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November/December 2021 Lead rshipMatters

Dr. Steve Webb

IASA’s 2022 Illinois Superintendent Of The Year

Crossing the Dividing Lines: Districts Connecting Through Technology Amid Pandemic Solar on Site: How Illinois’ New Energy Law Benefits Schools

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Dr. Steve Webb, superintendent of Goreville CUSD #1, was named Illinois Superintendent of the Year. Learn how Dr. Webb is elevating student success in his district. IASA 2022 ILLINOIS SUPERINTENDENT OF THE YEAR

Solar on Site: How Illinois’ New Energy Law Benefits Schools Crossing the Dividing Lines: Districts Connecting Through Technolgy Amid Pandemic Making A Difference Series Returns: A Look At How Two More Districts Are Making Use Of EBF

How AERA Membership Can Support Superintendents Elevating Education IASA Professional Development

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Opportunities Legal Corner Videos From the Districts

PartXIX

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Volume 9, Issue 11 November/December 2021 LeadershipMatters 21213 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.

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Message From the Executive Director The Pandemic Proves Again: If You Can Play Ball In Illinois, You Can Play Anywhere

Dr. Brent Clark

with the emergence of a new variant. At the end of the day, people are still counting on you to lead and push your district forward through difficult times. I’ve written in the past about the importance of setting short, medium and long-term goals with a bright dot out on the horizon that signals the pandemic is behind us. I strongly believe that staying focused on those goals, revising them to meet your current situation or writing them for the first time is the best way to build hope. You have to have a personal strategy to continue to navigate this challenge. The other thing I would stress is to continue to connect and build your personal network. Illinois is filled with phenomenal leaders who are willing to support you. At 9 a.m. Monday, IASA will host another Supt 2 Supt virtual session. The event is the perfect opportunity to discuss complex topics in a safe environment with trusted peers who understand what it’s like to walk in your shoes. Information about the session has been emailed to superintendents and can be resent upon request. To close, the halfway mark on this school year is almost here. I hope you can spend quality time with your family and recharge over the holidays. Afterwards, superintendents have to step back up to the plate and play ball. History has shown you’re up for the challenge.

I’ve always told superintendents that if you can play ball in Illinois, you can play anywhere. Illinois has historically been an extremely complicated and politically diverse state—not to mention the high degree of unfunded mandates, years of funding challenges and an ongoing teacher shortage that school leaders have been forced to navigate. Serving as superintendent has always been demanding and then the COVID-19 pandemic arrived and pushed the difficulties, demands and stress up multiple levels. Time and time again, superintendents have stepped up and worked miracles. When the doors closed in March 2020, superintendents found a way to continue to feed students and families. In the 2020–21 school year, school leaders reworked schedules, supported their staff, flooded their districts with technology, drove the school bus, taught a class when nobody else was available, enhanced communications to stakeholders and tried to provide a safe learning environment for students and staff. I want to thank you once again for being tremendous leaders in a time of crisis. You truly answered the call and have a lot to be proud of. As we head toward the end of the semester, the scrutiny has ratcheted up again as students and community members have grown tired of wearing masks and following state-mandated COVID-19 mitigations. In many places, it feels like schools are one of the few places where the guidelines are enforced. It’s not easy, and we all want answers, guidance and a timeline of when school can return to normal. IASA, and many of our members, have repeatedly voiced this concern to statewide leaders. I recognize it’s hard to feel optimistic, especially

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2022 IASA Superintendent of theYear Dr. SteveWebb of

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Goreville CUSD #1 is located in deep southern Illinois near the Shawnee National Forest. The preK–12 district serves about 600 students.

ar f Goreville CUSD#1, Shawnee Region

By Jason Nevel IASA Director of Social Media and Publications

applications for the Illinois Superintendent of the Year program. Nominees were judged on the following criteria: pandemic response, academic achievement, preparing students for the future, social-emotional support, teaching and instruction, equity strategies and leadership. Dr. Webb feels incredibly honored to have received the award.

When Kennedy’s aide, Mrs. Bradford, asked her who her favorite person was, the sixth grader didn’t hesitate. Her finger immediately gravitated toward the button on the keyboard connected to her wheelchair that voiced the name of Goreville CUSD #1’s longtime superintendent, Dr. Steve Webb.

Mrs. Bradford asked, “Really?” Kennedy hit the button again. “Dr. Webb,” the talking device sounded. The exchange was recorded on Mrs. Bradford’s’s cell phone and shared with Dr. Webb. He can’t stop smiling when he watches it, like everyone in the ballroom when Dr. Webb’s video played for the award ceremony. “It’s one of the cutest videos I have ever seen,” said Dr. Webb, who was named IASA’s 2022 Illinois Superintendent of the Year at the Joint Annual Conference. “Even as superintendent, I still want to have that special connection to students.” In his 19 years as superintendent of Goreville CUSD #1, and 29 years overall as an educator, Dr. Webb has

Dr. Webb has taken our school district and community to incredible new heights with his visionary leadership. He does not see problems— he sees potential and he stops at nothing to figure out a way to make it benefit kids.

“I share this recognition with every single person who has guided me and helped shape my values,” said Dr. Webb. “I truly am a product of a tremendous community and a family I love very deeply, who weathers the storm of public duty with me. I will forever cherish this award and will continue to love and nurture the kids in our care and hopefully make a difference one child at a time.” ReturningHome Goreville is located in deep southern Illinois near the Shawnee National Forest and has a population of about 1,068 people.

The village is home to Lake of Egypt and the scenic Ferne Clyffe State Park. The preK–12 district serves about 600 students of whom nearly half are considered low income. Few people understand Goreville better than Dr. Webb. His family has deep ties to the community. His father was a teacher there when Steve graduated from Goreville High

always tried to put students first in his decision making. That passion has driven him to keep pushing his staff to improve the educational environment for every student— no matter their circumstances, race or ethnicity—in Goreville CUSD #1. Webb’s extensive accomplishments (see page 8) were recognized by an independent committee that reviews

continued...

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2022 IASA Superin Dr. SteveWebb

Webb ... cont’d.

School in 1987. He later married his high school sweetheart, Angie, and together they have four children. Growing up, Dr. Webb excelled in athletics and went on to play collegiate basketball, first at John A. Logan College and then at McKendree University. However, becoming an educator and coach was always in the back of his mind. After college, he worked at Joppa High School as the athletic director, principal and boy’s basketball coach from 1992–1999. In 1999, at age 29, he became one of the youngest superintendents in the state when he was selected to lead Thompsonville CUSD #112 and #62—a dual district. But an opportunity to return home opened up in 2002 that he couldn’t

pass up, even though he recognized the transition wouldn’t be easy because many of the teachers in the district were his teachers when he was in school. “When I came back, they welcomed me with open arms, and it was very special,” Dr. Webb said. “I recognized very quickly this was still my home and where I had always wanted to raise my family.” “BleedBackandGold” On a Monday morning in mid October, Dr. Webb is dressed in a black athletic zip-up sweater emblazoned with a Goreville CUSD #1 logo. Across town,

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ntendent of theYear

Goreville CUSD#1

the district has continually improved on student discipline and improved performance... while making certain that all students have the best technology available to them, no matter their ability or poverty level.

it’s common to see residents donning similar school district attire, especially on Friday nights during the basketball season. The school district—also the village’s biggest employer—is uniquely entwined in Goreville to the point a popular phrase among residents is “we bleed black and gold” in honor of the school’s colors. Also, when you drive into town you see two rows of green signs that express each state championship the school district has won over the years and even the Goreville FFA, who were national champions at one time. Having grown up in Goreville, Dr. Webb understands that passion. He knows the people of Goreville and the residents know him. In some situations that familiarity could backfire. But Todd Tripp, Goreville CUSD #1 Athletic Director, said it has helped Dr. Webb continuously push the district forward. People trust him and believe he is the right person to lead the district. “Being a local and graduating from here really helps your school district and community,” Tripp said. “We’re comfortable going to him with any kind of problems. That speaks volumes for him.” As superintendent, Dr. Webb has fostered a positive culture where students and staff are excited to come to school each day. The district emphasizes a whole child approach to education, where success isn’t measured by a score on a standardized assessment. At Goreville CUSD #1, extracurricular activities are a major focus. The district has added 15 new sports and club teams throughout Dr. Webb’s career to enhance the overall student experience. “We believe that 100 percent of students should be involved in an extracurricular activity,” Dr. Webb said. “It’s a team-building experience that gives students something to look forward to and be more engaged in school.”

Dr. Webb also prides himself on interacting with students and staff on a regular basis. Most mornings it’s common to find him in the schools giving students high-fives, rather than behind his desk in the administrative office across the street. “He comes into the gym every morning and he interacts with the students and makes them feel welcome in the school,” says Joyce Maze, a paraprofessional at Goreville High School. “He also likes to welcome the staff and talk with everyone. I think it’s great that he takes that much

interest in his staff and students.” Pushing theDistrict Forward

Years of building trust and relationships with the community paid dividends when the COVID-19 pandemic forced educators to rethink and

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Dr.Webb’sCareer Accomplishments Include:

Even as superintendent, I still want to have that special connection to students.

• Expanded pre-K programs to full day for all 3- and- 4-year old students in the district. • Partnered with Shawnee Community College to offer 33 college dual credits at no cost to Goreville High School students before they graduate. • Created a premier Certified Nursing Pro- gram and expanded college and career preparation by offering certification training in auto mechanics and food service. • Worked with parents, teachers and adminis- trators to expand the school day to provide more targeted support for students. • Added 15 new sports and club teams to enhance the student experience in Goreville CUSD #1. • Adopted a 1:1 technology initiative in 2014 that allowed the district to close the poverty gap and helped the pivot to remote learning in the 2019-20 school year. • Established a Learning Partnership Team that includes teachers, parents, administra- tors and board members that meets monthly to establish strategic planning and transpar- ent communication. • Developed a student journalism program and launched the Goreville News newspaper after the community’s newspaper closed. • Worked with the city on a Tax Increment Financing district agreement that support- ed the city’s revitalization goals while also protecting the school district by guaranteeing at least 10 percent of all TIF proceeds were returned to the district.

Webb ... cont’d.

reimagine public education on the fly. For the most part, Goreville CUSD #1 avoided large-scale dissension from community members that surfaced in other school districts. The district remained in person five days per week during the 2020–21 school year. To keep kids safe, it deployed innovative COVID-19 mitigation tactics, including purchasing mobile carts at the middle school to allow teachers to switch classrooms instead of students and employing additional medical staff and reading coaches. “Dr. Webb made sure everyone’s needs were being met, most importantly the students,” said Mary Lou Crews, Goreville Elementary School teacher. “The school district really did whatever it took.” As superintendent, Dr. Webb has overseen numerous improvements that helped elevate student success and improve the quality of teaching and instruction in the district. In 2014, Goreville CUSD #1 adopted a 1:1 technology initiative that allowed the district to close the poverty gap and helped the pivot to remote learning in the 2019–20 school year. The 1:1 technology initiative provided Google Chromebooks to all students grades 5–12, Apple iPads for all students grades K–4, and extensive training for all teachers to be able to use the devices as a tool for better engagement. “The movement has been transformational as the district has continually improved on student discipline and improved performance on standardized test scores while making certain that all students have the best technology available to them, no matter their ability or poverty level,” Dr. Webb said. “Our principals have done an exceptional job and our whole staff has been incredible to work with. They work so very hard to make sure our kids get a great education.”

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We believe that 100 percent of students should be involved in an extracurricular activity,” Dr. Webb said. “It’s a team-building experience that gives students something to look forward to and be more engaged in school.

Click here to watch a video about IASA’s 2022 Illinois Superintendent of the Year.

One of his proudest accomplishments, however, is expanding pre-K programs to full day for all 3- and 4-year old students in the district. “I wanted to service every single child and every family that wanted pre-K services in our community,” Dr. Webb said. “I wanted to make sure every student was ready, and it didn’t matter if they were living in poverty or living in wealth. It also didn’t matter what their race or ethnicity was. They are all starting at the same level.” Dr. Webb is also proud of the district’s partnership with Shawnee Community College that has resulted in one of the most aggressive dual-credit programs in southern Illinois. Goreville students can earn up to 33 dual credits before they graduate at no cost to its students. Goreville CUSD #1 has also expanded college and career preparation by offering certification training in auto mechanics, food service and nursing. Students in the district’s Certified Nursing Program learn in a re-created hospital setting inside the school. “Our students have the absolute best opportunity to learn and be a successful CNA right out of high school and with that training they are given an advantage over other potential applicants for nursing programs at the higher level,” Dr. Webb said. “These students can go to any hospital, any nursing home or other healthcare agency and get a good paying job right out of high school, which is a phenomenal opportunity for kids living in a rural area with fewer training options.” LeaderOutsideof School Dr. Webb has always considered himself a problem solver. The fact that police response times in the event of an emergency remained, on average, over 7 minutes and even longer in rural areas bothered him. In 2009, Dr. Webb came to a realization—he could be the solution to the problem. He enrolled in the police academy,

earned his badge and became the first dual superintendent and School Resource Officer in the state. “The top priority of any superintendent is to keep students safe, and we couldn’t do that in the event of a crisis because police response times in rural areas are many times longer,” Dr. Webb said. “I decided I could help, and we have really worked hard to make Goreville Schools a safe place for our students to flourish.” Since then, Dr. Webb has become a national presenter and expert on school safety tactics. He is a certified ALICE Instructor and has presented at more than 100 conferences and seminars across the country on emergency preparedness and threat assessment. He also authored a book, Education in a Violent World: A Practical Guide to Keeping Our Kids Safe. In addition, he serves on the Illinois Terrorism Task Force School Safety Working Group. As a recognition of his efforts, he received the “2021 National Safe School Leadership Award” by the National Association of School Resource Officers. Dr. Webb is also committed to elevating public education. He currently serves on the AASA Executive Committee and is a former IASA President. Furthermore, he is an adjunct professor for Southern Illinois University at Carbondale and McKendree University in Lebanon. Steve Benard, School Board President, said Goreville CUSD #1 is fortunate to have Dr. Webb as its leader. “Dr. Webb has taken our school district and community to incredible new heights with his visionary leadership,” Benard said. “He does not see problems—he sees potential and he stops at nothing to figure out a way to make it benefit kids.”

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The Clean Energy Jobs Act (CEJA), passed by the state of Illinois earlier this year, provides a unique opportunity for Illinois school districts to savemoney by installing solar panels on site at no cost. IASA recorded a podcast with Econergy CEO and Future Green Energy ConsortiumProgramManager Haj Young, as well as Future Green President, IASA Executive Director Dr. Brent Clark, about how schools can take advantage of this opportunity. Below is a slightly edited transcript of that conversation. A Q &

IASA Podcast

Solar onSite: HowIllinois’ New Energy Law BenefitsSchools

Listen to the podcast in its entirety here. Sponsored by American Fidelity.

those conversations and has been saving member districts money on the supply portion of their monthly electric bill ever since. However, the goal all along was helping schools install solar panels on site at no cost. What were the challenges initially and what changed with the passage of CEJA? I think you cast it correctly in that the goal all along was to get schools in a position to start to transition to renewable energy sources. When we passed the bill, it allowed schools to have their own lane, their own private lane, to access what’s called renewable energy credits. Now what this

My name is Haj Young, and I am the CEO of Econergy and the program manager for Future Green. We worked with IASA, IASB and IASBO to create Future Green to help school districts in Illinois lower their overall energy costs and free up resources to use for wherever they want in their budgets. We help districts lower their supply costs, both gas and electric, and then we move them over to renewable energy, which offers the greatest long-term savings. In 2016, Illinois passed the Future Energy Jobs Act (FEJA). Soon after, IASA, IASB and IASBO leaders met to discuss how to best utilize the new law to benefit member districts. Future Green was born from

Haj Young:

Dr. Brent Clark:

Jason Nevel:

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does is it opens the pathway where school districts are not having to compete with private business, such as Walmart and Costco. Very large corporate brands can more easily pivot their decision making on energy whereas a school district takes a little bit longer. It’s more of a deliberative approach that requires buy-in from a broad group of stakeholders. This bill opened the pathway for schools to access their own state renewable energy credits so that they could install renewable energy on their school district property, including on their roof or on their open land, and begin to reduce costs. The use of utilities, as we know, has gone up in cost on an average of probably six or seven percent over the last 30 years per year. If we can lock in the cost today for electricity, and you are still paying that same cost in 10 or 25 years, that’s going to be a real savings over time for any school district. The long-term overarching goal was to create an environment for schools to be able to move in that direction. Renewable energy credits, or REC’s, are sometimes referred to as a way for the state to incentivize the development of more green-energy projects. The REC’s are paid for by a very small charge on all Illinois customer’s utility bill. The utilities then pay those REC’s out to developers of solar projects. They do it on a $1 per megawatt hour of production basis. In this way, the utility gets to claim the green-energy production as part of their portfolio, and the developer gets much needed funds to help pay for the large cost of green-energy projects. One of the things that’s really key for listeners, superintendents, school boards and school business officials to understand is that, under the Future Green model, there is no money coming out of the pocket of the local school district. They don’t have to bond. They don’t have to set a special levy. They don’t have to spend any cash out of their pockets or out of their reserve funds. There’s no hooks to it. There’s no crooks to it. It’s straight up. You just don’t have to put money out. We have a model that does that for you. What are renewable energy credits, and why they are important to the installation of solar panels?

What if one of the solar panels cracks or breaks? Is there any annual maintenance cost that school districts incur?

Jason Nevel:

That’s the beauty of the Future Green model. There are no upfront costs to the district, there are no operational costs to the district, there are no maintenance costs and there are no insurance costs. That’s really important to note. Future Green handles all of the costs. It’s all included in your PPA price, and PPA stands for Power Purchase Agreement. That’s the price where your energy is set once you sign the agreement. Let’s say if you were paying $100 per megawatt hour on your bills. Your PPA price would be somewhere around $60 to $70 dollars per megawatt hour and that number pretty much stays the same for the entire period you’re under contract. All of that includes your maintenance, operations and insurance costs.

Haj Young:

What should a superintendent do after reading this?

Jason Nevel: Haj Young:

Jason Nevel:

The easiest thing to do is to go on the Future Green website and fill out the form that allows you to contact Future Green and submit your last month’s power bill. Future Green will look at your power and usage and determine what savings you could potentially have. We will then contact you with a no obligation proposal.

Haj Young:

To take advantage of the REC’s, will school districts have to go online and fill out some forms with the state or will Future Green handle that?

Jason Nevel:

Future Green handles the entire renewable energy credit application process.

Haj Young:

Dr. Brent Clark:

How soon should superintendents be exploring this opportunity?

Jason Nevel:

They should contact Future Green right away. In fact, we’ve already received a number of inquiries from school districts that are interested in the Renewable

Haj Young:

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Solar ... cont’d.

School districts can reduce their carbon footprint and save money on the supply portion of their electric bill. I know every district is different, but can you provide an estimate on how much money schools can save by contacting Future Green? You actually don’t just save money on the supply portion. Schools are actually saving money on the supply and the distribution portion of their bill. Typically speaking, a utility bill is about 40 percent supply cost and 60 percent delivery cost. The real benefit to building an onsite system is you’re not getting onto the high transmission power lines and having to go that long haul and pay the extra fees that are incurred by the utility and then passed on to the district. With solar panels, you’re able to generate your own energy onsite and that really knocks out a huge portion of your charges. When we look at districts across Illinois on average, we’re seeing them save anywhere from 25 to 60 percent off their total energy cost by building an on-site system. Well, you hate to say it’s a once-in-a-lifetime opportunity, but we are living in a once- in- a-moment opportunity for school districts. This legislation is very unique. It’s never been done before to provide this pathway for school districts. That’s a credit to the Future Green team. That’s a credit to Econergy. That’s a credit to IASA and our efforts legislatively to get this opened up for school districts. There’s really a moment in time here that’s very unique for school districts to move forward on renewable energy. That’s a substantial savings. Any final thoughts?

Energy Credits. We’ve started to look at their power bills and check out the contracts to prepare to build their systems.

Jason Nevel:

Will there be enough REC’s available for smaller, rural districts?

Jason Nevel:

Haj Young:

I think there are going to be plenty of REC’s available for school districts that show interest early. If you’re rural, if you’re urban or if you’re suburban, I recommend you get on this soon. The other thing we should point out is the law gave districts that are in Tier 1 and Tier 2 priority. To access the renewable energy credits, any district in those tiers should apply quickly. Once Future Green gets the list of bills, we will work with the district to figure out if the district wants to do a ground-mounted or roof-mounted system. If they’re going to do a roof-mounted system, the size of your system is really limited to the size of your roof. If you want to do a ground-mounted system, it’s similar. The district would have to identify the area where they want to put the solar system and then give that information over to Future Green. Future Green would do a study and put together a rendering of what the solar array would look like and how much the district would save. After the district approves, Future Green sends an engineer to verify what they believe on paper is possible. Typically for systems that are 200 kilowatts to 500 kilowatts, it takes about three to five weeks to build. Systems that are 500 Kilowatts and up, it may take five to seven weeks to build. Keep in mind that while the emphasis of the legislation, and of course the idea of this podcast, is to talk about onsite installation of renewable energy solar panels, school districts can still call Future Green and learn more about how to procure energy that is produced in a green way and distributed to your school. What’s the process to get the panels installed?

Dr. Brent Clark:

Haj Young:

Jason Nevel: Haj Young:

Jason Nevel:

Dr. Brent Clark:

Dr. Brent Clark:

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What is SIG 97 and How Can It Support Superintendents? Nathan S. Schilling, Ph.D. Superintendent of Schools, Lansing School District 158 Continuing Adjunct Professor of Educational Leadership, Concordia University Chicago Research on the Superintendency Program Chair-Elect, American Educational Research Association

As the instructional leaders of your school districts, superintendents are often sought by any number of stakeholders for analysis and insights on important issues in education. For example, I recently had the opportunity to lead a discussion with my administrative team at Lansing School District 158 about principal longevity compared to assistant principal turnover. I felt confident and informed to lead this activity because of a few academic periodicals I receive through my membership with the American Educational Research Association (AERA).

public education to higher education— is often underdeveloped and this is especially true with the superintendency. SIG 97 is a community of researchers and practitioners interested in developing knowledge about the superintendent. Interests of the group encompass an array of policy, practice, and research issues related to long-term school reform. The current Executive Committee of SIG 97 consists of four full-time professors— including two former superintendents— and myself (Co-Program Chair). We would like to grow the membership of

This is a crucial time for the superintendency— one that may impact the landscape of school districts for years to come

the SIG and, in doing so, connect more superintendents to the academic side of our profession. Having a sitting superintendent as an officer is a good start but the more we can communicate, share and further research to support our work in the field, the better. SeekingFeedback SIG 97 is also working with national and state superintendent organizations, such as IASA, to elicit feedback on what research would be most beneficial to you, especially during the historic and challenging times of this pandemic. With more superintendents retiring, leaving the profession, and/or considering different professional opportunities over the past few years, it is critical to identify and address today’s climate of the profession. Be on the lookout for more communication about this research in the near future. To close, this is a crucial time for the superintendency— one that may impact the landscape of school districts for years to come—and it is our hope that these initiatives can complement and build upon the meaningful supports already provided by IASA.

AERA is a national professional organization focused on supporting the advancement of knowledge, research and practice in the educational field. Every few months, AERA members receive current, peer-reviewed academic periodicals like Educational Researcher and the American Educational Research Journal. This association, founded in 1906, has more than 25,000 members and is comprised of 12 divisions and 168 Special Interest Groups (SIG’s) as of the 2021–2022 academic year. Of these, two are especially applicable to the work of school district superintendents: • Division A: Administration, Organization, & Leadership. • SIG 97: Research on the Superintendency. Personally, I have been a member of AERA Division A and SIG 97 since 2019 when the research of my dissertation— “Illinois Superintendent Leadership of Nontraditional Teacher Pay: A Qualitative Inquiry”—was selected for a presentation at their annual conference. Why JoinAERA? I have truly found my membership with AERA Division A and SIG 97 to be beneficial to my work as a superintendent. Division A shares opportunities to network and communicate the work of my own school district with a broad audience that includes academics, practitioners, scientists and agencies. The alignment of research and practice—and, in particular,

IASA members are welcome to contact Dr. Schilling at nschilling@d158.net or 708–474–6700 for more information about AERA and SIG 97.

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Crossing the Dividing Lines School Districts Connect Through Technology Amid Pandemic

By Dr. Jeremy Larson Superintendent of Paris Union School District No. 95

As online classes, both synchronous and asynchronous, have become more necessary during the global COVID-19 health crisis, an existing problem has been exacerbated. The digital divide—the gap between those who benefit from access to technological advancements and those who don’t—is directly affecting the education of the country’s future leaders. In an effort to close the digital divide from the ground up, school districts, such as Paris Union School District #95, are spearheading efforts to promote collaboration within the education field across the country. It’s my belief that collaborative teaching methodologies and sharing of educational resources has become even more integral to bringing our country together and out of this crisis. Closing theDigital Divide The digital divide is a concept that was conceived long before the pandemic ever arose. As technology becomes more infused within society’s daily workings, those without access are left behind and faced with more barriers. Prior to the pandemic, the digital divide was apparent in processes such as electronic banking, online job applications, digital-only access to information. After COVID-19, however, the digital divide was widened as internet access became a necessity to work or go to school. Sixty percent of lower-income families say they have experienced problems with speed, reliability or access to high-speed internet, making it difficult to do the things they need to do online, according to an April 2021 study. This means that those families will have issues when it’s time to work remotely and children will have difficulty completing their studies in those communities. Branching off as a specific type of digital divide is the Homework Gap. Jessica Rosenworcel, acting Chair of

the Federal Communications Commission, has noted the following about this concept: “I wound up in big cities and in small towns, in urban America and rural America, but I heard the very same things from teachers and administrators no matter where I went....Our classrooms have internet access, but when our students go home at night, not all of them have reliable internet access at home.” As seven in 10 teachers will assign homework that requires internet access, this leaves many students suffering from the Homework Gap. They are unable to study and complete their homework because a lack of internet access impedes them from doing so. In fact, a 2018 study found that 25 percent of Black students were unable to complete homework due to a lack of internet access at home. And as the pandemic has pushed many school districts to go online, or partially online, students in lower-income and rural communities are often the first to suffer the consequences. Although these groups face these issues most frequently, they are not the only communities to feel the effects. Forty- seven percent of middle-class families and even 39 percent of upper-class families cite having the same problems with internet access. This leads to the question—if American society continues trending deeper into the Digital Age, what happens to those without reliable internet access? One possible solution, at least within the education field, is sharing of resources. School communities must come together to help out all students who are suffering from a lack of internet access. Providing laptops, increasing library access and allowing students to use wireless SIM cards for internet connection are all possible techniques that can help alleviate this issue. continued...

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Dividing ... cont’d.

60% of broadband users with lower incomes often or sometimes have connection problems, and 46% are worried at least some about paying for broadband

School districts must collaborate to share these valuable resources with students all over the country. As previously mentioned, public funds available for these resources are limited, so collaborative efforts are absolutely crucial to ensuring that children’s needs are being met. Barring legislative intervention, community-wide responses are the best way to improve access to technology for students. For example, fundraisers, tech donations, open-house events and local-business initiatives are all helpful campaigns that can help bring together communities with the common goal of closing the Homework Gap.

The pandemic has given educators first-hand experience at how crucial (and sometimes frustrating) technology is for academics. If school districts and families organize together in order to help give all students access to technology, the educational experience of the country’s future leaders will be more fair and equitable. School districts, for example, can coordinate with one another to ensure an appropriate distribution of resources so that students across county lines are able to have internet access and so no one gets left behind. Finally, returning back to the idea of continued professional development, educators must be informed and properly trained

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about how to handle these types of situations. In the case that any given student does not have internet access at home—how should a teacher respond? With the resource a teacher has, what should he or she do to best alleviate the situation? These pedagogical understandings are absolutely crucial for a quality education and, therefore, the teachers themselves must be trained on how to properly react. School districts must understand that education is a constantly evolving field and, so, they must come together to help train one another on innovative techniques and discoveries for the good of all. AnExampleof Connectivity Highlighting how these suggestions are absolutely achievable, Paris Union School District #95 has been hosting these types of collaborative events for over a decade. Originally, they developed a county-wide Institute Day designed to help fellow educators and community members support one another with the goal of an overall improved educational experience. Due to the pandemic in 2020, our district took the event virtual, allowing the event to grow from five school districts to 30. This year, the same annual event grew to more than 160 school districts and 6,300 teachers. The Institute Day conference as a virtual event allowed educators from around the state to attend without needing to worry about distance. This type of collaboration proves how technology greatly extends communicative abilities and, therefore, teachers’ abilities to share knowledge and techniques. This event included keynote speakers and workshops on specific topics such as helping LGBT students, suicide prevention methods, financial integrity for schools, Google certification, curriculum writing and more. As the number of topics were quite extensive, it allowed teachers from all over to continue their professional development in areas they were not yet experts in. They also hosted roundtable workshops where educators were able to share their experiences. This type of collaboration is a prime example of how communities can come together to share resources, knowledge and skills with the goal of aiding one another. As society is currently facing unprecedented issues, it is a fundamental necessity that teachers and community members work together, communicate and share with each other in order to support each other and raise the country’s educational practices as a whole. Conclusion Although school districts across the country are facing huge issues, this does not mean they are without hope. Communities such as the Paris Union School District #95

have demonstrated that small and large-scale collaborative efforts are absolutely possible. Federal and state allocations of funding have eased the burden on school districts during this time. E-rate funding has made it possible for school districts to increase their bandwidth, obtain fiber and provide devices to students— laptops and hotspots. ESSER dollars have enabled school districts to upgrade their technology equipment and software to increase their ability to teach remotely. Paulo Freire, one of the most influential pedagogues and philosophers of the last century, wrote that, “There’s no such thing as neutral education. Education either functions as an instrument to bring about conformity or freedom.” This truth has become even more apparent within the last two years. For this reason, educators, school administrator, and communities must come together and cooperate with the goal of improving education for the country’s future leaders. Their freedom and livelihoods are directly affected by the quality of the education they receive, so it is up to scholastic communities to come together. Rather than competing with one another, they should feel encouraged to collaborate, share with one another and work together to help improve the education of all children across America through innovative teaching methodologies and improved internet access. References: Devlin, K. (2021, June 23). People in Advanced Economies Say Their Society Is More Divided Than Before Pandemic. PEW Research Center. https://www.pewresearch.org/global/2021/06/23/people-in-advanced- economies-say-their-society-is-more-divided-than-before-pandemic/ Freire, P. (2000), Pedagogy of the oppressed. New York: Continuum. Klein, A. (2021, March 10). Acting FCC Chair: The ‘Homework Gap’ Is an ‘Especially Cruel’ Reality During the Pandemic. Education Week. https:// www.edweek.org/technology/acting-fcc-chair-the-homework-gap-is-an- especially-cruel-reality-during-the-pandemic/2021/03 OECD (2021), Education at a Glance 2021: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/b35a14e5-en. OECD (2021), Public spending on education (indicator) . doi: 10.1787/ f99b45d0-en (Accessed on 02 November 2021) OECD (2021), Mathematics performance (PISA) (indicator). doi: 10.1787/04711c74-en (Accessed on 02 November 2021) Schaeffer, K. (2021, October 1). What we know about online learning and the homework gap amid the pandemic. PEW Research Center. https:// www.pewresearch.org/fact-tank/2021/10/01/what-we-know-about-online- learning-and-the-homework-gap-amid-the-pandemic/

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Education Elevat g We continue our series highlighting tremendous educators across Illinois who have given their time and energy to ele- vating the superintendency and public education as a whole. Each month, we will feature two educators who are going the extra mile and truly making a difference beyond their school districts and local communities. While we are aware of many of the contributions administrators are making, we are open to any suggestions for someone to feature next month. To make a recommendation, contact Jason Nevel, IASA Director of Social Media and Publications, at jnevel@iasaedu.org or by calling 217–753–2213. Dr. John Price North Chicago SD#187 Dr. DarcyBenway O’Fallon Twp HSD#203

Who: Dr. John Price, superintendent. What: Stabilized and elevated North Chicago SD #187 after state takeover in 2012; Wrote dissertation on the impact of state takeovers; Improved teacher retention in North Shore SD #187 through strategic hiring and partnerships. Where: North Chicago SD #187, Lake Region.

Who: Dr. Darcy Benway, superintendent.

What: Inspiring school leaders by sharing her personal story of overcoming health challenges; Overseeing a high-performing district despite low cost per pupil spending. Where: O’Fallon Twp HSD #203, Southwestern Region.

When: Superintendent at O’Fallon Twp HSD #203 for 15 years. Why: Dr. Darcy Benway never imagined she would be asked to share an inspirational message to her peers during a keynote presentation at IASA’s Annual Conference. “I’ve never thought of myself as inspiring but somehow, someway my story resonates with people,” Dr. Benway said. “I am happy to help in any way I can.” In April 2021, Dr. Benway was diagnosed with Giant Cell Myocarditis, an extremely rare, and rapidly fatal, cardiovascular disorder that occurs for unknown reasons. One month after being prescribed medications and immunosuppressant drugs to treat the disorder in hopes it would strengthen her heart, she was readmitted to the hospital, placed on life support and her name was added

When: Superintendent at North Chicago SD #187 since 2017. Why: When Dr. John Price was hired as superintendent of North Chicago SD #187 in 2017, he stepped into one of the most unique leadership jobs in the state. North Chicago SD #187 was five years removed from a state takeover initiated because the district failed to meet federal accountability guidelines set forth in the No Child Left Behind law for nine years while regularly utilizing deficit spending. Although the state still has financial oversight and appoints board members to North Chicago SD #187, the district is in significantly better shape, both academically and financially. During Dr. Price’s tenure as superintendent, the four-year graduation rate, for example, improved from 56 to 72 percent. “The board has invested in the right leadership at the high school, which has made a significant difference,” Dr. Price said. “We created a new freshman and sophomore academy and our Freshman on Track Rate has now been at 85 percent or higher since the program came into place. We’ve also

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Education to the heart transplant waiting list. She held on and, four days later, Dr. Benway not only received a new heart, but also a new perspective and appreciation for life. “What happened to me certainly changed me, and I’m a much better superintendent because of it,” Dr. Benway said. Benway ... cont’d. Elevat g

Price ... cont’d. adopted a new social-emotional learning curriculum and added more college and career exploration programs.” Increased financial support from the state has also improved the district’s finances to the point where North Chicago SD #187 has received a four out of four score on ISBE’s Financial Report Card the past five years. To help policymakers understand the impact of a state takeover, Dr. Price researched the topic for his dissertation. His findings have provided valuable insights on what works well and what areas can be improved. “In North Chicago what worked well was improving governance and finance,” Dr. Price said. “The aspect that did not go as well was family and community engagement and curriculum development. If you can have the same level of support and guidance that is provided on the fiscal side to the curriculum and instruction side, the outcomes can be even better.” Under Dr. Price’s leadership, the teacher retention rate improved from 60 to 80 percent. Dr. Price credits changes in the interview process and unique partnerships with Golden Apple and National Louis University. The district hopes to improve teacher retention even more thanks to a new partnership with Teach for America. North Chicago SD #187 is the first Illinois district outside of Chicago Public Schools to partner with the organization. “We want to find people who share our mission and equity focus,” Dr. Price said. “Hiring better at the front door makes sure there are fewer people walking out the back door each year.” There is much more work to be done, but the community takes pride in the progress made since 2012.

In addition to IASA’s 57th Annual Conference in September, Dr. Benway has shared her story to educators in hopes it will inspire them to keep pushing forward, take care of themselves and be mindful of stress. She also has used the opportunity to encourage her peers to become organ donors. “I hope by seeing and hearing my story that maybe they will think about it,” Dr. Benway said. “It truly saves lives.” In her 15 years as superintendent of O’Fallon Twp HSD #203, Dr. Benway has also helped foster a culture that has resulted in a high-achieving academic district despite low cost per pupil spending. Fifty-three percent of O’Fallon Twp HSD #203 students were proficient on the SAT exam in 2019, higher than the state average of 37 percent. O’Fallon’s Adequacy Score in the EBF model is 63 percent. “Dollars are important, but our success story is about having the right people in the right places to make things happen,” Dr. Benway said. “It’s not a magic bullet. It’s the coming together of a group of people around a common cause who are so dedicated to that cause that we achieve great success together.”

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.

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