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January 2020 LeadershipMatters Why Consolidation Needs To Remain A Local Decision

District A

District C

District B

5 New School Laws Every Superintendent Needs to Know

Cannabis Legalization In the Land of Lincoln: How It Impacts Schools

strict Consolidation

ict A

District C

LegalCorner

WHY CONSOLIDATION NEEDS TO REMAIN A LOCAL DECISION

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Something About Medical Marijuana In Schools

District B Over the pastmonth and a half, IhaDelitmodipsam id mil incipsuntio ipsusdaecepudi gentios sequam resenim ipsandunt es ut quiaerum venisque voluptaturmi, cum as earchil itasperum facerna tureria consequi necupturma quunt officitmagnimus coreicipsunt estrum fuga.Ci ne litat a connesti beromodigendae.Et latquam invelitio blant quia natempedit illaboribus nossit aditi voluptibus eiur? Mus untinumquo es dunt volorporerum quos simi, odis verum que cumquam ipidunt. It pra pore secte libus rem doloreptateatem.Nem qui reprerr oreperc hitatur sum repedis di doloriaeris quias et dolest quis verrovitiunt doloris tiorerum voloritem non cusdae.Cimolupiende si cullupt aquati ommoluptatur accum aria dolores dolorec aborro velist, qui cum experro dipsae con nis dicia volupti aspelest, volesci solenis corepudit ut que se etodi doloribus re volore nit as de volorpore delecusto temolup tasped enihi si liquias aut ommolup taq si uassum eum qui dollaborrum quibusam, id etmodit, quisut od quiae nihiciis pro dis velesequis re omnis rem.Net aut hicit vitasin pore dem vole si ndendion corepedis di dollore quam etus,nihicim fugita consequatur as ut dellupit etaliquatem dolup si tibus, quasinectint. ChadWatkins IASAAssociateDirector/GeneralCounsel

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District consolidation in Illinois is currently driven at the local level, with the state providing incentives to make it economically feasible. However, some argue the state needs to force districts to consolidate. Learn why forced consolidation is the wrong approach.

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11 How Cannabis Legalization in Illinois May Impact Schools 0 LMJanuary2020

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IASA News in Brief

Tertiary Story Has Longer Headline Sometimes 12 Five New Laws Every Superintendent Needs to Know

ry Story: tails Here

IASA Calendar of Events

Five NewSchool-Related Laws That Took Effect January 1 16 PartXIII By JasonNevel IASADirectorofSocialMedia andPublications

Series Part XIII: Making A Difference in Schools Across Illinois

TheNewYear bringsmore changes to the already voluminous list of laws that affect Illinois schools. More than30 public acts tookeffect January 1 thatwill impact schoolsdistricts in Illinois.The scope of the laws is vast, coveringeverything from curriculum, insurance,open records,workplace training and administeringmedicine. Stayingon top of all the changes isn’t easy, so here’s an overviewof five laws that took effect January1 that every superintendentneeds to beawareof.For a complete list of laws anddeeperanalysis,we recommend you consult yourboard attorney and IASB’sPolicyReferenceEducation SubscriptionService. MinimumWageIncrease(SB01) Illinois isone of seven states that haveenacted legislation to move towarda$15minimumwage. On January 1, theminimumwage every employer in Illinois shallpay to eachof his or her employeeswho is18 or older jumped to $9.25 perhour. The law, PublicAct101-0001 , calls for incremental steps up to $15perhour in 2025.However, the second step comes

fairly quick.The law states from July 1, 2020 toDecember 31, 2020, theminimumwage jumps to $10 per hour.The steps after that are: • $11 per hour on January 1, 2021. • $12 perhour on January 1, 2022. • $13 perhour on January 1, 2023. • $14per hour on January 1, 2024. • $15 per houron January 1,2025. Inaddition, the publicact provides a newpenalty for employerswho fail to keep a payroll record, at apenalty of $100 per impacted employee.Damages for underpaymentof wagesarenowashighas triple theamountofunderpayment, plus a 5percent damages assessment (up from 2 percent) anda $1,500 fine. SexualHarassmentTraining(SB75) Undera new law that took effect Jan. 1, companies, including school districts,will be required to provide annualworkplace trainingonhow to recognizeandprevent sexual harassment or face hefty fines. The new law states that, at aminimum, training should include definitions of sexual harassment, examples of

Volume 8, Issue 1 January 2020 LeadershipMatters 19249 Jason Nevel Director of Social Media and Publications jnevel@iasaedu.org

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Message From the Executive Director LeadershipMatters to Highlight NewFeature: Members On theMove

Dr. Brent Clark

I hope everyone had a wonderful holiday and had the opportunity to spend time with family and friends and recharge your batteries. Being a superintendent is an important and demanding job, so it’s critical to take advantage of the time off. Every year at IASA, we try to improve the services we offer to members and examine new ways we can support school leaders. In this column, I want to share with you two new initiatives IASA will launch next month in Leadership Matters . The first will be a new feature called, “Members on the Move.” According to AASA’s 2018–19 Superintendent Salary & Benefits Study, less than 15 percent of superintendents have been in their current position more than 10 years. More than half fall between one to five years. Clearly, the demands of the job result in a lot of professional movement. The new feature in the magazine will be another way to apprise members of who is leaving and where they’re going. If you’re changing jobs, were hired as a new superintendent or are retiring, be sure to contact Misti Murphy, our membership assistant, at 217–753–2213 or mmurphy@iasaedu.org so we can keep our records up to date. The second feature we plan to launch next month in Leadership Matters will be highlighting the tremendous work superintendents do to improve public education as a whole. We have so many talented leaders in this state

who are committed to improving the profession that it’s important IASA recognizes the work of members who have done extra activities to help education. Each month, we plan to highlight someone who wrote a book, hosted a podcast, provided professional development, presented at a conference or created a product or service and/or provides services. We are open to suggestions so don’t hesitate to contact us if you know of someone we should feature. Lastly, I want to bring to your attention a recent podcast we published about a series of workshops planned for February and March titled, “Get Prepared: Leveraging the Power of EBF to Plan and Communicate.” The podcast is a follow up to an article we published in Leadership Matters last month about getting prepared for the upcoming debate about property taxes in Illinois. The podcast features IASA Field Services Director Ralph Grimm and Gary Tipsord, superintendent of LeRoy CUSD #2. It’s an insightful conversation and details why it’s important for superintendents to understand how EBF can be used to detail what it costs to provide students with a high-quality education. The workshops will also focus on helping superintendents use EBF to build a narrative about their districts regarding student performance and staffing levels, as well as help superintendents speak confidently and factually about the impact any property tax freeze would have on your district. Thank you again for all you do, and I hope you have a successful new year.

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COMMUNICATION: IS MESSAGE MANAGEMENT TAKINGUPYOURWHOLEDAY?

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Joinus inFebruaryat the2020AASANational ConferenceonEducation inSanDiego for a ReceptionHonoring Dr. KevinBlankenship 2020 IllinoisSuperintendent of theYear

Scott-MorganCUSD#2and Winchester CUSD#1

Friday, Feb. 14, 2020 5:30–7pm

At theMarinaKitchenPrivateDiningRoom MarriottMarquisSanDiegoMarina SanDiego, California

Co-sponsored by:

District A

District C

District B

Why Consolidation Needs To Remain A Local Decision

By Jason Nevel, IASA Director of Social Media and Publications

Anytime the topic of school consolidation is broached, someone will inevitably pronounce, “The hardest animal to kill in Illinois is a school mascot.” The saying is based off the idea that pride too often prevents residents in communities from seeing the positive side of consolidation. However, the reality is, consolidation is much more complicated than simply losing a mascot. In some cases, equalizing wage scales can potentially cost millions and other factors, like the possible need for new facilities and transportation, have to be considered. That’s why school consolidation in Illinois is currently driven at the local level, with the state providing incentives to make it economically feasible. There are simply too many factors and concerns to consider for a one-size-fits-all approach to work effectively.

Unfortunately, another effort has emerged to strip away local control and force some school districts to consolidate. In December, the Property Tax Relief Task Force issued a report that recommended merging separate elementary and high school districts into unit districts over a 10-year period. It’s too early to say if this plan will garner enough support in the General Assembly, but the concept, nonetheless, requires a deeper look. According to supporters, forcing schools to consolidate might allow for administrative savings and a pooling of resources for academic needs and education personnel. In reality, however, forcing schools to consolidate has major consequences, some that could be dire for school districts, that every policymaker needs to be aware of. It is the belief of IASA that the costs for either the state— or the local district if current statute is changed—could be enormous. We also believe there are better ways for districts to pool resources than forced consolidation.

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To be clear, IASA is not opposed to school districts consolidating. We simply believe consolidation has to be a local decision. In order for local communities to take that step, the state needs to provide incentives to make the consolidation economically feasible. In this article, we examined the research on consolidation and spoke to IASA Field Services Director Dr. William Phillips and Dr. Nick Osborne, a professor at Eastern Illinois University Department, about the ramifications. Both have prepared reorganization studies for school districts, and Dr. Phillips even co-wrote a book on the topic. By writing the article, we hope to help IASA members better understand the issue and be more prepared when speaking to local legislators and stakeholders about it during the upcoming legislative session. Problem1: TheStateCouldn’t Afford It In 2010, former Gov. Pat Quinn erroneously said the state could save at least $100 million by cutting down the number of school districts in Illinois to about 300. He was more than a little off. Two years later, a state task force Quinn commissioned, titled the Classrooms First Commission, issued a report that found merging 868 separate elementary and high school districts to a maximum of 300 at once, “would cost the state at least $3 billion under current law.” Why does it cost so much? Since the 1980s, the state has provided a series of financial incentives to make it easier for districts to consolidate. One of the most popular incentives is: If, after consolidation, there is a difference in teacher salaries (an increase), the state covers that difference for four years. This incentive is offered because,

how much of an incentive it will provide based on what it will cost to raise salaries to the higher wage scale. In Illinois, elementary districts often have lower salaries because they encompass a smaller geographical area than high school districts and typically have a much lower EAV. Therefore, the elementary district cannot collect as much money and can’t afford to pay its teachers as much as a high school district. To give an example of the gap, the average teacher salary for one elementary district in the Cook West region is $52,965, according to the Illinois Report Card. Whereas the average salary for the high school district it feeds into is $91,912. Cook West is not unique. One study Dr. Phillips conducted in central Illinois several years ago found that consolidating several elementary feeder districts and a high school district into a unit district would cost an additional $2 million to equalize salaries because each elementary teacher’s salary would jump up by roughly $20,000 per year. Once the cost was fully realized, support for consolidation in that area quickly vanished. Problem2: Without StateHelp, DistrictsCouldn’t Afford It The General Assembly, of course, has the ability to rewrite Sen. Tom Cullerton’s bill, HB 3053, proposed creating a 20-person task force that would identify no less than 25 percent of school districts in Illinois that would be required to hold a referendum to consolidate in the next general election. The legislation scrapped the incentive program for districts forced to consolidate, meaning those schools could have been on the hook to cover possible salary equalization. How any district would have been able to afford the likely salary increases is unclear. The discussion never reached that point, and the bill stalled in the Senate after clearing the House. Another forced consolidation bill was filed in October. Sen. Dan McConchie, R-Hawthorn Woods, introduced SB 2276 that states high school and elementary districts must form new unit districts within three years. The legislation (a mere 140 words long) directs ISBE to make recommendations on which school districts to consolidate. It doesn’t address the incentive program. What also is not fleshed out in either proposal is what the tax rate for the new unit district would be. the law and scrap the incentive program. That’s exactly what was proposed last fall.

without it, consolidation of elementary and high school districts is probably not financially feasible. That’s because state statute dictates that existing collective bargaining

Click here to see all four incentives.

agreements districts have with teachers and non-certified staff are dissolved when the two districts consolidate, forcing the newly-formed board and superintendent to negotiate new contracts for everyone. What happens naturally is the union representing teachers on the lower wage scale gravitates to the higher wage scale. While every contract negotiation is different, it is unlikely any union would ever agree to separate wage scales. In fact, the Illinois State Board of Education makes its calculations about

continued...

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Consolidation ... cont’d.

Cullerton’s legislation proposed having the task force set maximum tax rates of what each newly formed unit district could levy. In order to provide property tax relief, the levy would have to be less than what residents were paying previously. That creates a potentially massive problem for the new unit district having to pay additional salary cost with a levy that doesn’t generate enough revenue. The cuts that might be necessary to solve that conundrum are substantial and should be entirely analyzed before a final decision is reached. Problem3: AdministrativeCost SavingsNot Guaranteed One of the claims made by supporters is consolidation would save money on administrative costs because there would be fewer administrators to pay. While this sounds logical on the surface, it’s not that simple in reality. If school districts consolidate, the unit district will have a significantly larger staff and more diverse student body to serve. In order to meet the needs of the new students and staff, it is likely the makeup of the central office will have to change as well. Therefore, the proposed administrative savings aren’t guaranteed. In many cases, the new unit district will have to hire additional staff (assistant superintendents or other administrators) to handle the responsibilities previously performed by the superintendent. In fact, in an article written by the Better Government Association on school consolidation, none of the superintendents interviewed that were involved in a consolidation said their new districts experienced a decrease in administrative costs after consolidation. Problem4: BetterWays toPool Resources One benefit supporters of consolidation claim is consolidation might allow for a pooling of resources for academic needs and education personnel. For example, if two neighboring school districts are struggling to provide for classes and/or extracurricular

activities, they might be able to consolidate and combine their resources to bolster their curricula and extracurricular opportunities. Supporters have also argued consolidation of elementary and high school districts would be a way to align the curriculum from a student’s early years through graduation. However, this can happen now without forcing consolidation. Every day, school districts across the state partner together in everything from career pathway programs, athletics, extra-curricular activities, special education services and certain educational programs. Local leaders seek out these opportunities on their own for situations where it makes the most sense. Currently in Illinois, 28 school districts have entered into shared-superintendent agreements. School districts are also saving taxpayer dollars by having superintendents serve as building principals. In the 2018–19 school year, 115 educators were both a principal and a superintendent. It’s also important to note there is nothing stopping elementary and high school districts from collaborating about curriculum and student instruction. The process of the two districts communicating with each other about academic programs is called articulation and many school districts across the state already employ it today. Problem5: Bigger isNot AlwaysBetter In its study, the Classrooms First Commission reached the conclusion that bigger is not always better when it comes to the size of school districts. The tax force analyzed existing research on optimal district size and looked at 2011 Illinois Report Card data to determine general patterns. The report found, “The economies of scale that result when small districts combine becomes bureaucratic bloat when larger districts merge. Small districts and small schools provide the best education to at-risk students. The largest districts often outspend, but do not always out-perform their small- and medium-sized districts.” Illinois State University Center for the Study of Education Policy came to a similar conclusion in a report it issued on school consolidation in 2011. The ISU report concluded that consolidation is not a “one size fits all” proposition and that sometimes it makes fiscal and educational sense to consolidate, and sometimes it does not.

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Problem6: Transportation Issues Anytime school districts consolidate, it will inevitably cause changes to the transportation of students. The logistical challenges around each consolidation will be different, but it is inevitable the newly formed district will encounter at least one, and possibly all, of the following issues: 1. Longer bus rides for students. 2. Elementary students riding the bus with high school students for the first time. 3. Changes to school start and dismissal times. 4. Deciding what transportation system to use (will the new district own its buses, lease its buses or contract transportation services to a vendor). In rural areas especially, a forced consolidation could significantly prolong the bus ride for students. Determining how much longer would require further examination, which may not be possible if the legislation that emerges doesn’t allow time for feasibility studies to be conducted. Another hurdle the newly formed district would have to overcome is the new dynamic where first graders, for example, share a bus with ninth and 10th graders. In feasibility studies he’s conducted, Dr. Phillips said this new dynamic is what outrages elementary parents the most. There’s also the possibility start and dismissal times will need to be staggered to save money and maximize efficiency of new bus routes. Any change to start and dismissal times could be a major disruption for families. Lastly, it’s also possible the districts that consolidate will utilize different transportation systems, where, for example, one of the districts has its own fleet of buses and the other contracts busing out. Determining what transportation system to use is feasible, but it is a challenge that has to be addressed. Problem7: CommunitiesWant Local Control It goes without saying that forced consolidation would strip away local control. It could also put districts into a situation where they are forced to consolidate, even though it does not make fiscal or educational sense to do so. That’s why it will always be the belief of IASA that local communities, and not legislators, are best equipped to understand and respond to the needs of their communities.

History has also shown the idea does not have widespread support when a forced consolidation plan is put forward at the statehouse. Jim Thompson was a popular governor in Illinois from 1977 to 1991. After being elected a third time, Thompson adopted an education reform plan that was supportive of consolidation. In 1985, he signed legislation that included forced feasibility studies for all school districts and set forth minimum enrollment requirements for districts. The idea caused a firestorm for Thompson and became a major campaign issue between him and his challenger, Adlai Stevenson III. Thompson ultimately backtracked and repealed the consolidation provisions the following March. InConclusion IASA believes a one-size-fits-all approach to consolidating schools has too many pitfalls and is not in the best interest of students. There are simply too many factors to consider, which is why consolidation has to be a local decision. It’s also important to keep in mind the number of school districts in Illinois actually has declined dramatically. Since World War II, Illinois has seen the number of school districts drop from nearly 12,000 to 852 through voluntary consolidation, annexations, deactivations, state incentives and the General Assembly giving unit districts financial parity with dual districts. However, it is true the rate of consolidation has slowed down in recent years. Between 1983 and 2019, there were 62 consolidations, mainly in rural communities. The bulk of the consolidations occurred in the latter half of the 1980s and early part of the 1990s. While we understand the desire to lower property taxes in Illinois, we don’t believe forcing schools to consolidate is the answer. If lawmakers want to reduce the number of school districts, a better alternative would be to rethink the current incentive system and pump additional dollars into the program. At the end of the day, if school districts are provided the

Consolidation isn’t the only district reorganization method.

resources to consolidate in a way that makes it economically feasible, the school mascot will no longer be the hardest animal to kill in Illinois.

Learn about others here .

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Share your best practices with your colleagues! 56 th CALLFORPRESENTATIONS 2020 Annual Conference

Click here to submit a proposal to present a Breakout Session.

Key Dates:

Submission Deadline: February 28, 2020 Presenters Notified: Late March 2020 Conference Held: Sept. 30–October 2, 2020

Questions: Contact Jodi Gillespie, Panel Coordinator, at 217–753–2213 or jgillespie@iasaedu.org

EXCELLENTMARKETINGOPPORTUNITIES Plus— School ServiceMembers: TakeAdvantageof

CONFERENCE 56 th

Click here to:

Reserve a Booth Host a Hospitality Suite for Attendees Sponsor an Event, Meal or General Session

ANNUAL

Sept. 30–Oct. 2, 2020

LegalCorner

Chad Watkins, IASA Associate Director/General Counsel Legalization in the Land of Lincoln

CompassionateUseofMedical Cannabis ProgramAct (410 ILCS130/1et. seq) • Subject to certain conditions, medical cannabis use is authorized for qualifying patients who are individuals, including minors, who have been diagnosed by a certified health care professional as having a debilitating condition. • No possession or use of cannabis is authorized on school grounds, except as provided in Ashley’s Law (see below). • Districts can still adopt policies concerning drug testing, zero-tolerance, or drug-free workplace provided the policy • Authorizes student use of “medical cannabis-infused product” on school grounds, school buses, and at school- sponsored activities. Medical cannabis-infused products are food oils, ointments or other products containing usable cannabis that are not smoked or vaped. • Subject to certain conditions, allows the administration of medical cannabis-infused products to students by parent or guardian, designated caregiver, properly trained school nurse or administrator, or self-administered under the direct supervision of school nurse or administrator. • Cannot be administered in a way that would cause disruption to the school’s educational environment or cause exposure to other students. • No requirement for staff to administer the product. As you hit the ground running in the new year and new semester, you may find it helpful to take a close look at your district’s policies on cannabis use, and drug use generally, to ensure that you are prepared for the changes to the law. You might also want to consult with law enforcement and district stakeholders to ensure that you are taking the right approach to these matters. The preceding article was written for informative purposes only and does not constitute legal advice. Your board attorney should be contacted for all legal questions involving your district’s approach to any changes in the law. is applied in a nondiscriminatory manner. Ashley’s Law(105 ILCS5/22-33)

On January 1, Illinois became the 11th state to legalize marijuana. The legalization of recreational cannabis comes to Illinois after several previous smaller steps, including the authorization of medical cannabis and the passage of Ashley’s Law, which in 2018 authorized limited use of medical cannabis-infused products on school grounds. Given the recent changes, a brief overview of how cannabis laws may impact schools might be useful as you navigate this issue within your district. The starting point for understanding cannabis laws is to know that its use is illegal under federal law. However, no branch of the federal government has taken action against states, nor withheld federal funding from states due to legalization efforts thus far. In the absence of federal interference, the operating assumption is that states have the autonomy to regulate cannabis use on their own. In Illinois, lawful cannabis use is largely regulated by the Cannabis Regulation and Tax Act (recreational use), the Compassionate Use of Medical Cannabis Program Act (medical use), and Ashley’s Law (medical use for students on school grounds). While each law contains very detailed provisions, a few key points from each law relevant to schools are below: CannabisRegulationandTaxAct (410 ILCS705/1et seq.) • Subject to certain restrictions, recreational use and possession is limited to adults, 21 years of age and older. • No recreational use or possession is authorized on school buses or school grounds. • Districts can still adopt reasonable zero tolerance and drug-free workplace policies concerning the use of cannabis in the workplace or while on call, provided that any such policy is applied in a nondiscriminatory manner.

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Five NewLaws Every Superintendent Needs to Know

The New Year brings more changes to the already voluminous list of laws that affect Illinois schools. More than 30 public acts took effect January 1 that will impact schools districts in Illinois. The scope of the laws is vast, covering everything from curriculum, insurance, open records, workplace training and administering medicine. Staying on top of all the changes isn’t easy, so here’s an overview of five laws that took effect January 1 that every superintendent needs to be aware of. For a complete list of laws and deeper analysis, we recommend you consult your board attorney and IASB’s Policy Reference Education Subscription Service. MinimumWage Increase (SB01) Illinois is one of seven states that have enacted legislation to move toward a $15 minimum wage. On January 1, the minimum wage every employer in Illinois shall pay to each of his or her employees who is 18 or older jumped to $9.25 per hour. The law, Public Act 101-0001 , calls for incremental steps up to $15 per hour in 2025. However, the second step comes fairly quickly. The law states from July 1, 2020 to December 31, By Jason Nevel IASA Director of Social Media and Publications

2020, the minimum wage jumps to $10 per hour. The steps after that are: • $11 per hour on January 1, 2021. • $12 per hour on January 1, 2022. • $13 per hour on January 1, 2023. • $14 per hour on January 1, 2024. • $15 per hour on January 1, 2025. In addition, the public act provides a new penalty for employers who fail to keep a payroll record, at a penalty of $100 per impacted employee. Damages for underpayment of wages are now as high as triple the amount of underpayment, plus a 5 percent damages assessment (up from 2 percent) and a $1,500 fine. Sexual Harassment Training (SB75) Under a new law that took effect Jan. 1, companies, including school districts, will be required to provide annual workplace training on how to recognize and prevent sexual harassment or face hefty fines. The new law states that, at a minimum, training should include definitions of sexual harassment, examples of conduct that is unlawful and examples of appropriate and inappropriate conduct by a supervisor. The training sessions should also review federal and state laws, employees’

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Reporting Abuse Wages Cannabis

Self- Administration of Medications by Students

Minimum Wage Increase

Sexual Harassment Training

Mandated Reporters

Cannabis Administration

rights and available remedies and a list of responsibilities companies have in handling claims. According to the statute, the Illinois Department of Human Rights is tasked with creating a curriculum that will be available free of charge. The curriculum is expected to be released by the end of the first quarter. School districts have until Dec. 31, 2020, to provide the training. Additional guidance regarding how quickly a company should train a new hire will be issued later this year. MandatedReporters (SB1778) As of January 1, mandated reporters in Illinois will be required to undergo additional training as part of Public Act 101-0564 . A mandated reporter is a person who, because of his or her profession, is legally required to report any suspicion of child abuse or neglect to the state’s 24-hour Child Abuse Hotline . Superintendents, teachers, principals, school counselors, school nurses, school social workers, assistant principals, teacher’s aides, truant officers, school psychologists and secretaries are all considered mandated reporters. The new statute requires an initial mandated reporter training within three months of employment. The statute also says the training is required at least every three years thereafter. For example, a superintendent who completed the training last year would have to complete the training within two years. The training is available for free on the Illinois Department of Children and Family Services website. Self-AdministrationofMedication byStudents (SB1250) Public Act 101-0205 requires school districts to allow students to self-administer medication if the student’s parent provides the district with written permission and written authorization from the student’s physician.

The statute requires a parent or guardian to provide the school district the prescription label for the medication, which must contain the name of the medication, the prescribed dosage and the time or times when the medication is to be administered. In addition, the public act requires each school district to adopt an emergency action plan for a student who self- administers medication. That plan must include steps the district will take if the student is unable to self-administer medication, as well as what to do if there is a situation where a school employee must call 911. Immunity for school personnel is provided except for willful and wanton conduct. CannabisAdministration (SB455) Public Act 101-0370 expands a 2018 law known as “ Ashley’s Law ,” which authorizes schools to allow parents, guardians or other caregivers to administer cannabis-infused products to a student who is authorized to use medical marijuana. The new statute says schools will be required to allow a school nurse or administrator to administer cannabis-infused products to a student who is a registered qualifying patient while on school premises, while at a school-sponsored activity or before or after normal school activities, including on a school bus. In addition, the statute allows students to self-administer the medication under the direct supervision of a nurse or school administrator. Parents must provide the district written authorization for its use. Furthermore, the law directs the Illinois State Board of Education to develop a training program for school nurses and administrators on the administration of medical cannabis. The training must be completed annually and prior to administering medical cannabis to a student. Any school administrators or school nurse who administers medical cannabis to a student is not subject to arrest or prosecution under the new law.

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Why should I participate in the IASA Aspiring Superintendent Academy? • Professional learning network • Immersive learning experience five days/nights • Working/Networking Dinners • Access to screening interviews with state/national search firms • Illinois Administrators’ Academy Credit • Relationships that will last your career and your lifetime. Each day of the Aspiring Superintendent Academy will feature a different accomplished superintendent and other professionals from across the Midwest. Participants will produce/experience a usable artifact during every module. Examples may include but are not limited to: video creation, crisis planning, legal issues, principal evaluation, simulation of school board meeting, state of district address, welcome back speech, budget presentations, PTA meeting, resolution of an ethical dilemma, and much more. “ “An incredible experience I won’t soon forget.” “This is summer camp for aspiring superintendents... an intense immersion into the work of school leaders that will transform your career.”

Preparing for the job of the 21st Century Superintendent

July 13–17 2020

Presented by: Michael Lubelfeld, Ed.D. Nick Polyak, Ed.D. Courney Orzel, Ed.D.

Have you ever wondered what you didn’t learn in graduate school but may need to know in order to be an effective leader? If you are thinking about becoming a school superintendent, then #ASuperWeek in July 2020 is for you! Registration Information The registration fee for the five day Learning Academy is $1,650. Tuition includes a daily continental breakfast and lunch, resource materials and lodging for the entire week, Sunday–Thursday (check- out Friday). The Learning Academy will run from 8 a.m. to 4:30 p.m. each day, at the IASA headquarters, 2648 Beechler Court, Springfield, IL. IASA will make lodging arrangements for participants at the Crowne Plaza Hotel, 3000 South Dirksen Parkway in Springfield.

How to Apply

video more information

In addition to applying, you must email your District Superintendent’s letter of support to: marney@iasaedu.org .

apply now

Questions? Contact Melissa Arney, Illinois Association of School Administrators Phone: 217–753–2213 | email: marney@iasaedu.org

Application Deadline: Fri., March 15, 2020

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NewsInBrief

InRemembrance

ISBE Seeks Input onStrategic Plan

We are sad to share Donald Hahn passed away on January 8 at the age of 68. Hahn served as a superintendent for nearly two decades, including at Olympia CUSD #16. He was a member and officer on the IASA Board of Directors and worked part time for IASA as a videographer after he retired at the end of the 2007–2008 school year.

The Illinois State Board of Education has scheduled four engagement sessions across the state to gather feedback on the state agency’s draft strategic plan. A flyer announcing all the dates and locations is available here .

SecondLocationAdded for IASA/HLERK IsolationandRestraintWorkshop Due to the high level of interest in the IASA and Hodges, Loizzi, Eisenhammer, Rodick and Kohn LLP special program about Isolation and Restraint in Illinois, we have added another workshop based in Springfield at the IASA headquarters on January 29 from 10 a.m. to noon. All school administrators are invited to attend the special, intensive, two-hour program covering the ISBE Emergency and Proposed Regulations governing time-out and physical restraint. Click here to register.

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

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Series Part XIII

MakingaDifference: ANewYear,More Progress

River Grove SD #85.5

Indian Prairie CUSD #204

FiveMoreSchoolDistrictsShare HowEBFBenefitsTheirStudents

Cumberland CUSD #77

Brownstown CUSD #201

By Jason Nevel IASA Director of Social Media and Publications

Last August, we launched our Making a Difference series to better understand how Evidence-Based Funding is helping Illinois students. We profiled 50 school districts and one thing was abundantly clear from our conversations with superintendents. The state’s investment into public education is making a difference. STEM programs were created, social workers and counselors hired, class sizes reduced, electives restored and student safety improved, all as a result of just two years of additional state funding.

Centralia HSD #200

This month, we continue our series on how school districts across the state are using Evidence-Based Funding dollars to improve student outcomes. The series this time around, however, has a new wrinkle. In addition to learning how the dollars have already made a difference, superintendents shared what continued support of the Evidence-Based Funding Formula would mean for their school districts going forward. Telling these stories is important as IASA continues to advocate for the EBF formula to be properly funded over time. You can also find an interactive map on our website with the stories of all 70 schools we have profiled so far.

Brownstown CUSD #201

“It’s unfortunate that when you are forced to make cuts that those programs are one of the places you have to look,” Superintendent Michael Shackelford said. “Art and music are such an outlet for kids and being able to bring those back has taken us from an institutionalized feeling to much more of an educational environment.” The district also used new state funding to hire a fourth grade teacher, reducing the classroom size from 35 to 17 students. A junior high math and science teaching position was also restored, providing the district with much needed flexibility. Other pressing needs EBF addressed included hiring another custodian and replacing the driver’s education vehicle. “EBF has had a huge impact and has relieved the need to pinch pennies just to keep the doors open,” Shackelford said.

Enrollment: 394 FY18: $166,212 FY20: $142,803 Type: preK–12 FY19: $113,166 How EBF has made a difference A boost in state funding has been transformative for Brownstown CUSD #201. Due to proration in General State Aid, the district eliminated its music program, scaled back its art program to part time and reduced teaching positions. With its new EBF dollars, the district hired a full time music teacher and full time art teacher. Restoring the music program and rejuvenating the art program has provided students with a creative outlet they desperately needed.

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Enrollment: 897 FY18: $656,724 FY20: $323,918 Type: 9–12 FY19: $404,567 How EBF has made a difference The impact EBF has had on Centralia HSD #200 goes beyond the technology upgrades and staff the district has been able to hire. Centralia HSD #200 was one of the most cash-strapped districts in the state—funded at a mere 51 percent of adequacy—and had to open a $1 million line of credit to keep the doors open. “Proration took a toll on class sizes, morale and everything at school,” Superintendent Chuck Lane said. “We couldn’t replace teachers, invest in technology or add new programs.” After three years of EBF, Centralia HSD #200 has paid down its line of credit and transitioned out of survival mode. A new math teacher was hired, allowing the district to provide more interventions for students who might be behind. Technology was also a priority. Centralia HSD #200 purchased hundreds of new Chromebooks and zSpace, virtual reality computers. The investment has made learning more engaging for students and is helping to better prepare them for the future. “We were barely scraping the surface with technology because we couldn’t afford it,” Lane said. “Our kids can now do all kinds of things with virtual reality and are much more prepared when they leave here.” Continued support of EBF would... Continued support of EBF would make a “monumental” difference in Centralia HSD #200. The state funding would allow the district to develop an after- school program that would provide students with tutoring, a third meal, a warm place to stay and enrichment activities. “That would make a significant difference not only in school but in our community,” Lane said. Continued support of EBF would... The continued investment by the state into EBF would allow Brownstown CUSD #201 to once again offer an agricultural and vocational program to students. The district cut the programs in the 1990s and never had the resources to bring them back before EBF went into effect. The new agricultural and vocational program is slated to begin in 2021. The district also plans to add more elementary teachers to keep classroom sizes down. Lastly, the investment by the state would free up money to replace old school buses. Centralia HSD #200

In addition, the district could add more social-emotional supports for students and continue to invest in technology.

Cumberland CUSD #77

Enrollment: 1,044 FY18: $347,561 FY20: $219,960 Type: preK–12 FY19: $235,889 How EBF has made a difference Additional state funding has helped Cumberland CUSD #77 reduce classroom sizes and bring back programs that were lost due to years of proration in General State Aid. With limited state resources, Cumberland CUSD #77 did not replace teachers and staff who had retired, causing its pupil-to-teacher ratio in third and fourth grades to balloon to 28:1. Once the district began to receive its EBF payments, it used the new money to hire two additional teachers in third and fourth grades. By doing so, the pupil-to-teacher ratio dropped to 20:1. In addition, EBF allowed the district to hire a guidance counselor for its preK–8 building, as well as expand the number of hours students had access to a school psychologist. The district also purchased law enforcement services from Cumberland County to address school security needs. Technology was also a focus. With EBF dollars, the district invested in technology upgrades and replaced every Chromebook to bolster its 1:1 initiative. Lastly, the district purchased new instructional materials for elementary students, as well as software subscriptions throughout the district. “We feel very fortunate to receive the additional EBF dollars that help Cumberland take steps towards adequate state funding,” said Superintendent Todd Butler. “It has been beneficial for our community and the students who attend Cumberland.” Continued support of EBF would... Cumberland CUSD #77 plans to continue to study areas of need, such as additional course offerings at the high school level. One possible area would be adding more career and technical education opportunities for students. In addition, the district would like to add more academic and social-emotional supports for middle school students. Another possibility is to explore adding additional special education classes.

continued...

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Send your school videos 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. Got Great School Videos?

SushilUpadhyayula HighSchoolInnovator

Monthly e-magazine of LeadershipMatters

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AASA National Conference on Education February 13–15, 2020 San Diego, CA

Register here Registration and Housing Now Open!

The preferred hotel for the Illinois delegation is the Marriott Marquis San Diego Marina.

Superintendent of the Year Reception A reception honoring the 2020 Illinois Superintendent of the Year, is planned for Friday, February 14, 2020 from 5:30 to 7 p.m., in the Marina Kitchen Private Dining Room at the Marriott Marquis San Diego Marina. Co-sponsored by: American Fidelity and ECRA Group, Inc.

Series Part XIII

Difference ... cont’d.

multiple priorities that have resulted in student growth and overall district improvement. The new state money is part of a mix of federal dollars and competitive grants the district has leveraged to update curriculum, provide professional development to staff, update technology, hire a social worker, provide math intervention, make safety updates and improve the district’s financial rating. The multi-faceted approach was necessary because, being a small Tier 1 district, so many areas needed improvement. For example, the district’s K–8 English and language arts curriculum hadn’t been updated since 1993. The math curriculum was newer but wasn’t aligned with Illinois’ new learning standards. “We have involved our teachers in helping us purchase new materials that are aligned to standards and then also provided teachers with professional development to go along with the new materials,” said Superintendent Dr. Janice Rashid. “As a result, we have seen a 6 percentage point increase in both ELA and math from 2018 PARCC to 2019 Illinois Assessment of Readiness.” Technology upgrades include purchasing new Chromebooks in grades 3–8 and iPads for grades K–2. The security updates include new interior and exterior cameras, as well as updated security panels and keyless entry doors. The district’s financial rating went from Review to Recognition status as a result of the combination of EBF and strategic financial planning. “If we didn’t have EBF, the district would have continued to struggle to update curriculum, programs and services for students,” (remove-to eliminate programs and reduce staff,)” Rashid said. “Instead, we’ve been able to move forward on much-needed priorities, so that our opportunities for students, families and staff are in more alignment to what other Illinois school districts provide.” Continued support of EBF would... If the state continues to invest in EBF, River Grove SD #85.5 would seek to improve the learning environment for students. The district’s one school was built in 1929 and is in need of updating the heating and air conditioning systems, plumbing, lighting and flooring. EBF dollars would be used as a match for construction grants to update the building. In addition, the district plans to update its social studies and science curriculum, as well as explore ways to continue to make the building safer.

Indian Prairie CUSD #204

Enrollment: 27,408 FY18: $731,678 FY20: $970,118 Type: preK–12 FY19: $763,166 How EBF has made a difference The passage of the Evidence-Based Funding Formula brought an influx of new teachers and mental health coordinators to Indian Prairie CUSD #204. The new state funds made it possible for the fourth largest school district in the state to hire 17 elementary teachers at buildings that house predominantly low-income students. Doing so ensured classroom sizes in those buildings remained below 30 students. “We looked hard at where the money would have the biggest impact on student achievement,” Superintendent Dr. Karen Sullivan said. Evidence-Based Funding also made it possible for the district to hire three mental health coordinators one for each of the district’s three high schools. The need for mental health coordinators was in response to an increase in the number of students being hospitalized for mental health issues. “We really needed someone to work with students and their families on mental health issues and to assist with the transition back to school after hospitalization,” Sullivan said. On top of the additional staff, EBF brought a level of financial certainty to Indian Prairie CUSD #204 that was lacking under General State Aid. “The new funding formula really saved us,” Sullivan said. “We were going to end up losing and couldn’t afford to lose. Having that certainty the funding is going to be there has been incredibly positive for our district.” Continued support of EBF would... If the state continued to invest in EBF, Indian Prairie CUSD #204 would continue to invest in areas the research says has the biggest effect on student achievement. One possibility the district is considering is hiring instructional coaches for teachers. The district could also continue to hire new classroom teachers to lower the pupil-to-teacher ratio.

River Grove SD #85.5

Enrollment: 752 FY18: $378,985 FY20: $429,625 Type: preK–8 FY19: $446,997 How EBF has made a difference The state’s increased investment in public education has provided River Grove SD #85.5 much needed flexibility to move forward on

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