LM Jan 2024

January 2024 Leadership Matters

Insights & Safety Tips for Superintendents Lessons Learned From Parkland

Building a Culture of Value, Appreciation & Happiness

Five Issues That Hamper Teacher Recruitment

4

Dr. Roger Alvey and Dr. Steve Webb toured Marjory Stoneman Douglas High School earlier this year. This story is based on the insights the two educators shared during the Dec. 12 IASA Spotlights School Safety webinar. LESSONS LEARNED FROM PARKLAND

Teacher Shortage Part II: Five Major Issues That Continue to Hamper Teacher Recruitment Elevating Education in DeKalb CUSD #428 and Collinsville CUSD #10

RSVP to AASA Reception Honoring IL Supt. of the Year Aspiring Superintendent Applications: March 19 Deadline Professional Development

8 9

10

14

20 16 21

IASA Legal Corner: New Laws for 2024 IASA News In Brief

Building a Culture of Value, Appreciation & Happiness

26

Volume 12, Issue 1 January 2024 Leadership Matters 23303

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

Jason Nevel Director of Communications jnevel@iasaedu.org

Marjorie Gladish Graphic Designer mgladish@iasaedu.org

1200 West Main Street Marion, IL 62959-1138 618.364.0501

www.iasaedu.org

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

2

Message From the Executive Director Sharing Real Life Impact of Legislation Is a Powerful Advocacy Tool

Dr. Brent Clark

That’s part of the role of the modern-day superintendent, especially at a time when hundreds of curricular and unfunded mandates are introduced each year. Legislators need to hear how these proposals impact the stakeholders they serve. A superintendent’s ability to frame the conversation around real life examples truly is a powerful advocacy tool. As we look ahead to the start of the spring 2024 legislative session, I encourage you to build relationships with your local legislators now. Even consider inviting them to tour your school. When bills are introduced that would have unintended consequences on your school district, we want you to be able to engage with your legislators on the issues. In addition, be on the lookout for IASA Capitol Watches and Calls to Action. We will regularly ask members to fill out witness slips and participate in advocacy campaigns with our OneClick Politics service. IASA is also exploring other ways to engage members and seek feedback on the bills that matter most to you. To close, the legislative session officially begins January 16 and is scheduled to continue through May 24. With this being an election year, anything can happen. With that, be ready to make your voices heard and share your stories.

More than 700 witness slips were filed in support of HB 2784 last March to create a new minimum wage of $20 for the 2024–2025 school year for all school support personnel. The Illinois Education Association, Illinois Federation of Teachers, Chicago Teachers Union and other labor groups were among the listed proponents. However, after passing out of committee 17-8, the bill stalled on second reading and was never called for a vote. When IASA talks about advocacy in action, and why it’s important, HB 2784 is a shining example. School districts were potentially facing a massive unfunded mandate that would have undoubtedly resulted in jobs eliminated, educational programs slashed and potentially property taxes raised at a time when that really doesn’t need to happen. Instead, superintendents across the state answered the call. Hundreds of you reached out to your local legislators and shared real life examples of how this legislation would ultimately harm students and constituents. In addition, your advocacy efforts were taken a step further. IASA surveyed membership and shared an actual dollar figure with legislators of how much this proposal— which included mandatory increases each year—would cost the school districts they represent. That is the power superintendents have when it comes to advocacy. We don’t have the largest numbers or war chest, but we’re able to bridge that disconnect with legislators between well-intentioned proposals and unintended consequences by sharing our stories.

3 LM January 2024

Lessons Learned from Parkland

By Jason Nevel IASA Director of Communications

A strip of black duct tape still lines the tiled classroom floor at Marjory Stoneman Douglas High School where multiple students were shot and killed by a 19-year-old gunman on Valentine’s Day five years ago. The tape was laid down, about five feet to the left of the door, for an important safety reason that was unfortunately forgotten amid the chaos of an active shooter. The line marked a hard corner, where anyone huddled in front of it was out of the sight and firing line of someone peering through the door window.

Nicholas Cruz never stepped foot inside any classrooms the day he murdered 14 students and three staff members in Parkland, Florida. Instead, he fired his AR-15 from the hallway through the door and windows. “They had actually practiced going to the hard corner but, in the first classroom he shot up, students went to the opposite side of the room,” said Dr. Steve Webb. Dr. Webb, superintendent of Goreville CUSD #1, and Dr. Roger Alvey, superintendent of Illini Bluffs CUSD #327, were recently panelists on the IASA Spotlights School Safety Webinar: Lessons Learned from Parkland.

4

LM January 2024

The two superintendents toured Marjory Stoneman Douglas High School earlier this year as part of their service on the Illinois Homeland Security Advisory Council Prevention Committee. During the webinar, Dr. Alvey and Dr. Webb discussed key takeaways from their tours, including missed red flags, a failed response from law enforcement, the importance of threat assessments, measures implemented in Florida since the shooting and other school safety tips. The tape line was symbolic of the litany of unfortunate errors that fateful day.

Dr. Alvey shared how Cruz was not someone who fell through the cracks. The Broward County Sheriff’s Office had visited his home 43 times. He participated in more than 200 therapy sessions, received medication and was well known to school staff when he was a student, even earning the moniker “Crazy Boy.” “This wasn’t a student who came from a disadvantaged home,” Dr. Alvey said. “He received a tremendous amount of services for his mental health issues.”

continued...

Click here to watch webinar recording.

Click here for PowerPoint used in presentation.

5

LM January 2024

Shooter moved easily from floor to floor in the school building; but video surveillance had a 20-minute delay and was not real-time.

Bullet holes in classroom doors remain marked and labeled. Shooter never actually entered a classroom.

Coach Taylor actually spotted the shooter, but failed to alert anyone.

Parkland ... cont’d.

From the time Cruz was dropped off by an Uber driver at 2:19 p.m. to when he escaped the building eight minutes later before being apprehended by police at 3:37 p.m., a series of failures confronted law enforcement. The School Resource Officer stayed outside of the building for 48 minutes. None of the Broward County Sheriff’s Office deputies went inside when they arrived. The 911 cell phone calls students and teachers made from inside the three-story building didn’t go to the Broward County dispatch center, but instead went to Parkland’s neighboring city of Coral Springs.That meant responding Coral Springs officers knew Cruz’s location, but the SRO and other Broward deputies were never told about those calls.

Hurricane-resistant windows thwarted shooter in third floor stairwell from injuring students outside as they fled.

6 LM January 2024

“If you haven’t tested your 911 to see where it actually is routed, I encourage you to do so,” Dr. Alvey told participants. “In my district, I had it tested after this and found 911 calls from Illini Bluffs schools were being routed to somewhere not near us.” Dr. Alvey and Dr. Webb also discussed statewide measures that were implemented in the wake of the horrific shooting. For example, Florida created an Office of Safe Schools that serves as a central repository of best practices, training standards and compliance oversight. In addition, a school safety specialist and mental health coordinator is required in every district. Other actions taken since then include requiring a Family Reunification Plan for every district and mandatory active shooter drills in every school. The webinar also focused on the importance of threat assessments. One key recommendation schools should consider is assigning an ad hoc spot to the Threat Assessment Team. “The 10 people on your team might not have a relationship with the student of concern,” Dr. Alvey said. “You should be inviting people in who have that relationship, not just keeping the Threat Assessment Team restricted to the people required by law.”

To close, Dr. Webb emphasized the importance of having an Assailant Policy and training staff on best practices, including substitute teachers and volunteer coaches. “Make sure you involve all of these groups in any lockdown drills and emergency communications because it will be imperative to saving lives,” he said. The IASA Spotlights Series continues January 17 with a webinar focused on literacy. The topic this month is the Science of Reading

7 LM January 2024

Join us in February at the 2024 AASA National Conference on Education San Diego in Friday, Feb. 16, 2024 • 5:30–7pm

For a Reception Honoring

Dr. Genevra Walters Kankakee SD #111 2024 Illinois Superintendent Of The Year

At The Mariott Marquis San Diego Marina in the South Pool Patio

Click here to RSVP

Co-sponsored by:

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 23–Thursday, June 27, 2024

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.

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

More than 80 past participants have been hired as superintendents

$1,950 per participant (program costs, resource materials, meals and lodging) COST?

See what past participants say about their experience: VIDEO!

Presented by:

Complete application on IASA website. DEADLINE: Friday, March 19, 2024 Questions? Contact Kristy Ponsler, Illinois Association of School Administrators: 217–753–2213 or kponsler@iasaedu.org

Michael Lubelfeld, Ed.D. superintendent at North Shore School District #112

Nick Polyak, Ed.D. superintendent

Courtney Orzel, Ed.D. IASA Associate Director of Professional Development

at Leyden CHSD #212

A Special Thank You To Our Sponsors And Partners: • DYOPATH • HLERK • HUMANeX Ventures • IASB • ISBE • Legat Architects • Lifetouch • Stifel • TCG Advisors

9

LM January 2024

23273

Teacher Shortage

Part 2

Five Major Issues That Continue to Hamper Teacher Recruitment

))

((

By Ralph Grimm, IASA Field Services Director and Dr. James Rosborg, Retired Illinois Superintendent and Director of the Master’s in Education Program at McKendree University

It’s no secret that Illinois’ public education system continues to be hampered by a statewide teacher shortage. Earlier this year, the Illinois Association of Regional Superintendents of Schools (IARSS) survey on the teacher shortage was released to school districts statewide, and results show 79 percent of schools have a teacher shortage with 93 percent of districts saying the shortage is just as bad or worse than last school year. Without question, more needs to be done to tackle current issues such as pay, working conditions, lack of support, bureaucratic red tape and being overregulated. For this article, we have listed 5 major issues in the forefront that are needed to assist in the overall teacher shortage.

Retirement Age Problem There is a great need to roll back the 67-age retirement requirement for Tier II and Tier III teachers (hired after 2011) to more of a national standard. Teachers in Tier I can retire at age 55. This must be part of the solution to end the teacher shortage and have better retention of current teachers. The energy level needed to instruct today’s students is huge. The fact remains that the paradigm shifts needed in education over the next 25 years and beyond will need educators with greater levels of willingness than a 67-year-old administrator, teacher, bus driver paraprofessional, etc. We suggest 62 for one that has achieved the number of required work years. At face value, are we really enticing and retaining the 22-year-old by telling them they will not see the light at the end of the tunnel until age 67?

1

10 LM January 2024

This story is Part 2 of a two-part series on the teacher shortage in Illinois. Click here to read Part 1. The article last month focused on low-cost tips to help with teacher retention.

their profession. The impact on their lifestyle is huge. This will take assistance from both universities and the state legislature. General Education Requirements Explore methods of lowering General Education requirements at the university level and adding more skill classes such as school law, public speaking, and classroom discipline, which includes the prevention of bullying. Grow Your Own Focus on individuals within the district such as students and paraprofessionals. Also included in the discussions are individuals that received their bachelor’s degree in areas outside of education. Like many other plans we feel the programs: • Need to have a detailed plan. • Need financial support—local and/or state. • Need to have guidance. • Need to have passionate leadership. • Administration and Boards need to promise the grow your own candidate a job upon graduation. • Can be administered by local districts, universities, or community organizations. A working agreement between all three is preferable. Concluding Remarks As mentioned in Part 1 concerning retention, the data is now showing the need not only for more teachers but also the need to focus on attrition and retention strategies to merge with the number of candidate’s problem. The number of candidates is improving. Advance Illinois recently reported that the number of new candidates in education this year reached totals not achieved since 2009. This information along with other state initiatives have helped encourage some hope of improvement in the shortage problem. We have finally recognized the instituting of the non-researched new basic skills test (TAP) in 2010 was a huge mistake and kept excellent new candidates out of the pipeline. Now that the basic skills test (TAP) ended in 2019, we now see four years

It is impossible to have sustainability and retention if there is no hope for a successful retirement, especially when states around us are not even close to being as restrictive. For example, in Indiana, their teacher retirement rule states that if a teacher wants to retire before the age of 65, they become eligible to retire between the ages of 60 to 64 if they have 15 years of experience or if they are 55-69 if service adds to 85 by adding age and service together. Bottom line, a 55-year old with 30 years’ experience can take early retirement. Kentucky requires 27 years of teaching experience. Michigan and Missouri require 30 years’ experience. We feel an unintended consequence is going to be too many teachers at the bottom of the pay scale (highest salaries) for many years, which will put already stressed districts in greater financial distress. This year has provided the first discussions of the issue in the legislature through SB 2024. Unfortunately, SB 2024 never made it out of the Senate Assignments committee. The good news is that the discussion finally took place. The bad is we are still burying our head in the sand as this issue is huge for solving the teacher shortage. Many young candidates are leaving Illinois because of this law. Tuition Scholarships Needed When Illinois had a teacher shortage in the early 1960’s, the Illinois Legislature passed laws to give teacher tuition scholarships. There was a 5-year requirement for these individuals to teach in Illinois. The bottom line is that it was effective. We support the re-establishment of this opportunity. The IARSS survey noted the 86% of all Illinois school districts recommend offering additional scholarships to teaching candidates to help ease teaching shortages. Dr. Rosborg admits to being very biased on this issue as this Illinois Scholarship in 1968 gave him the opportunity to go to college. Lower Tuition Make it more affordable for teachers to complete their training. (Illinois Association of Regional Superintendent of Schools, IARSS). The current high tuition is leaving most graduates in debt for many years as they enter 3 2

4

5

11 LM January 2024 continued...

Shortage .. cont’d.

later new candidates reaching the licensure level which is already leading to more graduating candidates. This is good. These efforts must continue by making further adjustments at the state level. Now, one of our biggest hurdles is retention. To sustain the teacher work force and to assist the current teacher shortage, we must develop ways to keep the existing work force in the education field along with finding ways to recruit new educators in the field. When you want to draw people into a profession and retain them, you must fulfill basic needs. This includes pay, benefits, and working conditions. Administration and Boards of Education must show their support of both new and experienced teachers. Bottom line—we will not be able to tackle the teacher shortage

without addressing current turnover trends in teacher long term career paths. Internal efforts such as collaborative professional development plans, attendance bonus incentives, staff socials and other work incentives must be planned in every district. That includes pay, benefits, and working conditions. Likewise, the process of retention must begin from the very first introduction of the candidates to the district during the initial interview and carry on throughout the employee’s career in the district. Because of the Teacher Shortage the hiring focus has changed. In the past the candidate had to impress the administration and Board. Now, with the shortage, administration and Board must impress the candidate for both hiring and long-term employment.

Ralph Grimm is a retired Illinois Superintendent who served districts for 21 years in that role. He currently serves the Illinois Association of School Administrators as a Field Services Director. He also provides Professional Development training to the association members and provides consulting services with boards of education, school districts, schools, and teams throughout Illinois. rgrimm@iasaedu.org. Dr. Jim Rosborg is a retired Illinois Superintendent and Director of the Master’s in Education Program at McKendree University. He is a co-author of 2 books and was named the 2004 Illinois Superintendent of the Year. He has researched the Teacher Shortage extensively since 2014 and has authored several articles on Teacher Shortage and No Child Left Behind. He currently works with doctorate students at McKendree University and speaks to educators and boards about the shortage and its possible solutions. jtrosborg@mckendree.edu.

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

12 LM January 2024

Why Support

?

What is IPAC? IPAC is a statewide, non-partisan Political Action Committee (PAC), organized by members of the Illinois Association of School Administrators. It is funded by contributions from indi vidual school administrators and the IASA. The dollars are dis tributed strategically as campaign contributions to legislators from both political parties aligned with our educational mission. Why support IPAC? A well-funded IPAC is an essential tool to get legislators to listen to our challenges and support our mission. Your donation ensures IASA keeps its seat at the table, secures face-to-face time with legislators and continues to have meaningful input on education policy. This partnership plays a key role in advancing IASA legislative priorities, reducing unfunded mandates and limiting legislation that could be harmful to school districts. Contributions are also vital in IASA’s ability to block or amend unfunded and curricular mandates introduced each legislative session.

What has IPAC accomplished? The dollars have been integral to the success of Vision 20/20, the passage of Evidence-Based Funding and other key legisla tive victories that have improved public education in Illinois. Your contributions also help block or amend short-sighted legislation that has unintended consequences on student learning. How much are IPAC Annual Contributions? Our goal is to have every IASA member support IPAC. Annual contributions are $100. How is your contribution spent? IPAC contributions position IASA to have legislative success. The funds are used to make strategic campaign contributions and pay costs associated with attending legislative outings and events. Attending these events increases our face-to-face time with legislators, enhancing our advocacy efforts.

Scan QR code (or click here) to contribute to IPAC today: to contribute to IPAC today:

Questions? Contact Ashleigh Knudson at 217–753–2213 or aknudson@iasaedu.org.

A copy of our report is filed with the State Board of Elections and is or will be available for purchase from the State Board of Elections, Springfield, Illinois 62704. Contributions to IPAC are not deductible as charitable or political contributions for federal income tax purposes.

Education Elevat g

Dr. Minerva Garcia-Sanchez DeKalb CUSD # 428

Dr. Brad Skertich Collinsville CUSD # 10

Who: Dr. Minerva Garcia-Sanchez, Superintendent What: Founding Member of Latino Leadership Pipeline; Presented and shared on benefits of conducting an Equity Audit; Promoted student voice in decision making; Named Equity Warrior by Voices 4 Equity; Expanded SEL supports; Eliminating an education desert in community;

Who: Dr. Brad Skertich, Superintendent What: Advocate for passage of Evidence-Based Funding; IASA COVID-19 Transition Team; Vision 2030 Workgroup; Advocate for additional career and technical education funding; Renovating Collinsville Area Vocational Center; Expanded internet connectivity and technology access; Opening new elementary school; Launched Kahoks

Teaching Kahoks Grow Your Own Teacher program Where: Collinsville CUSD #10, Southwestern When: Fifth year as superintendent of Collinsville CUSD #10; Nine years as superintendent of Southwestern CUSD #9 Why: As a superintendent during proration in General State Aid, Dr. Brad Skertich lived through an era of schools cutting costs and trimming programs for students. When a strategy emerged to change the state’s funding formula to a more equitable system, Dr. Skertich jumped at the opportunity to advocate. “We were in survival mode and constantly looking at ways to restructure costs rather than create new opportunities for students,” Dr. Skertich said. “I wanted to make a difference and change that trajectory for students, educators and our impact on students across the state.” Dr. Skertich was among the group of superintendents who testified in Springfield, held school funding rallies across the state, hosted town hall meetings and shared the message about the state needing to step up and do what’s best for students. After the passage of Evidence-Based Funding in 2017, Dr. Skertich continued to be an advocate. He served on the

Opening a Transition Center to better serve 18-22-year-old students with disabilities Where: DeKalb CUSD #428, Kishwaukee When: Third year as superintendent of DeKalb CUSD #428; 27 ½ years in Chicago Public Schools Why: In June, Dr. Minerva Garcia-Sanchez was one of nine school leaders from across the nation named recipients of the Equity Warrior Award, meant to recognize dedication to promoting equity for students, families and women education leaders. The award was the culmination of decades of work to provide equitable opportunities to both students and educators. Dr. Garcia-Sanchez is a founding member of the Latino Leadership Pipeline. The organization, now in its sixth year, provides monthly professional development for young educators seeking to advance in their careers, including reflective learning on culturally and unbiased leadership understanding, training around testing requirements to earn principal certification, leadership training and interview skills. “I want to open doors for teachers to become assistant principals and assistant principals to become principals,” Dr.

14 LM January 2024

Education Elevat g

Skertich ... cont’d. IASA COVID-19 Transition Team, which provided advice, templates and resources for superintendents across the state during an unprecedented period. “We were building the plane as we were flying,” Dr. Skertich said. “I’m proud of the opportunity to serve alongside tremendous colleagues and help superintendents across the state try to navigate uncertain times and do what’s best for their students and communities.” Dr. Skertich also currently serves on the Vision 2030 Workgroup, which is in the process of developing a new advocacy framework that will serve as a blueprint for public education in Illinois. He’s also been an active advocate for the state increasing career and technical education funding for schools. The latter coincides with Collinsville CUSD #10 building a 45,000-square foot expansion to the Collinsville Area Vocational Center, which will serve at least nine school districts. The renovation is being made possible through a $25 million state appropriation for facility improvements. The current facility and expansion will host numerous CTE programs, including auto body and auto mechanics, welding, nursing, construction, urban agriculture, construction trades, machining, electronics, culinary arts, criminal justice and education as a profession while adding aviation, HVAC and renewable energies once construction is complete. “We recognize that not every student plans to attend college,” Dr. Skertich said. “This facility will be a game changer for our region. Students can get training and skills for careers that offer competitive wages, insurance and benefits. We’re also going to drive jobs to the Metro East and be a pipeline for the workforce.” In Collinsville CUSD #10, Dr. Skertich has expanded internet connectivity and technology access. During the height of the COVID-19 pandemic, he helped facilitate the construction of an internet service tower and acquired hot spots to make sure every student had access to the internet. He also pushed the district to transition to 1:1 and provide all students with computer devices. In addition, Dr. Skertich is overseeing the construction of a new elementary school in nearby Caseyville and pushed for the launch of the “Kahoks Teaching Kahoks” program, a “Grow Our Own” Future Teacher Program to encourage current high school students to become educators in the district.

Garcia-Sanchez ... cont’d.

Garcia-Sanchez said. “If you look around the state of Illinois, there are not enough leaders who look like the children we’re serving.” At DeKalb CUSD #428, Dr. Garcia-Sanchez implemented an educator pipeline program and was at the forefront of conducting an Equity Audit, a study of the fairness of an institution’s policies, programs and practices. What’s unique about DeKalb CUSD #428 is that it leveraged the Equity Audit to help rebrand a Diversity Plan, which is now incorporated into the district’s overall Strategic Plan. In addition, she has sought to expand social-emotional learning supports for students, provide more resources for trauma and oversaw the transition to a curriculum that is more inclusive and promotes a better understanding of other cultures. Dr. Garcia-Sanchez has presented on the district’s work around equity at statewide conferences and through the Illinois State Board of Education. “We try to do everything in our power to make sure all students have access to the same opportunities,” Dr. Garcia Sanchez said. At DeKalb CUSD #428, Dr. Garcia-Sanchez has been a champion of promoting student voice. The district has a student board member who leads a cohort that provides feedback on everything from the dress code, principal evaluation to the food served at lunch. “It’s important we build in opportunities to hear directly from our students, even the ones who tend to get in trouble at school and learn how we can change school experiences, so they feel more engaged and connected,” she said. Dr. Garcia-Sanchez has also been active in improving district facilities. The district is in the process of relocating the special education program—which supports those ages 18 to 22— from its current location at DeKalb High School. The new facility will resemble a single-family home and help students with intellectual and developmental disabilities make the transition to adulthood. In addition, DeKalb CUSD #428 will eliminate an education desert in the North Corridor community, and significantly reduce the amount of time students ride a bus, when a new elementary school opens in August of 2025. “Instead of waiting outside in the cold and traveling 20–40 minutes on a bus, we’ll have students who can simply walk across the street to go to school,” Dr. Garcia-Sanchez said. “That will be a game changer in terms of improving attendance, lowering truancy and promoting community engagement.”

“We want our high school students to come back to our community and teach our future generations,” Dr. Skertich said.

15 LM January 2024

Professional Development

Dr. Courtney Orzel IASA Associate Director of Professional Development

Encourage Future Leaders to Apply for IASA’s Aspiring Superintendent Academy The opportunity to prepare the next wave of school leaders for the superintendency is one of the most rewarding aspects of my job at IASA. Every year, the IASA Aspiring Superintendent Academy welcomes central office staff, principals and assistant superintendents to Springfield for an immersive learning experience like no other in the state. We engage in numerous simulations, reflect on our role as educators, hear from speakers, conduct mock interviews and learn how to leverage the superintendency to change the lives of students. Applications are now being accepted. I encourage you to share this link with anyone in your district who is considering taking the next step in their careers. The program has proven to be successful. More than 80 participants of IASA’s Aspiring Superintendent Academy have been hired to lead school districts. Still not sure? Here’s a video of past participants discussing their experiences. Don’t wait. The deadline to apply is March 19.

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 2024 beginning in July. All sessions will be held virtually. info•register

Investing in your team’s success and well-being is a game-changer for your organization’s growth. Register now for this IASA workshop based on the proven principles of Jon Gordon’s best-selling book, The Power of Positive Teams (POPT). Participants will learn proven strategies and practices to help build a stronger, more united, and connected team. Upcoming dates: March 8. info•register The Power of Positive Teams AA 3927 Leadership Strand

16 LM January 2024

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: Feb. 2, April 4 and June 18. info•register Leadership Strand

Leadership Strand Why Your Why Matters AA 1445

IASA’s popular leadership academy strand focusing on your Why returns with three additional online sessions. Whether you’ve experienced a Why session before, or you’re taking Why Your Why Matters for the first time, register today and join your colleagues around the state to network, collaborate and

reflect on why being an educator is the most important profession on Earth! Upcoming dates: June 13.

info•register

Leadership Strand Leadership Requirements for Moving From Good to Great AA 481

Some schools and school districts are good; some are great. What is the difference and what does it take to move an institution from good to great? The focus of this course is on leadership and behavioral

characteristics that enable leaders to identify and accomplish their goals of moving from Good to Great. Upcoming dates: April 11.

info•register

Whether its struggles to balance family responsibilities, higher expectations and scrutiny in the workplace or underrepresentation, female school leaders continue Leadership Strand Women in Leadership: Learning, Leading & Living AA 3665 Updated for FY24

to face unique challenges. This newly updated IASA academy is intended to help women leaders confront fears, boost confidence and forge a support network that will help you thrive in your leadership role. Even if you’ve taken this academy before, join us again for

new research on Women in the Workplace as well as other new resources, activities and connections for 2023–24. Up coming dates: Feb. 27 and June 17

info•register

17 LM January 2024 continued...

PD ... cont’d.

Problem-Solving and Collective Bargaining Using an Interest-Based Approach This academy will provide Administrators, Board Members and Association (Union) Members with an in-depth overview of the concepts included in the Interest-Based Bargaining method that can be used as problem-solving techniques as well. Specifically, the course will provide participants information on the three main components of Interest-Based Bargaining: Training, “Communication Lab” and Bargaining. Upcoming dates: Feb. 8 and Feb. 27. info•register AA 3782

Professional Development

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

Professional Development 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 7 and May 30.

info•register

Leadership Strand Adaptive Leadership: Dealing With Change AA 1825

There are always new practices and strategies being discovered that will enable students to be more engaged and to learn better. However, teachers are not necessarily quick to change their practices. How do we, as administrators, challenge and encourage teachers to be open-minded to new practices and strategies for learning? Safety Site Assessment Basic CPTED Principles AA #3858

This IASA Academy led by Dr. Gary Zabilka will help leaders think more clearly and execute better in a shifting environment. Upcoming date: March 7.

info•register

SCHOOL OF PROFESSIONAL DEVELOPMENT

This academy focuses on how districts can take an annual standards-based approach to assessing the security of school buildings, grounds and policies. Crime Prevention Through Environmental Design (CPTED) provides the framework for conducting safety site assessments based on

industry standards. This academy is open to superintendents as well as building and central office administrators. Presented by Dr. Roger Alvey and Dr. George McKenna. Upcoming dates: April 8 info•register

18 LM January 2024

THE UNFINISHED LEADER: A School Leadership Framework for Growth & Development School of Professional Development AA#3896 IASA Academy

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 dates: April 18. info•register

FREE MONTHLY WEBINAR SERIES FOR MEMBERS

Literacy

The Science of Teaching Reading: How Teachers Can Use Structured Literacy to Empower All Students

Jan. 17 at 10 a.m.

Dr. Laura Tortorelli of Michigan State University will describe what the Science of Reading reveals about how children learn to read and how to use the Science of Teaching Reading in classroom literacy instruction. She will discuss common myths, which key factors to look for in your high-quality instructional materials, and how a structured literacy approach can help teachers empower every student to become a stronger reader and writer.

info•register

19 LM January 2024

Legal Corner

Chad Watkins IASA Associate Director/General Counsel

To help school leaders navigate uncertain times, IASA has partnered with leading law firms throughout Illinois to provide districts with critical guidance during the 2023–24 school year. In every issue of Leadership Matters, the IASA Legal Corner will showcase an article written by attorneys who specialize in legal matters related to education. It is our hope you

find the content insightful, timely and helpful in addressing the critical matters you face. This month, Franczek writes about legislation passed in the 2023 legislative session that takes effect in 2024. As a reminder, IASA Legal Corner articles are provided for informational purposes only, and you are advised to contact your district counsel for legal advice. Click on the link below to access the article.

2023 Legislative Update: Summary of Changes in School Law

As we approach the new year, Franczek is pleased to recap the new legislation applicable to K–12 schools that passed in 2023 and will take effect in 2024. Below you will find our compilation of this year’s legislative changes. ADMINISTRATIVE Constitution Day P.A. 103-0015 Date Effective: 7/1/2023 Libraries P.A. 103-0100 Date Effective: 1/1/2024

This act commemorates September 17 as “Constitution Day.” While Constitution Day is a regular school day, school boards must include instruction relative to the holiday, when appropriate. ISBE will make instructional materials available to school boards.

This act amends the Illinois Library System Act, requiring public libraries that wish to remain eligible for State grant funding, including school libraries, to either (1) adopt the American Library Association’s Bill of Rights that indicates materials should not be proscribed or removed because of partisan or doctrinal approval; or (2) develop a written statement that prohibits book bans in the library. ... (read more)

20 LM January 2024

News In Brief

Join Data Informed Leadership for Equity Partnership The Regional Education Laboratory Midwest (REL Midwest) is looking for Midwestern school districts interested in building middle school staff capacity to use student-centered culturally responsive practices and data to improve students’ sense of belonging and engagement in school. Their partnership is implementing the Data-Informed Leadership for Equity (DILE) approach which provides free, ongoing professional development for school leaders and classroom teachers to help them better understand and respond to data related to student belonging and engagement. The DILE approach is funded by the Institute of Education Sciences. Click here to read an informational flyer. Click here to read an FAQ document. School Level Finance Survey Webinar: Understanding Expanded Federal Requirements for Site-Based Financial Reporting Join Illinois State Board of Education at 10:30 a.m. Jan. 23 for a virtual webinar on the newly required School-Level Finance Survey (SLFS) for FY 2024. ISBE will discuss the specific requirements and reporting options for the survey, highlighting how Local Education Agencies (LEAs) can efficiently complete both Site-Based Expenditure Reporting and SLFS using ISBE’s online tool. This webinar is intended for LEA staff who complete the annual Site-Based Expenditure Report; entities that do not complete this report, (e.g., special education cooperatives, need not attend. Click here to register for the School-Level Finance Survey webinar.

What to Know About USDA’s Summer EBT Program This summer, the U.S. Department of Agriculture will launch a new permanent nutrition assistance program known as Summer Electronic Benefits Transfer. Estimates suggest the program could reduce food insecurity and improve nutrition for 29 million school-aged children if implemented nationwide. Families with children who are eligible for free and reduced price school meals will receive $40 per child each month to buy food during the summer, when school is out. Congress approved the program in December 2022 through the Consolidated Appropriations Act. States were required to file an intent to enroll in the program by Jan. 1. Over 30 states plan to enroll in the USDA program as of Wednesday, while a handful of others—including Iowa and Nebraska—have declined to participate. Read more on Education Dive. handbook can be used to design or revise professional learning, instructional practices, and processes related to effectively serving students with dyslexia and other related disorders. In addition, this handbook addresses the social emotional needs of children and adolescents with dyslexia and those who struggle to learn to read. Updated Dyslexia Handbook Now Available ISBE recently released a revised edition of The Dyslexia Guide: A Handbook for Parents, Educators, and Students. This updated document was developed by the Specific Learning Disability (SLD) Support Project, a federally funded grant project through ISBE in partnership with Eastern Illinois University and Eastern Illinois Area Special Education. The

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 Fenil J. Patel, Senior Vice President, Investment Services/ISDLAF+ at 630–657–6437, or email: fpatel@ pmanetwork.com. Website: www.pmanetwork.com.

21 LM January 2024

Looking for the Perfect Candidate? IASA’s Illinois Education Job Bank SM can help you. Every day, thousands of job seekers visit the IASA Illinois Education Job Bank looking for openings at school districts across Illinois. Avoid national sites that cost more and are not tailored to Illinois educators. The IASA Illinois Education Job Bank SM is trusted by superintendents across the state and makes finding qualified applicants to fill permanent, interim, part or full-time vacancies easy. • Set up the RSS feed option to automatically post your district’s vacancy to your district website • The Job Bank SM is set up to automatically send an email notice to your ROE when a position is posted • Easily flag your favorite applicants • Create job posting templates to save you time in the future

SEARCH | FILTER | POST | SEE ALERTS | MANAGE YOUR PROFILE AND DOCUMENTS | VIEW HISTORY

If you have any questions about the IASA Job Bank SM or new feature criteria, contact Ashleigh Knudson at 217–753–2213.

illinoiseducationjobbank.org

OK, you know your health plan may require you to get prior authorization before it will cover certain drugs and medical services. But what exactly is prior authorization? Why do you need it? How do you get it? And what’s so important about it? Let’s break it down: What is prior authorization? It’s a review process your doctor must request—in advance— for you to get certain drugs or medical services, to make sure you meet certain requirements before the health plan agrees to cover the drug or service. Why do I need it? Prior authorization must be approved before you can get some drugs and services in order to ensure that you’re getting the appropriate care for your situation and that the care is of the best value. If you don’t get this approval, your drugs or services might not be covered by your plan. Note: You never need prior authorization in emergencies. How do I get it? Your doctor submits a prior-authorization request—before you get the drug or service/procedure—to your health plan’s Your Health Matters

Prior Authorization: What, Why and How? Submitted by Health Alliance™

Medical Management department for them to do a medical review. The review and approval process takes one to 14 business days, depending on the type of request and the level of medical urgency. Reviews for drugs generally don’t take longer than 72 hours and can be as fast as 24 hours. Reviews for medical services/procedures (if considered medically urgent) can take as little as 72 hours, but if they’re processed as a standard request, they can take up to 14 business days. They usually take less time, but some cases may require additional clinical documentation, which delays the process. In these cases, your health plan gets in touch with your doctor and asks them for that documentation. Once a decision is made—to either approve the drug or service, or to deny it—your health plan sends a letter to you and your doctor. If the request is denied, you have the right to appeal in writing within 60 days of the decision.

continued...

To learn how Health Alliance can save your district money, contact your ISEBC agent:

Clemens and Associates, Inc.: tcockburn@clemensins.com (Egyptian, Shawnee, Kaskaskia, Southwestern and Wabash Valley)

American Central Insurance Services: jeremy@americancentralins.com (Abe Lincoln, Central Illinois Valley,

J. Krug: lsimios@jkrug.com

James Unland & Company, Inc.: bshock@unland.com (Western (Knox County) and Central Illinois Valley (Peoria, Tazewell and Woodford counties)

(Blackhawk, Kishwaukee (Boone, DeKalb and Winnebago counties), Northwest and Starved Rock)

Corn Belt, Illini, Kaskaskia, Two Rivers and Western)

*Health Alliance Medical Plans received the highest score in the Illinois/Indiana Region in the J.D. Power 2023 U.S. Commercial Member Health Plan Satisfaction Study of members’ satisfaction with their commercial health plan experience. Visit jdpower.com/awards for more details.

23 LM January 2024

Health Matters ... cont’d. Why is prior authorization important? Three reasons, mainly—health/safety, cost savings and quality of care. • Prior authorization helps keep plan members healthy and safe —by making sure they’re getting the right care, at the proper location, at the best time in their care journey. The review by the health plan’s Medical Management team keeps a close eye on all these considerations when deciding to approve or deny each prior-authorization request. The health and safety benefits of this process include: ▫ Saving members from unnecessary tests and procedures which can be both harmful and costly to the member. ▫ Keeping members safe from potentially harmful medications and/or combinations of medications.

▫ Helping to prevent the overprescribing—and diversion— of potentially addictive medications like opioids. • Aside from eliminating spending on unneeded drugs and services, prior authorization has the added benefit of saving members money by finding equally effective medications that cost less. And by working to reduce unnecessary procedures, the process also helps healthcare providers to hold down expenses systemwide. • Prior authorization promotes an improved quality of care by supporting doctors with the most up-to-date evidence-based research. That’s what the health plan’s Utilization Management experts are for—they’re partners for doctors, drawing on their wealth of clinical data to make sure the latest and most current guidelines are being followed. Doing so keeps doctors and the health plan in close collaboration for the member’s well-being.

2023–2024 Moon Scholarship Program Are you a superintendent or an aspiring superintendent?

Established in 1993 in memory of Dr. James V. Moon, a former superintendent at Morton High School District, the James V. and Dorothy B. Moon Scholarship program is committed to improving the education and qualifications of school administrators. Since its inception, 142 scholarships totaling over $335,324 have been awarded to current or aspiring superintendents. Practicing school administrators in Illinois qualify if they are college graduates pursuing an advanced degree in educational administration at an accredited college or university. Several scholarships ($2,500 minimum each) are awarded each year and are paid directly to the college or university to cover tuition, fees and/or textbook expenses. For more information on the application and awards process, click here or contact Jodi Gillespie at 217–753–2213 or email at jgillespie@iasaedu.org. Are you pursuing graduate study to become the best superintendent you can be? Do you know there are scholarships available through the Illinois Association of School Administrators (IASA) to help offset the costs of your coursework?

APPLICATION DEADLINE: Friday, January 19, 2024

School Administrators Foundation for Education

24 LM January 2024