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February 2021 LeadershipMatters

Dr. Sharon Desmoulin-Kherat

Celebrating Black History Month Peoria School Leader Honored by State

page 4

Superintendent Check-In —3 Leaders on Vaccines, ESSER and Learning Loss page 12

A NewSuperintendent Navigates the Pandemic page 14

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Dr. Sharon Desmoulin-Kherat, superintendent of Peoria SD #150, was recently recognized by the state in honor of Black History Month and was awarded for Outstanding Commitment in Education. In an interview with IASA, Dr. Desmoulin- Kherat discusses teaching Black history in schools, racial inequities, increasing the pool of African Americans going into education and more. CELEBRATING BLACK HISTORY MONTH

This Wasn’t in the Manual: A New Superintendent Navigates the Pandemic Superintendent Check-In: Vaccines, ESSER, and Learning Loss

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Black History Month Facts Elevating Education Professional Development Opportunities 5 Key Components of a COVID-19 Screening Tool IASA News in Brief IASA Calendar of Events

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25 IASA Legal Corner LegalCorner

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Volume 9, Issue 2 February 2021 LeadershipMatters Jason Nevel Director of Social Media and Publications jnevel@iasaedu.org

if nec., see orig. legal art prototype on pg 9 of summer 2020 issue

COVID-19 has impacted every area of school operations and student residency is no exception. Schooldistricts face verifying the residency of newly registered and returning students at the start of each new school year; but 2020 isanythingbut a usual school year.To help you in this process,we will look at bestpractice tips for verifying student residency,and thewrinkles involved in verifying student residency during theCOVID-19 pandemic. DeterminingResidency Of course, only a studentwho isa “resident” of thedistrict can attend tuition-free.Typically, thismeans thata student isa resident of thedistrict inwhichhis parentor legal guardian resides.There are,however,other factorswhichmay influence the student’s residency.As such,districtsmustmake five criticaldeterminations when registering a student: 1) Whether the student is eligible for specialeducation services.... (continue reading)... replace w/ new

2648 Beechler Court Springfield, IL 62703-7305 217.753.2213 800 Woodfield Road, Ste. F109 Schaumburg, IL 60173-4717 847.466.5075 StudentResidency intheEraofCOVID-19

Marjorie Gladish Graphic Designer mgladish@iasaedu.org

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1200 West Main Street Marion, IL 62959-1138 618.364.0501

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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 Schools Need to Focus on Social-Emotional Needs of Students and Learning Loss—Not Standardized Tests

Dr. Brent Clark

Changing gears, February is Black History Month and a time for all educators to study and reflect on how African Americans have helped shape our history. I want to commend our outstanding African-American school administrators in Illinois who are relentless in their pursuit of equity and excellence for their students and districts. On the cover this month, we highlighted a tremendous educator, Dr. Sharon Desmoulin-Kherat, superintendent of Peoria SD #150. Dr. Kherat was recently awarded Outstanding Commitment in Education by the state in honor of Black History Month. Every superintendent can learn a lot from Dr. Kherat, and I encourage you to read the story on page 4. I also want to remind you the second session of our professional development workshop series, What’s Race Got to Do With It?, is scheduled for February 11. This session is for administrators and teachers and will provide educators with a level of understanding related to how to implement equity based, culturally responsive instructional practices at the classroom level. Special thanks to Dr. Sonya Whitaker and Dr. Donna Leak for developing this series. To close, the IASA Annual Conference will be held virtually this year, April 7–8. It won’t be the same as in person, but I hope you can join us. We are committed to hosting a dynamic virtual conference and providing administrators an opportunity to network, learn from your peers and be inspired by excellent keynote speakers. Right now, we ask you to save the date and be on the lookout for more information about registration in the coming weeks.

As many districts transition students back into the classrooms or push ahead with in-person learning, the social-emotional impact on students and learning loss caused by the pandemic is weighing heavily on the minds of superintendents. Each day that a teacher, counselor, social worker or staff member can engage and positively impact a student’s life is precious and needed more than ever. Educators working inside buildings understand that reality, which is why so many administrators are frustrated with the possibility of losing days of learning and positive engagement with students to spend multiple days administering standardized assessments this spring. The IASA has partnered with other statewide education organizations in drafting a joint letter urging the U.S. Department of Education (DOE) to grant states a waiver to not administer standardized assessments and allow flexibility at the local level. We appreciate State Superintendent Dr. Carmen Ayala’s letter on Friday noting ISBE would advocate the DOE to make waivers available for the spring 2021 assessments, and that if a waiver was made available, Illinois would apply for it. We believe just releasing schools from accountability measures tied to standardized assessments is not enough. The time and energy schools will need to spend on logistics, plus the multiple days it will take to administer the test, could be better spent on health and wellness, social-emotional needs of students and learning loss. To be clear, without a standardized assessment, schools will still have the ability to understand how children are fairing academically through local assessments, which have always produced more timely information that better informs teaching and learning. That data isn’t going away and will be critical moving forward. Lastly, even with a waiver, it’s important for schools that want to administer the assessment to continue to have the ability to do so.

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at right: Dr. Sharon Desmoulin-Kherat is passionate about encouraging students to read. Here she reads the children’s story, “How Do Dinosaurs Say Goodnight?” to students.

C E L E B R A T I N G B L A C K H I S T O R Y M O N T H

Peoria Superintendent Discusses Teaching Black History, Addressing Racial Inequities and Reimagining Schools.

By Jason Nevel IASA Director of Social Media & Publications

February is Black History Month, but in Peoria Public Schools your district is now taking a year-round approach to teaching Black history. Can you share what the BH365 curriculum is? According to research regarding culturally responsive teaching and learning, there is a direct correlation between students’ self-awareness and academic achievement. There is an obvious need for Black American students to achieve in the same manner. Black History 365 is a curriculum whose purpose is to create cutting-edge resources that invite students and educators to become critical thinkers, listeners and fact- based communicators around Black History and Black History-makers. Other non-White students benefit from learning about other cultures. It is important for all learners to understand A Q

Dr. Sharon Desmoulin-Kherat, superintendent of Peoria SD #150, was recently recognized by the state in honor of Black History Month and was awarded for Outstanding Commitment in Education. Dr. Desmoulin-Kherat was born in Dominica, West Indies and grew up in the United States, Virgin Islands. She has been superintendent at Peoria SD #150 since 2016 and has helped foster numerous innovative programs that are making a lasting impact in her community. Peoria SD #150 made the decision last fall that Black history would not just be the focus in February but rather engrained into the curriculum throughout the school year. In honor of Black History Month, IASA reached out to Dr. Desmoulin-Kherat to ask her why her district made that transition and also why she is so passionate about reimagining schools, addressing racial inequities, increasing the pool of African Americans going into education and more.

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and acknowledge the contributions of persons from varied cultures, ethnicities and backgrounds to fully appreciate all of humanity. Why was it important for your district to change its approach to teaching Black history? Q The current teaching of Black history in our system is incomplete, diluted and narrowed minded. We must teach our children about power, equity and oppression so they can learn and not repeat that painful mistakes of history. They deserve truth and the entire story. A Your district had deep discussions and put forward a plan to address racially disproportionate discipline. What advice do you have for your peers who are looking to address racial inequities in their districts? Q

We used the Root Cause Analysis Model to help us to get to the core. We also explore gaps, strengths and weaknesses. Each school

in Peoria Public Schools designed a plan that works specifically for the building that aligned with their data. Some of their activities included training, staff conversation, book studies and so on. Also, in our system there is continuous and consistent review of discipline data using protocols, utilizing a problem- solving team to solve problems, strong SEL programming and training and leveraging community resources. Is there anything school leaders can do to increase the pool of African Americans going into education as a career? Q

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I like the idea of removing the barriers and instead help them in every way possible to get the education necessary to be educators. What

continued...

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at right: Dr. Desmoulin-Kherat poses with a group of student leaders from Peoria SD #150.

Desmoulin-Kherat ... cont’d.

can the state do to have clear policies and fund the individuals directly so they can work, have insurance and go to school/and/or complete student teaching? I think our state legislators took a worthwhile step forward last month in including it as part of the Black Caucus omnibus education bill to increase educator diversity, especially the minority teacher scholarship. It won’t change overnight, but we must prioritize the hiring of diverse teacher candidates in our public- school classrooms. In the meantime, Peoria Public Schools has already taken steps toward addressing this internally in recent years with our Grow Your Own initiative to develop and foster internal minority teaching candidates. In addition, the implementation of our Teacher Pathway Program provides PPS high school students a head start on a teaching career, which comes with a guaranteed job offer at PPS.

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You are passionate about reimagining schools. Was

there a flash bulb moment for you where you decided the old way of educating kids isn’t working and you have to try something different?

minorities and low-income individuals and their children. The list includes, but is not limited to, clients who got their GED or their 8th grade diploma and were able to get unstuck. They were trained and were assisted in finding jobs. They had access to Parenting Classes to gain their children back. There was also enrichment programming for middle and high school students. My journey at the organization confirmed to me that minorities and low-income children are much more capable. I realized that the one-size-fits-all school model is not the right approach. I was also exposed to advocates in urban setting who were brave, self-assured, intelligent, critical and resilient thinkers who were historically focused and strong enough to be penetrating voices in the community, where they advocated for the powerless. This needs to continue because change is needed. We must acknowledge the oppression, challenge the system and engage the marginalized.

A

I saw a lot and learned a lot during my 12 years at a premiere African American social service agency—Tri-County (Peoria)

Urban League. I was able to see firsthand and saw how individuals were trapped in the model of marginalization. It was pervasive, and I learned about the importance of equity. The work at the Urban League was all about helping disenfranchised individuals to get back on their feet through education, employment and counseling. It was such good work that was focused on finding a variety of solutions to eliminate the inequities for

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Why do you believe it is so important for school leaders to develop partnerships in the community with businesses, organizations, churches etc.? Q There is a quote we use often here at Peoria Public Schools that sums my answer up, “Schools can’t do it all, but a community can.” The generosity and support in our community is there and is positively impacting our students and is assisting in building them up through our school district. PPS has hundreds of partners, and I am so appreciative and proud of their supports. A

Q A

What would you like to see changed the most about public education? • The way schools are organized. • Let’s figure out a way to increase personalized learning and help students find their passions and interests before they graduate.

• The report card is outdated, and students should be allowed to accelerate or move slower along their educational journey. • The Teacher Evaluation’s component of the Student Growth Model for two reasons. It is timing consuming and has not accelerated student achievement over all these years. The intent is admirable, however, with our current system we will not be able to implement as is. continued...

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• County Facilities Sales Tax—A robust campaign effort to pass a sales tax to fund facilities upgrades in our schools netted $52 million and allowed for 100% of our buildings to have HVAC installed • External Grant Funding—To be proactive in the face of budget limitations, the district researched, applied for and received $13.75 million in external grant funding to aid our efforts in providing innovative and meaningful programming to prepare students for the 21st Century workplace • Graduation Rate—The graduation rate for PPS students has increased from 65% in 2015 (my first year as Superintendent) to 80% in 2020. I am also proud to say our graduation rate for black students has increased from 58% to 78% during that same period. • Freshmen On Track—The freshmen on track rate in PPS has increased from 74% in 2016 to 88% percent in 2020. • International Baccalaureate (IB)—Enrollment in the IB program has increased from 102 to 112 students and is known throughout the region as one of the most rigorous high school programs • D2—Our D2 Diploma-Degree program allows our high school students to purse both their high school diploma and an Associate’s degree from Illinois Central College during their junior and senior year, allowing them to graduate high school with their diploma and a degree. Our first cohort of the D2 program will graduate this May, and I am so excited to see this first group reach the finish line and show the pathway to success for our younger students. • SEL—Opening the Wraparound Center in South Peoria to address the social emotional needs of PPS students, their families and the Peoria community is one of my proudest accomplishments. Our Wraparound Center continued to be an invaluable resource to both PPS families and the greater Peoria community during the pandemic as a one-stop shop for social, employment and other services. The pantry alone served 200 people per week through the year. • Virtual—Our largest school by enrollment at the end of 2020 was not any of our physical buildings, but our PPS Virtual School. This virtual platform, which was being used as a pilot Online Academy program prior to the pandemic, allowed students whose parents did not opt for in-person instruction to learn in a virtual setting with a PPS teacher Dr. Sharon Desmoulin- Favorite Accomplishme

Q A Desmoulin-Kherat ... cont’d.

What is your leadership style or philosophy? Leadership is not about titles, positions or flowcharts says John Maxwell. It is about one life influencing another, and I agree. I love

the Servant Leadership traits of empowerment, service, accountability, purpose, humility and collaboration. Your mother had a tremendous influence on you growing up. What were the most important lessons you learned from her? 1. Financial Literacy—She taught me how to be frugal (lol). I think she coined the term “save for a rainy day.” She could take $1 and split that baby into many parts and say 50 cents for this, 25 cents for that, 10 cents for this and so on. I listened and learned. She was just amazing! My district benefitted from my frugal mannerism. 2. Work Ethic—She was an amazing cook. She woke up every day at 4 a.m. to begin cooking all sorts of dishes. I remember the police chief; the postmaster and others would swing by to get their dinners on their way home. She was also a businesswoman involved in a carnival project with over 32 other vendors for over 40 years. Growing up, I noticed that we were always the first to arrive, last to leave and most creative with our decorations, food and drinks. I was just a kid who wanted to sleep more, so I would ask her about why we had to be the first one, and she would explain how the early birds catch the worms. She was a leader in finding ways to maximize profit. 3. Creativity—She made her own seasonings, hot sauce, local drinks like passion fruit juice, ginger beer, sorrel, sea moss, guava berry and more. All were high quality and in demand. My sisters are continuing that tradition using her recipes.

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-Kherat On Her ents:

guiding their instruction. The PPS Virtual school allows for students to work at their own pace and accelerate their learning, and we anticipate it continuing to be a popular program through the rest of the pandemic and beyond • In a time of great uncertainty for many of our families, Peoria Public Schools stepped up to implement a meal distribution plan that went into effect immediately following the Governor’s stay-at-home order and provided 500,000 meals through August. Since the start of the 2020–2021 school year, we have continued to safely provide consistent nutritious meals to our families regardless of whether our students were learning remotely or in-person.

• As part of our Lights On, Peoria program, our two Justice Advocates had an immensely successful first year in supporting high school students who have become involved in the criminal justice system. • The Justice Advocates make sure each student is enrolled or re-enrolled in PPS, then creates individual success plans for each student. Our Justice Advocates serve 114 students; of those students, we saw a 10% increase in students on track to graduate—an unequivocal success in less than one years work so far. • Students in employability skills program (Lights On)— 33 (at a variety of jobs) • Students who have received either credentials or certificates:

• Peoria Public Schools applied for and secured almost $1.3 million in grant funding for two student/youth employment programs. The summer youth employment program assisted hundreds of PPS students and recent graduates to secure employment and paychecks during a nationwide recession due to the pandemic while also providing staffing for struggling local business and organizations at no cost to the employer. The Summer Youth Employment program placed so many students in jobs that Governor Pritzker held a press conference at Manual High School in July to tout the success of the program • Through our partnerships with the Governor, state legislators, social service agencies, and faith-based organizations, PPS leveraged financial and material resources to serve our students, families and staff in innovative ways to problem solve challenges presented by the pandemic • Our Woodruff Career and Technical Center continues to be a leading career and tech program in the state, providing PPS students with opportunities to earn certifications, dual credit in technical programs AND pursue internships that count for high school credit. These internships allow our students to earn valuable employability skills during the school day while also providing an opportunity for students to earn a paycheck. Last year, 150 PPS high school students participated in an internship program for credit.

o 2018–19: 39 o 2019–20: 69 o 2020–21: 181

• Adopting our Black History 365 curriculum this summer is one of my greatest successes. The work began on adopting a new black history more than a year ago and gained even more poignancy after the death of George Floyd this past summer. We are proud to begin teaching this curriculum starting Fall 2021 following staff training.

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B L A C K H I S T O R Y M O N T H F A C T S F E B R U A R Y 2 0 2 1

Who came up with Black History Month?

In 1915, Harvard historian Carter G. Woodson and minister Jesse E. Moorland founded what is today known as the Association for the Study of African American Life and History in order to bring awareness to the African American people who had made contributions to society, but had been forgotten or left out of the narrative.

began to expand the recognition of African American history to the full month of February. It was made a national holiday in 1976, when President Gerald Ford recognized Black History Month, and it became the month-long celebration that we know today.

In 1926, the men were looking for a way to make those previously unsung contributions of African Americans known to the public. And so began Negro History Week. Before Black History month was an entire month long, it was only celebrated for one week in February. It wasn’t until the 1960s that colleges and universities

Who are the longest serving black superintendents in Illinois history? Dr. Lela Bridges was the longest sitting black Superintendent in one district when she retired from Harvey School District 152 in 2010. She served as the district’s superintendent for 15 years. At the time of his retirement in 2015 from Edwardsville CUSD #7, Ed Hightower was the longest serving black superintendent in Illinois. He had been a superintendent for 18 years. Hightower also worked for 36 years as a college basketball referee. Dr. Blondean Davis is currently the longest sitting Black superintendent in Illinois. She has served as superintendent of Matteson ESD #162 for 18 years. Dr. Davis was named 2008 Illinois Superintendent of the Year.

Who was the first black superintendent in Illinois? The first Black Superintendent in Illinois was Dr. Charles Moody in 1968. Dr. Moody was the superintendent of Harvey School District 152. He is also the founding father of the National Alliance of Black School Educators (NABSE). Whowas thefirstblack womantoheadamajor publicschool system? In 1973, Barbara Sizemore became the first African American woman to head the public school system in a major city, when she was elected superintendent of District of Columbia Public Schools. Sizemore was born in Chicago in 1927 and began her career in Chicago Public Schools.

The month of February was chosen to coincide with the birthdays of two men in particular, Abraham Lincoln and Frederick Douglass . Lincoln was born on February 12, 1809, and Douglass, whose true date of birth is unknown, celebrated his birthday on February 14. Why is Black History Month celebrated in February?

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Thank You Your Donation Makes a Difference

MOON SCHOLARSHIP PROGRAM (SAFE) The James V. and Dorothy B. Moon Scholarship program is committed to improving the education and qualifications of school administrators by providing scholarships to help offset the cost of coursework for graduate study. Several scholarships ($2,500 minimum each) are awarded each year and are paid directly to the college or university to cover tuition, fees and/or textbook expenses. The scholarship is governed by the SAFE Board of Trustees, which consists of seven members of the IASA Board of Directors. Contributions to the fund are tax-deductible. All donations can be sent to the IASA Office, 2648 Beechler Court, Springfield, IL 62703-7305. Personal checks are preferred and should be made payable to SAFE.

THANK YOU TO THE FOLLOWING IASA REGIONS FOR DONATING TO SAFE:

THANK YOU TO THE FOLLOWING INDIVIDUALS FOR DONATING TO SAFE:

William Shields Ronald Simcox Jeff Stawick Barbara Suggs Mason Victoria Tabbert Marleis Trover Catherine Wang

Herman Ahlfield Charles Aubry Brian DeBernardi Kevin Burns John Butts Brent Clark Mark Doan Kerry Foderaro Ralph Grimm Paula Hawley Diane Hendren Devon Horton Steve Humphrey Judith Jackson Lori James-Gross

Thomas Leahy Glen Littlefield Rosemary Lucas Daniel Marenda Cherry Middleton Stephen Murphy Thomas Oates Mike Oberhaus Brent O’Daniell Courtney Orzel Richard Pagliaro Jerome Pankey

Abe Lincoln Blackhawk Central Illinois Valley Egyptian Kishwaukee

Chad Watkins Kevin Westall Susan Wilson

Northwest Two Rivers Wabash Valley

Eric Witherspoon Steven Wrobleski

Frank Patrick John Pearson Geoffrey Schoonover

see past scholarship recipients

School Administrators Foundation for Education

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3 Q uestions S uperintendents’ responses

Superintendent Check-In

It has never been more important for superintendents to support each other and share ideas. In Superintendent Check-In this month, we once again ask school leaders five questions on timely issues facing schools. This month, we narrow the focus to three superintendents and ask about lessons learned from vaccine distribution, the response from staff to vaccines, plans for ESSER funds and strategies to address learning loss. Plus, the superintendents share tips for managing stress.

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3.

1.

What are some ways your district plans to utilize Elementary and Secondary School Emergency Relief Fund (ESSER) federal dollars? What additional supports has your district implemented to help students who may have experienced remote learning loss? What advice do you have for fellow superintendents on dealing with and managing stress associated with the job right now?

Can you share any advice or lessons learned from the COVID-19 vaccination process in your district?

4.

2.

What percentage of your staff is getting the COVID-19 vaccine? How is your district navigating situations where staff decline to get vaccinated?

5.

Dr. Dave Palzet Cook West Pleasantdale SD #107 Enrollment: 837 Type: preK–8

VIEW RESPONSES

Dr. Kevin Blankenship Two Rivers Scott-Morgan CUSD #2 and Winchester CUSD #1 Enrollment: 220 and 604 Type: Both preK–12

VIEW RESPONSES

Dr. Patrick Rice Shawnee Cairo USD #1 Enrollment: 304 Type: preK–8 VIEW RESPONSES

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This Wasn’t InThe Manual.

A NewSuperintendent Navigates the Pandemic

By Dr. Michael Shapiro Superintendent, Eswood CCSD #269

H

e seemed like a perfectly ordinary man. Solid, midwestern roots. Knowledgeable and affable. Pillar of the community. One would never have

posted and texted the members of my community that we would be going to full remote learning by order of the Governor. Joe got out just in time. How did he know? Pardon my facetiousness, but 10 months later, the timing still makes me chuckle. The warnings about COVID were bubbling up during our February month of transition, but I think very few people expected the complete shutdown to come. Along with every other first-year superintendent challenge—budget, levy, Board navigation, grants and expenditure reports—now I had to engender the utmost trust possible from a community with whom I had built no political capital. I utilized every communication mode possible to stay in contact with my community, sending twice weekly updates, recording Facebook video messages and using Remind for real time communication. A staff that had not yet, even in 2020, fully embraced technology quickly acquainted themselves with Zoom

suspected that he was in possession of prophetic capabilities, perhaps even extra-sensory perception. When my predecessor (Joe Schwartz) told me he wanted to take retirement as soon as he was eligible, at the end of February, and that the Board had approved a one-month transition in which we’d work together, I thought the stars had aligned. I was going to have my first superintendency, AND I was going to have the benefit of an overlap of one month with the man already in the job. While I knew that new superintendents often spend time working with the district in the spring prior to officially coming on board, my opportunity seemed to me to be unique. Joe retired, and his last day was Friday, February 28th. Exactly two weeks later, March 13th, I emailed, used the Remind app, website posted, Facebook

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and Google Classroom. As a rural community, many of our families had unreliable internet, so we organized weekly material distribution/pick-up with our bus drivers. Elementary teachers held phone conferences weekly with the parents of struggling students. Results of a spring survey indicated overall approval of our approach to remote learning, high satisfaction with the level of communication parents received and a sense that there was minimal impact on learning. I breathed a sigh of relief and put together a transition team for return-to-learning in the fall. The “bright side” of navigating the pandemic as a first- year superintendent was the fact that every one of my colleagues, from a nearby peer in his third year to an old friend in the suburbs in his 15th, was in uncharted territory. Being so new to the position, I felt fortunate that such an impactful decision had been made for me. Governor Pritzker made his proclamation, the doors were shut, and decision making was relegated to the hows, whens and whys of remote learning. For many of my colleagues, every decision was right and every decision was wrong; it was like a never-ending snow day. Getting ready for the 2020-21 school year, on the other hand, provided me with a number of significant challenges. It had become clear that school reopening was going to be a local decision, and I had already begun hearing of rifts between superintendents (some with longstanding roots in their communities) and Boards who were not on the same page regarding reopening. Personally, I had two distinct obstacles, the first being my status as a newcomer to the community. The second was geopolitical. I live in the Chicago suburbs and drive over an hour each day out to my very small district in a rural area between Rockford and DeKalb. Both the impact of and attitude toward COVID-19, masks and mitigation efforts, social distancing and sanitizing, are markedly different in these two geographic regions. Without a strong finger on the pulse of my community, I needed to rely on staff members, Board members and my administrative assistant to gauge the sentiments and attitudes regarding the start of the 2020- 21 school year. Where I lived, virtually no school districts were returning to in-person instruction. However, with very small class sizes, ample room to socially distance in the classroom and a communal imperative to return in person,

we formulated our approach. In addition to a mask mandate and floor spacing, we shortened the school day, eliminated sports and extracurricular activities and built capacity for a hybrid system in which a handful of students in each grade level would attend via Google Meet each day. We’ve been lucky. Other than two staff members who contracted the virus on the edges of Thanksgiving and Winter Breaks, and therefore were not in contact with students or other staff members, we’ve made it to January relatively unscathed. No classroom outbreaks and no adaptive pauses (knock on wood). Many of our students who began the year in remote learning have returned in person, though a few have done the opposite. I have continued to learn on the job and celebrated demonstrably when my first budget and first levy were approved. I’m learning the nuances of my Board’s decision-making processes and idiosyncrasies of my staff, as well as the philosophical underpinnings of my community. I make mistakes daily, always striving to learn from them and make adjustments. I don’t shy away from asking questions or saying, “I don’t know.” Throughout this last year I’ve been fortunate to find myself part of several leadership cohorts that have challenged me, buoyed me and sustained me as I’ve navigated the first year of my superintendency amidst the once-in-a- century challenges of a global pandemic. I’m grateful for the colleagues and mentors who’ve shared their wisdom, experience and struggles, and treated me as an equal despite my inexperience and the minute size of my district. I look forward to the possibility of a (relatively) normal start to the 2021-22 school year, but in the meantime, I’ll wear my mask, sanitize everything and prepare my left arm for a couple of doses of vaccine.

Dr. Michael Shapiro is the superintendent of Eswood CCSD #269 in Lindenwood, IL. He is nearing the end of one full year as superintendent and has been an administrator in urban, suburban and rural settings,

working in public, private and charter schools. 2020–21 marks his 25th year in education.

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Focus Your Time and Energy on Students

2020-21 Senate Bill 7 Performance Rankings Tool software improves efficiency by generating reports needed to comply with SB 7 and related laws.

School districts face enormous challenges this year. Compliance with Senate Bill 7 doesn’t have to be an obstacle. IASA’s Senate Bill 7 Performance Rankings Tool improves efficiency in your district by generating reports needed to comply with Senate Bill 7 and other related laws, freeing you up to focus your time and energy more on supporting your students and staff. The program provides districts a method of managing district positions aligned to local qualifications, teacher’s credentials and performance ratings. It’s proven, affordable and used by districts across the state.

http://www.iasasurveys.org Affordable The cost of using this software has never increased. The annual licensing fee is $275 for members and $550 for non-members. Find the access request form at: What’s new? The 2020–2021 file has been enhanced with updates in response to user ideas and is ready for you to purchase and download. It’s never been easier!

“The single spreadsheet created by the SB 7 tool simplifies the categorization of large groups of staff for multifunction use from reports to communication of ratings. ”

—Dr. Scott Wakely, Superintendent Bradley-Bourbonnais CHSD #307

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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.

CONFERENCE 56th Superintendency

CALLFORPRESENTATIONS: Share Your Best Practices With Your Colleagues! April7–8,2021

Clickhere tosubmit a proposal topresent a Breakout Session

LAST CALL!

SAVETHEDATES:

RegistrationOpeningSoon

Dynamic Lineup of Speakers

Ignite allows leaders to share innovativemessages and best practices in5minutes.

Don Yaeger shares 16Consistent Characteristics of Greatness learned fromour greatest athletes.

Inky Johnson inspires audiences to avoid burnout by remembering “Why”we do it.

Questions re: Breakout Sessions—contact Dr. Courtney Orzel at corzel@iasaedu.org

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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. Dr. David Negron Maywood-Melrose Park- Broadview#89 JessicaFunk Western CUSD#12

Who: Jessica Funk, superintendent. What: Sleep in Heavenly Peace; therapy dogs to district; distance learning technology. Where: Western CUSD #12, Two Rivers. When: Superintendent of Western CUSD #12 since 2017.

Who: Dr. David Negron, superintendent.

What: Advocate for districts communicating in different languages; dual language district; Diverse and Learner Ready Teachers Network; Professional Review Panel; IASA COVID-19 Transition Team; superintendent mentor.

Why: Jessica Funk is a big believer that before real learning can take place, students’ basic needs must be met. While superintendent at Western CUSD #12, Funk has taken creative approaches to helping students get a good night’s sleep and improving social and emotional health. In 2019, Funk and her husband along with two other couples founded the Liberty, Illinois chapter of Sleep in Heavenly Peace. The nonprofit focuses on building, assembling and delivering top-notch bunk beds to children and families in need. To date, teams of volunteers have built and delivered more than 210 beds to children in Pike and surrounding counties. “There is all kinds of research showing the benefits of a kid getting a good night’s sleep,” Funk said. “We have

Where: Maywood-Melrose Park-Broadview #89, Cook West. When: Superintendent of Maywood-Melrose Park- Broadview #89 since 2015. Why: The responsibility to translate school messages to Spanish for his parents always fell on Dr. David Negron’s shoulders growing up. “I think it is difficult when students are placed in the position of translator at their schools for their own parents,” Negron said. “Schools need to communicate to families in a language they are comfortable with, especially for something as important as a child’s education.”

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Negron ... cont’d. Throughout his educational career, Negron has focused on addressing inequities and improving bilingual programs in his district, as well as at the regional and state levels. Maywood-Melrose Park-Broadview #89 has become a leader in offering a variety of language support services to meet the needs of second language learners. The district incentivizes teachers to get their EL endorsement by offering reimbursements and hosts “Spanish survival” classes to help educators better understand Spanish and to communicate with their families. In addition, the district sends out communications in Spanish and English, as well as hosts Parent Universities to help families lacking computer access and digital skills. The pandemic has also forced the district to take on an even greater role supporting families. More than 20 school district leaders have visited Maywood-Melrose Park-Broadview #89 in recent years to learn more about how to become a dual language district and better support EL students. “We feel our district is a hidden jewel in the state when it comes to dual language programs,” Negron said. Negron has also tried to elevate the profession by mentoring young superintendents and serving on state boards and commissions. He currently serves on ISBE’s Diverse and Learner Ready Teachers Network, which was instrumental in drafting the recently released Culturally Responsive Teaching and Leading Standards. Furthermore, he is a member of the state’s Professional Review Panel, the IASA COVID-19 Transition Team and the Illinois Association of Latino Administrators and Superintendents.

Funk ... cont’d.

a huge need in our area for kids to have beds. Kids may be sharing a bed with a sibling, sleeping on the couch, cushions on the floor, a beanbag or even a piece of plywood. When you deliver the bed and then see the kids’ faces, they have huge smiles and are so excited. Western CUSD #12 has been home to two therapy dogs since the fall, a bernedoodle that lives with Funk and a golden retriever that lives with a guidance counselor. The simple interaction with a dog can brighten a student’s day and de-escalate situations. In addition, Funk noted, the two dogs have brought joy to the district at a time when so many families’ lives have been upended by the pandemic. “During COVID, it just feels like you’re taking so many things away from kids, so bringing in the dogs has been a really nice addition,” she said. “They have been very welcomed by the kids and embraced by the parents. It’s amazing to see how a kid’s attitude can completely change when they see one of the dogs.” Funk has shared with other superintendents about the cost associated with dogs and the training needed to be a handler. Lastly, before the pandemic hit, Western CUSD #12 began to work with other districts as part of a RISE grant to utilize distance learning technology to save money and provide students with opportunities to take classes in subjects not offered in the district. The pandemic, and rise in remote learning, has opened Funk’s eyes to new opportunities and ways to educate students. “We might only have four kids in upper level math and someone else might not have a math teacher for that course. We could partner together and offer the class to students in both districts. The possibilities are endless.”

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Professional Development

Dr. Courtney Orzel IASA Associate Director of Professional Development

WeareLOVINGProfessional Development in theMonthof February!

The professional development calendar for February is full of opportunities that can help school administrators and other educators better serve their districts, staff, students and community. We wind down Remote Learning Rescue Series 3.0 with one more week of virtual workshops for educators. Seats are still available for Google Go-Tos for Remote Instruction, Where Did You Find That?, Digital Assessment Amazingness and Top Websites to Know. Don’t miss out on this last chance to support virtual classrooms in your district. Just a reminder if you have a lot of staff that needs remote learning training, don’t hesitate to contact me about setting up a private workshop for your district.

in our country, IASA is proud to partner with Dr. Donna Leak and Dr. Sonya Whitaker on a new workshop series designed to help educators implement more culturally responsive practices in their districts. Part 1 was held in November and the follow up session is scheduled for February 11th from 10:00 a.m. to noon via Zoom. The target audience is Superintendents, Administrators and Teachers. Register here. School administrators are highly encouraged to participate in session two with key teachers in the district. Session two will focus on the lens of a classroom teacher and is designed to provide teachers with a level of understanding related to how to implement equity based, culturally responsive instructional practices at the classroom level. “” Thank you for hosting and facilitating today’s wonderful lunch and learn! I am currently an elementary principal and am starting to evaluate various educational opportunities for continued personal and professional growth. This was an awesome session that provided me with a great deal of perspective and validation. Thank you for all you are doing to inspire continued growth in leadership, especially for women! Participant Testimonials

What’sRaceGot ToDoWith It? Next SessionThurs. 2-11-21! In the wake of tragic national events that highlighted race relations ... Is The Superintendency For Me? Webinars Women We are partnering with the Illinois Principals’ Association to host a five-part series for aspiring female superintendents. Our first session in December welcomed over 200 attendees! We ask all superintendents to send the information to your female cabinet, central office members as well as building principals, assistant principals and teacher leaders who could benefit from the series. Click here to learn more and register.

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Mindfulness matters ! A four-part virtual series to help support the mental and emotional health of superintendents Next Session isWednesday, Feb. 10! Take 1 hour for yourself over lunch and connect with your fellow colleagues across the state! Don’t miss this opportunity to recharge, reset and focus on your mental and emotional health through a dynamic session led by two experienced leadership coaches. This workshop offers the full-hearted support of Master Coach Dr. Sandye Brown and Master Teacher Dr. Nancy Blair to ensure your empowered engagement during these challenging times. Click here to read bios of each presenter. Your investment will yield a self-renewing source of energy and focus by cultivating a system of self-care through mindfulness practices, collegial sharing and commitment to individual growth. Attend any of the stand-alone sessions, scheduled flexibly for your convenience. What to expect: Each one-hour session will begin with a message from Dr. Brown and Dr. Blair. Participants will be placed into breakout rooms with their peers and engage in a meaningful conversation about that day’s topic and other relevant issues facing school leaders. The breakout rooms will provide superintendents an avenue to connect, network and support each other. Each session will end by bringing everyone back together. Register here.

IASA is excited to announce this new academy for administrators and other school personnel designed specifically to provide a deeper understanding of Health Life Safety compliance and processes in Illinois. Participants will develop strategies to reduce your district’s liability, engage stakeholders, learn the financial do’s and don’ts, as well as undertake a deep dive into your current 10 year HLS surveys and IWAS. What makes this academy unique is the presenters provide both perspectives on the issue: Ralph Grimm presents the school superintendent’s view, and Pat Durley, the regional superintendent’s. When: Tuesday, February 23, 2021. What else can you expect? This is an activity- and collaboration-filled academy where participants receive useful take back summary and guidance documents. In addition: ● Walk away with beneficial tools and a deeper working knowledge of HLS, Building Permitting, 10-year Survey, Compliance, and Amendment processes. ● Discover a means to communicate with your constituents to improve their understanding. ● Receive Administrator Academy Credit or Professional Learning Credit Hours. Target Audience: Anyone involved with fulfilling HLS and Compliance processes and requirements: Regional Superintendents/ISC Directors and Assistants, ROE/ISC HLS and Compliance personnel, new and experienced District Superintendents, Assistant Superintendents, Principals, Facility Managers/Head Custodians and Architects. Click here to register

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Professional Development

Leadership Strand

NEW—IASA Launches Leadership Strand Academies

Coaching Leaders: BringingYour ‘Why”Back toYou AA 1445 This course offers superintendents and other leaders a framework for facilitative and instructional coaching to be used with building principals and others within an administrative team to maximize administrator evaluation effectiveness and impact. The academy is subtitled “Reconnecting With Your Why,” and is intended to be a fun, inspirational and reflective experience about you and your leadership. Participants will start by learning to coach themselves to recapture their spirit and purpose in leading. This is a great academy for individuals, but it is also great for teams of administrators to sign up together as well. Presented by Dr. Courtney Orzel, IASA Associate Director of Professional Development. When: Offered via Zoom 8:30 a.m. to 3 p.m. on the following dates: ● Wednesday, April 14, 2021 ● Thursday, May 27, 2021 IASA is also excited to announce a new professional development Leadership Strand, featuring a slate of virtual administrator academies designed to elevate your leadership capacity! These academies are led by IASA Associate Director of Professional Development, Dr. Courtney Orzel, and Dr. Gary Zabilka, a former superintendent and current IASA Field Services Director with more than 40 years of experience. LeadershipStrand

Participant Testimonials This was a fantastic academy!! It was great to spend a morning not talking about the daily issues that monopolize our time but to be able to hear everyone’s stories and be reminded of our “why”. —Joel Hackney, Superintendent “” Pick from one or more of the virtual academies listed below and learn how to reconnect with your why (great for superintendents and their leadership teams), discover how to help your staff be more open minded or explore what it takes to move districts from good to great. This academy should be mandatory for all administrators! It’s good to remember why we are here but also good to know you have a support system in place when needed. —Cathy Croy, Superintendent

Click here to register

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