. The iPad has proven durable in the classroom setting. Damaged devices are easily replaced and individual student settings can be quickly applied to the replacement device. Microsoft Office apps (i.e. Word, PowerPoint, Excel) are available for use on the iPad offering students the chance to use productivity tools they are experienced with. Schoology, a web-based learning management system in wide use across the District, is fully compatible with the iPad’s operating system allowing teachers to effectively distribute course materials, collect student work, and exchange commentary with students. Students requiring accessibility accommodations (i.e., enlarged print, assistive communications tools) have identified the iPad as indispensable in connecting them to their educational needs.  

Representatives from three separate colleges and universities provided information regarding their expectations of students’ technological proficiency upon entering college. All of these representatives shared that students should be prepared to navigate a learning management system and have mastered basic skills needed to use productivity software (i.e. word processing, spreadsheets, presentation software) upon exiting high school. The specific one-to-one device students use in high school to develop their skills was not of concern as the colleges reported students typically use a fully functional laptop at the college level. Many college students reportedly use their smart phones in the classroom for notetaking.

Technical comparisons of the devices revolved around device setup requirements and ongoing device management tasks. Both the iPad and the Chromebook must be configured prior to distribution and assignment to students. The preparation sequence is similar between the two devices with regard to time required by school personnel. Both devices utilize third-party software tools to manage device controls and limit student access to selected features. The difference in overall costs for these tools was not significant when comparing the two devices. Shifting away from Apple devices would require the District to replace multiple hardware interfaces as Chromebooks are not compatible with Apple TVs and other unique ancillary devices. Existing structures built around the Apple format remain aligned with new iPads and would not have to be replaced.

A wide variety of Chromebook models are available to the education market. A Chromebook with the most complete set of essential features identified by the One-to-One Committee would cost between $325 to $400 based on current price quotes. Even at the highest price level, however, the Chromebook would not be equipped with a touch screen comparable in function to the iPad’s touch screen. Apple recently released a new iPad model with double the memory and a reduced high volume purchase price of $349 as compared to the entry-level model the District purchased last spring for $354.

Observations of other District’s one-to-one programs prompted committee members to recognize strengths of District 211 teachers and their application of the iPad as a learning tool. While strong examples of technology integration were present at other schools, the team members affirmed their belief that the District is on the leading edge of successful implementation and transformative application of one-to-one learning. Universally, committee members agreed that shifting to Chromebooks would set the program back and that it would take at least two years to recover lost momentum.


Implementing One-to-One in Future Years

Continued implementation of the One-to-One Program will be established with each grade level being assigned a common iPad model. Students will be assigned a device upon starting 9th grade and will retain that same device over the four years of high school. Devices will be retired from inventory at the conclusion of each four-year cycle.

As the 2016-2017 school year concludes, graduating seniors will be provided the option to purchase their assigned iPad at current market value. During the summer of 2017, the existing iPad inventory will be redistributed to provide rising seniors and rising juniors with like models by grade level. Seniors’ iPads will have been in service for three years and juniors’ devices will have been in service for two years as the 2017-2018 school year begins. In 2017-2018, sophomores and freshmen will be assigned newly purchased iPads. Teachers will also be assigned newly purchased iPads. The remaining iPad inventory will be distributed and assigned as necessary with devices having four years or more of service being sold to a third-party vendor. This annual sequence will continue with new freshmen being assigned a newly purchased iPad at the start of each school year. Faculty will receive new devices every other year. Each year, outdated inventory will be sold first to graduating seniors and then to third-party vendors to eliminate from inventory all devices with more than four years of service within the District.

During the second semester of the 2016-2017 school year, the One-to-One Committee will direct focused attention to the formation of professional development activities District in which faculty can participate during the summer of 2017 and the 2017-2018 school year. These activities will pertain exclusively to the use of the iPad to realize modified and redefined learning tasks for students. These professional development activities represent the next level of instruction for the District’s teachers who have a minimum of two years’ experience integrating the iPad into their classrooms and will assist them to create lessons that engage students’ higher-order thinking skills. Formalized relationships with Apple’s dedicated educational resources will be explored to determine how the partnerships can be leveraged to benefit the District’s faculty.

Additionally, during that same time, the District’s technical infrastructure team will coordinate directly with Apple engineers to refine and improve internal procedures to efficiently set up new iPads, manage the entire iPad inventory, and optimize the technical systems that support the One-to-One Program. Improvements to iPad management continue to include focused attention on minimizing classroom distractions and assisting students to remain engaged with their device for educational purposes. Actions over the past two years have resulted in strong advances in minimizing interferences and reducing reports of student distraction as compared to previous years.

Initiatives to strengthen students’ digital citizenship will receive attention as well. Existing models of exposing students to critical concepts will be examined for areas of improvement. Security of personal information, maintaining appropriate digital conduct, and information literacy are vitally important components of students’ use of technology and readiness for college and career experiences.


iPad Insurance Program

Consistent with past years, approximately 90% of the student body participated in the District’s iPad insurance program in the 2016-2017 school year. The voluntary insurance policy costs $25 for a full year of coverage against repair charges for damages and for loss due to theft. In addition to the annual premium, policy holders pay a deductible upon filing a claim. Deductible amounts increase with each claim and range from $25 to $150 for repairable damages and from $75 to $200 for loss due to theft or unrepairable damage. In future years, the District will continue to sponsor an insurance program.


Moving Forward

Overall, the iPad supports the development of students’ creative and collaborative skills and is reflective of the ever-connected experiences students will encounter in college and workplace settings in the future. Aligned with District 211’s vision, the iPad will continue to be instrumental in providing engaging, relevant learning experiences for all students.


HEHS Student Recently Named National Hispanic Scholar by College Board


Alfonso Arellano was recognized by the Board of Education at its Oct. 20 meeting.

Hoffman Estates High School senior Alfonso Arellano was recently named a National Hispanic Scholar as part of the College Board’s National Hispanic Recognition Program. He was recognized by the Board of Education at its Oct. 20, 2016 meeting.

Each year, 5,000 of the 250,000 Hispanic and Latino juniors who take the PSAT/NMSQT tests are recognized. Students who take the test in October of his or her junior year, are at least one-quarter Hispanic or Latino, achieve the minimum required PSAT/NMSQT Selection Index score, and earn a cumulative GPA of 3.5 or higher by the middle of junior year are eligible.

While the distinction is not a monetary award, students who are Hispanic Scholars see benefits when applying to college. Subscribing postsecondary institutions receive the names of Hispanic Scholars. Students who earned the recognition may have additional opportunities to communicate with interested schools.

The College Board states that students must be from a family whose ancestors came from at least one of the following countries: Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Puerto Rico, Spain, Uruguay, or Venezuela.

For more information about the recognition program, please visit the College Board’s website.

Schaumburg High School Alumnus Honored for Board of Education Military Recognition

Joseph Zolper (center) with his parents during his Commissioning Ceremony this past December.

Joseph Zolper (center) with his parents during his Commissioning Ceremony this past December.

District 211 has a tradition to honor alumni for the service they have given to their country.

Second Lieutenant Joseph Zolper, a 2011 graduate of Schaumburg High School, was honored and thanked for his service by the Board of Education at its March 17 meeting. Zolper is the 13th alumnus to be recognized for his service, and started the meeting by leading the Pledge of Allegiance.

In 2011, he was granted an ROTC scholarship at Illinois State University. During his time in the program, Zolper studied History Education and graduated from ISU on Dec. 15, 2015. He commissioned as 2nd Lieutenant on Dec. 11, 2015 and will go active duty as military intelligence with a branch detail in infantry. He leaves for infantry training at Fort Benning, Ga., the week of March 21, 2016.

Zolper said he always was interested in joining the military, especially after 9/11, and would speak with recruiters whenever they were at Schaumburg High School. With initial plans to play football at North Central University, he quickly changed his mind while visiting the campus for open house and speaking with a ROTC representative. He filled out the application for the ROTC scholarship that evening with only hours left to make the scholarship’s deadline.

“We quickly packed our stuff up and went home. I did the application, which took about four hours,” Zolper said. “I eventually got a letter that I received the federal scholarship, which was almost a full ride. Then they actually took away the scholarship because of military funding. ISU said they would give me the scholarship if I went there. It worked out for the best because ISU is a good college for teaching.”

Throughout his four years of attending the ISU ROTC program, he has earned many recognitions and accomplishments. In Spring of 2015, he was one of the top 300 Army ROTC cadets from around the country honored to attend the Army Cadet Command George C. Marshall Awards and Leadership Seminar in Fort Leavensworth, Kan.

In July 2014 while attending a Leadership, Development, Assessment Course in Fort Knox, Ky., he was ranked as one of the top cadets. As a senior, he was named the ROTC Battalion commander in charge of all the cadets. As a junior, he was the Color Guard Captain, and as a junior and sophomore he was Ranger Buddy Captain. As a sophomore, he was in charge of organizing the Veterans Day ceremony as the master of ceremonies. Zolper was also recognized at this year’s Veterans Day celebration at Fremd High School.

“I was proud to be sitting and standing next to the ladies and gentlemen on the gym floor, and it was intimidating in a good way,” he said. “It was great to see the support the students gave to the veterans and those serving. It was a great experience.”

Zolper already has experience student teaching at Fremd High School and hopes to continue teaching after being active duty for four years and entering the reserves. As for other students who might light to follow a similar military path, Zolper encouraged students to join the military, but only if they know exactly what type of commitment they are making.

“Look ahead at the future in 10 years,” he said. “The military is a great thing but it is a substantial commitment. I know some people that joined not expecting the commitment that comes with it, and they were pretty thrown off by it. Make sure this is the right path for you.”

The Board of Education will continue Military Recognitions for District 211 graduates who are serving in the military. To recommend a District 211 graduate currently serving in the military for recognition, please complete the online Military Recognition form on the District 211 website.

Conant High School Alumnus Honored for Board of Education Military Recognition


Jakub Bursynski

District 211 has a tradition to honor alumni for the service they have given to their country.

Army Specialist Jakub Bursynski, a 2015 graduate of Conant High School, was honored and thanked for his service by the Board of Education at its Nov. 15 meeting. Bursynski is the 10th alumnus to be recognized for his service, and started the meeting by leading the Pledge of Allegiance.

Bursynski enlisted in the Army in 2014 and completed basic training in the summer of 2014, between his junior and senior high school years. Following high school graduation this past June, he was involved chemical biological nuclear training, which he completed last month.

He said he always wanted to join the Army and was eager to get started while in high school. By participating in the Army Split Training Program, he was afforded the opportunity to be able to complete basic training and earn a promotion to specialist ranking in a little over one year – a rank that generally takes two service years to earn.

In the future, he is planning on attending Iowa State University to study Industrial Engineering while participating in ROTC. He hopes to become an active duty commissioned officer after he graduates.

“I’ve always wanted to be an officer, but I decided my junior year that I should be enlisted first so that I can be a better leader with experience once I do commission,”Bursynski said.

Having an early plan is what helped Bursynski solidify his goals in the military and his studies. He advises future students interested in the military to make sure they consider all of the options available to them first.

“Students should do their research about all the different types of jobs the military has to offer,” he said. “When you go to the recruiting office, have an idea of what you might want to do, look at the options, and see what fits you best.”

The Board of Education will continue Military Recognitions for District 211 graduates who are serving in the military. To recommend a District 211 graduate currently serving in the military for a recognition, please email the D211 Post editor with the graduate’s information, including which District 211 school they attended.