LM December 2015

Matters Leadership November/ December 2015

Making lemonade: How one district turned a bad situation into a positive

In this month’s issue

Additional Items

Monthly K12 poll questions P. 7 Do 1:1 programs really cost more? P. 16 Successes in Illinois School Districts P. 19 Getting to know your Governmental Relations and Advocacy Committee members P. 21

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News in Brief P. 22

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IASA Calendar of events P. 24

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Making lemonade (out of mold) P. 8

ISBE focusing on local support, leading way for “Districts of Innovation” P. 11

Sharing the good news in your district P. 15

Legal reality of blogger and social media attacks P. 13

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

IASA Newsletter Editor Michael Chamness mchamness@iasaedu.org

Assistant Editor Mary Ellen Buch mbuch@iasaedu.org

1200 West Main Street Marion, IL 62959-1138 618.364.0501

Volume 3, Issue 10

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A tale of 199,000 jobs and one very tall task

and one of the most influential people in the world in 2012. State Superintendent Dr. Tony Smith echoed the same theme when he met recently with our IASA Board of Directors, characterizing K-12 schools as “the primary workforce development agency in a community,” and adding that when it comes to our students we need to be looking at not just a test score but also asking “What is their life score?” I think most of the attendees at a Schoolmasters luncheon at John A. Logan College recently were expecting me to discuss the ongoing budget stalemate. But that day I decided to take a different approach. I held up the thick IDES report listing more than 199,000 job openings in Illinois and I posed this question to the educators

I saw some pretty interesting figures not long ago from the Illinois Department of Employment Security (IDES). It was a report that projected almost 200,000 job openings in Illinois through the year 2022. With all of the media focus on test scores, it seems to me that many people may be missing the larger picture when it comes to one of the most vital roles of public

Message from the Executive Director Dr. Brent Clark

education: workforce education. One of our most important missions is to make sure our focus is aligned to preparing our

students to contribute to the economy of our community, state and nation. According to the job forecast for our state we are going to need to fill

in the room: How are we preparing our students to fill these jobs? Steve Murphy, superintendent of Carbondale those attending the meeting and he had this take: “It was amazing to hear the answers provided. Most centered around two areas -- District 165, was among

“The EPA has a campaign to encourage reuse and recycling. They ask the question, ‘When you throw something away , where does it go?’ I think we need to ask similar questions about the students we serve. Where are they going? That

hundreds of jobs in the health care field. The report also forecasts a need for teachers. Unlike the No Child Left Behind agenda, we cannot abandon the vocational trades. There are significant projected job openings in the vocational areas, and if we don’t fill those positions with skilled workers our state’s economy will never recover. Don’t just take my word on this topic. Dr. Freeman Hrabowski, president of the University of Maryland, mentioned the need to prepare our students not only for college but also for careers when he spoke recently at the Joint Annual Conference in Chicago. Dr. Hrabowski’s credentials include being named one of America’s 10 Best College Presidents in 2009

visual representation of the stack of paper listing the 199,000 projected job openings drove home the point that educators need to see beyond graduation as a destination and accept the responsibility to provide students the skills they need to succeed in college or the workforce.” -- Steve Murphy, superintendent, Carbondale District 165

innovative use of technology and dual-credit partnerships with colleges and junior colleges to provide training or access to college curriculum. Our own board recently approved a district goal to increase dual credit offerings by 25 percent next year. We are also expanding our CNA (certified nursing assistant) program. “The EPA has a campaign to encourage reuse and recycling. They ask the question,

(Continued on page 4)

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“John A. Logan College has re-energized the Dual Credit Program within our district high schools. First, it is good for the College, but most importantly, it provides students with career options they don’t even know exist. High

“Today’s students are digital learners that want a much different school experience than their parents and grandparents. The reality is that we’re still entrenched in an educational system that

school students can acquaint themselves with real world job possibilities that they can plan for at an earlier age. The 199,000 job openings would be far less if we were all working together to provide high school students with realistic options.”

was designed more than 100 years ago for the industrial jobs of the early 20th century. If our mission is truly to prepare kids for the future, then we must rethink the traditional school model and have the courage to change it “ -- Dr. Greg Goins, superintendent, Frankfort District 168

-- Ron House, interim president of John A. Logan Community College

(Continued from page 3)

‘When you throw something away , where does it go?’ I think we need to ask similar questions about the students we serve. Where are they going? That visual representation of the stack of paper listing the 199,000 projected job openings drove home the point that educators need to see beyond graduation as a destination and accept the responsibility to provide students the skills they need to succeed in college or the workforce.” Dr. Greg Goins, superintendent of Frankfort District 168 in West Frankfort, added: “Today’s students are digital learners that want a much different school experience than their parents and grandparents. The reality is that we’re still entrenched in an educational system that was designed more than 100 years ago for the industrial jobs of the early 20th century. If our mission is truly to prepare kids for the future, then we must rethink the traditional school model and have the courage to change it.” Steve and Greg both make excellent points and both are creative and innovative leaders. Greg even hosts a one-hour weekly Google Hangout show promoting digital leadership that airs at 7 p.m. each Tuesday at TeachCow.com. Dr. Ron House, the interim president of John A. Logan Community College, talked about the collaboration that must take place between school districts and higher education. “John A. Logan College has re-energized the Dual Credit Program within our district high schools. First, it is good for the College, but most importantly, it provides students with career options they don’t even know exist. High school students can acquaint themselves with real world job possibilities that they can plan for at an earlier age. The 199,000 job openings would be far less if we were all working together to provide high school students with realistic options.” You don’t need me to list all of the obstacles facing superintendents and school administrators. You know them by heart. Despite those things – or maybe because of them – I have never seen a greater opportunity for educators to influence opinions and make changes. What’s your plan and what are you doing for the Class of 2025, today’s second-graders? Are you focused on your students’ future or your past? That job report is a demand that we are challenged to meet. Our students’ future depends on it and so does the future of our state. Thank you for all that you do to meet that challenge. I want to wish all of you a safe and wonderful holiday season!

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Click on the image below to view IASBO’s special edition of The Journal of School Business Management featuring Vision 20/20

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Making lemonade (out of mold): Creating a positive narrative in times of inconvenience

became clear that the level of work associated would not be completed prior to our first day of school. We were confident that we could solve the problem to ensure student and staff safety, but the tone at the beginning of the year was most definitely in question. The Mold Issue It became clear that in order to start school on time, we were going to need to displace 350 elementary students for the first weeks of school. How would parents react if they knew that the elementary school failed air quality tests? Should we explain to our community that the building is filled with mold? How can we convince our staff that absorbing our youngest students into the high school and middle school buildings was a good idea? Finally, how do we give back the “first day of school moment” for our Pre-K and kindergarten parents while ensuring their child’s safety and well being in a high school setting? I was tormented by thoughts of a kindergartener walking past a stereotypical group of high school

One of the most stressful times for me as an educator has always been the beginning of school. The first few days of school often set the tone for the remainder of the school year. This was why we became so concerned when we learned that mold in our elementary school would force us to make some tough decisions about the first days of school. July was hot, wet, and generally miserable. We had

By Dr. David M. Mouser Superintendent, Tri-Valley CUSD 3

a large-scale project at our elementary building that involved the replacement of a boiler system and a new roof. Unfortunately, without adequate temperature and humidity control, the perfect conditions emerged for mold growth in the building. Though we had a few weeks to eradicate the issue, it

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students fighting, cursing, or worse yet….making out! The thought still gives me chills. Tackling the Issue (one week before the first day of school) As we met as a leadership team, we made the intentional decision to not only provide solutions, but to create a marketing plan that would be followed along the way. Very quickly, we were able to come up with a workable plan to house our students in various areas of our other two buildings. Obviously, our teachers were going to be moved and inconvenienced throughout the district. How would they react? The plan was put in motion to call a meeting with union representation and any teachers that could make it the next day. It was at this point that I called Mike Chamness at the IASA to ask him for direction and media statements. I had a statement e-mailed to me the same night! The next morning, we held an open and honest conversation with union leadership, and then with 75 teachers that had been locked out of classrooms at the elementary school. In no

As the media began to emerge on scene to report the “Horrible Mold Attacks Local School” story, they found our high school students working alongside teachers and custodians to set up our classrooms during the summer. They interviewed our coach and students, and the message was simply that at “Tri- Valley we work together.” Stories aired and we immediately posted all of them to our Facebook page and on Twitter. We had 4000 likes, shares, re- tweets, and positive comments by the end of the day. The tone had been set and left little room for dissension. After the move, our teachers little time to spare. We took pictures of the kindergarten rooms that had transformed the English wing at the high school. The sign outside the high school read “Welcome all Vikings Big and Small.” We posted all of it to our Facebook page and Twitter creating a narrative of positive collaboration and student focus. The media outlets began fighting over who could be here on opening day to see the community response. Our mold issue had become an unlikely opportunity. The First Day of School Let me begin by saying that our building principals had communicated wonderfully to our parents about parking, drop-offs and protocols on the first day. Our cheerleaders and football players were in uniform to greet our youngest students as they came to school. It was honestly hard not to become emotional watching our cheerleaders take pictures with our Pre-k and kindergarten students and then arrived to begin setting up their classrooms with

uncertain terms we explained the problem, the temporary plan, and asked if there was willingness to work together to make this work for our kids.

“Sharing our successes and failures help all of us to move forward. I recognized that in moments of stress, we tend to react rather than take the time to game plan how we communicate. In this instance, I firmly believe that our strategic communication created a narrative that led us to a meaningful outcome that everyone can be proud of. “

At that point, the union president stood and said: “Our reaction will dictate how our community reacts to the situation, we can make this work.” I almost fell over! We left the room united and ready to move forward. Executing the Game Plan I am a firm believer that narratives and images create lasting perceptions. We met with our football and cheerleading coaches to ask for help. The football team agreed to help move all furniture from the elementary school to our other buildings and to set up all classrooms. The cheerleaders would help on the first day. We then released our statement simultaneously to our parents, teachers, community, and officially to the media. Our building principals communicated to all teachers in their respective buildings and a narrative of “Tri-Valley Works Together” became the overarching theme. We realized that consistent communication was going to be a critical component of the overall plan.

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hold their hands and lead them to their classrooms. That image was priceless. The planning and teacher cooperation had turned a bad situation into a community engagement win. I could not have been more proud of our staff, our students and our community. The Next Month The repairs to the HVAC system took almost a full month. During that time, new

narratives began to emerge. I was able to witness our teachers working together and learning about the differences at various grade levels. Though it was inconvenient to be displaced, the narrative demanded that everyone cooperate. Our community remained supportive. The IASA communications director again created a statement to be announced prior to our return back to the building. The statement again was released simultaneously to everyone involved including media.

realize that there are takeaways from every situation we face. Sharing our successes and failures help all of us to move forward. I recognized that in moments of stress, we tend to react rather than take the time to game plan how we communicate. In this instance, I firmly believe that our strategic communication created a narrative that led us to a meaningful outcome that everyone can be proud of. If I had to give advice associated it would be the following:

Be humble and

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willing to ask for help when needed Involve the IASA from the beginning when statements need to be created  honestly, consistently and intentionally Utilize narrative and images to craft messages and perception   Communicate

When the time came, our high school students did not want the “little Vikings” to leave. My favorite part of our

Lessons learned

 Be humble and willing to ask for help when needed

 Involve the IASA from the beginning when statements need to be created

 Communicate honestly, consistently and intentionally

 Utilize narrative and images to craft messages and perception  Realize that amazing things can happen when nobody cares who gets the credit

situation involved the Saturday we moved everyone back. Our PTO and fire department had coordinated an effort that brought in more than 40 trucks and trailers and volunteers from our community. We had planned an eight-hour day, but the move was completed in 50 minutes. In addition, during the entire displacement, our administrative team did not receive one negative e-mail or communication. Not one! Takeaways When I was recently approached to share our story in an article, I began to reflect on the situation we had experienced. I thought about how our situation was so minor in relation to tragedy that has been experienced in other districts. I also came to

 Realize that amazing things can happen when nobody cares who gets the credit Looking back, I’m proud of the resiliency that we exhibited as a leadership team and staff. I’m thankful for the willingness of our community and students to choose to make the best of a tough situation. Most importantly, I’m thankful that our youngest students had the opportunity to experience first hand how communities can come together to create amazing outcomes.

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ISBE focusing on local support, leading way for “Districts of Innovation’

Q: Where do you stand on the ever-growing list of unfunded mandates that school districts face? A: Since 2009, there have been more than $3.7 billion in cuts to public education in Illinois. Those are real dollars that were lost. In that same period, there have been more than 130 additional statutes put on you, including some 200 more reporting requirements. ISBE is now down to just more than 400 employees, as compared to 725 less than 15 years ago. We did a work flow study and the amount of time spent on regulation was disproportionate to the time spent on service and support for school districts. I want us to focus deeply on support. The State Board recently adopted a revised set of goals for its strategic plan. They include:  All kindergarteners are assessed for readiness.  90 percent or more third-grade students are reading at or above grade level.  90 percent or more fifth-grade students meet or exceed expectations in mathematics.  90 percent or more students are on track to graduate with their cohort at the end of ninth grade.  90 percent or more students graduate from high school ready for college or career.  All students are supported by highly prepared and effective teachers and school leaders.  Every school offers a safe and healthy learning environment for all students. These more concrete and personalized goals will allow us to pinpoint what specific, targeted supports and resources are needed to close gaps and help every student reach these levels of success. We are trying to find out where the edge of mandate relief is, in order to maximize individual school districts’ autonomy and give innovative leaders the freedom they need to transform struggling schools and share their experiences. We will lead a legislative effort to create “Districts of Innovation” in Illinois. This initiative is designed to increase districts’ autonomy by allowing them to use their tools and resources in ways they know work best for children and families.

Ask the State Superintendent Dr. Tony Smith

Q: What is your stance regarding the KIDS (Kindergarten Individual Development Survey)? A: It is a beautiful research document, but it’s not really doable. I have told my staff that it must be limited to 10-15 items and 20 minutes per child or I cannot support it. I know that many districts are already doing similar assessments, but I do think we need a high quality, common data system. These results will allow us to thoughtfully and clearly advocate for early childhood education development. So, I am looking at 10 items that are doable and

If you have any questions for State Superintendent Dr. Tony Smith, please email them to mchamness@iasaedu.org.

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2015-2016 Senate Bill 7 Performance Rankings Tool software available for purchase

Illinois School Districts continue to comply with requirements of education reforms. As such, the Illinois Association of School Administrators (IASA) has worked to provide support via the Senate Bill 7 Performance Rankings File. Since the creation of the software, more than 400 school districts have used the software to help with making important staffing decisions. This program gives districts a method of managing district positions aligned to local qualifications, teachers' credentials and performance ratings. The program compiles this local data and creates reports needed to comply with Senate Bill 7.

The annual licensing fee of $275 for members and $550 for non-members remains the same this year.

If you would like to purchase the IASA SB 7 Performance Rating file, please click here .

Please note that previous versions of the IASA Senate Bill 7 Performance Rankings File are no longer supported. Also, the service method for the 2015-2016 software will be via email only at sb7@iasasureys.org .

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Legal reality of blogger & social media attacks

bloggers hide behind anonymity. Some recent court decisions have supported the release of an anonymous blogger’s information where the published material reaches a certain level of harassment and/or defamation, but, again, this is costly and time consuming. Illinois does have criminal statutes that prohibit cyber harassment and cyber stalking. However, this would require police and state’s attorney involvement and the prosecution bar is pretty high given the First Amendment and various other statutory protections of public expression against public officials. This leaves our most common recommendation: Rather than spend time and energy on the negative, tell the other story by focusing your time and attention on the good things that you and others in your school district do each day to maximize the success of each student. The goal is always to stay above the fray, to take the high road. The most heinous blogs almost

Imagine these two scenarios: An anonymous blogger tags you in every post on their infamous blog full of lies and misinformation (anonymous blogging), or A text or number shows up on your cell phone from an individual that can only bring damage. You later learn that the person never texted/called, but rather it was done through a mobile app from someone else’s cell with ill intent (caller ID spoofing). To most, these types of

By Sara G. Boucek, IASA Associate Director/ Legal Counsel

behaviors are unexplainable, incomprehensible and seen for what they plainly and simply are: hurtful and vile. However, in today’s society, hiding behind

technology has become not just a child’s game, but one adults engage in at alarming rates. For some, it has become the new normal and, unfortunately, the laws have yet to fully catch up. In my eight years with the IASA, not a week goes by that we do not help an administrator with these types of actions and the effects of some sort of adult cyber bullying and/or harassment. Most websites and research focuses on school- aged cyberbullying and

always self-implode due to their absurdity. Work together with shared community groups and parents’ organizations to establish the positive without directly responding to and/or answering the blogger’s misinformed nonsense. I would love to report that this works every single time, but, alas, it does not. However, in the end, remember this saying by Mark Twain, “Never argue with stupid people, they will drag you down to their level and then beat you with experience.”

Without a doubt, there needs to be more research and further expansion of the laws pertaining to adult cyber bullying/harassment. Our laws have yet to find a balance between First Amendment rights and the general public’s right to question the conduct of school administrators and public officials versus the effect of blogs and actions aimed to skirt the law and misinform the public. Until that time, we have to continue to be the positive stewards of public education and the outstanding work you all do everyday. We remain committed to partnering with you through the process and our legal and communications teams stand ready to assist when necessary. As always, if you have any questions, please do not hesitate to contact me.

harassment, with little focus on adult conduct and actions. Most could understand why, right? One would hope that once we reach adulthood we have learned not to engage in such behavior. However, research and practice paints a different picture. So, what do we do? The first step is to seek out assistance from both the school district’s legal counsel, as well as through our association. The starting point is a plan to deal with the behavior. The next step is to review the content for untrue and unsupported statements in an attempt to build a potential case for defamation, libel or slander. These types of lawsuits are often costly and hard to litigate, especially given a school administrator’s status as a public figure. The situation is further compounded by the fact that most of these

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Sharing the good news in your district

The Arcola School District published an End of the Year Report in 2015 for all district stakeholders. This report has elicited on-going conversations and dynamic comments about the district. The spring of 2014 marked a true educational

By Dr. Tom Mulligan, superintendent Arcola 306

partnership between the Arcola School District and the community of Arcola. Community leaders worked with district leaders to establish a common goal of providing a one to one digital learning environment, which led to the community raising over $650,000 for the students of Arcola. This allowed the district to place an iPad and case in every student’s hands and also allowed for a MacBook, iPad, Apple TV, and Apple compatible projector to be purchased for every classroom. To honor this generous donation, our district was committed to providing the community with on-going information about the one to one digital learning environment. We did this through various social media outlets, our website, articles in the local paper, etc. As we began to see results towards the end of the year, our goal was to highlight those results while providing the community with something memorable. We hoped to use the community’s interest in our new partnership to not only highlight the successes from our one to one digital learning platform, but to also feature other key initiatives in the district and focus on the endless list of achievements of our students and staff members. To create the report, we worked with our local paper and their graphic designer. We provided the pictures and all the text in the report, and the graphic designer used her talents to put together a draft report. The total cost for the report, including the graphic designer’s time and printing, was $2,250 for 1,000 copies of the report. We could have added additional copies at a much lower cost per booklet. To distribute the report, we provided each family with a copy at registration. The paper provided us with

their mailing list and we mailed our report to everyone on their list, as well as anyone that donated to the digital learning fund. In addition, we provided local businesses and area realtors with copies of the report to distribute as well. We plan to do this report annually and make this a tradition in our community. Based on the great feedback from parents and community members, this is something they will be looking forward to each year. This report will become an annual reminder of the successful partnership and we will be able to share the good news in our district and at the same time, keep everyone informed of new and on-going initiatives.

Click here to view the End of Year Report.

Dr. Tom Mulligan has been an administrator in Illinois for over 20 years. He is currently in his fifteenth year as a superintendent and his second year in the Arcola School District. He earned his PhD in Educational Ad- ministration in 2005. He is proud to have been a member of IASA since 2001.

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Do 1:1 programs really cost more?

program. Two elementary districts responded that they provided students with two devices. In one case, an iPad for use at home and school and a Chromebook for use at school. Another 27 percent were in the process of phasing in a 1:1 program or had a program they defined as “partially implemented.” Several of the partially implemented programs were high schools where 1:1 was being phased in with freshmen and then a new grade level added each year over a four-year period. Eight of the districts identified as “partially implemented” commented they were moving away from BYOD and towards 1:1 programs. Nine percent of the districts were currently in pilot testing with a 1:1 program and another 24 percent were considering 1:1 programs last spring. Of those districts considering a 1:1 program for the future, seven of those 20 respondents who provided additional comments mentioned currently having or considering a BYOD program as well. Forty districts responded that they were not considering a 1:1 program at the time. Of those districts that were not considering a 1:1 program, eight provided comments. Three commented that their fiscal limitations precluded investing in 1:1 technology, another two articulated they relied on class sets of devices, another suggested that the teaching staff in the district wasn’t ready to embrace technology and another seemed to view 1:1 programs as having a potential negative impact on social interactions. Two districts responded they had implemented a 1:1 program, but had cancelled the program due to a lack of success. One of those two districts responded that BYOD was being allowed as an individual option for students. (See Table 1)

Dr. Steven M. Baule is the superintendent for the Muncie Community Schools in Indiana. He previously served as a superintendent, administrator and teacher in Illinois for two decades. This column is based on a research

project he conducted.

Providing each student with an individual digital device has been a trend over the past several years. Many colleges have been one to one (1:1) for years and it is an increasing trend in K-12 education. The U.S. Department of Education initiated the Future Ready Effort to improve access to digital resources, ensure more equitable access, engage parents to support deeper understanding, and to ensure stronger educators. A number of developing nations such as Peru and Uruguay are involved in 1:1 programs on a national scale (Trucano, 2014). One of the key concerns raised is the cost involved in implementing such a program. The cost of the program is often looked at as the reason not to consider 1:1 programs in K-12 education. This is in spite of the fact that Project RED (2010), which stands for Revolutionizing Education, conducted a nation-wide study of technology use in schools in 2010 and found that properly implemented instructional technology actually saved districts money. No comprehensive study had

been done to gauge the level of individual digital device use by students, so in the spring of 2015 a survey was conducted of Illinois public school districts regarding the current status of 1:1 or BYOD programs within each district. The survey received more than 360 responses representing 317 districts, allowing for some generalizations of the status of 1:1 programing in Illinois. Twenty-nine percent of respondents identified their districts as having a fully implemented 1:1

Table 1

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takes the power away from text book companies and makes the teaching and learning construct more authentic, flatter and connected to the world where learning and discourse is happening all the time. And it does so at a fraction of the cost of a traditional school model . ” Of the 51 districts that assessed the fiscal impact of their 1:1 program, 12 saw an increase in cost. Fifteen saw a decrease in cost and 24 found the district’s 1:1 program to be cost neutral. One of the districts reporting increased costs identified the cost increase was due at least in part to continuing to purchase traditional materials in addition to the computers. One could speculate that if the traditional materials could be supplanted by digital materials and potentially Open Educational Resource (OER) materials, costs would have decreased. Another respondent articulated that they were considering moving to BYOD from 1:1 due to the cost, but they didn’t provide any additional detail. Of the 15 districts that saw a reduction in costs, they

The myth of technology cost? As mentioned above, one of the common reasons for not considering 1:1 programming was identified as cost. One district specifically mentioned the lack of state financial support and other fiscal concerns. Project RED’s (2010) findings seem to have shown the opposite: “Substantial evidence shows that technology has a positive financial impact, but for best results, schools need to invest in the re- engineering of schools, not just technology itself.” The math behind North Boone’s 1:1 program at the middle school level showed that would cost less over time to provide students each with an individual device than to continue to provide carts of laptops along with desktop computer labs, printers and other equipment. One key to this was to move towards digital resources instead of traditional print textbooks. Using digital resources to build a curriculum instead of relying on textbooks to determine curriculum is a huge shift for schools, but is important to both improve the ability of faculty to properly

articulated specific decreases in paper consumption, energy consumption, and software costs. Beyond the potential cost savings, 39 of the 54 districts that measured the impact on their 1:1 program on student achievement saw an increase. (See Table2) None of the districts saw a decrease in student

differentiate and to provide each student the best opportunity to learn. Other districts seem to have experienced similar savings. Maine Township High School has

been able to significantly reduce

Table 2

achievement. Eleven of the 49 districts that measured the impact on student attendance saw increased in attendance due to the 1:1 program. No districts saw a decrease in student achievement. Overall, the survey results show that 1:1 programs hold the promise to have a positive impact on both student achievement and the district’s bottom line.

instructional costs by moving to a 1:1 model. Ken Wallace, superintendent of Maine Township HSD states: “ As knowledge changes and information changes in real time, students can be plugged into research sites that live stream discoveries as they happen. The reality is that 1:1 can be far superior instructionally and by far superior economically. It

References November, A. (2015). Why schools must move beyond one-to-one computing. November Learning. Available at http://novemberlearning.com . Project RED (2010). The Research. Available at: http://www.projectred.org/about/research-overview.html . Trucano, M. (2014). Ten observations about 1:1 computing efforts around the world. EduTech Blog. November 25. Available at: http://blogs.worldbank.org/edutech/1-to-1-computing-around-the-world .

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Success in Illinois School Districts

Rockford 205 - Dr. Ehren Jarrett, superintendent Rockford 205 has been designated a Ford Next Generation Learning Model Community. They are one of only three communities in the nation to have been awarded this distinction, which is a reflection of their focus on developing College and Career Academies throughout their high schools and a credit to focus on community partnerships to provide career exposure and exploration opportunities for our students. Superintendent Dr. Ehren Jarrett is pictured during the news conference to announce the Ford NGL Model Community distinction.

We would like to invite you to send in one photo from your district that reflects the holiday season of giving, volunteering and cheer. Photos can be taken using a digital camera or your own mobile phone. Simply email the pictures to mbuch@iasaedu.org along with identifying information including school district, superintendent's name, date, location and anything else you might want to add.

The deadline to be included in the January issue of Leadership Matters is December 15, 2015.

Thank you for your help. Please help us recognize the efforts in your school districts.

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Getting to know your Governmental Relations & Advocacy Committee members

Favorite movie: Good Will Hunting Favorite book: Lots – most recent one The Girl with the Dragon Tattoo (series) Favorite musical artist : Maroon 5 One thing people probably would be surprised to know about you: I grew up in a funeral home where I lived above the funeral home and we answered all the emergency calls for fire and ambulance. Biggest concern about public education: Adequate and equitable funding for all public school districts Most encouraging thing about public education: Public schools are safe, nurturing environments where students K-12 develop their talents, have access to traditional and unique learning experiences and cultivate long-lasting friendships.

Leigh A. Lewis Southwestern Region School district: Triad Community School District 2 One thing you would like people to know about your school district: In March, the district passed a 50-cent educational tax referendum,

which hadn’t been done since 1963. Years as educator: 28 High school: Triad High School

Colleges or Universities: Southern Illinois University-Carbondale, Southern Illinois University- Edwardsville and St. Louis University Family: Husband and three children Favorite hobby: Running

movie but I love watching the series Vikings and The

Dr. Kerry Cox Two Rivers Region

Walking Dead on TV. Favorite book: Right now… Gillian Flynn is one of my favorite authors Favorite musical artist: Rolling Stones and Aerosmith One thing people probably would be surprised to know about you:

School district: Carrollton CUSD1 One thing you would like people to know about your school district: The collaboration that is demonstrated every day in our district is simply outstanding – we are a team vested in Hawk Pride for the betterment of each and every student. Years as educator: 29 High school: Winchester High School Colleges or Universities: Illinois College (BA), Western Illinois University (MS), University of Illinois-Springfield (Post-Master’s Certificate) Illinois State University (Ed.D.) Family: Husband (Steve – educator in Ball- Chatham CUSD), twin sons (Caleb – teacher/ coach in Ball-Chatham CUSD and Carter – pharmaceutical sales rep) Favorite hobby: Running, biking, fishing, swimming Favorite movie: I don’t really have a favorite

My twin boys weighed more than 7 lbs. 4 oz. and 7 lbs. 2.5 oz. when they were born – 14 lbs. 6.5 oz. of babies!!! Biggest concern about public education: My biggest concern in education today revolves around the challenge to continue to do more with less. As society, both locally and globally, continues to change at a rapid pace, the challenge to create 21 st Century Learners is difficult with 20 th century systems and resources. Most encouraging thing about public education: Watching our kids learn and grow by thinking, problem solving and creating.

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IASA News in Brief

AASA National Conference on Education February 11-13, 2016 in Phoenix, AZ

The 2016 AASA National Conference on Education will be held in Phoenix, AZ on February 11-13, 2016. Registration and housing is open. The preferred hotel for the Illinois delegation is the Sheraton Phoenix Downtown Hotel. Go to http://nce.aasa.org/ for additional information. Superintendent of the Year Reception A reception for the 2016 Illinois Superintendent of the Year is scheduled for 5:30 to 7 p.m., Friday, February 12, 2016, at the Sheraton Phoenix Downtown Hotel (Valley Overlook room).

Future AASA Conferences: March 2-4, 2017 - New Orleans

Illinois State University inducts Bertrand into Hall of Fame

The College of Education inducted six alumni into its Hall of Fame in October, including alumni from the Department of Special Education, School of Teaching and Learning, and the Department of Educational Administration and Foundations. The college boasts a talented alumni community of more than 45,000. More than 1 in 7 teachers in Illinois are graduates of the University, and better than 1 in 4 first-year teachers hired in 2012 or later are also Redbirds. Dr. Thomas Bertrand, Ph.D. ’02, has dedicated his career in education to helping students, teachers, and school administrators to realize their potential. His efforts and accomplishments in school leadership were recognized in 2015 when he was named the Illinois Association of School Administrators (IASA) Illinois Superintendent of the Year Award. For the past 23 years, Bertrand has served Rochester Community Unit School District 3A (RCUSD) in downstate Illinois, the last 13 coming as superintendent. As the leader of RCUSD, Bertrand directed the overhaul of technology infrastructure to deliver one-to-one computers and Wi-Fi access for all students and staff—including on school buses. He has also prioritized differentiated professional development for faculty and staff as well as the creation of a now nationally acclaimed bullying prevention program. Throughout his career, Bertrand has sought out ways to support school and administrator development throughout Illinois. In connection with IASA, he serves as a leadership coach and mentor to superintendents, and is a trusted consultant to Illinois Regional Offices of Education on the subject of school improvement. In an effort to support the next generation of school leaders, Bertrand serves as an adjunct professor teaching graduate-level, educational leadership at Eastern Illinois University. He previously served as an adjunct at the University of Illinois-Springfield.

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IASA News in Brief

Southern Illinois University-Edwardsville inducts Warfield into Hall of Fame

Southern Illinois University-Edwardsville honored eight remarkable graduates at the 2015 SIUE Alumni Hall of Fame ceremony in October. These alumni have achieved exploits in their respective fields, are role models and are testament to SIUE’s educational excellence. Dr. Walter Warfield, former IASA Executive Director, is currently a scholar in residence in the College of Education and Human Services at the University of Illinois-Springfield. At the age of 26, he assumed the position of principal of Mason City High School and eventually rose to serve as executive director of the Illinois Association of School Administrators (IASA). Among his numerous endeavors, Warfield served as state president of the IASA,

IN MEMORIAM It is sadness that we inform you that Dr. Daniel J. James, retired member of IASA passed away on September 10. Also, Dr. G. Allan Gogo passed away November 16. He served as Superintendent in Lake Park, District 108 from 1977-1985. national president of the Horace Mann League and Association of State Executives, and an affiliate of the American Association of School Administrators. Warfield is vocal in his support for the American public school system. “Looking back at all the recognition I’ve received, this is a capstone to my career,” Warfield said. “Professors told me that once I had my degree, it was time to go help others. They said that if I helped teachers and students, my career would prosper, and it did.”

ISDLAF+ November 2015 Update

IHSA’s Hickman presented with award of appreciation Dr. Marty Hickman is retiring as

Click here to view the November 2015 ISDLAF+ rates, economic indicators and general economic news brief. To obtain additional information regarding this IASA sponsored service, contact 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 .

Executive Director of the Illinois High School Association (IHSA) and IASA presented him with an award of appreciation for his years of service. Dr. Hickman will retire January 15, 2016. He has been executive director of IHSA since 2001.

Dr. Jane Westerhold, Dr. Marty Hickman and Dr. Brent Clark following the award presentation.

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December 2015

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9 Illini Region meeting

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January 2016

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29 Western Region meeting

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