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Leadership Matters February 2025

3 EBF Success Stories Every Superintendent Needs to Know About EBF ;

IASA Authors: Dr. Carrie Hruby discusses new book

IASA Seeking Breakout and Ignite Presenters

7 THINGS EVERY SUPERINTENDENT NEEDS TO KNOW ABOUT EBF

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With an average of 75 new district administrators joining the ranks annually — approximately 600 new superintendents over the past eight years — there’s a critical need to preserve institutional knowledge about this funding system. To help less experienced superintendents have a better understanding of how the formula works, IASA asked Robert Wolfe to craft an article explaining the main tenants of EBF.

RSVP for Illinois Reception at AASA Aspiring Superintendents Academy Information

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Elevating Education—Two New Leaders Featured

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IASA Authors: Dr. Carrie Hruby discusses new book

Register for IASA Legal Workshops Empowering Illinois Schools to Thrive in Age of AI

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Pathways to the Future

Pathways to the Future: Innovating for the Next Generation

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Return of Dues: Update Your BeneficiariesToday

Innovating for the Next Generation

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February 2025 Leadership Matters

Volume 13, Issue 2

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

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Jason Nevel Director of Communications jnevel@iasaedu.org

Brandon Turley Graphic Designer bturley@iasaedu.org

1200 West Main Street Marion, IL 62959-1138 618.364.0501

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.

www.iasaedu.org

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Message From the Executive Director

Public Education is a Vital Institution – That’s a Story Worth Telling

Dr. Brent Clark

One of the foundational principles of school communications is that if you are not telling your story, someone else will. School administrators know this firsthand. How quickly do community members create their own narratives about school safety issues when official communications lag? How easily can a referendum campaign derail without a solid communications strategy? With critics increasingly amplifying the sentiment of ‘failing government schools,’ my misgiving is that public educators have begun to cede influence of the narrative — a narrative that should rightfully emphasize how public education serves as the cornerstone of our democracy, economic opportunity and shared civic values. Thomas Jefferson, who advocated strongly for public education, argued that democracy couldn’t survive without educated citizens, famously stating that “an educated citizenry is a vital requisite for our survival as a free people.” Our public education system is the backbone of society, strengthening virtually every other social institution. In fact, approximately 90 percent of K-12 students in the United States are educated in public schools. As someone who has spent years of my life trying to create better opportunities for students, it pains me to watch this false narrative gain such traction. Without question, our public education system isn’t perfect. It needs to continuously evolve and be responsive to the rapidly-changing needs of the modern-day workforce and a student body who learns much differently than previous generations. However, critics want to point to standardized test scores as the end all be all for how our public education system is performing — as if it’s that simple.

When I look across Illinois, I see district administrators who have recognized that postsecondary success looks different for each child. They have transformed traditional learning environments by creating direct pathways for students to develop career skills and seamlessly enter the workforce. At high schools across our state, students can earn an Associate’s Degree before graduating high school — saving them thousands of dollars in student loan payments down the road. In addition, early grade levels now feature enhanced support systems, accompanied by a greater emphasis on whole-child development. As public education advocates, we must reclaim our narrative with both passion and evidence. The “failing government schools” rhetoric ignores the countless success stories unfolding in classrooms across Illinois daily. Our responsibility extends beyond defending public education—we must champion it as the vital institution it is. This means communicating our successes proactively, engaging critics honestly and continually improving our practices. Jefferson understood this truth over two centuries ago. Public education remains our most powerful tool for creating a just society where all children have the opportunity to thrive. That’s a story worth telling — and it’s one that only we, as education leaders, can tell with the authenticity and urgency it deserves.

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Evidence-Based Funding Primer:

Superintendents Should Know

By Robert Wolfe | IASA Compliance Plus Co-Facilitator, Former CFO of ISBE

Fiscal Year 2025 is the eighth year of Evidence-Based Funding (EBF) as the primary source of state funding for Illinois school districts. This funding model transformed Illinois education, replacing an era of unpredictable General State Aid proration that forced districts to operate on skeletal budgets, unable to hire needed staff, expand educational programs or provide essential student supports. The impact of EBF has been groundbreaking. Since its implementation in Fiscal Year 2018, the formula has channeled $2.179 billion through its tier funding system, dramatically improving educational equity across the state. The results speak volumes: districts achieving at least 90 percent adequate funding have jumped from 22.7% in FY 2018 to 37.3% in FY

2025 — representing hundreds of thousands of students gaining access to better-resourced education. While these achievements are significant, we’ve reached an interesting inflection point in Illinois education leadership. The majority of current superintendents have known only the EBF era, having never navigated the challenges of pre-EBF budgeting. With an average of 75 new district administrators joining the ranks annually — approximately 600 new superintendents over the past eight years — there’s a critical need to preserve institutional knowledge about this funding system. To help less experienced superintendents have a better understanding of how the formula works, IASA asked me to craft an article explaining the main tenants of EBF. Before

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serving as a co-facilitator of IASA’s Compliance Plus program, I was the Chief Financial Officer at the Illinois State Board of Education. Here are seven key items every superintendent should understand about EBF: EBF Boils Down to a Simple Ratio EBF has several complex statutory calculations that determine EBF distributions. However, the distribution formula can be reduced to this simple ratio:

The sum of the 34 cost factors is the district’s Preliminary Adequacy Target. The Preliminary Adequacy Target has a regionalization cost factor applied to it and the product of that is the district’s Final Adequacy Target. The range of regionalization factors is 0.90 to 1.05764. Adequacy Targets Continuously Evolve A district’s Adequacy Target will change every year due to changes in student enrollments, the state average teacher salary and statutory required recalibration of Per Student Investment Amounts. The most critical for you as a Superintendent are student enrollments (Average Student Enrollment, English Learners and Low-Income). Increases in enrollments will result in an increased Adequacy Target that on its own will reduce the Percentage of Adequacy. Decreases in student enrollments will result in a lower Adequacy Target which, on its own, will result in an increased Percentage of Adequacy. Understand Final Resources Formula The determination of a district’s Final Resources is where the complexity of the EBF resides. At the basic level Final Resources are: The Base Funding Minimum is the total of EBF Distributions Received in the prior fiscal year. For those districts that received a Property Tax Relief Grant distribution in the prior year, that amount is added to the prior year total EBF Distributions to provide those districts with the dollars that were lost due to the abatement of property taxes to qualify for a Property Tax Relief Grant. The Local Capacity Target is EBF’s formula determination of the contribution to the Adequacy Target that should come from the district’s Equalized Assessed Valuation or property wealth. The Local Capacity Target is the product of the district’s Adequacy Target multiplied by the Local Capacity Percentage. The Local Capacity Percentage is the result of a series of calculations that simply determines where a district stands in relation to all the other districts in the state in terms of property wealth. The range in Local Capacity Percentages is 6 percent to the statutory maximum of 90 percent. The district with a Local Capacity Percentage of 6 percent contributes 6 percent of its Adequacy Target from local dollars in the EBF formula calculations. LOCAL CAPACITY TARGET PERSONAL PROPERTY REPLACEMENT TAXES BASE FUNDING MINIMUM

FINAL % OF ADEQUACY

FINAL RESOURCES

ADEQUACY TARGET

Understanding this simple ratio is all that a superintendent needs to understand and discuss the formula at a basic level as well as being able to forecast what Tier Funding will be in future fiscal years. As data changes, you need to identify if the change has an impact on the numerator or the denominator, which will enable you to understand any change in the Percentage of Adequacy that determines Tier Funding. Adequacy Target is the Sum of 34 Cost Factors A district’s Adequacy Target is the sum of all the statutorily defined 34 cost factors. Those cost factors are in three different designations: Core Investments, Per Student Investments and Additional Supports. To construct the Adequacy Target, ISBE utilizes three student counts. Average Student Enrollment, English Learners and Low-Income Count. Average Student Enrollment and English Learners count is the average enrollment from October 1 and March 1. The low-income count is determined by the number of students as of July 1 that are eligible for at least one of the following low-income programs: Medicaid, the Children’s Health Insurance Program, Temporary Assistance for Needy Families, or the Supplemental Nutrition Assistance Program. All three counts are the greater of the current year’s count or the three year average count. An example of a Core Investment is in kindergarten through third grade — one teacher for every 15 low-income students and one teacher for every 20 non-low-income students. An example of a Per Student Investment is $325 per student for instructional materials. The Additional Investments are investments for Low Income, Special Education and English Learner students. An example of an Additional Investment is an intervention teacher for every 125 low-income students.

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FY 2025 at a Glance

$2.5 Billion is required to move all Organiztional Units to 90% of adequacy

The % of districts with at least 90% adequate funding increased from 22.7% in FY 2018 to 37.3% in FY 2025

Seven out of 10 students are under 90% adequacy

The average % of adequacy for districts below 90% adequacy has increased from 67.1% in FY 2018 to 77.1% in FY 2025

million for Tier Distribution. Tier 1 distributes 50% of the new funds, Tier 2 distributes 49% of the new funds (Tier 1 districts receive a Tier 1 and a Tier 2 Distributions), Tier 3 distributes 0.9% of the new funds and Tier 4 distributes 0.1%. School Districts placed into tiers based on their percentage of adequacy in accordance with statute. Tier 1 districts are those districts with the lowest percentage of adequacy that are below the Tier 1 target ratio. That ratio is the level that allows for a Tier 1 Funding to be distributed by the Tier I funding allocation rate of 30%. Tier 2 districts are districts with a Percentage of Adequacy that are at or above the Tier 1 target ratio (78% in Fiscal Year 2025) but less than 90%. Tier 3 districts are districts with a Percentage of Adequacy that are at or above 90% but less than 100%. Tier 4 districts are districts with a Percentage of Adequacy that are at or above 100%. There are several informative resources available on the ISBE website for EBF https://www.isbe.net/Pages/ EvidenceBasedFunding.aspx.

Local Capacity Target Can Be Adjusted There is an adjustment to the Local Capacity Target when there is a comparison made with Real Receipts. The Real Receipts in EBF are the product of the EBF Equalized Assessed Valuation multiplied by an adjusted operating tax for the school district. When Real Receipts are greater than the Local Capacity Target, the difference is multiplied by the Local Capacity Percentage and the product of that calculation is added to Final Resources. This is important for a Superintendent to be aware of because an increase in an operating tax rate will result in a gain in the Percentage of Adequacy for a school district. Personal Property Replacement Tax receipts utilized in the calculation of EBF are from the calendar year one year before the calendar year in which a school year begins. For example, Fiscal Year 2025 EBF Calculations utilized Personal Property Replacement Tax receipts from calendar year 2023. Understanding How Tier Distribution Works The EBF statute establishes a target for state funding called the Minimum Funding Level of $350 million annually where $50 million is allocated to the Property Tax Relief Grant leaving $300

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funding for Illinois School Districts that did not exist prior to the enactment of EBF. To close, the implementation of Evidence-Based Funding has marked a transformative era in Illinois education financing, bringing unprecedented stability and equity to our school districts. While the system’s complexity may seem daunting to new administrators, understanding these seven key aspects of EBF enables superintendents to effectively advocate for their districts and make informed decisions about resource allocation. As we look toward the future, the $2.6 billion gap to reaching 90% adequacy for all districts reminds us that our work is not complete. However, the foundation built through EBF – with its predictable funding streams and focus on evidence-based practices – provides a solid platform for continued progress. New superintendents entering the field inherit not just a funding system, but a commitment to educational equity that stands in stark contrast to the uncertainty of the past. By maintaining this institutional knowledge and understanding of EBF, district leaders can continue to build upon these gains, ensuring that every Illinois student has access to the resources they need to succeed.

Utilize Data Comparison Tool and Adequacy Target Gap Calculator

There are two resources in particular a superintendent should be aware of. The Data Comparison tool that ISBE provides is a comparative analysis of changes to the Adequacy Target and the Final Resources that assist a Superintendent in understanding the changes to Tier Funding. The second resource is the Adequacy Target Gap Calculator. This tool provides a comparative of a district’s current staffing and spending levels to the 34 Cost Factors that can be utilized for benchmarking purposes and decision making. The design of EBF is to get every school district to 90% adequacy and currently there is a $2.6 billion gap to that goal, according to ISBE based on the Fiscal Year 2025 EBF Calculations. There have been significant investments made by the state and the need for significant investments needs to continue. It is important to realize that every school district in the state total EBF payment has not ever decreased due to the hold-harmless provision called the Base Funding Minimum in statute, which has brought stability in state

HELP SHAPE NEW VISION FOR PUBLIC EDUCATION

Visit IllinoisVision2030.com to:

• View Board Resolution Template • Let Us Know if Your District Passed a Resolution • Download Policy Framework • Access Toolkit • Read FAQ Click Here

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Making a Diffe Kishwaukee Region Harvard CUSD #50 Dr. Corey Tafoya, superintendent Abe Lincoln Region Riverton CUSD #14 Dr. Brad Polanin, superintendent

We’re a district east of Springfield with 1,200 students in pre-K through 12, plus a birth-to-three program for 60 children. We face challenges due to socioeconomic factors, leading to higher special education needs and student mobility. However, we have dedicated staff who truly want to make a difference in students’ lives. When I started as a middle school science teacher in 2010, we soon faced severe budget cuts. In 2013, the board cut 20-25 percent of our entire staff. When EBF passed in 2017, our adequacy percentage was below 60 percent. By FY25, we reached 75.3%, receiving an average of $400,000-$450,000 annually in additional state funding. This has allowed us to rebuild our workforce and improve retention rates through more competitive positions. 75 % in FY 2025 57 % in FY 2018 We’ve reduced overcrowded class sizes and improved instruction by adding coaches at each building and a curriculum director. We’ve restored programs like middle school art and added new ones, including a full associates degree program where students graduate with college credits. We’ve also increased academic and behavioral support, added special education positions and improved building maintenance. These EBF funds have helped prevent a funding cliff as pandemic relief expires. We’ve reduced overcrowded class sizes and improved instruction by adding coaches at each building and a curriculum director. We’ve restored programs like middle school art and added new ones, including a full associates degree program where students graduate with college credits. We’ve also increased academic and behavioral support, added special education positions and improved building maintenance. These EBF funds have helped prevent a funding cliff as pandemic relief expires.

     Harvard CUSD #50 is a unit district serving pre-K to age 22. We have five school sites in McHenry County plus an active transition program. We were the lowest adequacy of any unit school district in Illinois when the numbers first came out. Things were much harder than necessary compared to neighboring districts. We faced challenges with both personnel shortages and facility needs. We operated with minimal staffing, and while facilities were adequate, we had major needs we were only addressing with temporary solutions. 72 % in FY 2025 50 % in FY 2018 Evidence-based funding has allowed us to dramatically improve our situation. We’re seeing benefits in both facilities and student achievement. We’ve implemented K-12 social-emotional supports and added instructional coaches, enhancing professional development for staff. This has contributed to growth in our scores. Combined with COVID relief dollars, we’ve made significant facility improvements. The district is experiencing renewed pride in both academic performance and facilities. As a Tier 1 district, we still have work ahead, particularly in serving our English Language Learners — a primary driver of our EBF dollars. We’re not yet at full capacity to serve these students effectively. We’re looking to invest in both personnel and technology to support our English learners and newcomers, but these improvements depend on continued Evidence-Based Funding. Currently, fitting these needs into our budget remains challenging.

Describe your school district.

Before EBF, what was the situation in your school district?

    

Percent of Adequacy then and now?

Biggest impact EBF has had on your district?

How will a continuous investment in EBF help you improve educational outcomes?

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erence Shawnee Region Unity Point CCSD #140 Dr. Lori James-Gross, superintendant

Additional EBF Tier Funding

Harvard CUSD #50

$12 Million

Unity Point 140 is located in Carbondale, serving 650 pre-K through 8th-grade students in one building. About 62 percent qualify as low income. Our location near SIU makes us unique, as international housing in our district creates a diverse EL program serving students speaking 15 to 25 different languages. As staff retired or resigned, we reduced positions through attrition rather than replacing them. Remaining staff had to take on multiple roles without additional pay to maintain basic programming. Our budget was so lean we had to explore tax anticipation warrants and credit lines just to meet payroll. After 2016-17, we weren’t sure we could open for the school year, relying heavily on grants to sustain programming. 67 % in FY 2025 56 % in FY 2018 EBF allowed us to return to our mission of providing whole-child experiences. We rebuilt our team with social workers, interventionists, behavior analysts, and speech-language pathologists. We expanded our specials programs and added full-time music, PE, art, computer, and library teachers. Within six years (2018-2024), we raised average teacher salaries by over 6 percent because of EBF, which helped maintain quality staff in our rural district. With our limited rural and residential property tax base, EBF is crucial for maintaining programs and competitive salaries to retain quality educators. It supports essential social-emotional services and family support programs. Throughout COVID, we’ve seen improved student outcomes in test scores, yearly growth, and high school performance. Without EBF, we couldn’t provide the comprehensive programming that’s helping our students succeed.

     Riverton CUSD #14 $3.3 Million

Unity Point CCSD #140

$1.5 Million

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Education Elevat g Phil Cox Salt Fork CUSD #512, Illini Who: Phil Cox, Superintendent What: Expanded dual credit

Dr. Scott Rowe, Township HSD #214, Cook North

Who: Dr. Scott Rowe, Superintendent

What: Cultivated Huntley High School’s nationally recognized Blended Learning Program; Participated in state’s Competency Based Education Pilot Program; Helped develop flexible learning environments for students; Undergoing a strategic planning process to improve facilities and future learning environments

opportunities through partnership with Danville Area Community College; Helped develop robust career and technical education opportunities; Maintained fully licensed teaching staff despite statewide shortages; Established comprehensive junior high

exploratory programs; Serves on Vision 2030 Workgroup, IASA Governmental Relations and Advocacy Committee, and various educational leadership boards. Where: Salt Fork CUSD #512, Illini. When: Superintendent of Salt Fork CUSD #512 for nine years. Why: Salt Fork CUSD #512 was formed in 2015 when Jamaica and Catlin schools, operating on bare-bones budgets and unable to cut further without compromising student opportunities, chose to consolidate. Taking the superintendent role in Salt Fork’s second year, Phil Cox has helped realize the promise of that merger by creating robust college credit and career training opportunities for students. “Our job is to prepare kids to pursue their dreams and goals wherever that may lead them,” Cox said. Under Cox’s leadership, Salt Fork has become a model for balancing college and career readiness in a rural setting. Through a strategic partnership with Danville Area Community College, nearly one-third of juniors and seniors take traditional dual enrollment courses, while over half

for 12,000 students; IASA Governmental Relations and Advocacy Committee Representative for Cook North. Where: Township HSD #214, Cook North When: Superintendent of Township HSD #214 for two years; Superintendent of Huntley Community School District #158 for five years. Why: Years before his current role, Dr. Scott Rowe found the seeds of inspiration for reimagining the school day and giving students more control over their learning during his time as high school principal at Huntley Community School District #158. After graduation, when Dr. Rowe reconnected with former students, they shared that the traditional model of 45-minute classes and constant transitions didn’t align with their learning preferences. “It might sound obvious, but my aha moment was recognizing students learn differently and the traditional model didn’t support that,” Dr. Rowe said. “We know adults love to control what they learn and how, but we were not giving that to students, we have to invite them to

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Education Elevat g

Rowe ... cont’d.

Cox ... cont’d. participate in the College Express program, which offers 18 different career-focused learning opportunities. “When you can partner with your local community college and offer students the opportunity to take dual enrollment classes and essentially enter college with one or two years of course credit under their belt, it’s great in terms of rigor and great in terms of saving money in the long term,” Cox said. The district’s commitment to career preparation extends beyond dual enrollment. Salt Fork boasts a nationally recognized agriculture program, with their FFA chapter ranking among the Top 1 percent in the country. The district also requires a personal finance course, offers comprehensive family and consumer science programs, and provides innovative junior high exploratory courses including STEM, current issues and history through sports and film. Despite the challenges of being a small, rural district, Salt Fork has maintained a fully licensed teaching staff—a point of pride for Cox in the face of statewide teacher shortages. “We’re a district that a lot of teachers want to come and join,” he notes, highlighting how many staff members choose to send their own children to Salt Fork schools. Outside of the district, Cox has served on the IASA Governmental Relations and Advocacy Committee as well as the Illinois Vision 2030 Predictable Funding Workgroup. A key focus of that initiative has been preserving Evidence-Based Funding and expanding resources for facility improvements and mental health support. “I think our state needs to do everything in its power to increase opportunities for students and provide school districts with as much local control as possible so they can figure out what works best for their communities,” Cox said. In addition, Cox serves on the Executive Board of the Illinois Educator Risk Management Program and is a member of the Vermilion County Workforce Education Committee, where he helps to build connections between the education and business communities in partnership with Vermilion Advantage.

be a part of the process.” At Huntley High School, where he served as principal for five years, Dr. Rowe oversaw the growth of the school’s pioneering Blended Learning Program from a small pilot into an integral part of life at HHS. The program’s success deepened when Huntley was accepted into the state’s Competency Based Education Pilot Program and secured a $39 million Capital Improvement Grant from the state to reimagine its facilities. These advances culminated in HHS being named by study.com as the country’s number one high school for blended learning in 2019. “Our high school went from 100 kids to over 2,500 students taking at least one blended class,” Dr. Rowe said. “We greatly expanded blended course offerings, began offering online courses, and really began to tackle competency-based education.” In 2023, Dr. Rowe replaced Dr. David Schuler as superintendent of Township HSD #214, one of the largest high school districts in Illinois. His focus has been on discovering innovative ways to maximize resources to become more efficient while strengthening learning opportunities and developing long-term goals. A facilities study identified $875 million in capital needs throughout the district, including heating and cooling systems, classroom renovations and athletic facilities upgrades. “That is going to be our charge for the next decade,” Dr. Rowe said about addressing facilities. “How can we bring new life into our facilities in a thoughtful manner through operational efficiencies while elevating the overall learning experience.” On the academic front, Dr. Rowe will oversee a strategic planning process that aims to, among other things, bring more academic alignment across the district’s seven campuses and discover new ways to help students make the transition from their elementary feeder districts into high school, and beyond into the postsecondary world, and the workforce. “I am following Dave Schuler, who is one the most respected people in our field,” Dr. Rowe said. “This district has done a phenomenal job in developing pathways and CTE programs. However, the community has expressed a desire to build a future together that involves all our stakeholders and focuses on moving District 214 from a great district to an exceptional district!” Dr. Rowe serves on IASA’s Governmental Relations and Advocacy Committee for the Cook North Region and has held seats on various community boards throughout his career.

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Click Here to RSVP

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Aspiring Superintendent Academy

An Immersive Learning Experience To Prepare You For The Superintendency

What Is The IASA Aspiring Superintendent Academy And Who Should Participate? Sunday, June 22–Thursday, June 26, 2025

They prepare you for the unexpected and de- mystify the superintendency. I came in with imposter syndrome and a little intimidated, but this program made me realize I could do it. The person I came in as is different from the person that is leaving. —Matt Condon, superintendent, Morton Grove SD #70 “ ” VALUE?

IASA’s Aspiring Superintendent Academy is an immersive learning experience like no other in the state for educators considering the superintendency. Participants engage in active learning experiences and gain insights from respected practitioners about how to be an effective leader and leverage the position to change the lives of students. The fast-paced program features numerous simulations, reflection time and the creation of meaningful artifacts that reflect the current expectations of the job of superintendent. Mock interviews with professional search firms also help prepare you to land that first job. If you want a modern view of the superintendency beyond what is taught in graduate school, register today for IASA’s Aspiring Superintendent Academy! Scholarship opportunities are available. Target Audience: Central office staff, directors, principals, assistant principal and deans. Complete application on IASA website. DEADLINE: Tuesday, March 18, 2025

Classes will be held at the IASA Headquarters 2648 Beechler Court, Springfield, IL 62703 217–753–2213 WHERE?

More than 100 past participants have been hired as superintendents

$2,050 per participant (program costs, resource materials, meals and lodging) COST?

See what past participants say about their experience: VIDEO!

A Special Thank You To Our Sponsors And Partners: • Audio Enhancement • HLERK • HUMANeX • IASB • ISBE

Questions? Contact Kristy Ponsler, Illinois Association of School Administrators: 217–753–2213 or kponsler@iasaedu.org

• Legat Architects • Stifel • TCG Advisors

Presenters:

Dr. Courtney Orzel Superintendent at Lemont Bromberek CSD #113A

Dr. Dawn Bridges IASA Associate Director of Professional Learning

Dr. Michael Lubelfeld Superintendent at North Shore School District #112

Dr. Nick Polyak Superintendent at Leyden CHSD #212

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IASA spoke with Dr. Carrie Hruby, superintendent of O’Fallon CCSD #90, about her new book: Making Personnel Personal

Dr. Carrie Hruby

leaving them unprepared to handle the complexities of supervising staff, addressing HR concerns, and navigating legal requirements. This book bridges that gap, providing leadership insights and practical strategies tailored specifically for school administrators. While many books focus on HR systems, few do so through the lens of education. Our role as supervisors is unique—we must not only ensure compliance with legal standards but also manage employees with fairness, clarity, and confidence. Whether you’re a new administrator or a seasoned leader seeking to refine and align HR practices, this book equips you with the tools to build a positive workplace

What inspired you to write a book that focuses on human resources? I was inspired to write this book because it’s one I wish I had when I began my career as an administrator. Most school administrators have built their careers on curriculum expertise, relentless dedication, and strong ambition. As accomplished former classroom teachers, they have a deep understanding of great instruction and student success. However, being an exceptional teacher doesn’t automatically translate to being an effective leader. In fact, many educators step into leadership roles without formal training in human resource management,

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culture, effectively manage personnel, and handle human resource challenges with a strategic, systemic approach.

Can you share an example used in the book of someone who demonstrated exceptional leadership? The book emphasizes the importance of providing specific, timely feedback and addressing difficult conversations rather than avoiding them. Each chapter includes real-world examples of leadership in action, such as the story of a superintendent who navigated the challenging task of delivering a non-renewal notice to a teacher. The superintendent approached the situation with grace, demonstrating both professionalism and compassion. What are some examples of practical tools and graphics incorporated into this book? I included a variety of tools and graphics throughout the book to enhance its usefulness as a professional resource. For example, I included sample disciplinary forms that can be replicated or used as models. Also included are examples of a voluntary resignation form, and a revocation of representation form and key guidance about how each should be used. How were you able to fit writing a book into your busy schedule? Writing is therapeutic for me. While some leaders unwind with hobbies like sports or music, I find solace in the creative process of writing. It’s my way to reflect, decompress, and bring clarity to my thoughts. In my free time, putting words on paper helps me reflect and recharge.

Who is the target audience for this book? The target audience for this book is any leader who is responsible for supervision and evaluation of staff. Principals, assistant principals, superintendents, central office leaders, and board members can all find tools and resources for improving HR. This book is written for those beginning their career as educational leaders, but also for seasoned leaders who want to improve their district’s HR systems or improve the capacity of supervisors within their organization. What are some of the key takeaways you hope educators have when they read this book? The book highlights the importance of building a positive culture while holding staff accountable through a fair system of evaluation and discipline. It distinguishes between employee discipline and performance evaluation, guiding readers through the steps for each process. A central takeaway is the importance of setting clear expectations through job descriptions and training. When expectations are well-defined, most employees strive to perform well. If redirection is needed, it can be addressed through either performance evaluations or disciplinary processes. Also included is clear guidance on when each approach is appropriate. Making Personnel Personal includes sample disciplinary forms that can be replicated or used as models, along with practical tools such as a checklist for preparing a due process fact-finding interview and a set of key questions to facilitate the meeting.

Interested in ordering the book?

CLICK HERE

Got Great School Videos? Send your school videos with a short description

to jnevel@iasaedu.org. We want to highlight what’s going on in your school districts on our magazine’s Videos from the Districts page.

Monthly e-magazine of Leadership Matters

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IASA Offering Legal Workshops March Through May; Register Today

IASA is proud to help superintendents deepen their knowledge and understanding of pertinent legal matters. Our legal workshop series continues March through December with 9 remaining sessions on important legal matters. Feel free to register for multiple legal workshops. One you receive the confirmation email from Zoom, be sure to add the event to your calendar, so the link is easier to access on the day of the workshop. In need of professional development hours? We have you covered. IASA is now offering up to 2 PD hours per session for participants who complete the workshop. You must attend the entire legal workshop and complete the Sign In and Sign Out Forms to receive an Evidence of Completion Form.

PD Hours Now Offered! (live attendance only)

IASA Legal Workshops are being recorded. The recordings will be posted on the IASA website in the legal services section. To access the recordings, you will need to login to the website. See the list of law firms, dates and session titles on the opposite page. If there are any additional topics you would like to see covered, do not hesitate to contact Chad Watkins, IASA General Counsel. We hope you can join us online and get advice on complex legal issues.

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Mar. 4 2025 10am–Noon

Mar. 11 2025 10am–11:30am

What’s in a Name? Court Cases About Student’s/Employee’s Preferred Names Attorney: Merry Rhoades

Collective Bargaining for Beginners Attorney: Catherine Locallo

Register Here

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Mar. 19 2025 10am–Noon

Mar. 31 2025 10am–11:30am

Bidding/Procurement, Construction or Other Commercial Topics Attorney: Gene Hanses

Special Education Update for School Administrators Attorney: Teri Engler

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Apr. 1 2025 10am–Noon

Apr. 3 2025 10am–11am

FOIA: Recent Decisions and Developments Attorney: Matthew Swift

Board Reorganization Attorney: Bill Gleason

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Apr. 10 2025 10am–11:30am

Apr. 28 2025 10am–11:15am

Special Education Due Process Decisions: Recent Hearing Outcomes in Illinois and Lessons Learned Attorney: Zaria Udeh

Advanced HR Attorney: D. Shane Jones

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ADDED!

May 13 2025 10am–Noon

Recordings are available to IASA members on the IASA website.

Can’t attend?

General Overview of Special Education: Compliance and Key Points of IDEA

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and Section 504 Attorney: Dana Bond

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News In Brief

AASA Leadership for Well-Being and Learning Summit

In today’s educational landscape, creating healthy and thriving school environments for students and staff is fundamental to achieving district-wide excellence and sustainable academic success. Join your AASA colleagues at Schaumburg School District 54 in Illinois, to explore strategies for nurturing talent, fostering collaboration and creating welcoming environments where students and educators reach their fullest potential! Learn more here.

Key Highlights from Gov. Pritzker’s Budget Address Miss the Capitol Watch on the governor’s budget address? Click Here to read reactions from IASA and highlights from the budget address.

ISBE Upcoming Professional Development and PACE Trainings

Please share with your staff and colleagues and join ISAC this spring for these free webinar offerings. Professional development and continuing education hours will be available. Illinois PaCE Updates & Q&A: 11-11:45 a.m. March 4 – This webinar will cover updates to legislation regarding implementation of the Illinois PaCE Framework in schools, as well as resources available to schools and districts to support their college and career readiness efforts with the Illinois PaCE Framework. FAFSA Q&A: 11-11:45 a.m. March 18 – This webinar will cover the latest updates on the 2025-26 FAFSA and any open issues with possible workarounds. Attendees will have the opportunity to have questions answered live from ISAC’s professional development team. Spring to Action: Increasing FAFSA Completion: 11-11:45 a.m. April 15 – This call-to-action webinar will cover how ISAC can support your students and families with free year-round assistance. Learn more about the latest updates to the FAFSA, best practices for navigating financial aid completion, and FAFSA corrections and verification processes. Supporting Students Transition to College: 11-11:45 a.m. May 6 – This webinar addresses the impact of “summer melt.” As the academic year concludes, many students face a critical juncture -- the transition from high school to college. However, this transition period, often referred to as “summer melt,” presents numerous challenges that can hinder students’ enrollment in higher education institutions. Join this webinar to explore effective strategies for supporting students through this delicate phase. For more information and registration, visit ISAC’s Professional Development Offerings webpage. Contact isac.pace@illinois.gov for PaCE trainings questions. Contact ISAC.Outreachtraining@illinois.gov for all other questions.

ISDLAF+ Monthly Update Click here to view the most current ISDLAF+ rates, economic indicators and general economic news brief. To obtain additional information regarding this IASA sponsored service, contact Audra Braski, Senior Vice President, Investment Services/ISDLAF+ at 630–657–6422, or email: abraski@ pmanetwork.com. Website: www.pmanetwork.com.

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info•register

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Professional Learning

Dr. Dawn Bridges IASA Associate Director of Professional Learning

Pathways to the Future: Innovating for the Next Generation Why Your Voice Matters at IASA’s 61st Annual Conference

61st Annual Conference September 24–26, 2025

Innovating for the Next Generation Pathways to the Future

At The BOS Center and the President Abraham Lincoln Springfield–A DoubleTree by Hilton Hotel

Topics That Matter This year’s conference seeks proposals on a broad range of critical topics, including: • AI and Innovation • College/Career/Life-Ready Skill Development

The future of public education in Illinois is shaped by the collective wisdom, vision, and innovation of our superintendents. Every year, the IASA Annual Conference serves as a powerful forum where district leaders come together to share insights, inspire one another, and push the boundaries of what is possible in education. This year’s conference theme, Pathways to the Future: Innovating for the Next Generation, calls upon us to embrace the challenges and opportunities ahead with bold, forward-thinking leadership. We invite you to take center stage at this year’s conference by submitting a breakout session or Ignite presentation proposal. This is an opportunity to showcase the groundbreaking work happening in your districts, amplify best practices, and foster meaningful dialogue that strengthens public education in Illinois. Why Share? Because We Grow Better Together Education is not a solo endeavor. Our success as school leaders depends on learning from one another, challenging old paradigms, and continuously refining our approaches to better serve students. By sharing your experiences—whether it’s an innovative AI initiative, a strategy for staff recruitment and retention, or a fresh approach to social-emotional learning— you contribute to a collective knowledge base that benefits superintendents across the state. IASA’s conference is where ideas take root and spark real change. Your insights can help a fellow superintendent navigate a challenge, inspire a district-wide transformation, or validate a new initiative that’s gaining momentum. When we elevate our work together, we elevate the future of Illinois public education.

• Staff Recruitment & Retention • Social-Emotional Well-Being • School Safety • Leadership, Legal Updates, and more

Whether you want to lead a full breakout session, or a dynamic 5-minute Ignite talk, your voice can help shape the conversations that drive our profession forward. Submit Your Proposal by March 28, 2025 Don’t miss this opportunity to contribute to the future of Illinois public education. Our goal every year is to feature districts from urban, suburban and rural areas, ensuring that the unique perspectives and innovations from all corners of our state are represented. It’s also critical we have sessions for elementary, unit and high school districts, as each faces distinct challenges and opportunities in preparing students for success. Please help us round out our schedule and have all IASA regions represented. Proposals are due by Friday, March 28, 2025. Be part of the movement to innovate, lead, and shape the next generation of learning. Contact me directly with any questions. Together, we are stronger. Together, we will build the future. Let’s take this journey toward a brighter 2030 together.

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IASA Offering Initial and Retraining Academies for Principal and Teacher Evaluation, Student Growth Need Evaluator Credits?

If you or anyone in your district is in need of evaluator training to fulfill state requirements, IASA has you covered. Multiple sessions are being offered in FY 2025.

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Health Life Safety Compliance An Administrator’s Guide to the Fundamentals AA #3700

Professional Learning The purpose of this academy is to provide administrators and other school personnel with an in-depth look at, and discovery into, topics related to Health Life Safety and Compliance. Uniquely, the presenters provide both perspectives on

the issue: Ralph Grimm presents the school superintendent’s view, and Pat Durley, the regional superintendents. Upcoming dates: March 6 and May 29.

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Leadership Strand Why Your Why Matters AA 1445

New presenter Dr. Dawn Bridges’ version of this academy coaches participants to reconnect with their reasons for becoming and remaining educators, to learn to connect more deeply with and support their colleagues and team members, and ultimately to re-confirm their commitment to educating students and improving schools. Participants will examine their own motivations and current social emotional condition,

learn those of their colleagues and—through sharing, discussion and role playing—acquire and practice strategies to coach themselves and team members into healthier social-emotional states. Upcoming dates: June 18.

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Leadership Strand

The Power of Positive Leadership AA 3730 The research is clear. Being a positive leader is not just a nice way to lead. It’s the way to lead if you want to build a great culture, unite your organization in the face of adversity, develop a connected and committed team and achieve

superior goals. This IASA workshop is designed to provide you with actionable strategies to create a culture of trust, empowering you to lead with authenticity and ignite a sense of purpose within your team. Upcoming dates April 11.

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PL ...cont’d.

Leadership Strand

Communication Strategies for Superintendents AA #1761

In today’s educational landscape, effective communication is more important than ever. This course is designed to equip superintendents and district leaders with the tools and strategies necessary to lead through communication challenges, build stakeholder trust, and enhance district transparency. Participants will learn how to craft powerful messages, engage with their community through multiple

communication channels, and navigate complex issues with clarity and confidence. This course will cover both traditional and digital communication tactics, while also focusing on the critical role of the leader as the chief communicator. Upcoming dates: May 1. info•register

IASA Academy

THE UNFINISHED LEADER: A School Leadership Framework for Growth & Development AA#3896

School of Professional Development

There is no such thing as the BEST version of yourself, there is only the NEXT version of yourself. You have to be driven deeply by something, believe that you have a legacy to leave and admit you are unfinished. This IASA Academy led by Dr. Michael

Lubelfeld and Dr. Nick Polyak serves as a guidepost to help leaders understand that we are all works in progress. Upcoming date: April 17. info•register

Professional Learning

Leadership Strand

Special Opportunity From:

Leading at the Speed of Trust Learn how to improve culture with the 4 Cores of Credibility and 13 Behaviors® of High Trust.

IASA Workshop • Only Offered Twice!

Trust is the foundation of all great leadership, and in schools, it is the key to creating a culture that thrives in times of change and complexity. The Leading at the Speed of Trust workshop equips school and district leaders with actionable tools to build, sustain, and restore trust at every level of their organization. Grounded in Franklin Covey’s 4 Cores of Credibility and the 13 Behaviors

of High Trust , this workshop provides a proven framework for fostering stronger relationships, driving collaboration, and achieving better results—faster and with less friction. Upcoming dates: March 13 and April 28.

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