LM Mar 2025

Leadership Matters March 2025

Transportation Gaps Push Higher-Tier Illinois Schools Toward Difficult Decisions

AI Solutions for Schools Closer look at AI Assistants available through Expanded Partnership with IASA and:

While all school districts in Illinois are feeling the pinch of proration — the diminished funding in transportation and other categoricals has particularly stung districts in Tier 3 and Tier 4 who don’t receive much new money from the state. IASA spoke with superintendents across the state to gauge the impact. For some, the issue is reaching a critical juncture. TRANSPORTATION GAPS PUSH HIGHER-TIER ILLINOIS SCHOOLS TOWARD DIFFICULT DECISIONS

4

AI Solutions for Schools Closer look at AI Assistants available through Expanded Partnership with IASA and ECRA Group

10 16 20

EBF: Making a Difference

8

IASA Legal Corner The Power of Learning Togther:

Elevating Education—Two New Leaders Featured

12

Continous Improvement as a Collective Commitment Annual Conference submit breakout proposal News in Brief

Power Up Learning: Strengthen Math & Reading Skills

18 25

14

March 2025 Leadership Matters

Volume 13, Issue 3

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

24314

Jason Nevel Director of Communications jnevel@iasaedu.org

Brandon Turley Graphic Designer bturley@iasaedu.org

1200 West Main Street Marion, IL 62959-1138 618.364.0501

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

www.iasaedu.org

2

Message From the Executive Director

Shape Your District’s Story: The Power of Consistent Communication in Election Season and Beyond

Dr. Brent Clark

With April school board elections around the corner, I’ve been reflecting on the important role superintendents play in helping shape public narratives about their school districts. Now more than ever, it’s critical for superintendents to recognize that consistent, positive communication about student and staff achievements isn’t just good practice — it’s essential leadership. School districts often face a tale of two stories. One story unfolds daily in our classrooms, hallways, and athletic fields — where students grow academically, teachers innovate, and challenges are overcome through hard work. Meanwhile, the other story circulates in coffee shops and social media, where perceptions of the district can be shaped by isolated incidents, outdated information or political viewpoints rather than the full picture. Breaking through the noise to ensure your district’s true story reaches the community can feel like swimming upstream, but superintendents who remain steadfast in their communication efforts — consistently showcasing student achievements, staff innovations and district progress — build a foundation of positive perception that can withstand even the most challenging board dynamics.

This positive narrative doesn’t happen by accident. It requires intentional planning and execution. Have you developed an avenue to have a regular cadence of good news? Are you leveraging multiple platforms — newsletters, video, email, social media, board meetings and community events — to showcase success stories? Establishing predictable communications that highlight student and staff achievements will not only be welcomed by stakeholders but can also provide compelling ready-made stories for local media outlets, most of which now have reduced newsroom sizes. To close, the job of a superintendent has never been easy, but today’s polarized climate makes steady leadership more important than ever. By maintaining consistent, positive communication, you’re going beyond crisis management—you’re crafting a compelling narrative of student and staff success that can stand on its own merits. While undoubtedly an uphill battle at times, this approach serves your district well beyond any single election cycle or board configuration.

3

LM March 2025

Transportation Gaps Push Higher-Tier Illinois Schools Toward Difficult Decisions

By Jason Nevel IASA Director of Communications

To balance the FY25 budget in Scott-Morgan CUSD #2, Dr. Kevin Blankenship has some gaps to fill. Proration in state transportation funding — 79 percent for regular transportation in FY25 — has left his school district of 180 students in west-central Illinois with a $200,000 deficit in its local transportation fund. To cover the shortfall, Scott-Morgan CUSD #2 needs to transfer money from its general fund to keep its buses

running and routes fulfilled. As a district that recently moved up to Tier 4 after beginning in Tier 1, Dr. Blankenship doesn’t have the benefit of new state revenue to offset his costs. “My school district benefitted greatly from Evidence-Based Funding. It stabilized our budget and allowed us to add staff and put in much-needed supports for students,” Dr. Blankenship said. “On paper, it looks like we now have the

4 LM March 2025

financial capacity to meet the educational needs of all our students. The reality is much different. Proration in trans portation is causing us to divert money from the classroom to our vehicle fleet. You’re giving me the money in one bucket, but I’ve got to fill another bucket with that bucket.” Tier 3 and Tier 4 Hit Hard In 2017, Illinois enacted the Evidence-Based Funding mod el to address the inequities caused by years of pro-rated General State Aid payments. The reform has been crucial for the state’s most economically disadvantaged school districts, which depend more significantly on state funding to operate. The EBF model categorizes school districts into four tiers based on their financial capacity to meet educational needs, with Tier 1 having the greatest financial need and Tier 4 the least. Although the state has invested approximately $2 billion in additional funding into EBF since FY18 — generally $300

has particularly stung districts in Tier 3 and Tier 4 who don’t receive much new money from the state. And the problem is only getting worse. The Governor’s proposed budget only recommends an increase of $20 million in mandated categoricals to solely cover the projected increase in orphanage claims — mean ing proration levels for transportation and other mandated categoricals will likely drop significantly for FY26, if the Illinois General Assembly doesn’t appropriate additional money. In a year where the budget is expected to be tighter than year’s past, Robert Wolfe, IASA Compliance Plus Co-Facil itator and former CFO at the Illinois State Board of Edu cation, said it might take the General Assembly lowering allocations for popular grant programs such as Dolly Parton Imagination Library and Teacher Vacancy to shake loose funds for transportation. “There’s only a finite amount of money put into education, and EBF has always been the higher priority, which most people understand why,” Wolfe said.

“” -Dr. Kevin Blankenship, Scott Morgan CUSD #2 You’re giving me the money in one bucket, but I’ve got to fill bucket, but I’ve got to fill another bucket with that bucket.

Make Cuts or Increase Property Taxes? For a school district like CHSD #99, home of Downers Grove North and South high schools, the state’s reduction in funding is prompting some hard conversations, not likely to be well received locally. Dr. Hank Thiele, superintendent, said the deficit in reim bursement from the state and local expenses for trans portation in his district was about $5.7 million in 2023-24 school year. As a Tier 4 district, CHSD #99 has to cover the gap through local resources because the district receives less than $5,000 per year in new EBF dollars. It’s an unsustainable path, according to Dr. Thiele, particularly as transportation costs rise due to increasing fuel prices and new bus purchases, while health insurance expenses and state mandates continue to balloon. The situation is

million annually ($50 million for Property Tax Relief Grant), with 99 percent distributed between Tier 1 and Tier 2 dis tricts — transportation funding, which falls under state-man dated categorical programs, has received significantly less financial support during the same period. In contrast to the EBF model’s increased funding, the state of Illinois continues to apply proration to transportation and other mandated categoricals — including special education and the Illinois Free and Reduced Lunch program ( Regular Orphanage Tuition and Special Education Orphanage Tu ition is required by state statute to be paid at 100 percent) — leaving these programs funded at merely 80 percent, give or take, of what’s actually needed. While all school districts are feeling the pinch — the diminished funding in transportation and other categoricals

continued on page 6

5 LM March 2025

further complicated by uncertainty surrounding other revenue sources, including Corporate Personal Property Replacement Tax, federal grants, and the potential dissolution of the Federal E-Rate Program. Crowning these concerns is the looming threat of a cost shift that would transfer teacher pension fund ing responsibility from the state to local school districts. As a result, CHSD #99 is on the verge of being left with the difficult choice of budget cuts or increasing property taxes. “While legislators may perceive that EBF has made public ed ucation flush with cash, the reality is that Tier 3 and 4 districts are going backwards as state funding fails to keep pace with inflation,” Dr. Thiele said. “This economic reality undermines the promise made when EBF was enacted that no district would end up in the red.”

schools on Chicago’s south side, climbed to Tier 3 in FY 25. According to Superintendent Dr. Nate Cunningham, moving up a Tier creates uncertainty because it’s difficult to gauge how much state revenue the district will receive. He estimates a gap of approximately $2 million that he will have to address through a fund transfer but that could vary depending on the state proration levels. “When EBF was enacted, we started at 66 percent adequa cy and now we’re up to 98 percent,” Dr. Cunningham said. “We have received a lot of new money from EBF, and we’re incredibly grateful for that. Right now, it looks like a situation of money in one pocket but out the other. We’ve come a long way, and I hope we don’t go back to a situation where we’re struggling.”

“” -Dr. Hank Thiele, CHSD #99 This economic reality undermines the promise made when EBF was enacted that no district would end up in the red.

Spanning the largest geographical area of any school district in Illinois, Jasper County CUD #1 faces significant transpor tation challenges. The southeastern Illinois district, recently reclassified from Tier 3 to Tier 2, operates 28 bus routes covering 600,000 miles annually. Due to proration, Superintendent Joe Sornberger said that the district must transfer $132,000 from its education fund to transportation to address the current deficit. While the district’s fund balance can temporarily support this solution, Sornberger recognizes it is not sustainable in the long term. “If I didn’t have to pull $132,000, I could probably hire three teachers,” Sornberger said.

Pain Felt Throughout the State IASA spoke with 10 superintendents across the state, and in various EBF Tiers, to gauge the impact pro-ration in transporta tion funding is having on their districts. Not surprisingly, superin tendents have various levels of concerns, with some needing to take immediate action and others feeling like they’re capable of weathering the storm. Palatine CCSD #15, the second largest elementary district in Illinois, has a transportation expenditure budget of about $10 million but estimates state transportation reimbursements to be $4.5 million. Palatine CCSD #15 is in Tier 2. Due to the district being in a PTELL county, which restricts the annual increase in property tax extensions, any shortfall in state funding could have to be made up for in budget cuts, school officials say. Meanwhile, Thornton Twp HSD #205, home of three high

Keeping Money From the Classroom Beyond potentially forcing districts to make difficult budget cuts or seek tax increases, proration creates significant

6 LM March 2025

opportunity costs for schools and the students they serve, district leaders say. Like Sornberger in Jasper County, Dr. Blankenship said he could potentially hire up to four teachers at Scott-Morgan CUSD #2 with $200,000 he uses to cover the transportation shortfall. At Lyons Twp HSD #204, a Tier 4 district, Superintendent Dr. Brian Waterman said he has been able to weather a funding gap of $200,000-$250,000 per year through local resources. However, like the others, he said he would love to be able to hire additional teachers or use the dollars for capital projects. Similarly, Palatine CCSD #15 officials say the funds used for transportation could be allocated to support student academic and social emotional needs in the form of additional teachers,

academic and behavioral interventionists, and coaches. In Downers Grove, Dr. Thiele said he would love to be able to do more to combat absenteeism and support students with 504 accommodations, a classification for a student who does not require specialized instruction but needs additional accommo dations to ensure equal access to education. “There is a lot of support that all of us feel like we want to have more of. When you’re in the position of revenues not meeting expenses, it’s incredibly hard to add those additional resources,” Dr. Thiele said. “It’s getting to a point where there will only be two levers schools can really pull on: make cuts or increase local property taxes.”

HELP SHAPE NEW VISION FOR PUBLIC EDUCATION

Visit IllinoisVision2030.com to:

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

7 LM March 2025

6

LM Feb 2025

models can’t access. Second, we’ve built a robust permissioning system to ensure only authorized users can access sensitive information. Third, we offer multiple ways to interact with the assistants, including email and integration with existing systems, making them more accessible and practical for daily use.

What tools and AI solutions is ECRA making available?

Q

As part of our expanded partnership with IASA, we’ve created a free demonstration using the Illinois School Code. At ecragroup.

A

How accurate are the AI Assistants, and how do you handle potential misinformation? While not perfect, they’re incredibly accurate with local data. We’ve implemented two key safeguards. On the front end, we tune parameters so assistants

Q

com/ILschoolcode , you’ll find a ChatGPT-like interface where you can ask questions about the Illinois School Code. This demonstrates how districts could apply similar technology to their local information. Beyond this, we can train AI assistants for various areas within your district: board policy and actions, human resources, courses and pathways, and parent communication. For example, you could ask questions about district policies, benefits programs, or curriculum planning. AI Assistants can even serve as a parent concierge, answering questions from lunch menus to district procedures.

A

only answer when they have high confidence in the response. They’re trained to decline answering and refer to a human expert when uncertain. On the back end, we maintain visibility through comprehensive logging of questions and rating of answers, allowing for continuous quality improvement through reinforcement learning from human feedback (RLHF). This helps us identify and address any accuracy issues quickly.

What are the first steps for implementing these AI assistants?

Q

Q

What’s your advice for districts looking to get started?

A

Start by trying our Illinois school code assistant to understand the potential. Then, choose an area where you’ve struggled with information

Don’t try to extract 100% of the value immediately. Apply the 80-20 rule - identify areas where you can get 80% of the value with well-documented

A

access but have well-documented resources. The two areas superintendents typically start with are board policies and human resources, as these tend to be well-documented and structured. It’s important to understand that AI isn’t a magic solution - it actually exposes inconsistencies or gaps in documentation. That’s why starting with well-organized areas is crucial.

information. Start small in an area you feel confident about, and don’t worry about perfection as long as the AI assistant can recognize its limitations and refer questions when needed. To get started, try our Illinois School Code Assistnat at ecragroup.com/ILSchoolCode or email ILSchoolCode@ ecragroup.ai. Superintendents can also reach out to me directly at johngatta@ecragroup.com to discuss implementing these solutions in their districts. We’re excited about this partnership with IASA, which builds on our long history together from Vision 2020 to Vision 2030. This expansion into AI represents an important new chapter in supporting Illinois school districts.

How do these AI Assistants from ECRA Group differ from ChatGPT or other AI models? While the foundational technology is similar, there are three key differences. First, we can train these assistants on your local, internal data that public AI

Q

A

8

LM Feb 2025

EBF: Making a Difference

Wabash Valley Region Teutoplis CUSD #50 Matthew Sturgeon, superintendent

Cook North Region East Maine School District 63 Dr. Shawn Schleizer, superintendent

74 % A continuous investment in EBF will empower us to invest in the ongoing professional development needs of our educators, equipping them with the tools and training necessary to implement innovative teaching strategies required for today’s learners. We will also continue to update our learning materials, technology infrastructure, and modernize our instructional spaces, ensuring that our students are prepared to thrive. EBF has brought stability and predictability to funding, enabling us to plan for the future with confidence, focusing on long-term improvement and initiatives that will sustain and grow our Wooden Shoe tradition of academic excellence. special education resources, and grown career and technical education programs. All of these efforts have helped create a more inclusive and supportive learning environment that better meets the needs and interests of our students and community. Like many Illinois districts, Teutopolis has moved closer to the adequacy target, ensuring that resources are directed where they are most needed. This has allowed us to continue and expand our most impactful programs, making improvements that benefit our students and district families. This funding has enabled investment in our quality teaching staff, the lowering of class sizes, and provision of resources for more personalized attention for each student. We have expanded access to critical support services like counseling and Prior to EBF, Teutopolis relied heavily on local property taxes to endure financial uncertainty created by state proration. These times were characterized by controlled spending and, in some years, budgetary cuts, leading to prioritization of the ssentials and the postponement of initiatives and attention to known needs. Teutopolis CUSD #50 serves 1,150 PK-12 grade students in three buildings within Effingham County. The Wooden Shoe community is steeped in tradition and our schools are committed to helping every student become the best version of themselves. in FY 2025 73 % in FY 2018

     If we did not have the EBF funds, we would still be required to provide the special education services, so the money would be pulled from other areas, potentially increasing class size and reducing opportunities and services to children. Additionally, we continue to fund our summer school programs (both academic and enrichment) for about 1,000 kids, as well as instrumental music classes that are open to all students free of charge. When we removed the cost a few years ago, participation nearly doubled. We also removed fees to participate in athletics and provide full-day kindergarten at no cost to families. Most, if not all, of these initiatives would be difficult to sustain without EBF. development. The district provides excellent teaching, individualized learning, strong English learner programs, free full-day kindergarten, no-cost music and athletics, and robust after-school offerings—ensuring every child from preschool through middle school has opportunities to thrive. Like all districts in Illinois, we depended greatly on General State AId (GSA). Unfortunately, the amount funded by the legislature would frequently be less than the full amount, and for many years we would receive a fraction of what we were entitled to receive. This was a challenge as this revenue stream was not predictable, but badly needed. We’ve been able to keep class sizes at reasonable levels and intentionally lowered them post-COVID as we emerged from the pandemic. Additionally, this funding has helped us manage a significant increase in our self-contained special education population. For example, since October 1, 2019, that population has grown by 180%, accounting for approximately 57.4% of all new students in the District during this period. Because special education reimbursement covers only about 20 cents for every dollar we spend, EBF funding has been crucial in allowing us to respond to the notable increase in our student population with special needs. Much of this growth comes from programs serving children on the autism spectrum. 67 % in FY 2025 82 % in FY 2018 East Maine School District 63, northwest of Chicago, serves 3,750+ students across five communities with a diverse learning environment focused on comprehensive student

    

Describe your school district.

Before EBF, what was the situation in your school district? Percent of Adequacy then and now?

Biggest impact EBF has had on your district?

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

10 LM March 2025

11

LM Feb 2025 continued...

Education Elevat g

Dr. Patrick Anderson Wood River-Hartford ESD #15, Southwestern

Dr. Elizabeth Alvarez, Forest Park SD #91, Cook West

Who: Dr. Patrick Anderson, Superintendent

Who: Dr. Elizabeth Alvarez, Superintendent What: Implemented STEAM classrooms; Introduced Special Olympics at Forest Park SD #91; Improved family and community engagement through PTO restructuring; Author of Rabbit on the Moon: Embracing My Mexican American Identity ; Reformed

What: Author of The Kid in Purple Pants: Structured Approaches to Educating Underprivileged Students; Helped build a strong school culture; Added academic supports for struggling students; Led recovery efforts after a fire caused extensive smoke damage at an elementary school; Wrote the play School Secrets , which has been used as a

bilingual education practices in CPS Network Eight, leading to substantial gains in literacy scores; Former President of IALAS; Adjunct professor at Aurora University. Where: Forest Park SD #91, Cook West When: Superintendent of Forest Park SD #91 for four years; Chief of Schools for Network Eight in Chicago Public Schools for five years Why: Growing up, Dr. Elizabeth Alvarez kept her Mexican heritage at arm’s length, convinced that success meant blending in rather than standing out. However, as she grew older and more confident in her own skin, she learned how important it is to embrace the culture she once shied away from. “As educators, we have so much power to help students feel empowered,” Dr. Alvarez said. “I realized I needed to write about it and talk about the struggles I had, so teachers can help students see their heritage not as an obstacle, but as a source of strength and possibility.” Last year, Dr. Alvarez penned the book, Rabbit on the Moon: Embracing My Mexican-American Identity. The book emphasizes the critical role of identity in education, advocating for educators to truly know and care for their students.

professional learning experience; Where: Wood River-Hartford ESD #15, Southwestern When: Superintendent of Wood River-Hartford ESD #15 for 12 years; Superintendent at Central SD #104 for one year. Why: When Dr. Patrick Anderson wrote his book in 2012, The Kid in Purple Pants: Structured Approaches to Educating Underprivileged Students , he was partly writing a memoir and partly sharing personal insights from his decades in education. Dr. Anderson grew up in a loving, but economically disadvantaged home and had limited clothing options. His favorite pants, blue corduroy jeans, were forever altered when bleach turned them purple. “I didn’t have a lot of clothes and was embarrassed by that when I had to wear them to school,” Dr. Anderson said. “I never forgot that experience and have always been passionate about how our public education system can help students at risk solely for socioeconomic reasons. All kids deserve a chance to be successful.” At Wood River-Hartford ESD #15, an elementary district

continued...

continued...

12 LM March 2025

Education Elevat g Anderson .. cont’d. Alvarez ... cont’d.

The mindset served as the foundation for Dr. Alvarez’s work at Chicago Public Schools. As the former Chief of Schools for Network Eight, which comprised 32 schools at the time, she led a comprehensive overhaul of bilingual education teaching practices and curriculum. Under her leadership, the percentage of students reading at grade level increased dramatically from 30 percent to 70 percent. Dr. Alvarez departed from CPS in 2021 to assume the role of superintendent at Forest Park SD #91. While leading this district of approximately 700 students, Dr. Alvarez has enhanced educational achievement through various accomplishments. Notably, the district has embraced the STEAM educational approach through renovating spaces and a partnership with Project Lead the Way. “The fact that it creates a unified system where children can see how science, technology, engineering, art and math are all aligned allows our teachers to start collaborating more effectively,” Dr. Alvarez said about STEAM. “The technology piece fits seamlessly into this framework, and then, at the end of the year when we have our art fair, much of what’s showcased is based on what’s happening in our STEAM program.” In addition, Forest Park SD #91 began offering Spanish in grades K-8 rather than just middle school. The move is intended to put students on a pathway to achieve the state Seal of Biliteracy when they graduate high school. Family and community engagement has also been a major focus area, including reorganizing the PTO structure to make it more equitable. “All of our PTO’s used to be separate for each building,” Dr. Alvarez said, also noting the district has begun offering a Parent University that covers a variety of topics, including budgeting and special education rights. “We hired a Director of Engagement and unified it where teachers and the PTO community can all be in the same meeting discussing needs and successes in their schools.” Under Dr. Alvarez’s leadership, the district has also brought in the Special Olympics as a way to change the conversation around students with IEP’s. “Students in special education often don’t receive the spotlight they deserve and are typically only discussed in terms of their IEPs,” Dr. Alvarez said. “With our 13 students now involved in this program, you can visibly see how it brightens their day and transforms our school culture. Teachers and peers now interact with these students in a completely different way—seeing their abilities rather than their disabilities.” Dr. Alvarez’s leadership extends beyond Forest Park SD #91, where she served as president of the Illinois Association of Latino Administrators and Superintendents for three years. She has also contributed to higher education as an adjunct professor at Aurora University.

of about 560 students, Dr. Anderson helped build a strong culture where the staff and community pull together. When a fire broke out in 2022 at Lewis and Clark Elementary School, causing extensive smoke damage, Dr. Anderson turned to community churches for help to house students. “Coming out of the pandemic, we knew that we had to do everything in our power to ensure our students would not be going remote,” Dr. Anderson said. “I’m really proud of how we responded to that incident.” On the academic side, the district has emphasized small classroom sizes, Multi-Tiered-Systems of Support and added interventionist positions and social workers to help students who may be struggling. Wood River-Hartford ESD #15 has also expanded its resource pool by partnering with neighboring districts to offer teachers more professional learning opportunities. As a teacher at heart, Dr. Anderson has always had an open door policy and has tried to help teachers understand the challenges students from underprivileged homes face. “Helping teachers become more aware of how poverty can impact student’s lives is a passion of mine,” Dr. Anderson said. “I truly believe if we keep students fed, meet their social emotional needs, and give them the support that other kids have, we can eliminate the factors that cause students not to succeed in school.” In addition to being an author and educator, Dr. Anderson has dabbled in being a playwright. In 2019, he wrote School Secrets, which has also been used as a professional learning experience for administrators in Madison County. The play touches on the same themes as the book, but the live performance aspect can better illustrate emotions and feelings. “It’s powerful for administrators to actually see these scenes about race and poverty played out in front of them,” Dr. Anderson said. “You can share statistics all day, but when people watch it happening - even in a play - it hits differently. The discussions we have afterward are when I see the light bulbs really coming on and people starting to think about what needs to change in their schools.”

13 LM March 2025

continued...

Keep Illinois Learning with Renaissance

Power Up Summer Learning: Strengthen Math & Reading Skills

To learn more , and to register for an informational webinar, visit renaissance. com/keep-illinois-learning/ . $1.00 per student for reading and math practice solutions

10th Annual Summer Learning Partnership

myON provides unlimited, 24/7 access to thousands of digital titles on any device, online or offline. Embedded literacy tools personalize the reading experience for every student, engaging them in meaningful reading practice throughout the summer.

Freckle offers engaging math practice at each student’s individual level. With a wide variety of differentiated, standards-aligned activities, students can continue growing their math skills over the summer.

Click to view our digital brochure & video

Click to view our digital brochure & video

www.renaissance.com

13 LM Nov–Dec 2024

“Five years after the pandemic first hit, we find ourselves still addressing lingering impacts. Now more than ever, every opportunity counts which is why it’s critical to keep learning over the summer.”

—Dr. Gene Kerns Chief Academic Officer at Renaissance

In today’s complex world, continuous learning is essential. With declining NAEP scores and widening achievement gaps, summer learning is more important than ever. Watch IASA’s March 17 webinar recording featuring Renaissance’s Dr. Gene Kerns, Chief Academic Officer, to discover how to transform summer into an effective learning season for all students.

Summer = Season of Learning

Summer enrichment programs School- and community-based programs

Independent summer learning Targeted reading and math practice

Formal summer school

High-dosage tutoring and acceleration academies

Watch this video from Dr. Gene Kerns about opportunities for students to practice reading and math skills over the summer using Renaissance Focus Skills based upon the Illinois standards.

Play time 2:38

For more information, please contact Kim Walsh | kim.walsh@renaissance.com | (847) 687-7409

14

LM Feb 2025

©Copyright 2025 Renaissance Learning, Inc. All rights reserved.

869149.0325

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 2024–25 school year. In 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. In this issue, we share a rolling update from attorneys at Franczek about the Department of Education, executive orders and legal challenges. 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.

New Developments from the Dept. Of Ed., More Enforcement Actions by the EEOC and DOJ, and Additional Challenges to Executive Orders

It was another big week for the Department of Education, with President Trump signing an Executive Order on Thursday instructing Education Secretary Linda McMahon to take actions to “close” the Department. President Trump’s Executive Order came one week after the Department announced that it would lay off approximately 50% of its staff members and close seven regional offices of the Department’s Office for Civil Rights (“OCR”). Relatedly, a group of parents have filed suit against the Trump Administration related to the OCR closings, alleging that the administration’s actions exceeded the President’s authority and violated a myriad of laws. In other notable news from the week, we continued to see enforcement actions from the Equal Employment Opportunity Commission, Department of Justice, and OCR against educational institutions and private employers alike related to DEI initiatives. Continue reading

16 LM March 2025

Apr. 1 2025 10am–Noon

Apr. 3 2025 10am–11am

FOIA: Recent Decisions and Developments Attorney: Matthew Swift

Board Reorganization Attorney: Bill Gleason

Register Here

Register Here

Apr. 10 2025 10am–11:30am

Apr. 28 2025 10am–11:15am

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

Advanced HR Attorney: D. Shane Jones

Register Here

Register Here

May 13 2025 10am–Noon

Recordings are available to IASA members on the IASA website.

Can’t attend?

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

Register Here

and Section 504 Attorney: Dana Bond

17 LM March 2025

info•register

18 LM March 2025

is Accepting Breakout Session Proposals Also Seeking Ignite Presenters

Have an innovative program or success story to share? Be part of what makes IASA’s 61st Annual Conference impactful by leading a breakout session or delivering an Ignite presentation during a general session.

Seeking Breakout Proposals on Following Topics (including but not limited to)

CTE Career Pathways

AI

Innovation

College/Career/ Life-Ready Skill Development Social-Emotional

Leadership School Safety School District Systems/Learning Ecosystems

Recruitment and Retainment of Staff Technology

Well-Being Curriculum

Legal Updates

Deadline to submit is Friday, April 18 Please note that proposals constituting sales promotions for products or services will not be considered (proposals submitted by vendors).

Click Here to Submit Breakout Proposal; Indicarte Your Ignite Interest

19 LM March 2025

Professional Learning

Dr. Dawn Bridges IASA Associate Director of Professional Learning

The Power of Learning Together: Continuous Improvement as a Collective Commitment

In education, we often talk about the importance of continuous improvement—but, too often, that phrase becomes more of a slogan than a practice. The truth is, continuous improvement is not just a strategy or an initiative; it’s a mindset. And at its core is a belief in the power of professional learning—not just as an individual pursuit, but as a shared commitment across schools, districts, and our entire state. We saw that belief in action during our first round of Super Region Workshops on AI. Across three sessions held in different corners of Illinois, hundreds of district leaders came together to explore how artificial intelligence is shaping our world—and what it means for our schools. We engaged in conversations about how our students are changing, how the demands on teaching and leadership are evolving and why it’s more important than ever to come together to learn, plan and lead with intentionality. At the end of each session, one theme was clear: people wanted more. More time to learn, more space to collaborate, and more opportunities to grow together. We listened. That’s why we’re offering Super Region Workshops 2.0 in June, with three identical sessions across different parts of the state. Even if you missed the first round, please join us. Because this work is too important to do alone. IASA Offering Strategic Planning to Districts At IASA, we believe that professional learning is not just about new knowledge—it’s about building the capacity to lead real, sustainable change. That’s also why we will

Advance Your AI Journey Super Region Workshops 2.0:

How to Get Your Nights and Weekends Back with AI

In Action Future-Focused Learning

now offer strategic planning support for districts across the state. Strategic planning is a cornerstone of continuous improvement, giving leaders the structure and clarity they need to turn vision into action. Whether you’re just starting the journey or refining a plan, we’re here to support you every step of the way. Feel free to contact me with questions and inquiries. Let’s deepen our collective commitment to continuous improvement — elevating it from a personal goal to a shared responsibility. Let’s keep learning, keep connecting, and keep pushing forward— together. If there are other topics or areas where you need support, please reach out. Your voice matters, and our collective impact is strongest when we’re learning side by side.

20 LM March 2025

2025 NEW SUPERINTENDENTS CONFERENCE

Hear from practitioners who walked in your shoes and under stand the challenges you face. The speakers will share person al stories and offer practical advice about how to succeed in the superintendency. Topics covered include board relations, school finance, do’s and don’ts, leadership lessons, legal advice and personal health. Upcoming dates: July 14-16.

This conference is designed to help new superintendents successfully transition into their new leadership role.

info•register

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

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

info•register

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

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

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

info•register

Leadership Strand

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

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

info•register

21 LM March 2025

PL ...cont’d.

Leadership Strand

Communication Strategies for Superintendents AA #1761

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

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

IASA Academy

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

School of Professional Development

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

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

Professional Learning

Leadership Strand

Special Opportunity From:

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

IASA Workshop • Only Offered Twice!

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

of High Trust , this workshop provides a proven framework for fostering stronger relationships, driving collaboration, and achieving better results—faster and with less friction. Upcoming dates: November 5.

info•register

22 LM April 2025

IASA Academy

Introduction of AI to District Leaders

AA #4144

In Action Future-Focused Learning

This training will provide district leaders with an Introduction to Artificial Intelligence (AI), focusing on how AI can be applied to improve district operations, enhance decision-making processes, and prepare students for a tech-driven world. Each participant will explore real-world applications of AI in education and its potential impact on the future of learning. Upcoming dates: April 21 and May 8.

info•register

Navigating Superintendent & School Board Relationships AA#3998

Professional Development

The purpose of this academy is to provide participants with an in-depth overview of the topics related to navigating the relationship necessary to lead a school district successfully. This academy will offer tools and strategies for leaders to develop the skills needed to successfully navigate the relationship between the Superintendent and School Board.

Included in this academy will be an overview of the policies, processes, reflections, and tools needed to foster, build, and create positive school district relationships. Upcoming date: May 8. info•register

Problem-Solving and Collective Bargaining Using an Interest-Based Approach AA 3782

Professional Development

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 provides

participants information on the three main components of Interest-Based Bargaining: Training, “Communication Lab” and Bargaining. Upcoming dates: June 23. info•register

23 LM March 2025

continued...

PL ... cont’d.

Professional Development

Budget Amendment/Cash Flow Analysis

IASA Workshop on Spring Budgeting Process

Now is the time to determine whether or not a budget amendment will be required for your district’s FY25 budget. This 2-hour virtual workshop will walk superintendents through the process of determining the need for a budget amendment, review the required steps and timelines to complete an amendment, and demonstrate how to complete a cash flow analysis. This workshop is a follow-up to

IASA’s Budgeting Basics class held in the summer. The target audience is first, second and third-year superintendents as well as any administrator or bookkeeper needing additional support with the spring budget amendment process. The following dates are scheduled:

• April 7 • April 8

info•register

Learn More!

Safe School ID is a school vendor security system that adds an extra layer of protection to your existing security protocols, specifically by managing your third-party vendors. To help district leaders learn more about this program, sponsored by IASA and IARSS, a webinar was held Feb. 19. The presenters shared updated processes that have streamlined registration for school districts and site access for vendors.

The webinar was recorded and is available for viewing.

VIEW PRESENTATION

WATCH RECORDING

24 LM March 2025

News In Brief

ISBE Weekly Message

In the Weekly Message, the State Superintendent Dr. Tony Sanders provided an update to clarify restraint and time out. From the message: We have had a busy week at the Capitol advocating for students. In light of a bill pertaining to restraint and time out practices, I wanted to clarify some commonplace interactions that do not constitute and do not need to be reported as restraint or seclusion. I hope this addresses the main concerns that prompted the bill. Click here to read Weekly Message. Hardwiring School Culture for District Success In today’s educational landscape, creating healthy and thriving school environments for students and staff is fundamental to achieving district-wide excellence and sustainable academic success. Join your colleagues at Schaumburg School District 54 in Illinois, to explore strategies for nurturing talent, fostering collaboration and creating welcoming environments where students and educators reach their fullest potential! Click Here to learn more and register for this AASA event. New Report Highlights Superintendents’ Strong Commitment to Summer Learning, Amid Funding Challenges A new study by the National Summer Learning Association (NSLA), AASA, The School Superintendents Association, and Gallup underscores the critical role that summer learning programs play in achieving school district goals, despite ongoing funding concerns. The report, Bridging the Summer Gap: What District Leaders Say About Learning Beyond the School Year, presents insights from U.S. school superintendents on summer learning opportunities, challenges, and future priorities. An overwhelming 91% of superintendents say summer programs are essential to achieving their district’s strategic objectives, with 41% rating them as “very important.” Larger and urban districts place even greater emphasis on their importance. Despite the phasing out of federal pandemic-related funding, 82% of superintendents plan to maintain or increase spending on summer learning programs in 2025. Many districts are transitioning funding from temporary federal support to district budgets

(81%) and grants (52%). Click Here to read more.

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.

25 LM March 2025

Calendar of Events IASA Event Professional Development Event

Click here to view the IASA interactive Calendar of Events online.

Legislative Event Region Meeting (Contact your Region President for details)

MAY 2025

APRIL 2025

Thurs., May 1

Communications Strategies for Superintendents AA1761 Keep Illinois Learning Summer Program

Tues., Apr. 1

Shawnee

Wed., Apr. 2

Illini

Mon., May 5-6

Evaluator Academy for Principals AA #4050

Mon., Apr. 7

Budget Amendment/Cash Flow Analysis Workshop

Tues., May 6

Shawnee IASA-ISBE Advisory Committee

Tues., Apr. 8

Budget Amendment/Cash Flow Analysis Workshop Teacher Evaluator Training AA 1801 Navigating Superintendent & School Board Relationships AA 3998

Thurs., May 8

Navigating Supt. and School Board Relationships AA 3998 Introduction of AI to District Leaders AA 4144

Thurs., Apr. 10

Student Growth AA 3000

Thurs., May 15

Superintendent of Distinction luncheon

Fri., Apr. 11

Power of Positive Leadership AA 3730 Deadline Third Reading Substantive Bills

Wed., May 21

Egyptian

Thurs., May 29

Administrators Guide to the Fundamentals of HLS AA 3700

Thurs., Apr. 17

The Unfinished Leader AA 3896

Wed., Apr. 23

Egyptian

Mon., Apr. 28

Leading at the Speed of Trust

Tues., Apr. 29

IASA Board of Directors

26 LM March 2025