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Back to School Medical, Legal and School Funding Perspectives; Plus, COVID-19 Resources to Helpwith Reopening In-Person August 2020 LeadershipMatters

Plus Meet New IL Superintendents for FY2021

Elevating Education Features Two More Superintendents—Smith, Dugan

Feedback in on IASA Remote Learning Rescue Series

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COVER STORY

Our cover story this month is four parts related to back-to-school. First, IASA accepted an invitation to participate in a new webinar series led by ECHO Chicago, part of The University of Chicago. Watch recordings of the webinars and hear from medical experts about reopening school. Second, Ben Boer, IASA’s director of research and data analysis, writes about the most under appreciated issue happening right now that could have a dramatic impact on schools for

years to come. Third, in the IASA Legal Corner, the Tueth Keeney law firm submits an article about “Viewing Return to School/Remote Learning Plans Through an Equity Lens.” Fourth, learn about four options to help with pre-certification of student temperatures, disinfecting rooms and conducting rapid testing.

Elevating Education: Two New Superintendents Highlighted

The 2020–21 New Superintendent Class

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Why Should I Join IPAC

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IASA News in Brief: Exclusivity of Local School Athletics

IASA Remote Learning Rescue Series

Rescue Series

Volume 8, Issue 5 August 2020 LeadershipMatters 20124 Jason Nevel Director of Social Media and Publications jnevel@iasaedu.org

2648 Beechler Court Springfield, IL 62703-7305 217.753.2213 800 Woodfield Road, Ste. F109 Schaumburg, IL 60173-4717 847.466.5075

Marjorie Gladish Graphic Designer mgladish@iasaedu.org

1200 West Main Street Marion, IL 62959-1138 618.364.0501

www.iasaedu.org

Scan here with your phone’s QR code reader to get the IASA APP— Don’t have a QR reader? Go to or and search for IllinoisASA.

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Message From the Executive Director Hope is Sometimes Found in Unusual Places

Dr. Brent Clark

At the national level, trials just got underway to determine the viability of a vaccine. According to Dr. Anthony Fauci, director of the National Institute of Allergy and Infectious Diseases, there is a definite possibility the United States will have an effective vaccine against COVID-19 by early next year. Dr. Fauci told Congress last Friday he’s “cautiously optimistic that we will have a vaccine by the end of this year and as we go into 2021. I don’t think it’s dreaming...I believe it’s a reality (and) will be shown to be reality.” I realize that doesn’t help with your reopening plans for this school year, but it shows there is hope normalcy can return. The evolution of new information on COVID-19 is faster than anything we have ever seen. In the meantime, the best thing superintendents can do is stick together. Don’t try to face the challenges alone; build your network. Reach out to the IASA Board of Directors, members of the IASA COVID-19 Transition Team, your IASA Region Officers, peers in your region or your peers across the state. Learn how they are managing issues with their local school boards, parents and bargaining units. Chances are, they are facing similar problems. Not one person has all the answers as to what is best for your community but, together, we can find the best path forward.

Finding the words to write for this column wasn’t easy. As I type, my heart aches for superintendents across the state who have been put in a nearly impossible situation of trying to balance the safety of students and staff with what’s best for student learning. Complicating matters is the struggle district leaders face as they try to reconcile local community involvement relative to ever changing science and data. There is blame to go around at the federal, state and local levels for why it is this way. You’re not wrong in feeling frustrated. I share your pain. However, I don’t want to use this space to cast blame on others. That’s what Twitter is for (just kidding). What I want to talk about is hope. Right now, it’s hard to find. There is so much darkness that it’s hard to see any light. But it’s strange how sometimes we can find hope in unusual places. This past weekend, the NBA restarted its regular season. You may recall it was a positive COVID-19 test of a Utah Jazz player that kickstarted the unraveling of normalcy. Soon after, in-person learning was suspended, stay-at-home orders went into effect and we all became familiar with the term social distancing. When I turned on the TV and saw NBA players competing again this past weekend, I felt inspired. A group of incredibly smart people worked together, formed a comprehensive plan and showed it just might be possible for human beings to overcome this nightmare. Of course, public schools in Illinois aren’t privy to the same resources as the NBA, nor do they have the luxury of creating a bubble, where everyone is isolated from the rest of society. But I mention this not as an apples-to-apples comparison, but to highlight that progress is being made, even if it doesn’t always feel that way.

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COVID-19For Educators IASA Partners with University of Chicago, IEA onWebinar Series

There are many questions about COVID-19 and its effects on students and schools. To help school districts with these concerns, the Illinois Association of School Administrators accepted an invite from the Illinois Education Association to participate in a new webinar series led by ECHO Chicago, part of The University of Chicago. The webinar series is a chance for school districts to hear from medical experts, based in Illinois, about public health concerns related to reopening school. The first webinar provides an overview of COVID-19, including symptoms for children and adults, and why advice

sometimes changes or is updated. The webinar is divided into two sessions, grades preK–5 and grades 6–12. The second webinar is titled, “An ideal approach for schools.” It is also divided into sessions based on grade levels. Each 75-minute session includes a brief didactic lecture by Dr. Daniel Johnson, Director of ECHO-Chicago and Pediatric Infectious Disease Specialist at the University of Chicago Medicine. The didactic will be followed by Q&A with the expert panel. IASA Executive Director Dr. Brent Clark and Audrey Soglin, executive director of the IEA, are also presenters on the webinars.

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Future webinars in the series will be recorded and made available to view in the Illinois Schools Step Up Toolkit on the IASA website and IASA app. About ECHO-Chicago Since 2010, the ECHO-Chicago program at the University of Chicago has used the innovative Extension for Community Health Outcomes (ECHO) workforce development model to build community capacity to address common health conditions. Using high-quality videoconference technology, ECHO-Chicago brings subject matter experts and community providers together to discuss real-world challenges in implementing evidence-based practices and recommendations. Unlike a webinar, we create a highly interactive setting where participants and facilitators alike can see, hear, and learn from each other, similar to physical presence but without the need for COVID-19 for Educators @IEANEA travel. Training is case-based and focuses on practical knowledge that participants can implement in their work. For more information about ECHO-Chicago, please visit https://www.echo-chicago.org. Presenting

the section of pediatric infectious diseases from 1987–1999 before serving as Chair of Pediatrics for Chicago’s Mount Sinai Health System. He then returned to the University of Chicago and has been here ever since. He has also always focused on improving access to quality healthcare for underserved populations using an assetbased approach that leverages existing resources to strengthen community services. He developed ECHO-Chicago in an effort to further those goals and has continued to lead the program as it expands and develops. Click the Images toWatch theWebinars:

Overviewof COVID-19

Overview of COVID-19, including symptoms for children and adults, and why advice sometimes changes or is updated.

preK–5

6–12

Daniel Johnson, MD , is the founder and Director of ECHO- Chicago. Dr. Johnson completed his training in 1986 and is boarded in Pediatrics and Pediatric Infectious Disease; his clinical care focuses on inpatient and outpatient infectious diseases.

An Ideal Approach for Schools A look at the world’s data on COVID19 and schools.

At the University of Chicago Medicine, he is Professor of Pediatrics, Vice Chair for Clinical Services, Section Chief of Academic Pediatrics, and Interim Section Chief for Pediatric Infectious Diseases. He practices at Comer Children’s Hospital, Edward Hospital, and Mount Sinai Hospital. Throughout his career he has enjoyed teaching medical students and residents, working as a faculty member in

preK–5

6–12

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Fighting COVID-19 Back-to-School Resources

If your school district is interested in testing students or staff for COVID-19, here are two options to consider: Rapid Response Antibody Test Kit • 10-Minute Test Results • 24-Month Self Life • Dual band results for simple interpretation PCR—Saliva Swab Test • Return Results in 24-72 hours • Infection tracking and reporting The R-Zero UV-C Device is one option school leaders should consider to address concerns about keeping classrooms and other spaces disinfected in order to reduce the transmission of pathogens and the diseases they cause — from the coronavirus to the cold. The R-Zero UV-C Device is a touch-less, whole room disinfection, hospital-grade UV-C light capable of disinfecting the surfaces and air of today’s most dangerous pathogens. Click here to learn more or click here to contact us. R-Zero Systems—Smart Disinfection Devices Crisis-Go IASA has partnered with CrisisGo for years on technology school districts can utilize to improve school safety. In response to new IDPH guidelines for the 2020-21 school year, we asked CrisisGo to develop a tool districts can use to assist with the pre-certification of staff and student temperatures and help protect against the spread of COVID-19. Click here to learn more about the new CrisisGo’s Safety iPass.

• 99.9% Accuracy for RT-PCR Viral Testing • 95% Sensitivity for Antibody Testing

• The COVID-19 Test is self-contained, requires no machine or lab to read the results, and it can be self-administered under the supervision of healthcare professionals.

• Kit includes all equipment for administering test and return shipping label.

Click here to learn more or click here to contact a representative about acquiring either product.

Gold Shield Disinfectant IDPH guidelines require increased cleaning of buildings if students return to in-person learning. One option for school leaders to consider is Gold Shield Technologies. The company has a series of products that can keep surfaces disinfected longer than traditional cleaning products. Gold Shield cleaning products are non-flammable, water stable and UV resistance.

Click here to learn more or click here to contact a representative about acquiring the product.

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LegalCorner

Back-To-School Legal Guidance

Chad Watkins IASA Associate Director/General Counsel As State Superintendent Dr. Carmen Ayala said, the return of school will not be “business as usual.” To help school leaders navigate these uncertain times, IASA has partnered with leading law firms throughout Illinois to provide districts with critical guidance during the 2020–21 school year. In every issue of Leadership Matters , the IASA Legal Corner will showcase an article, sometimes several articles, written by attorneys who specialize in legal matters related to education. We have also begun a monthly legal issues podcast to discuss some of your most vital concerns. It is

our hope you find the content insightful, timely and helpful in addressing the critical matters you face. This month, Tueth Keeney writes about “Viewing Return To School/Remote Learning Plans Through An Equity Lens.” Last month, we shared three articles related to employment, collective bargaining and student mental health and issues. As a reminder, the articles are provided for informational purposes only, and you are advised to contact your district counsel for legal advice. Click on the link below to access the article.

Viewing Return to School/Remote Learning Plans Through an Equity Lens

Race, Color and National Origin Title VI 42 U.S.C. § 2000d enacted as part of the landmark Civil Rights Act of 1964, prohibits discrimination on the basis of race, color, and national origin in programs and activities receiving federal financial assistance. Simply put, public funds may not be spent in any fashion that encourages, entrenches, subsidizes, or results in racial, color, or national origin discrimination. Title VI itself prohibits intentional ... (continue reading)

The COVID-19 pandemic has changed the landscape of preK–12 public education, at least for the 2020–21 school year. As districts prepare to meet the challenges of educating students during the 2020–21 school year, it is important for school administrators to also review return-to-school plans through an equity lens. In other words, consider the impact your district’s plan will have on certain populations such as those of a certain race, color or national origin, the English Language Learner or students with disabilities.

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HEROES Act vs. HEALS Act TheMost Underappreciated Issue Facing Schools

Ben Boer IASA Director of Research and Data Analysis

While schools are facing an unprecedented crisis in public health and being required to make challenging decisions about the type of schooling our students will receive, they are also facing incredible uncertainty about funding for the coming years. Looking ahead, Illinois, like many other states, could be in a quagmire due to falling revenue. Because the budget approved by the General Assembly in the spring anticipates additional borrowing to close the gap between spending and revenue schools in Illinois are unlikely to feel immediate cuts. Unfortunately, in the coming years, Illinois will likely require federal funding to pay off those debts. This raises questions about whether federal funding will come through, and how it will be distributed. How it all shakes out will have a major impact on schools, how much money they receive and how they receive those dollars—and, therefore, the quality of education superintendents can provide for students in their districts moving forward. The stakes are high. We’re talking about multi-billion-dollar state borrowing that either will be addressed by new federal revenue or be narrowed with future cuts. Unfortunately, the issue of federal support for state budgets hasn’t received the attention it deserves. And some analyses of the conversation have failed to paint the entire picture of the impact of the federal legislative proposals on schools. In this article, I hope to clear up some of the confusion in regard to the different proposals that have been introduced at the federal level by Democrats (HEROES Act) and Republicans (HEALS Act) and provide some context as it relates to school funding. Impact of CutsonSchool Funding In most states, the major part of state funding for schools goes toward equalizing education funding. Since local funding from property taxes tends to be unequal, state formulas provide funding to try ensure that funding is more equal and sometimes even equitable. As this article from

the Urban Institute shows, the degree to which states are able to equalize funding is uneven. Illinois, for example, passed the Evidence-Based Funding Formula to improve its equity, but our state still has much work to do to get to equal (and then equitable) funding for low-income and non-low- income student. Because state funding is used to equalize educational funding, if you cut state funding, you generally are going to hurt low income and minority communities the most. The Urban Institute article shows how different approaches to cutting state funding might have different impacts. In Illinois, our law calls for a per-student cut rather than a cut on a percentage basis. This is a particularly important distinction because the percentage cut that was implemented after the last recession hurt low-income students and property-poor districts significantly. How, during one of the greatest crises our country has ever faced, are we even having a discussion about cutting school funding? While both the Republicans and Democrats have proposed funding for schools, the bills that have been proposed, the HEROES Act, which passed the Democratic- controlled House, and the HEALS Act, proposed by Republicans in the Senate, are quite different. HEROESAct vs. HEALSAct The major difference between the two bills as it relates to school funding is the HEROES Act looks to stabilize state funding which is used for education and provide additional funding for K–12 through Title I, while the HEALS Act only distributes school funding through Title I. It is also worth noting that two-thirds of HEALS funding is dependent on a return to in-person schooling, a decision that should not be made federally. Reading news reports one might get the impression that the HEALS Act provides more funding for schools than the HEROES Act. This is wrong. The HEROES Act provides both state stabilization funding and funding for K–12, while the HEALS Act only provides funding for schools through Title I. The HEROES Act provides funding both for K–12 and continued on page 11...

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Education Elevat g We continue our series highlighting tremendous educators across Illinois who have given their time and energy to ele- vating the superintendency and public education as a whole. Each month, we will feature two educators who are going the extra mile and truly making a difference beyond their school districts and local communities. While we are aware of many of the contributions administrators are making, we are open to any suggestions for someone to feature next month. To make a recommendation, contact Jason Nevel, IASA director of social media and publications, at jnevel@iasaedu.org or by calling 217–753–2213. Sheri Smith, Forrestville Valley CUSD#221 ToddDugan, Bunker Hills CUSD#8

Who: Todd Dugan, superintendent What: Advocate for how schools can smartly integrate technology (Education Technology Leaders, Institute for Education Innovation, advisor to Tech and Learning, author of multiple articles on technology in schools and moderated Twitter chat for International Society of Tech Education).

Who: Sheri Smith, superintendent What: IASA Region President, Northwest Region; Organized a system of support for superintendents in the Northwest Region during the pandemic. Where: Forrestville Valley CUSD #221. When: Seventh year as

Where: Bunker Hills CUSD #8, Kaskaskia Region When: Superintendent at Bunker Hill CUSD #8 since 2018; Superintendent at New Holland-Middletown ED #88 for six years. Why: Before he entered the superintendency, Dugan recognized access to technology was a major inequity in public schools. He also believed that technology, if implemented correctly, could be a great equalizer for Illinois students. As a superintendent, Dugan worked hard to close inequity gaps in the districts he led. He also tried to help his peers better understand an issue they may not be familiar with. “I’ve seen districts massively deploy devices,” Dugan said. “If there are equity issues before, it doesn’t mean you’re going to provide equitable learning by quickly going to 1:1.” Dugan is involved with various organizations that support school districts to better incorporate technology, including ISTE, ILTPP, IETL (the IL affiliate of CoSN) and was honored as a

superintendent of Forrestville Valley CUSD #221; Second year as IASA Region President. Why: Since being named superintendent, Sheri Smith said she has benefited greatly from having a support network of peers. When the pandemic hit, she drew on that support and organized virtual Zoom meetings with her peers in the Northwest. “The more we stand together, the easier it will be for our communities,” she said. The meetings allowed superintendents in the region to collaborate on the major issues facing schools, such as remote learning, graduation, providing meals, returning items to students and personnel issues. To streamline the meetings, she set up polls and gathered feedback to help set the agenda and keep the conversations on topic.

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2020–2021 SENATE BILL 7 Performance Rankings Tool SOFTWARE IS NOW AVAILABLE FOR PURCHASE

All Illinois School Districts are working to comply with the requirements of education reforms. For years, the Illinois Association of School Administrators (IASA) has worked to provide support via the Senate Bill 7 Performance Rankings File. This program gives districts a method of managing district positions aligned to local qualifications, teacher’s credentials, and performance ratings. The program compiles this local data and creates reports needed to comply with Senate Bill 7. The 2020–2021 file has been enhanced with updates in response to user ideas, and is ready for you to purchase and download. The cost of using this software has never increased and the annual licensing fee is $275 for members and $550 for non-members.

Find the access request form at http://www.iasasurveys.org.

Please note that previous versions of the IASA Senate Bill 7 Performance Rankings File are no longer supported. Also, the service method for the 2020–2021 software will be via email only.

This software was originally reviewed by the Senate Bill 7 teams from the Illinois Federation of Teachers (IFT) and the Illinois Education Association (IEA). The 2020–2021 version of this software builds on the knowledge gained from hundreds of users.

2017 Leader of the Year by Tech & Learning at ISTE. He has also authored numerous articles and spoken to school district leaders about technology plans. One piece of advice he offers to school leaders is to ensure they are aware of emerging technologies, as well as their potential benefits to education in the 21st century. “Technology should be used to engage kids,” he said. “ We should be focused on communication, collaboration, critical thinking, creativity and computational thinking.” Access to technology became even more important during the pandemic as schools shifted to remote learning. Bunker Hill, located in Macoupin County where Internet access is spotty, created public drive-up Wi-fi homework hotspots with the help of a local telecommunications provider. “We created a robust network that anyone can access,” he said. “Unfortunately, I don’t know if the outlying areas have as many options. I hope it can improve as this universal access would remove one of the biggest barriers to digital equity.” Elevat g Dugan ... cont’d. HEROS/HEALS ... cont’d. state stabilization funds, which would also go to K–12. As this article by the Center for American Progress points out, the current response to K–12 funding has been “paltry” relative to the American Recovery and Reinvestment Act of 2009 (ARRA). This is in large part because ARRA provided state stabilization funding which helped avoid even greater cuts. If and when federal funds come into play, how those funds are provided will be an important discussion. Providing funding only through Title I will mean that states will have to cut from their funding formulas (with less than acceptable results as described in the article by the Urban Institute) and then, if federal funding is provided, some schools may be able close gaps caused by funding cuts—but probably not all of them. In Illinois, since the cuts are even and Title I is equitable, our low-income and minority schools may come out all right—but many middle-income schools could lose significant dollars. Only providing dollars through Title I will mean the impact on schools and students is likely to be less apparent and less clear across states. That does not mean

Smith ... cont’d. “It was very productive, and we found there was a great need for superintendents to know what their neighbors were doing,” Smith said. In addition, Smith created a Google Drive folder where superintendents could share documents about communications sent to families and staff, as well as reopening plans and other pertinent documents. The Zoom meetings were popular and eventually shifted to smaller, county-level meetings led by her peers that allowed for a more targeted conversation on the issues at hand. What made the effort successful was the desire of everyone in the Northwest Region to support each other through an unprecedented period. “I’ve really found that people are almost always willing to help,” she said. “Sometimes you just need some organization to help get it started.” it is the wrong to use Title I. It should be part of the solution. Just that we also need to stabilize funding to schools from the state. Most districts are spending far more money than normal trying to deal with the crisis. They are buying PPE, developing hybrid learning, providing social supports and just trying to survive. Parents are desperate for the help that schools can provide in this incredibly trying time and schools will need additional dollars to meet these needs. Using Title I, which both bills do, to address these additional needs makes sense. But if states are not stabilized, they will have to cut funding for schools. What the Urban Institute shows is that regardless of how funds are cut, it will be the wrong way. There may be some wealthy schools that can weather the storm, but few others will be able to. This is troubling. By not providing state stabilization funding, it will be very unclear which schools will lose more in state funds then will gain in federal funds. Only the HEROS Act provides both Title I supports and state stabilization dollars.

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We Welcome All Illinois’

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Brett Elliott Stark County CUSD #100 Blackhawk

Cheryl Warner Warrensburg-Latham CUSD #11 Abe Lincoln

Brandi Bruley New Holland-Middletown ED #88 Abe Lincoln

Dr. Hillary Stanifer Blue Ridge CUSD #18 Abe Lincoln

Jake Flowers Norwood ESD #63 Central IL Valley

Tony Shinall Brimfield CUSD #309 Central IL Valley

Josh Temple Riverdale CUSD #100 Blackhawk

Sean Berry Tremont CUSD #702 Central IL Valley

Dr. Susan Coleman Golf ESD #67 Cook North

Dr. David Andriano Iroquois County CUSD #9 Corn Belt

Angelo Lekkas Iroquois West CUSD #10 Corn Belt

Laura O’Donnell Olympia CUSD #16 Corn Belt

Dr. Devon Horton Evanston CCSD #65 Cook North

Dr. Paul Goldberg East Prairie SD #73 Cook North

Dr. Lisa Small Township HSD #211 Cook North

John Bryk Orland SD #135 Cook South

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for FY2021

Dr. Karla Guseman Joliet Twp HSD #204 Cook South

Erin Hackett Central Stickney SD #110 Cook South

Dr. Duane Meighan Country Club Hills SD #160 Cook South

Dr. Sophia Jones-Redmond Thornton Fractional Twp HSD #215 Cook South

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Dr. William Toulios Argo CHSD #217 Cook South

Dr. Jeffrey Feucht Lake Park CHSD #108 DuPage

Dr. Todd Fitzgerald Komarek SD #94 Cook West

Dr. Anita Rice Lincoln ESD #156 Cook South

Tim Condron Mattoon CUSD #2 Illini

Melanie Andrews Mt. Vernon Twp HSD #201 Egyptian

Dr. Robert Langman Darien SD #61 DuPage

Dr. Adrian Talley Indian Prairie CUSD #204 DuPage

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Jeffrey Isenhower Prairieview-Ogden CCSD #197 Illini

Annie Gray Carlyle CUSD #1 Kaskaskia

Carol Munson Villa Grove CUSD #302 Illini

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We Welcome All Illinois’

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Shane Owsley Gillespie CUSD #7 Kaskaskia

Cynthia Tolbert Staunton CUSD #6 Kaskaskia

Sandy Ozimek Fox River Grove Cons SD #3 Kishwaukee

Robert Koontz Mulberry Grove CUSD #1 Kaskaskia

Dr. Bradford Hubbard Antioch CCSD #34 Lake

Dr. Lisa Leali Lake Bluff ESD #65 Lake

Dr. Sebastian Kapala Lake County HS Technology Campus Lake

Dr. Lori Casey Woodland CCSD #50 Lake

(no photo available at this time)

Dr. Michael Shapiro Eswood CCSD #269 Northwest

John Petzke Prophetstown-Lyndon-Tampico CUSD #3 Northwest

Dr. Kelly Mandrell Polo CUSD #222 Northwest

Allison Sherman Oak Grove SD #68 Lake

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Dr. Patrick Rice Cairo USD #1 Shawnee

Tim Vincent Galena USD #120 Northwest

Ryan Fritch Pope County CUSD #1 Shawnee

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for FY2021

Kristie Baumgartner Alton CUSD #11 Southwestern

Stephanie Mohr Career Center of Southern Illinois Southwestern

Stephanie Cann Granite City CUSD #9 Southwestern

Dr. Brian Mentzer Belleville Twp HSD #201 Southwestern

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Rob Pipher Prairie du Rocher CCSD #134 Southwestern

Jeremy Gauwitz Midland CUSD #7 Starved Rock

Dr. Mark Cohen Mokena SD #159 Three Rivers

Dr. Brandon Taylor Coulterville USD #1 Southwestern

Dr. Lori Motsch New Lenox SD #122 Three Rivers

Jessica Sisil Palestine CUSD #3 Wabash Valley

Andrea Lee Calhoun CUSD #40 Two Rivers

Dr. Rachel Kinder Valley View CUSD #365U Three Rivers

o n s

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l c o m e !

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Matt Sturgeon Teutopolis CUSD #50 Wabash Valley

Jerry Butcher Carthage ESD #317 Western

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What is IPAC? IPAC is a statewide, non-partisan Political Action Committee (PAC) organized by members of the Illinois Association of School Administrators to benefit school leaders in the pursuit of educational excellence Why should I join ?

A copy of our report is filed with the State Board of Elections and is or will be available for purchase from the State Board of Elections, Springfield, Illinois 62704. Membership dues in IPAC are not deductible as charitable or political contributions for federal income tax purposes. Our goal is to have every IASA member become a member of IPAC as well. IPAC membership dues are $100 and 100% of that goes to support the members of the General Assembly who support us. Why should I join? School administrators need a strong PAC to provide funds to legislators and candidates who will stand up for public education. Our strength comes from providing legislators with timely and accurate information on legislative matters affecting public education. Victories and successes do not happen overnight but after years of laying the foundation for political change, and a strong IPAC helps us get a seat at the table. We must be proactive rather than reactive and one way to do this is membership in IPAC. Membership in IPAC is a long-term investment that helps lay the foundation for continued change in the legislative process. IPAC Annual Membership Dues

through continued school improvement. What is the money used for?

All IPAC membership monies are used for IPAC endeavors, which include, but are not limited to, contributions to the four legislative leaders in the General Assembly and fundraisers for individual legislators who support our educational mission. Personal checks (made out to IPAC) or personal credit cards only. Click HERE to make an online payment.

Name:_________________________________________ Employer:*________________________________________________________ Home Email Address:*____________________________________Occupation:*____________________________________________ For IPAC updates (both financial and informational) Home Address :_____________________________________________________________________ZIP:___________________________ *State law requires this information. Check # ________________ payable to “IPAC” (Personal Check only) □ Master Card □ Discover Card Card Number:______________________________________Expiration Date:_ ______________ Card Verification No.: __________ Print Cardholder’s Name:_ ______________________________________Signature:_ _______________________________________ Billing Address of cardholder, if different from above (no PO Box numbers please): Street:_ _____________________________________________________________________________ZIP:___________________________ Return this form along with your IPAC membership dues to: IPAC, 2648 Beechler Court, Springfield, IL 62703-7305 If you have questions please contact Ashleigh Knudson at 217–753–2213 or aknudson@iasaedu.org Personal Credit Card only: Charge $ _______________ to my (check one): □ Visa

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20129

Professional Development

Feedback in on IASA Remote Learning Rescue Series Dr. Courtney Orzel IASA Associate Director of Professional Development

We launched the first-ever IASA Remote Learning series, and it’s been a BIG HIT! As we move ahead, please reach out with your professional development needs. Our goal is to design whatever professional development your team needs! Here are some teacher testimonials you should hear: “” “This was an innovative way to have practical training for applications for remote learning. All of the presenters were very knowledgeable and explained the concepts well. This information was very timely and will be put to good use immediately!”

“This. was. AWESOME!!! Julie, Lindsay, & Stefanie were just beyond helpful and great at explaining everything and offering encouragement. I am entering my 29th year in education, and this was one of the best and most useful days EVER! Thanks so much!!” “I am very blessed having received the training. The personalization of training into breakout room allowed me to have a one-on-one with the trainers.” “”

“I have so many digital tool options that could be very helpful. I have to go practice with them now!”

Did You Know? IASA PD can include:

• Institute Day speaking and launching the year positively and proactively. • Principal coaching. • Remote learning for teachers, administrators or teams of teachers.

• Strategic planning. • Superintendent/Board relationship building. • Administrative retreats.

Just to name a few! Interested in learning more? Contact me at corzel@iasaedu.org so we can talk about your upcoming needs.

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NewsInBrief

Message about Exclusivity of Local School Athletics

From Mike Hulvey, COO, Neuhoff Media

Recently the issue of exclusivity related to broadcast and video content of local school athletics has been raised. It is important to remember that broadcasters in Illinois have been and continue to be a great partner with educators in communicating to the public the accomplishments of our students. The role broadcasters play is really a public service to the community and the school districts throughout the state of Illinois. These local radio and television stations will dedicate hundreds of hours of coverage both on-air and on-line in support of the students and their local schools. The broadcasters in Illinois work in an open environment where their coverage is provided without cost or restriction to the local market. It is very important that schools

understand when restrictions are introduced, it is detrimental to that core mission of sharing their story with large and local audiences. Our company has been providing coverage of local high school athletics in Illinois for decades. While we started with local radio broadcasts on stations like WDAN-Danville, WSOY-Decatur and WFMB-Springfield, we have innovated to include digital platforms such as Channel1450.com and NowDecatur.com. We are proud of the partnerships we have in our communities with our local school districts. It is important that residents of Illinois have unrestricted access to as much coverage of their local school districts as possible. We ask for your help to continue this tradition of full and unrestricted access to coverage of school activities in Illinois.

IASA’s LegislativeTimetable Available

Beinganeffective advocateforeducation issues isoneofthemost important jobsanyone involvedwitheducation, fromadministratorsto parents,cando.

It’s time to advocate with your elected officials for your school district! Click on the image to view the 2020–21 Legislative Activities Calendar.

2020–2021

forschooladministrators

This timetable isaguide for superintendentsand schooladministrators. It isnot intended tobeall inclusive.Although responsibilitiesand procedures varyamongdistricts, this timetablehighlights themajor tasksperformed. Legislative Activities Timetable GettingStarted—LateSummertoFall (JulythroughOctober) Yourgoal—todevelopa relationship thathas your legislatorspickingup thephone to contact you in regards to legislative issuesaffecting your school district toget youropinionbefore they takea vote on these issues.

ISDLAF+MonthlyUpdate Click here to view the most current ISDLAF+ rates, economic indicators and general economic news brief. To obtain additional information regarding this IASA sponsored service, contact Dr. Donald E. Weber, Senior Vice President, Corporate Relations/ISDLAF+ at 630–657–6435. To check daily rates, visit the ISDLAF+ website at www.isdlafplus.com.

• What issues they represent,etc. • Findout thepreferredmethod of communicatingwith your legislator. Thinkabout scheduling regular meetingswith your legislators (possiblyevery fourmonths startingnow).

New superintendents should schedulean appointment tomeetwith legislators in your newdistrict.Make sure youget to know them—not just casually,butwith some real interaction. All superintendents shouldmakea special effort to scheduleameetingwith your local

Thesearegenerally themonthswhen legislatorsare holding fundraisers in theirdistricts.Do something for your legislators, insteadofalwaysasking for something.Forexample, if youare fortunateenough tohave legislatorswhodemonstratea strong commitment toeducation,dowhat you can tohelp them stay inofficebyattending their fundraisers to show support.Theywill remember you. Superintendentsareencouraged tobecome membersof IPACandAPAC.

Invite your legislators toattend a regionmeeting todiscussand explain yourbudgetandother legislative issues.

legislators in theirdistrictoffices. • Discuss issuesparticular to your schooldistrict. • Provide themwithaone-page explanationon issues specific to yourdistrict.

Take the timeandeffort tobuilda solidworking relationshipwith your legislators.

January

Learnparticularsabout your legislators: • Whatpoliticalparty/What committees they serveon in theGeneralAssembly

TheGeneralAssembly is inminimal session daysduring the startof theSpringSession. Invite your legislators to takea tour of your schooldistrict.

This isagood time for your region toholda legislativebreakfast. November3,2020 October/November/December

September

Attend your regionmeetings todiscuss legislative issueswith your legislative chairs that youwould like for them tobring forward in the IASA GovernmentalRelations&Advocacy Committeemeeting. DateTBD IASAGovernmentalRelations& AdvocacyCommitteemeets to formulate the IASALegislativeAgendaanddiscuss upcoming veto session.

Be knowledgeableof theGeneralAssemblymembers who serveon theHouseElementary&Secondary EducationCommittee,HouseAppropriations—Elementary &SecondaryEducationCommittee,SenateEducation CommitteeandSenateAppropriations IICommittee. You canaccess this informationatwww.ilga.gov.

PresidentialElection November17–19and December1–3 VetoSession

continued...

Dropanote to your legislators around theHolidays!

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LM August 2020