LM May 2023

May 2023 Leadership Matters

The End of ESSER Funding

Now What? Moving Forward in a Post-ESSER Environment Steps to Take Before September 30, 2024

2023

Reimagining Rural Leadership: Podcast Q&A Natural Disater Recovery Checklist: Helping Superintendents Plan For the Worst

Superintendents of Distinction

4

Ralph Grimm, IASA Field Services Director, shares insights and advice on steps superintendents should be taking between now and September 30, 2024 to move forward in a post-ESSER environment. THE END OF ESSER FUNDING ...NOW WHAT?

Now What? Q

14 16 19 18 27 20

IASA 2024 Membership Drive Elevating Education IASA Members Meet New State Superintendent IASA Annual Conference— Coming September 2023

Reimagining Rural Leadership: A Podcast Q&A Group Interview

6

10 Natural Disaster

Recovery Checklist

Announcing the 2023 IASA Superintendents of Distinction

PD Opportunities IASA Legal Corner

22

Volume 11, Issue 5 May 2023 Leadership Matters 23104 Jason Nevel Director of Social Media and Publications jnevel@iasaedu.org

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

Marjorie Gladish Graphic Designer mgladish@iasaedu.org

1200 West Main Street Marion, IL 62959-1138 618.364.0501

www.iasaedu.org

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

2

Message From the Executive Director Superintendents Experienced Peaks and Valleys in the 2022–23 School Year

Dr. Brent Clark

As the weather changed, and board elections got settled, superintendents emerged from that valley. I could feel it when IASA held our reception on May 3 to honor the 2023 Superintendents of Distinction. The churn subsided and spirits were much higher. One thing that was mentioned at the reception that deserves repeating is school leaders should not be adding fuel to the negative discourse around public education. Your words, even in casual conversations, carry weight and can cause a ripple effect. Public education has become a target. It’s in the news and in campaign speeches on a regular basis. I feel strongly that superintendents should be defending its value. After all, public education is the bedrock of our democracy. That is something worth fighting for. With that, we have a lot of quality content in this issue of Leadership Matters about ESSER funding, our new cohort for rural educators, a tornado recovery checklist, FY 2024 IASA Membership, Elevating Education and more. Be sure to check it out. Have a great spring and final stretch of the school year.

Everyone who has served in the role of superintendent understands the job has its peaks and valleys. There are the good times where you launch an innovative program, watch students overcome immense challenges or break ground on a new facility that will create a dynamic learning space for students for decades to come. Conversely, there are days where a relationship with a board member turns rocky, a crisis situation emerges or a situation goes much more poorly than expected. The 2022–23 school year epitomizes a peak and valley year. As I toured regions and gathered feedback from members, there was an undeniable feeling that the 2022–23 school year was off to a great start. School administrators were no longer dealing with the day-to-day challenges of COVID-19 and could focus much more of their attention on teaching and learning. Somewhere in the late fall or early winter, rough waters seeped in and there was discernible churn among our members. A few superintendents even told me they had hit a low point. COVID might have been in the rear-view mirror, but a new wave of challenges had hit them head on. The circumstances varied from district to district. Upcoming school board elections, negativity about public education, student mental health concerns, the teacher shortage, safety issues and declines in academic growth were all part of the mix.

3

LM May 2023

The End of ESSER Funding

Now What?

By Ralph Grimm IASA Field Services Director

that evolved through our response to the pandemic. We would like to see all of our superintendents begin to think about how to both plan for and communicate what the future looks like when ESSER revenues are no longer a part of our operating revenue. That lens should include both a budgetary perspective and a programmatic perspective. Now is the time to do the work necessary to go forward in the post-ESSER era. September 30, 2024. First and foremost, it is very important for each Superintendent or Business Manager to review how the ESSER funds were spent and determine if the spending was associated with something that will need to be sustained in successive budget cycles or was more reflective of one time expenditures. If you are a Superintendent new to your district this is a critical step. Review the narrative that was used when introducing the spending plans for each round of ESSER funding. Share that narrative with new board members. Remind your staff about those decisions and why they were made the way they were. A lot has transpired over the course of the last three years and this information will be important as you plan for the post-ESSER-funding era. Determine How the Money Was Spent It is important to do a few things between now and

September 2024 will see the end of the Elementary and Secondary School Emergency Relief (ESSER) grants. These grants have provided billions of dollars to Illinois school districts in response to the COVID pandemic. The grants were designed to provide funding to enable schools to operate safely during the unprecedented COVID-19 pandemic, provide resources to attend to the social/emotional challenges facing our students and staff and attend to the unfinished learning following the pandemic. It is essential for local school districts to take advantage of the next 17 months to evaluate the end of ESSER funding on your district’s budget and programs. Now is the time to do the work necessary to make well thought out, informed decisions on how best to go forward in the post-ESSER era. If you haven’t already, superintendents should begin to have conversations with your Board of Education about how to move forward in a post-ESSER environment. Whether districts made decisions to supplant existing spending for programming and services that already existed or supplemented the growth of programming and services in order to be responsive to the growing and unique needs created by the pandemic, we all have some decisions coming for fiscal year 2025. It seems reasonable to think of our fiscal planning with a two-year perspective. How do we unwind from the additional revenues and associated programs over the next two years? We don’t want any of our school districts to begin the process of budgeting for FY 2025 only to find out that they don’t have the operating revenues to cover the programs and services

4

LM May 2023

Long-term Financial Planning With regard to the budget, it seems that every district will need to review their expenditures to see how many, if any, of the previous ESSER expenditures will be carried forward post ESSER funding. If those expenditures are to be carried forward, where will the funds to do so come from. Districts should undergo a long-term financial planning exercise to determine whether or not the funding to continue these new programs will be available going forward. Key among the considerations here is personnel. Simply put, if your district hired new staff with ESSER funds, how will you continue to pay that staff after the ESSER funding runs out. If you find that you will not be able to sustain those positions, plan now for the necessary Reduction in Force steps that you will need to take to properly reduce staff due to financial reasons. The second key area to look at is programmatic. The idea is to review the programs that were implemented with ESSER funds to determine their effectiveness and whether or not they should be continued. You may find that the programs were very effective but you may not have the funds to continue them. Conducting this review now may help you make the necessary financial plans to continue those programs in the future. A very simple set of questions to start with. • How much ESSER revenue is in our FY2024 budget? • What is that revenue supporting on the expenditure side of the budget? • Will those expenditures need to be sustained in the FY2025 budget? Districts should undergo a long-term financial planning exercise.

o If yes, where will those revenues come from and do we have what’s necessary to sustain those expenditures? o If no, does the ceasing of programming/ services require notification to employees or stakeholders? • What are you doing to prepare for the potential of a federal audit related to ESSER funding? Involve Stakeholders Be sure to include the proper stakeholder groups in your deliberations about post-ESSER spending and programming. All decisions should be made with the input of your Board of Education. Again, teach them what they need to know about ESSER funding so they can help make important decisions about the budget and your district programs. You may also need to include your teaching and support staff in these deliberations. If you eliminate certain programs or staff, the union may have the right to bargain the impact of those decisions. Share your deliberations with your community as well. Take advantage of the next 17 months to plan for the impact on your budget and your programs the end of ESSER funding will have on your district budget and programming. Now is the time to do the work necessary to make well thought-out, informed decisions on how to best go forward in the post-ESSER era. Reach out to the IASA Field Service Directors if you need a thought partner through this process. By being deliberate and intentional going forward, districts can continue doing what they do best and that is taking care of your students and staff.

IASA FIELD SERVICES DIRECTORS:

IASA Region

email

Ralph Grimm

Northwest, Blackhawk, Starved Rock, Corn Belt Kishwaukee, Lake, Cook North, Cook West

rgrimm@iasaedu.org gzabilka@iasaedu.org vtabbert@iasaedu.org drobertson@iasaedu.org vzimmerman@iasaedu.org

Dr. Gary Zabilka Victoria Tabbert Diane Robertson

DuPage, Cook South, Three Rivers Western, Central IL Valley, Two Rivers

Dr. Vic Zimmerman Abe Lincoln, Illini, Kaskaskia

Dr. Gary Kelly

South Western, Wabash Valley, Egyptian, Shawnee gkelly@iasaedu.org

5

LM May 2023

Q A

Q U E S T I O N S

&

A N S W E R S

Reimagining

In April, IASA launched a new cohort for rural educators, Reimagining Rural Leadership. On the IASA Podcast, Dr. Courtney Orzel, Todd Dugan, Dr. Jennifer Garrison and Larry Lovel discussed what participants can expect in the new cohort. The following is a condensed and edited version of that conversation.

Click here for the entire podcast.

Q

Why was it important for IASA to launch a new cohort for rural educators? Dr. Orzel —Our association is all about serving our superintendents. I think the reason it is important is because Illinois is an extremely diverse state. We have 850-plus school districts, and everyone is very, very different. Dugan —I wouldn’t say rural schools are overlooked, but it’s definitely a needed area of focus for professional development. All to often in smaller rural districts, with smaller staffs, we have a hard time getting away for quality PD. I thought this hybrid format was a good way to bring a high level of PD to rural educators who need it. Dr. Garrison —We often wear many hats as rural educators. I’ll use finance as an example. Maybe the area of finance is keeping somebody from taking that next step to applying to be a superintendent. I think what we have to do in rural communities is understand that we’re

What was the process for getting an IASA cohort approved? Dr. Orzel —Todd has got a lot of really great ideas and a ton of energy, and so he came forward with the idea of thinking about what this could look like in Illinois. We were able to engage people like Larry, Jennifer and other thought partners across the state. I then took it to the Professional Development Committee. What I thought was really interesting is that people here to support one another and that we can help build those capacities. While we expect ourselves to be experts in every single category in the area of education, that’s often unrealistic. We need to learn to focus on our strengths and then build a wonderful team around us to support our areas of growth or weaknesses.

A

Q

A

6

LM May 2023

The first and last sessions are site visits and the other seven sessions will be held virtually. Why did you decide on that format? Dugan —That was intentional because we wanted to keep costs down and make it more accessible. For rural educators, it is sometimes tough to get away. We don’t have as many layers of staff as larger districts. Also, the virtual format allows us to be able to get some high-powered speakers from across the country. What is the cost, who is the target audience and how many people will be accepted into this cohort? Dr. Orzel —Our cost will be $1,000 per participant. You can split that up between two fiscal years, if needed. Group discounts are available. We want to be really flexible with our superintendents. The target audience began with superintendents. However, when we started talking to superintendents about it, they mentioned, if we can’t be there, we would want to send someone from our team. The leader we spoke to also said they might have a central office person that’s really interested in this or a building principal. Therefore, we have opened it up to superintendents, central office and principals. Our minimum target is 20 people. We’re almost there, so we know that we will exceed that. We’re happy to take as many people that are interested in the cohort as we possibly can. Also, I want to go ahead and remind everyone that rural doesn’t only mean central and Southern Illinois. We have rural districts all over the state of Illinois. In fact, I just had a superintendent that represents a rural district close to Wisconsin, and she wants to be a part of this. We went ahead and launched it. At that point, I had the opportunity to travel around to a lot of different regions and, anytime that I’ve brought it up, people were really interested in this. like Dr. Tina Halliman, who is a representative from South Cook, said that’s a cohort that I could really benefit from, even though I don’t serve in a rural school district.

Can you discuss how the relationship part of joining a cohort is unique from other professional development? Lovel —The very fact that I’m taking part in this podcast today is the direct result of participating in ISAL V, where I met Dr Garrison. It’s incredibly We also have CoSN, the consortium of school networking. They’re going to be talking about the empowered superintendent toolkit because, in this time, a superintendent cannot just be a business manager or a fiscal manager. We also have Dr. Lori Gonzalez, who is an award-winning superintendent from Lamont, California. What topics will be covered and who will the guest speakers be during the sessions? Dr. Garrison —The October 6 session is virtual and will focus on the Association of Illinois Rural and Small Schools. I’m currently the president and Larry is our president-elect. During that session, we’re really going to focus on the work of the association and the research of why rural matters. There’s a great network of support, but we really want to hone in on the research of rural districts. Dugan —Jennifer was being modest. I think she and Larry will do an amazing job. As far as the other speakers, we have Dr. Kim Alexander, the CEO of Collegiate Edu-Nation, which is a relatively new small pilot district. They took 20 rural districts in Texas and have achieved massive results. Instead of a P-12 model, they’ve kind of embraced a P-14 model. It’s some trailblazing work. Lastly, the Zoom sessions will be held on different days to accommodate people’s schedules. We know that sometimes there’s always a meeting that happens at 10 o’clock every Wednesday. We tried to work around that. One other thing is that the two site visits do not start until 10 a.m. The reason is because we want people to be able to travel from wherever they are in the state to be able to get there. We will be done by 3 p.m. on those two sessions.

Q

Q

A

A

Q

A

Q

A

continued...

7

LM May 2023

Leading 21st Century Schools

New IASA Cohort for Rural Educators

Topics covered

• Strategic Planning • Portrait of a Graduate • Board member dynamics • 21st century teaching & learning • Balancing future-focused schools with traditional communities • Enhancing work-based learning & apprenticeships • Best practices of leadership with limited capacity • Communications strategies to unify school communities.

IASA’s cohort model offers the best opportunity to network, build close relationships with peers, hear from high level education speakers and grow both personally and professionally. Register today for Reimagining Rural Leadership, a new IASA cohort focused on helping rural educators advance 21st Century learning practices while maintaining community support. The cohort launches in September 2023 with a school site visit, continues with seven virtual sessions and then concludes with an in-person tour of district facilities in May 2024. The virtual sessions will feature leaders from national education organizations, superintendents from other states, a discussion on books and materials and an opportunity to share best practices with one another. Coordinated by: Dr. Courtney Orzel, IASA Associate Director of Professional Development; Todd Dugan, Superintendent of Bunker Hill CUSD #8.

Click here to apply

Schedule:

Questions? Contact

Thursday, September 14 , 2023 Bunker Hill CUSD #8 10 a.m.–3 p.m. Monday, October 16 , 2023 Virtual 10 a.m.–Noon Tuesday, November 14 , 2023 Virtual 10 a.m.–Noon Wednesday, January 17 , 2024 Virtual 10 a.m.–Noon Tuesday, February 20 , 2024 Virtual 10 a.m.–Noon Thursday, March 21 , 2024 Virtual 10 a.m.–Noon Wednesday, April 24 , 2024 Virtual 10 a.m.–Noon Thursday, May 9 , 2024 Olympia CUSD #16 10 a.m.–3 p.m.

Dr. Courtney Orzel at corzel@iasaedu.org or contact IASA at 217–753–2213.

23067

8

LM May 2023

Rural Podcast Q & A ... cont’d. important to recognize that we, as administrative leaders, know there are other individuals just like us. We are not alone. The conversations in cohorts lead to decisions that provide focus for your district. I can’t say enough about what cohorts do not only personally but also professionally. It’s time that many other educators invest in themselves and take part of cohorts just like this. What other books and materials will be used throughout the session? Dugan —We’ll review Why Rural Matters . That book speaks to a lot of rural districts. You’re seeing declining populations, which results in declining enrollment. That presents its own challenges. However, during the pandemic, people realized they could work remotely and live in different places. That means rural is not off the table for some families. In fact, certain types of people find rural very appealing as long as the technology is available. You don’t have to move to Chicago or St Louis anymore. People can stay right in Bunker Hill and make a good living. Another thing is we’ll review a report from the Department of Labor on the rural job market. We’ll also keep track of the latest research and trends. Really, throughout the cohort, I hope that everybody is able to bring their own examples and share their own stories. What are the main takeaways you hope people have when they graduate from the cohort? Dr. Orzel —Larry and Jennifer hit the nail on the head when they talked about the cohort model. I think everyone’s going to walk away and gain great

relationships. They’re going to be able to elevate their game when it comes to reimagining rural because they’ll be equipped with so many more resources. I’ll also add IASA will be providing professional development hours. Dr. Garrison —I’m going to stick with the theme of the cohort. ISAL was the most powerful professional learning I’ve ever experienced. ISAL helped me take my district further than I ever thought possible. I’m going into this cohort with a very open mind as a learner. I know I still have a lot of learning to do, and I hope that the strategic plan that Vandalia implements two to three years from now will be developed by listening to my colleagues. Lovel —I think this is an investment in, not only our school district, but more importantly our students. We’re helping prepare them for gainful employment within our area code but trying to make them gainfully employable in whatever career decision they make. Dugan —There’s excitement in keeping the little pieces of the unknown unscripted. There are things that can happen organically whenever you bring 25 dedicated people together. It’s important to be open and see what direction we take. Some topics we might spend two hours virtually on and other topics we might spend 5 minutes. A lot will be determined by the people who register and share their voice.

Q

A

Q

See details on opposite page.

A

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

9

LM May 2023

Natural Disaster Recovery Checklist Helping Superintendents Plan for a Tornado and Other Worst-Case Scenarios

As superintendents, we are trained to prepare for events leading up to natural disasters. We develop crisis plans, conduct mandated drills and make preparations to protect our students to be safe in the event that something of great magnitude occurs. This preparation typically takes us through the events leading up to the occurrence of a serious incident, such as a fire, flood, tornado, etc. But in the days, weeks, months and years following a natural disaster, we tend to be woefully unprepared to see long into the future and to anticipate what issues and obstacles will face us both personally and from an organizational standpoint. In my own experience in having dealt with a tornado in the Elmwood school district, and an unanticipated flood, it became evident that clearly-identifiable processes and procedures in the days following natural disasters, and in the long term, were simply not part of my administrative training and preparation. I strongly feel that having a working document or resource, as well as some amount of professional development, would assist us in our efforts to recover and would be incredibly beneficial to our students, districts and communities.

Dr. Roger Alvey was superintendent of Elmwood CUSD #322 when that district was struck by an EF2 tornado in 2010. In 2014, in the wake of the tornadoes in Washington, Illinois, he wrote this article for the Illinois Association of School Boards. IASA is re-publishing this article (slightly modified) because Illinois is off to a record pace with at least 55 tornadoes to date this year. The article has been cited by administrators as a huge help in transition and recovery efforts following a natural disaster. By Dr. Roger Alvey superintendent of Illini Bluffs CUSD #327

10

LM May 2023

It is natural to be overwhelmed physically, emotionally and psychologically following a significant event. For those who have never been through it, there is an initial feeling of shock and disbelief. It becomes even more complicated when the event affects you, personally, in the loss of material possessions or perhaps your entire dwelling, as evidenced by three of my superintendent colleagues who lost their homes in Washington’s tornado outbreak in 2014. Imagine the stress placed on these individuals in attempting to run school districts while simultaneously attempting to care for their own families! It is extremely difficult to see any length of time into the future when the immediate concern is where you might find a place to live and provide for your own family. Every natural disaster is unique in its own right. Tornadoes, in particular, are unpredictable in scope, location, strength,

• Does the community know they have access to the school in the event school officials are not reachable? Communication can be difficult or impossible. • Are the buses usable? Are school bus drivers reachable? Can buses be used to transport both injured and non injured to triage centers, assuming roads are passable? • Are generators available and operable, to provide light and/or heating and cooling (depending on the time of year)? • Has the district contacted insurance? Is someone taking pictures of damage? Is someone logging conversations and documents for insurance purposes? • Is someone keeping track of hours worked by school personnel? This can be used later for state or federal

assistance (IEMA or FEMA), which could fill the gaps in coverage from insurance, minus the deductible. • Is someone designated to handle returning calls, texts and other messages from people simply wanting to see how the school is doing and to offer assistance? • Can any part of the school be opened to outside agencies and/or businesses to temporarily relocate? • Do first responders have access to school resources (copy machines, fax machines, computers, restrooms, etc.), if needed?

direction and time on the ground. Because of their unpredictable nature, recovering from such events becomes unique, each with its own individual set of circumstances. The Elmwood tornado in 2010, for example, decimated the business district. Recent tornadoes in the greater Peoria area destroyed residential areas. Situations require different thought processes and approaches to recovery efforts. However, there are common themes. The following is a list of things for school superintendents, and all school leaders, to consider in the wake of a tornado:

Step 1—Assessment The first 48 hours

48 hours

Step 2—Communication The first 48 hours

1

48 hours

2

Law enforcement and government officials will take over at some point, usually in the first hour or two following the event. Leading up to that takeover, school officials need to first consider the extent of injuries and/or fatalities and then the damage to school property by asking these questions: • Has the school been damaged? If not, can it serve as a community center or triage center?

• Does the school have power? If not, what means of communication will be used to reach parents? • Are landline phones down? Are cell phones working? If voice data is out, can school officials send texts?

continued...

11

LM May 2023

Recovery ... cont’d.

the district provide transportation even to students living in town, i.e. within 1.5 miles? • Should the district excuse students from school for a period of time after school resumes, recognizing some are needed at their homes? • Is it appropriate to allow the student body to assist the community clean-up efforts? • Is someone continuing to update the list of damaged items for insurance purposes as well as hours worked by school personnel? • Can the district help with fundraising or collection of household goods at the school? • Has someone scheduled contractors to address any facilities needs due to damage? Depending on the locality and severity of the worst damage, recovery for a school district will quickly include considering answers to the following questions: • Should the district waive lunch fees for affected families? If so, how long does that last? • Are there going to be residency issues? Are neighboring districts understanding of the situation? • Has the school board amended the school calendar? • Can the district resume practices? • Can the district resume games and activities, or would it be inappropriate to conduct activities in light of the situation? During this time, once school district needs are being appropriately addressed, district leaders can consider the extent they can offer community assistance. When homeowners and business owners begin to discover the amount of red tape associated with rebuilding efforts, local leaders from all community entities can work together to ease the transition to rebuilding. Step 4—Recovery 1 Week to 3 Months 4

• Is social media available? • Have regular community meetings been scheduled in order to communicate with the general public? Remember, many affected homeowners have no contact with the outside world via the media and are generally overwhelmed with addressing their own needs. • When, or if, can school be resumed, what activities need to be cancelled and for how long? How will cancellations be communicated?

Step 3—Changing Mood Day 3 to Day 7

3

During the first 48 hours, people are incredibly busy assisting each other, and there is generally a feeling of esprit de corps. Donations pour in from the outside, and many stories of heroism and self-sacrifice emerge. Unfortunately, the mood begins to change as homeowners are barred from their homes out of concern for safety, curfews are enforced, and the emotional high begins to wear off. Homeowners are turned away and, in some instances, not even allowed to re-enter their dwellings. The mood shifts to a negative tone as people realize the severity and magnitude of the situation. Unless the school has taken a direct hit, leaders can formulate a plan to resume school in an effort to regain some amount of normalcy: • Have arrangements been made for counselors to be available for students traumatized by the event? • Can district employees make it to work? • Are buses able to run routes, or do routes need to be altered due to impassable roads or because of lack of students due to destroyed homes? • Can the district expand bus routes into neighboring districts to accommodate parents that might have relocated with friends and family? How far outside the district can students reasonably be accommodated? Will

12

LM May 2023

Rebuilding efforts will eventually include celebrating successfully dealing with nature’s adversity. Recognizing that there is a mutually symbiotic relationship between school and community, develop a plan to celebrate successful recovery. For example, honor first responders and volunteers. Have media students assemble a video, set to music, which shows before the disaster, the immediate aftermath, and during and after rebuilding. Further documenting the celebrations and reactions can be used for positive public relations for school and community. Consider promoting these efforts in the media and writing a Governor’s Hometown Award application in recognition of Herculean efforts as a school and a community. Through every step of the process, all school leaders should take care of their own health and that of their families during the incredibly trying time following a natural disaster. Consider reaching out to a network of colleagues for both professional input and for mental health. Superintendents are a proud group of professionals; most have a hard time reaching out for help, personally or professionally. We need to emphasize to our colleagues in education that long-term planning is critical for the success of the district and the community following significant events. Likewise, we need to lean on each other during times of crisis and realize we have a network of folks to rely on. I certainly do not purport to be an expert on recovery from natural disasters, but I do realize that our professional development is woefully inadequate relative to events of this magnitude and its respective recovery effort. We are not alone at the top, and we can make strides to assist our superintendents and administrators to, not only survive epic events, but thrive in the process.

Step 5—Rebuilding 3 months to 3 years

As recovery continues, long-term rebuilding efforts will also be underway. Important long-term questions for school leaders include: • What will be the effect of the loss of property on the district’s assessed valuation and for how long? • How will enrollment be affected if there is inadequate housing for affected individuals? • What ramifications might there be, relative to the IHSA participation, for students living outside of the district for an extended period of time? • What is the projected loss of population and enrollment, due to businesses that have been shuttered resulting in the loss of jobs? • How does the district intend to handle residency issues the year after the disaster (assuming students finish the school year in which the disaster happened) when houses are not complete? • Is there a possibility that TIF dollars may be used in rebuilding efforts? If so, what effects will that have on district revenue? Can the district negotiate a term shorter than the traditional 23 years? • How will the building season be a factor? Disasters in spring and summer provide for a lengthier building season. Disasters occurring in the fall could mean an extra year of redevelopment. • Is the district eligible for FEMA dollars? If so, does the district have adequate documentation to support the application?

13

LM May 2023

Membership Drive FY 2024

ILLINOIS ASSOCIATION OF SCHOOL ADMINISTRATORS

RENEW OR JOIN IASA TODAY

OR

Online Registration FY 2024 Now Available here.

Download here and print your copy of the IASA Active Membership Invoice for 2024

TO ALL SUPERINTENDENTS:

Have you changed your email address? @

Will you be retiring this year?

Are you a new superintendent?

Will you be changing districts this year?

Please let us know your status change immediately. We don’t want you to miss any important IASA news or information!

If you have questions about IASA membership, contact Misti Murphy at 217–753–2213, or mmurphy@iasaedu.org by September 1, 2023

14

LM May 2023

School Service Membership

ILLINOIS ASSOCIATION OF SCHOOL ADMINISTRATORS

DOES YOUR COMPANY SEEK MORE VISIBILITY AMONG IASA MEMBERS? Supporting IASA via School Service Membership is your entry point to IASA and our members! Maximize your marketing dollars and gain visibility with more than 1,000 school superintendents and administrators in Illinois. You gain:

IASA Membership Directory: Annual publication, available in print and online, includes contact information for all Illinois public school district

Exhibiting Opportunities Be an exhibitor at the IASA Annual Conference, which attracts more than 650 school administrators to Springfield in September.

Advertising Opportunities School Service members can advertise in the Membership Directory, Annual Report, Superintendent’s Toolkit, Eye on Education, etc.

IASA Illinois Education Job Bank: Post job listings on Illinois’ premier education job site.

superintendents and other key personnel.

If you have any questions on IASA membership, please contact Misti Murphy at 217–753–2213 or mmurphy@iasaedu.org.

Upgrade to IASA’S Corporate Partner Program. IASA Corporate Partners enjoy School Service Member benefits plus enhanced opportunities for facetime with IASA members. By becoming an IASA Corporate Partner, you significantly increase your visibility with those who make the daily purchasing decisions that affect their schools. Sponsorship opportunities include: WANT EVEN MORE VISIBILITY?

Silver Level Gold Level Platinum Level President’s Circle Level School Service Membership LEVELS OF VISIBILITY:

IASA Annual Conference Whether it’s the conference program, app, website or an in-person event, multiple sponsorship opportunities are available.

Receptions Sponsoring a reception at an IASA event is the perfect opportunity to gain visibility with IASA members in person.

IASA Publications and Podcast Gain recognition by

IASA Events Throughout the year, IASA hosts various academies, workshops, webinars and other events that attract hundreds of superintendents.

Video Library and IASA App Increase visibility by sponsoring IASA’s Video Library or the IASA App, which are utilized daily by IASA members across the state.

sponsoring or advertising in Eye on Education daily news brief, Annual Report, Superintendent’s Toolkit, Membership Directory, or the IASA Podcast.

Contact Cherry Middleton at 217–753–2213 or at cmiddleton@iasaedu.org for more information on Corporate Partnership.

15

LM May 2023

Education Elevat g

Dr. Scott Doerr Nokomis CUSD #22

Dr. Theresa Rouse Joliet PSD #86

Who: Dr. Theresa Rouse, superintendent What: Implementing new policies and training on equity; improving bilingual programs; Supporting a strong music program; National Superintendents Roundtable; IASA-ISBE Advisory Committee; Passed $99.5 million referendum; Spanish Community Center Board of Directors; Joliet Region Chamber of Commerce & Industry

Who: Dr. Scott Doerr, superintendent What: IASA Board of Directors since 2013; IASA Governmental Relations and Advocacy Committee; AASA Governing Board; IASA-IWAS Committee; Montgomery County Vocational Consortium; Advocacy

and Senior Seminar courses Where: Nokomis CUSD #22,

Kaskaskia Region When: Superintendent at Nokomis CUSD #22 since 2009 Why: As a new superintendent attending region meetings, Dr. Scott Doerr always appreciated the reports Dr. Connie Woods (former superintendent of Panhandle Comm #2) would give about IASA Board of Directors meetings. When the opportunity arrived to represent the Kaskaskia region on the IASA governing board in 2013, Dr. Doerr jumped at the opportunity. “The ability to collaborate and connect with superintendents across the state has been incredibly beneficial to me throughout my career,” Dr. Doerr said. “The experience of learning about legislation, new programs, and regional concerns has provided me with a lot of perspective on how diverse Illinois really is.” Dr. Doerr is currently Co-Associate Chair of the IASA Governmental Relations and Advocacy Committee. He also just began a new three-year term on the AASA Governing Board. Governing Board members represent their home state and report the work of the Governing Board to their home state affiliate. In April, Dr. Doerr was asked to chair a new IASA committee that will make recommendations to the Illinois State Board of Education about streamlining the IWAS system. “We know there’s a lot of frustration in the field when people feel like they have to input the same information over and over

Educational Institute of the Year; Joined a roundtable of superintendents who published articles in Education Week during pandemic; Member of the NAMI Advisory Board for Will and Grundy counties Where: Joliet PSD #86, Three Rivers When: Superintendent of Joliet PSD #86 since 2016 Why: When she was hired as superintendent of Joliet PSD #86, the Board of Education gave Dr. Rouse a hard-to- define goal. “The Board felt like they needed someone who could push the district to the next level,” Dr. Rouse said. “They didn’t define what the next level was. They just directed me to visit the schools and talk to people.” Drawing from her past experience teaching students from low socio-economic backgrounds and other cultures— including in the country of Palestine—Dr. Rouse came to the conclusion that, to take Joliet PSD #86 to the next level, it needed to improve policies and practices around diversity, equity and inclusion. For instance, African-Americans made up 24 percent of the student body but accounted for 65 percent of suspensions and expulsions. “When you started to peel each layer off, we clearly had disproportionality issues,” Dr. Rouse said.

16

LM May 2023

Education Elevat g

Doerr ... cont’d.

Rouse ... cont’d. Dr. Rouse facilitated extensive training for her leadership team, school board and teachers around diversity, equity and inclusion. The efforts have resulted in a significant drop in exclusionary practices, an increased focus on removing implicit bias and a shift to make the staff of Joliet PSD #86 be a better reflection of the students it serves. “We want our students to see role models in the buildings who look like them,” she said. Dr. Rouse has also invested resources and shifted the district to more research-based practices to better support bilingual students. About two-thirds of students in Joliet PSD #86 are Hispanic or Latinx. Under her leadership, Joliet PSD #86 will be building two new junior high schools, constructing an addition to an elementary school and completing security and technology upgrades districtwide thanks to the recent passage of a $99.5 million referendum. In addition, Dr. Rouse has been a fervent supporter of the district’s fine arts program, which includes roughly 2,000 students and has a rich tradition dating back to the beginning of the 20th century. In fact, the district has the second oldest elementary school band program in the country, forming in 1912. “We have an amazing fine arts program that grows every year,” Dr. Rouse said. “We play at community functions and even formed a Mariachi band that played at the Illinois Music Education Conference this past February.” Outside of Joliet PSD #86, Dr. Rouse is a longtime member of the National Superintendents Roundtable, a think tank of about 150 education leaders nationwide who discuss education topics and share best practices. She also serves on various boards and committees and joined a group of 17 superintendents who wrote stories on leadership in Education Week during the pandemic. A major focus of her articles was on the importance of superintendents supporting one another, taking care of themselves and encouraging administrators to pursue the top leadership role. “I always believe that veteran superintendents need to pay it forward and bring up the next level so there is no vacuum behind us,” Dr. Rouse said.

again,” Dr. Doerr said. “Our hope is to make recommendations that make the IWAS portal more user-friendly and easier for administrators to access and input the data that is required.” As superintendent of Nokomis CUSD #22, Dr. Doerr is proud to oversee a unique Advocacy and Senior Seminar program. Starting freshman year, students in Nokomis meet daily in classes for about 30 minutes to learn about topics such as character education and career exploration. Throughout this process, they conduct research, talk with teachers, and interview professionals in the field they wish to enter after high school. This also gives them an opportunity to build soft skills and research post-secondary education plans. This research allows them to make informed decisions about their future, such as job responsibilities, salary, and expectations in the workforce or college graduation requirements. When students are seniors, as a culminating activity and graduation requirement, they have to deliver a 15-minute presentation to a community group about their post-secondary plans. The group evaluates their plan, provides feedback, and determines if they have met the criteria of the class. “By the time each student graduates, he or she has done significant research on whether or not they want to pursue college, enter the military, or enter the job market,” Dr. Doerr said. “We think students leave Nokomis more prepared as a result of these classes.” Dr. Doerr has also been instrumental in the development of an educator pipeline program via the Montgomery County Vocational Consortium. Students in the consortium can take up to four dual-credit classes through Lincoln Land Community College and earn up to 13 semester hours to become an elementary, middle school, or high school teacher. This opportunity also provides them with the knowledge, expectations, and experience to move into the field of education. Students are required to complete coursework as required by the college, but also conduct 30 hours of field experience each semester to work with teacher mentors to experience the requirements of lesson planning, instructional delivery, classroom management, and technology implementation. Twenty-four students participated last year and 43 students will be in the pipeline program in the 2023–24 school year. “The teacher shortage continues to be a significant hardship on school districts, so this program is a way for schools in Montgomery and the surrounding region to encourage students to join teacher ed programs and later become qualified teachers,” Dr. Doerr said.

17

LM May 2023

IASA Members Meet the New State Superintendent

By Jason Nevel IASA Director of Social Media and Publications

The person Dr. Tony Sanders’ credits for “saving” his life is much better known for his tales of death and horror. “Stephen King saved my life,” Sanders told a crowd of superintendents at IASA’s Meet the State Superintendent event in Normal on April 26. “As a kid, I struggled to read and tried to avoid it at all costs. Pet Sematary was the first book that made me enjoy reading. Because of that experience, literacy is a clear passion of mine.” Sanders took over in late February as State Superintendent of Illinois. He previously served as superintendent of the state’s second largest district, School District U-46 in Elgin. IASA is sponsoring three Meet the State Superintendent events across the state. The first session was held in Mount Vernon, the second in Normal and the final session will be held May 11 in Naperville. In the first two sessions, Sanders shared his backstory, goals at ISBE and answered questions from superintendents. Despite having two parents who were educators— including his father, Ted, who served as State Superintendent in Illinois in the 1980s—Sanders said he really wanted to be Johnny Fever, the popular radio DJ. After high school, he earned a degree in communications and worked at several radio stations. “I got married and realized we could not survive on a DJ salary,” Sanders said. “That’s when I went to work for the state.” Sanders worked in public relations for the Illinois Department of Financial and Professional Regulation and later moved into a similar role with the Illinois State Board of Education. “When I started working for ISBE, I realized I never wanted to leave education,” Sanders said. Sanders left ISBE to become chief communications officer for St. Louis Public Schools. He then moved north to Illinois at U-46, first as chief of communications and accountability and later on chief of staff. He was hired as CEO/Superintendent in 2014.

“There was always only one job that I would ever leave U-46 for and it’s this one,” Sanders said. As State Superintendent, Sanders said his top three priorities are strengthening early childhood education, bolstering the educator pipeline to address the teacher shortage and reimagining the statewide system of support for schools. He also touched on some other goals during the IASA sessions, including: • Updating ISBE’s grant management system, which was built in the 1980s. • Streamlining guidance on career pathways. • Re-thinking the CTE funding formula. • Retaining staff at ISBE and filling vacancies. • Strengthening ISBE’s governmental relations team. • Improving the partnership with the IASA-ISBE Advisory Committee. If you want to attend the third and final Meet the State Superintendent session on May 11 at the Naperville North High School Auditorium, click here to RSVP.

18

LM May 2023

59TH ANNUAL CONFERENCE

September 27–29, 2023 BOS Center and the President Abraham Lincoln Springfield—A DoubleTree by Hilton Hotel

Registration and Housing Open This Summer!

FEATURED KEYNOTES PLUS

Merlyna Valentine has been a teacher, assistant principal, principal and Executive Director of Elementary Schools in her 30-year education career. In 2007, she was faced with a medical tragedy that changed her life forever. She is focused on motivating others to embrace change.

Adam Welcome is a highly regarded author and speaker. He previously served as a teacher, principal, and Director of Innovation and Technology for a large school district

Jill Siler is the Executive Director for Professional

Always a favorite, Ignite allows leaders from exemplary school districts to share innovative educational messages and best practices, taking just 5 minutes each.

Learning for the Texas Association of School Administrators. She is a former superintendent, author of two education books and former chair of the Future Ready Superintendent Leadership Network in Texas.

Breakout Sessions, Academies, Women in Leadership, New Superintendents’ Strand, Exhibits, Receptions and More!

in California. He is passionate about

technology integration in schools and a social media advocate.

CALL FOR PRESENTATIONS

EXCELLENT MARKETING OPPORTUNITIES!

Share Best Practices

for

Click here to learn more.

School Service Members— Don’t miss these opportunities! • Reserve a Booth • Sopnsor an Event, Meal or Speaker

with your colleages from across the state! Click here to submit a proposal to present a Breakout Session. Deadline to submit is June 2, 2023. Presenters will be notified June or July 2023. Questions? Contact Dr. Courtney Orzel at corzel@iasaedu.org.