LM Jan 2025

Leadership Matters January 2025

Empowering Illinois Schools to Thrive in the Age of AI An In-Depth Look at IASA’s Upcoming AI Workshops

In Action Future-Focused Learning

Contract Renewals and Extensions FAQ

Building the Ecosystem for Education

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Dr. Dawn Bridges and Dr. Bill Daggett discuss the importance of school districts embracing AI, what to expect at the upcoming workshops, tangible tips that will be covered and how AI can give your teachers nights and weekends back. Plus, learn about IASA’s expanded partnership with the ECRA Group. AI SUPER REGION WORKSHOPS; CLOSER LOOK

RSVP for Illinois Reception at AASA Aspiring Superintendents Academy Information UIS Leadership Forum; Register Ecosystem for Education; Plus Learning Opportunities SAFE-Moon Scholarship Application

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Building Rocket Culture at Rockridge

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Elevating Education—Two New Leaders Featured

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Contract Renewals and Extensions FAQ

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January 2025 Leadership Matters

Volume 13, Issue 1

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

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Jason Nevel Director of Communications jnevel@iasaedu.org

Brandon Turley Graphic Designer bturley@iasaedu.org

1200 West Main Street Marion, IL 62959-1138 618.364.0501

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.

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Message From the Executive Director

Dr. Brent Clark A New Year Means Time to Engage With Local Legislators on Vision 2030

Strong relationships with school boards, staff and community members form the foundation of every successful superintendency — a lesson district leaders learn early in their tenure. When it comes to effective advocacy with the Illinois General Assembly, building and nurturing relationships with lawmakers is also important, both in advancing policies that strengthen our state’s education system and in protecting classrooms from unintended legislative consequences. With the calendar now turned to January 2025, it’s important to once again engage with your local legislators on the policies and priorities laid out in the Policy Framework. The document has been emailed to members and is available to view at IllinoisVision2030.com. Familiarize Yourself With 38 Initiatives Vision 2030 is intended to be a blueprint for public education in Illinois, articulating goals the education community stands for and aspires to realize. The document includes 38 initiatives around future-focused learning, shared accountability and the need for predictable funding. Engaging with local legislators around these 38 initiatives will be vital in achieving legislative success. If you need a few tips for how to effectively engage with lawmakers, you can revisit this document. It’s much easier to advocate now and lay the groundwork than wait for the spring session to be in full swing. Let Us and Local Media Know After Passing Board Resolution The other important advocacy step in 2025 is passing a Board Resolution in support of Vision 2030 and notifying us by completing the short Google Form on the Illinois Vision 2030 website. A counter has been added to the site and, to date, more than 215 Illinois school districts

have adopted resolutions. We will use this total in our conversations with the Illinois General Assembly. In addition, please consider sending a press release to local media after passage of the resolution. We previously heard from legislators during Vision 2020 that the abundance of local news articles put the advocacy initiative on their radar. To help facilitate this process, a template letter has been created. The document is posted in the Vision 2030 Toolkit on the website. The toolkit also includes social media graphics, talking points and a banner you can add to your district website. Building a Groundswell of Support Our goal at this stage of the calendar is to build awareness and momentum around what will be a multi-year process. The legislative teams of the partner associations have met and are putting forward legislative proposals to pursue this session and in future years. As always, we will keep you updated every step of the way through Capitol Watch, the Bill Tracker posted on the website and updates at region meetings. To close, building meaningful change in education requires sustained effort and engagement from everyone in our school communities. By familiarizing yourself with Vision 2030’s initiatives, passing board resolutions, and actively engaging with legislators and local media, you play a vital role in shaping the future of Illinois public education. Let’s make 2025 an impactful year and make strides collectively to build a stronger and more future-focused education system in Illinois.

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Empowering Illinois Schools to Thrive in the Age of AI

An In-Depth Look at IASA’s Upcoming AI Workshops

I n today’s rapidly evolving digital landscape, artificial intelligence isn’t just changing technology —it’s revolutionizing how we learn, work, and live. As education leaders, you have a unique opportunity to shape how the next generation harnesses and thrives in this AI transformed world. To help educators prepare for the new digital landscape, IASA has scheduled three transformational workshops in each Super Region led by Dr. Dawn Bridges and Dr. Bill Daggett. The following is a condensed and edited version of a recent IASA Podcast with Dr. Bridges and Dr. Daggett. Click Here to listen to the podcast.

Q: I want to begin with introductions. Dr. Bridges, would you please share a little background about yourself? DB: I’m Dr. Dawn Bridges, Associate Director for Professional Development for the Illinois Association of School Administrators. I’ve been in public education for 31 years. Throughout my career, identifying and addressing evolving needs for leaders has been my educational journey. As soon as I joined IASA, it was clear to me that AI was an emerging and pivotal factor in shaping the future of education. Throughout my career, I’ve embraced a future-driven mindset, always striving to understand trends and think progressively about what’s next for our students. Dr. Daggett was very pivotal in my career around 2010 when I saw him speak about successful schools. Q: Dr. Daggett, could you share an overview of your background and your personal journey with AI? BD: My experience began as a classroom teacher, then building administrator and central administration. I moved to the state education department in New York State where I was the director. I concluded that we needed successful models more than policy discussions. So I started the International Center for Leadership and Education and the Successful Practices Network to search for the nation’s most successful, innovative school districts. Through our non-profit work with 11 research universities, we found something unexpected: the nation’s most

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successful innovative school districts were using the same instructional practices to prepare kids for our changing workplace as those that were most successful in meeting the needs of our struggling students. Q: Why do you believe it is important to provide this type of training for school administrators? BD: Today’s students are different. Every classroom teacher and administrator knows it. They grew up in a screen-based environment, not a play-based environment. This has fundamentally changed how they interact with each other and with our teachers. It’s fundamentally changed how they learn and has impacted brain development. This trend is accelerating because of AI. I believe AI is going to have a greater impact on society than the internet did, and it’s happening quickest in the American workplace. During these sessions, I’m going to show how our students are different, how the world we’re preparing them for is different, and what the nation’s most successful districts are doing to prepare students for their future, not our past. Q: What will these workshops cover that’s different from typical administrator academies? DB: These workshops will go beyond the basics by combining cutting-edge research with practical strategies. We want to help districts take those first steps forward. Participants will explore how AI can support both student learning and district operations. As Dr. Daggett mentioned, AI is transforming everything we do. By equipping administrators with an understanding of how AI can support everyone within an organization, districts can function more efficiently and effectively. BD: I’m going to give specific suggestions on how to use AI at both the classroom level and administrative level—and help you get your nights and weekends back. For example, think about how much time is spent doing IEPs. I will show specific examples of how ChatGPT can be used to help do the IEPs and save about 80 percent

of the time we now spend on them. I’ll also show how you can use it for school board budgets and master schedules. AI isn’t the enemy some have made it out to be—it’s a resource that can make American education far more effective.

Southern Super Region:

John A. Logan College Conference Center Carterville, Illinois

January 28th

Northeastern Super Region:

North Central College Wentz Science Center Naperville, Illinois

February 12th

Northcentral Super Region:

Illinois State University Alumni Center Normal, Illinois

February 25th

Q: Should superintendents bring their teams with them? DB: AI implementation absolutely requires a shared vision and collective effort. Bringing your team allows for deeper collaboration and alignment. It provides opportunities right there Each session will run from 8:30 a.m. to 3 p.m The cost is $250 per participant, and you can get either PD credits or Admin Academy credit if you complete a plan afterwards. REGISTER HERE

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in the moment to have conversations about how this fits and how this will work for you. We want to provide opportunities for teams to collaborate and develop actionable plans during this workshop and then go back ready to work with concrete steps they want to take to make changes. Q: How do these workshops fit into IASA’s bigger picture? DB: This is part of IASA’s Vision 2030 framework, focusing on preparing schools to thrive in a rapidly evolving world. This series is just the beginning of a sustained effort to embed AI readiness into all aspects of professional development for Illinois school leaders. We have an AI 1.0 Admin Academy online, we’re planning the fall superintendents conference with Dr. Daggett, and we hope to offer more practical opportunities through AI summits or working with districts individually. We want to be there with you through the entire journey. Q: Final thoughts? BD: I really think they need to come to these regional meetings as a team. Every district has their own DNA, and that DNA is impacted by what happens at the classroom level, building level, community level, and board level. At these regional meetings, we’ll not only share the most

successful innovative practices we’re seeing across the country, we’re going to give you time to work as a team to actually develop action plans - steps you can take when you get back home. These would be steps about how to use AI in administrative tasks and at the classroom level to connect with this generation of students who have different expectations and skill sets than previous generations. We’ll try to give you specific examples, but the examples won’t work unless you have boardroom-to-classroom support. DB: This is a monumental shift. There are challenges, but there are also tremendous opportunities. We have to act now—this is the slowest our technology is ever going to be, and the pace of change will only accelerate. We can’t afford to wait. We must embrace this moment. We are doing great things in Illinois, and we have the opportunity to harness this potential effectively and collaboratively. It’s not just about keeping up—it’s about leading the way forward for the future of our learners and education. Feel free to reach out to me at dbridges@isaedu.org, or contact Kristi in our office at 217-753-2213 to register.

In Action Future-Focused Learning

Proudly Sponsored By

IASA Expands Partnership with ECRA Group to Help School Districts Implement AI Solutions

By Dr. John Gatta

As IASA launches its AI professional development programs, we are excited to release that IASA has expanded our partnership with ECRA Group (ECRA) to help school leaders implement AI within their school district. This article provides answers to three questions IASA asked ECRA related to their work within the AI space.

How long has ECRA been in the AI space? ECRA has always been a national leader in leveraging advanced data science to support school leaders. We have been applying machine learning algorithms to quantitative data for decades. Over the past three years, we have evolved our machine learning algorithms to learn from qualitative data, allowing us to help school leaders overcome a whole new set of operational and communication challenges. How is ECRA helping school districts implement AI solutions? ECRA is focused on developing AI Assistants for school leaders, trained on local school district data, that specialize in various areas related to local policy and operations. Below are two example AI projects that ECRA is actively implementing in Illinois school districts. • AI Human Resources Assistant Our AI HR Assistant is a virtual expert in local policy, procedures, collective bargaining agreements, benefit programs, and other state and federal regulations that govern HR in school districts. Whether an employee has a question about their benefits, or a school leader has a question about the teacher contract, our AI assistant allows employees to email or chat with an AI assistant to get immediateanswers. • AI Parent Concierge Our AI Parent Concierge is a local expert in all district information that parents seek. Parents can send emails or chat with the AI Parent Concierge and ask questions related, but not limited to: Where can I view my child’s grades? – What is this week’s lunch menu? - Who should I contact to discuss my child’s IEP? To demonstrate our technology, ECRA has developed an Illinois School Code expert trained on the entirety of the Illinois School Code. It is meant to demonstrate the power of our technology and to foster Superintendent thinking for how local school districts can leverage AI to support leaders. The Illinois School Code Expert is free as part of our partnership with IASA. Give it a try at: ecragroup.com/ilschoolcode/ or you can converse via email by sending an email to ilschoolcode@ecragroup.ai. Ask anything related to the Illinois school code! 2. Contact John Gatta, CEO of ECRA Group If you would like to begin developing AI Assistants within your district to solve communication or operational problems, email John at johngatta@ecagroup.com. How can districts get started with ECRA? 1. Try ECRA’s Illinois School Code Expert for Free

Building Rocket Culture at Rockridge: Perspective From District Technology Leader

By John Lehtola District Technology Director, Rockridge CUSD #300

Culture Defines a School District In the wake of a successful building referendum last November, Ralph Grimm, IASA’s Field Services Director, asked me to share my beliefs and commitment to our school community with IASA superintendents so you could hear an employee’s perspective about the importance of school culture. After 26 years in education, I’ve learned that organizational success hinges on universal buy-in and alignment. The foundation for achieving this alignment is a strong, intentional culture. I’ve had the opportunity to witness and contribute to this culture in countless ways. From collaborative planning sessions with teachers, to community engagement events that draw parents, students and staff together, the sense of unity and shared purpose is palpable. Even though I reside outside the Rockridge community, I’ve never felt like an outsider. The warmth, the support and the shared dedication to our students’ success have made me a part of the fabric of the Rockridge District. One of the most rewarding aspects of my role is seeing how this culture influences our students. When staff

Over 26 years ago, while driving across the Mississippi for my interview, I was full of excitement and anticipation of the possibility of becoming the high school chemistry teacher for the Rockridge School District. For 12 years, I poured my heart into teaching high school science, watching students grasp complex concepts and grow into curious, confident individuals. As my career progressed, I felt a calling beyond the classroom and moved to a new role as the district technology leader. This opportunity has allowed me to interact with the entire student population and all of the amazing teachers that I have grown to call friends, and the community that I now call home. Rockridge, located about 20 minutes Southeast of the Quad Cities, is more than the place that I work — I have become a Rocket. As a Rocket, I have learned that every decision we make, every initiative we launch, and every interaction we have, is driven by a deep commitment to our students, our staff and our community. It’s about seeing our role, not just as a job, but as a mission to foster an environment where everyone can thrive. This culture and mindset are what sets Rockridge apart and makes it more than just a workplace, and that is why I call myself a Rocket.

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themselves, and that drives them to achieve more, both academically and personally. Making Staff Feel Like They Belong As we continue to build on this culture, I am reminded daily of the importance of fostering an environment where everyone feels like they belong. This isn’t just about loyalty to an employer — it’s about creating a community where every staff member, regardless of where they live, feels connected to our mission and invested in our success. It’s about being a Rocket, not just working at Rockridge. Our culture is our strength, and it’s what will continue to propel us forward. So, when I say, “I’m a Rocket,” it’s not just a slogan. It’s a reflection of the pride I feel in being part of this district, of the relationships I’ve built, and of the unwavering dedication I see in my colleagues every day. We are all Rockets, working together to create a brighter future for our students and our community. That’s something truly worth celebrating, and why I call myself a Rocket.

members are invested, when they see themselves as integral parts of the school’s success, it creates a ripple effect. Our students pick up on this energy — they see their teachers, administrators and support staff going above and beyond, and it inspires them to do the same. They know they are part of something special, something bigger than

FREE MONTHLY WEBINAR SERIES FOR MEMBERS

Math

Bringing the Math Wars to an End Just like “The Reading Wars” fought between phonics and whole language, there are equivalent Math Wars between approaches that are more focused on procedural understanding and others focused more on conceptual understanding. But, unlike the Reading Wars which have ended, skirmishes in the Math Wars are ongoing. With states considering new initiatives focused on Math, it’s crucial that we bring these wars to an end. How can we, for example, provide high quality PD or suggest “high quality instructional materials” when we lack consensus about what quality instruction in mathematics looks like? Presentation from Dunlap CUSD #323 Join IASA and Dr. Gene Kerns, Chief Academic Officer with Renaissance, on January 23 for a one-hour webinar that thoughtfully explores this challenge and offers critical perspectives on how to bring the Math Wars to an end. In addition to hearing Dr. Kerns’ perspectives, this webinar is an opportunity to learn how Dunlap CUSD #323 uses Focus Skills as identified on Renaissance’s Star Assessments and Freckle to support learning across the district.

January 23 at 10 a.m.

info•register

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Education Elevat g Dr. Mary Henderson Roselle SD #12 Who: Dr. Mary Henderson, Superintendent

Dr. Jay Morrow United Twp HSD #30

Who: Dr. Jay Morrow, Superintendent

What: Expanded social-emotional support through partnership with Closegap; Increased professional learning opportunities for teachers; Strengthened school safety measures; Advocate for Women in Leadership; Mentors new superintendents; IASA Regional President.

What: Improved the graduation rate; Expanded programming and supports so students are more prepared to enter college, career or military after graduation; Established partnerships with businesses and expanded career pathways; Oversaw increase in number of students earning Seal of Biliteracy; Helped reimagine

Where: Roselle SD #12, DuPage Region When: Superintendent of Roselle SD #12 for six years. Why: In the wake of the pandemic, Dr. Mary Henderson observed a pressing need in Roselle SD #12 to provide another layer of social-emotional support for students. The preK-8 district of about 700 students partnered with the nonprofit Closegap to implement an innovative mental health initiative. The centerpiece is a daily digital check-in system where students can share their emotional state and energy levels with staff, allowing for more responsive and personalized support. “It’s paid great dividends,” Dr. Henderson said. “Our social workers are alerted right away if there’s an immediate need for a check in. There have been three to five instances of emergency mental health referrals to date. Our ability to have a pulse on student mental health, and create a stronger sense of belonging for everyone, has improved greatly.” Roselle SD #12 has expanded personalized professional learning experiences for teachers, a significant amount of which are younger mothers. The district offers teachers opportunities to engage in professional learning in the

alternative education in the district; Served on Vision 2020 Workgroup, IASA Board of Directors and IASA COVID-19 Task Force. Where: United Twp HSD #30, Blackhawk When: Superintendent of United Twp HSD #30 for 18 years. Why: Drawing from his own journey as a first-generation college student, Dr. Jay Morrow has dedicated his career to opening doors for others facing similar barriers. “Education was a pathway for me,” Dr. Morrow said. “I grew up in a modest community and had teachers and administrators who were instrumental in shaping my life. I want to pay that forward. I have a tremendous opportunity at United Township because we serve a large population of students from difficult and diverse backgrounds. I view this as a calling and feel honored and privileged to have had such a long career here.” When he was hired as superintendent 18 years ago, improving the graduation rate was a top priority. The rate hovered between 70 to 80 percent, a level Dr. Morrow viewed as unacceptable.

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Education Elevat g

Henderson ... cont’d. evenings and summertime to accommodate busy schedules. “Prior to COVID, numerous educators in our buildings could not participate in professional development because of scheduling and availability,” Dr. Henderson said. “Having that buy in from staff to engage in professional learning has a direct connection to improving student success.” Student safety is also a top priority in Roselle SD #12. The district invested in the Raptor Technologies school safety platform to modernize and streamline emergency management and communications — all while maintaining a strong fund balance. “We’re a small district so we have to be very efficient in our operations and programs,” Dr. Henderson said. “Through outsourcing things like custodial work, transportation, technology and having a strong relationship with our union, we keep the focus on student instruction.” Outside of Roselle SD #12, Dr. Henderson participated in IASA’s Elevate cohort for female superintendents. Establishing that connection with her female peers across the state has reinforced her commitment for veteran leaders to lift up younger female educators and encourage them to pursue a role in district administration. “I think, oftentimes, women wait until they check every box on the job requirements before applying for a position,” Dr. Henderson said. “We all know most people can’t check every box before they start. It’s important to tap our younger counterparts on the shoulder and let them know they would be great at this job.” Dr. Henderson also serves as Regional President and mentors new superintendents in the DuPage Region.

Morrow ... cont’d.

“We went right to work putting in a variety of supports for our students and have been able to maintain a rate above 90 percent ever since,” Dr. Morrow said. “I am also really proud that our Hispanic and African American student subgroups are graduating at a rate over 90 percent.” In recent years, Dr. Morrow has focused on what he refers to as a “value-added” degree. Students at United Twp HSD #30 can now earn over 30 college credit hours at no additional cost. Through its Area Career Center and partnerships with industry leaders like John Deere, the district has established five ISBE-approved career pathways and offers juniors and seniors hands-on apprenticeship opportunities during school hours. “Our goal is to have as many students as we possibly can gain additional skill sets beyond their high school diploma that gives them an extra advantage once they graduate from here,” Dr. Morrow said. United Twp HSD #30 has also expanded its efforts to help students obtain the state Seal of Biliteracy. The program recognizes high school graduates who have attained a high level of proficiency in English and in one or more other foreign, or world, languages. Twenty-six students at United Twp HSD #30 obtained the designation last year in the languages of Spanish, French and Hakha Chin, spoken in Myanmar, India, and Bangladesh. Also at United Twp HSD #30, Dr. Morrow is proud of the district’s efforts to reimagine alternative education. The district’s program focuses on opportunities to teach students career and soft skills, hear guest speakers, take online classes and have access to additional support. “Every year at their graduation, I ask students if they would walk across the stage if they stayed in a traditional setting,” Dr. Morrow said. “Each student says no. It’s really unique, and I’m proud to provide a program that keeps these students on track.” Outside of United Twp HSD #30, Dr. Morrow served on the Vision 2020 Workgroup, IASA Board of Directors and IASA COVID-19 Task Force. He is also a member of numerous community groups, including the Rotary Club and United Way of the Quad-Cities Education Council.

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Click Here to RSVP

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Aspiring Superintendent Academy

An Immersive Learning Experience To Prepare You For The Superintendency

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

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

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

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

More than 100 past participants have been hired as superintendents

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

See what past participants say about their experience: VIDEO!

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

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

• Legat Architects • Stifel • TCG Advisors

Presenters:

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

Dr. Dawn Bridges IASA Associate Director of Professional Learning

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

Dr. Nick Polyak Superintendent at Leyden CHSD #212

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The pandemic has changed how people get healthcare – and has increased the desire for at-home offerings. This, of course, especially affects those in the workplace, including educational settings. In the interest of providing you with useful health information you can pass along to your teachers and staff, we asked Debbie Levy, product director for biometrics at Optum®, about the role that at-home screenings play in this changed world. Q: Clearly, the pandemic has had a big impact on healthcare. How have biometric screenings in particular been affected? A: Before the pandemic, many employers offered on-site biometric screenings. The on-site option was a great way to make getting screened easy for employees, as they didn’t have to take off work or travel to an appointment. Also, employers often made them part of a bigger wellness fair, where they could share information about other health resources. When the pandemic hit, a lot of employers canceled their on Your Health Matters

Making Health Screenings More Convenient from Health Alliance™

site events due to safety concerns and often because they had a lot of employees working remotely. At the same time, we know a lot of people deferred preventive care in the first year of the pandemic, which meant they didn’t get screened at annual exams. So, we started to hear a lot more interest in at-home biometric screenings. Q: How have at-home kits evolved? A: Our previous biometric screening kits screened blood glucose and cholesterol, as well as some self-reported data: height, weight and blood pressure. We now screen for (or monitor) prediabetes or diabetes with A1c instead of blood glucose, as the test performs better in at home kits. We’ve also added a screening kit for colon cancer, and that’s something we’re especially excited to offer. Q: Why is adding an at-home colon cancer screening important?

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.

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A: Colon cancer, like so many other health conditions, has better treatment options and better outcomes when it’s identified early. Last year, the U.S. Preventive Services Task Force lowered the recommended age for colon cancer screenings to 45. So that’s a lot of people who should be getting screened. But we know many adults don’t get regular colonoscopies for a variety of reasons: They may not want to take a day off work, or they may simply avoid it because they think it’s uncomfortable. Our at-home colon cancer screening is a convenient option for many people at average risk. It takes just minutes, and if the results show a potential concern, then the individual can schedule a colonoscopy with their doctor. If they choose to use A: At-home kits are a great fit for people who find accessing healthcare challenging or for people who find it tough to make time for in-person screenings. When we can make health screenings more convenient for people, they’re more likely to participate, and that means we’re able to help more employees identify health risks early. Q: What benefit do at-home screenings offer employers? A: When an employer offers at-home biometric screenings, we can deliver aggregated data – at a population level, not on specific employees. That helps employers make key decisions about future wellness programs. our test, it’s a simple step they take once per year. Q: What are the benefits of at-home screenings?

For example, if they see a high prevalence of prediabetes, they might decide to offer lifestyle programs that will help people make the changes necessary to avoid diabetes. That could be everything from a diabetes management program to access to fitness programs or reevaluating what’s sold in their cafeteria. Helping employees access convenient care can lead to reduced absenteeism and reduced healthcare costs. It’s also part of creating a culture of health and wellness – something that has become increasingly desired by employees. Q: What do you anticipate for the future of biometric screenings? A: Many people have grown accustomed to the convenience that virtual visits and at-home testing have provided, and they may continue to choose their living room over a waiting room. Others will return – or already have returned – to all their usual in-person care. So on an individual level, it’s really about preference. We also know that some workforces will remain remote or hybrid, regardless of the pandemic. So I believe we’ll see at-home biometric screening kits remain an option offered by many employers. At-home kits can extend a culture of wellness beyond the office – adapting to meet the needs of employees, no matter the office structure.

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

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

Monthly e-magazine of Leadership Matters

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Legal Corner

Contract Renewals and Extensions: Answers to Frequent Questions

Chad Watkins IASA Associate Director/General Counsel

As part of my role as IASA general counsel, I support IASA members with their contract negotiations. This service is available to active members and non-members who are offered a superintendent contract with the understanding that they will join IASA upon taking the new position. When a superintendent takes their first job or moves to a new district, the process is straightforward: the contract is included in the offer and the hire is not finalized until both parties

old contract with a new contract and an extension is the continuation of the same contract. For the FAQ, we’ll use the term “new contract” to apply to a renewal or extension. When do I start the process of getting a new contract? You should initiate the process no later than January of the second to last year of your contract, but you do not have to wait this long. Anytime when things are going

have reached an agreement. But what if you are already the superintendent? Renewals and extensions are less intuitive. While most contracts include a renewal/ non-renewal provision, these are typically not

well can be a good time to discuss your next contract. Regardless, you never want to go into the last year of a contract unless it is your last year before retirement. If your contract has not been renewed

applicable until the end of the last year of the contract—a less than ideal time to determine whether you have further employment in that district. To bring some clarity to this process, I’ve prepared answers to the most frequently asked questions below. Keep in mind, however, that your district may do things a bit differently and that the following is provided for informative purposes and does not constitute legal advice. If you have questions specific to your situation, give me a call. What’s the difference between a contract renewal and a contract extension? Attorneys and others often use these two terms interchangeably. Technically, a renewal is replacing an

or extended by July 1st of your

last contract year, you should treat it internally as if you have been non-renewed and seek out other opportunities, even if you continue the conversation with your current board about a new contract. How do I start the process of getting a new contract? The process typically begins with an informal conversation with the board president individually or the board in closed session to express your interest in continuing as the superintendent of the district. It is also helpful to get an idea of the Board’s timeline for approval of the contract at this initial meeting.

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What to learn more? Check out our IASA Contract Guide (password protected)

How do I negotiate my desired changes into my new contract? Once you have determined what you would like in your new contract, I suggest scheduling a meeting with your board president to discuss the most salient proposals, typically the contract term, compensation, and benefits. Use that conversation as an opportunity to get a sense of the board’s feelings: Should you adjust some of your asks? Is the board more favorable to increases in some areas but not others? Is the board dead set against something you’d like? With that background, you can prepare your final proposals for the board’s consideration. Once again, I can assist with your preparation of the proposals. In most cases, I submit a copy of those proposals to the board’s attorney for them to review with the board president and/ or board separately. In some cases, you will provide that draft to the board president directly and they will discuss with the board without an attorney. Either way, you will receive a response and, once again, it is time to prioritize. Depending on what your initial proposals were, you may have to adjust or forego some of the items that you requested. You have to decide which proposals are worth a protracted discussion with your board. Sometimes, I can have that conversation on your behalf, sometimes I cannot. In some cases, it is better to have that final conversation directly with the board president. However you feel about the final offer after the last conversations, always know that you are in complete control. The decision to sign a new contract (or any contract) is always up to you. incorporates the parties’ requested changes. Like all other final actions, approval of the contract must be placed on a board meeting agenda to be voted on in open session. The Superintendent will typically sign first, and then the board president will sign on behalf of the board after the vote. After that, it’s back to doing the great work you do every day. After we have a deal, then what? A final version of the contract is prepared that

If there is mutual interest, it is time to consider what you would like to ask for. If there is not mutual interest or indecision on the board’s behalf, I would suggest a separate meeting with the board president to get a better understanding of the board’s feelings and determine whether you need to make adjustments

and/or begin to look for other opportunities. What do I ask for in a new contract?

After you and the board have expressed a mutual desire for you to continue as superintendent, it is time to determine what you would like to ask for in that new contract. While it is always favorable to increase your pay and leave and to make other language more beneficial to you, there are limits to what boards are willing to do. Before finalizing your asks, consider your priorities and how you think the board would respond to the proposals. I’ve summarized some of these considerations below but please also know that I’m available to assist IASA members with these discussions. As always, it is best to contact me from your personal email address or cell phone. • Term: —Superintendent contracts can be for multi-year periods of up to five years. —Do you want a long term or short-term commitment to the district? —How close are you to retirement? • Conditions of Employment, Modification, and Termination: —Is there something in the work environment that you would like to change? —Do you want more discretion to teach, lecture or attend conferences? —Do you want to make it more difficult or expensive for the board to remove you? • Compensation and Benefits: —How close are you to retirement? Should you prioritize creditable earnings? —Have you reviewed the administrative compensation reports in similar districts and/or peer contracts? Is your pay commensurate with the market? —How close is your total sick leave accumulation to 340 days (the number needed for two years of TRS serviced credit)? —What increases and other benefits have other employees or previous superintendents in your district received?

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IASA remains committed to scheduling free legal workshops that provide members the opportunity to gain insights from school attorneys. We are excited to unveil our Winter 2025 Legal Workshop Series focusing on a range of legal topics pertinent to school district officials. Click the images to register for each session and then add event to your calendar.

January 27, 2025 • 10 a.m.–Noon

February 4, 2025 • 10:30-11:30 a.m.

2025: State of the Law Attorneys: Kaitlin Atlas, Jennifer Dunn, Mike Hernandez and Jennifer Smith

Reduction in Force Attorney: David Braun

Register Here

Register Here

February 6, 2025• 10-11 a.m.

February 10, 2025 • 10 a.m.–Noon

Ensuring Success in School Law Attorney: Maureen Lemon

Residency Attorney: Courtney Stillman

Register Here

Register Here

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info•register

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News In Brief

Better Systems for Better Outcomes

ISBE invites administrators, educators, and other stakeholders to preview and give feedback on possible accountability models and on assessment performance level descriptors that will lay the foundation for new proficiency benchmarks. Join State Superintendent of Education Dr. Tony Sanders, Chief of Staff Dr. Kimako Patterson; and Data, Accountability & Assessment Executive Director Rae Clementz to give your input on the latest updates in the assessment and accountability redesign. ​Click Here to view a flyer with dates and locations.

New Access for School Administrators and KIDS Data Coming Soon to My Data Dashboard Illinois State Board of Education — My Data Dashboard provides Illinois district administrators with new views of their Report Card data that allow for data-driven programmatic decision-making and a deeper understanding of how data can be used for student and school improvement initiatives and analysis. Access the tool through the secure sign-in available via the MyIRC portal. (Click “Login” at the top right corner of the Illinois Report Card website.) We are excited to announce that the latest update opens the system up to school administrators and district financial users, further empowering your program improvement efforts by making critical information about summative designations and other performance indicators more readily available. In response to stakeholder demand, Kindergarten Individual Development Survey (KIDS) data also will be available for districts serving kindergarten students. Stay tuned for details on the release and on an upcoming webinar!

Amplifying Latino Voices: Insights From Leaders in Public Education

Join AASA and the Association of Latino Administrators and

Superintendents (ALAS) for an inspiring panel discussion that uplifts the voices, examines the challenges and celebrates the successes of Latino school leaders in public education. This engaging session will explore the unique perspectives and contributions of Latino educators leading schools and districts across the nation. The distinguished panel of superintendents and education leaders will share their personal journeys, discuss the critical issues facing schools today, and provide actionable insights for empowering the next generation of diverse and aspiring leaders. Whether you are a current school administrator, an aspiring leader, or an advocate for educational equity, this conversation will leave you inspired and equipped to drive

impactful change in your community. Click Here to learn more and register.

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

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January 29, 2025 • 8:30 a.m.

FREE The School of Education at University of Illinois Springfield, in partnership with IASA and IPA, invites su perintendents, principals, and administrators to a free leadership forum on January 29. Join us for an exclusive keynote from Illinois House Speaker Chris Welch, followed by in-depth Vision 2030 discussions with your peers. Our panel of five school law experts will also address your legal questions and concerns. The event will be held at The Student Union in The Ballroom. Registration opens at 8:30 a.m. and the event will conclude at 12:30 p.m. Light breakfast and light lunch will be served. Reserve your spot today! EDUCATIONAL LEADERSHIP FORUM AT UIS

Keynote Speaker : Rep. Emanuel “Chris” Welch

Vision 2030 Discussion

Join small group discussions to explore and understand each Vision 2030 pillar in detail. A facilitator will guide the conversation.

Gain invaluable insights from the Hon. Emanuel “Chris” Welch, Speaker of the Illinois House of Representatives. Speaker Welch was elected to this distinguished role in 2021.

Have a question for an attorney on a pressing topic? This is your chance to hear multiple legal perspectives on an issue that is impacting your school district. Stump the Attorney— Five Law Firms

4 PD Hours Offered

Register Now

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Professional Learning

Dr. Dawn Bridges IASA Associate Director of Professional Learning

Building the Ecosystem for Education in Illinois: Harnessing AI for Transformational Leadership

In Action Future-Focused Learning

Education in Illinois is at a critical juncture. With the rise of artificial intelligence (AI), we have an opportunity to reimagine how we lead, teach and prepare our students for a world defined by rapid innovation. But this transformation is not just about adopting technology; it’s about cultivating an educational ecosystem where all stakeholders — students, educators, administrators, and communities — thrive. At IASA, we recognize the critical role of superintendents and district leaders in navigating this shift, and we are excited to support professional learning opportunities that will empower you to lead your districts confidently into this AI-transformed era. Creating a Collaborative Ecosystem An ecosystem is more than its individual parts — it is the synergy between them that drives growth. In education, this means aligning our efforts from the boardroom to the classroom and beyond. Integrating AI into this framework allows us to enhance efficiency, foster innovation and meet the diverse needs of today’s learners. By embracing this ecosystem approach, we ensure that our schools are resilient, adaptable and equipped to navigate the challenges of an ever-changing world. Sustained Professional Development: A Cornerstone for Success The foundation of a thriving educational ecosystem is profes sional development that goes beyond one-time events. True transformation requires sustained, collaborative learning that evolves over time. This January, we are launching a journey of professional learning focused on AI, beginning with our Super Region workshops. Led by Dr. Bill Daggett and myself, these workshops will provide a blend of cutting-edge research and actionable strategies to support both classroom innovation and district operations. These sessions are more than workshops — they are opportunities to cultivate shared vision and collective action. They mark the first steps in a series of professional development

initiatives designed to help districts and our state build capacity and align efforts with the Vision 2030 framework. By investing in ongoing learning, we are not just preparing for the future; we are shaping it. Aligning with Vision 2030 Vision 2030 serves as our roadmap for building a robust and interconnected ecosystem for education across Illinois. This strategic initiative emphasizes collaboration, equity, and innova tion, ensuring that every district has the tools to thrive in a rapidly evolving landscape. The integration of AI into this vision reinforces our commitment to preparing students for a future that is both challenging and full of opportunity. Together, we are not just adapting to change but leading it. The Power of Collective Leadership This journey is not one we undertake alone. The strength of an ecosystem lies in its connections. By bringing teams to our workshops, district leaders can create the shared understanding and alignment needed to drive meaningful change. Together, we can transform challenges into opportunities, ensuring that Illinois schools remain at the forefront of educational excellence. Join the Movement I invite you to join us in this transformative journey. Together, we can harness the potential of AI to build an ecosystem where every learner and leader thrives. Through sustained professional development and collective vision, we are shaping a future that reflects the highest aspirations of Vision 2030 and the incredible possibilities of our interconnected world. Let’s lead the way forward, building not just better schools, but stronger, more resilient ecosystems for education across Illinois. I look forward to collaborating with you and your teams as we embark on this exciting new chapter for students.

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