Leadership Matters - October 2014

Matters Leadership OCTOBER 2 0 1 4

Superintendent’s heartfelt letter goes viral Striking a chord

In this month’s issue

Additional Items

ISAL Nomination form P. 12

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Getting to know your IASA Governmental Relations and Advocacy Committee members P. 14

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Job Bank P. 16

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IASB to offer workshops

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regarding community

engagement P. 20

Striking a Chord: Superintendent’s heartfelt letter goes viral P. 4

IASA Annual Conference P. 10

IASA News in Brief P. 22

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IASA Calendar of Events P. 24

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Message from the State Superintendent of Education

New Illinois Learning Standards provide important tools for educators P. 13

Elements of the state student growth default plan P. 18

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

IASA Newsletter Editor Michael Chamness mchamness@iasaedu.org

Assistant Editor Mary Ellen Buch mbuch@iasaedu.org

1200 West Main Street Marion, IL 62959-1138 618.364.0501

Volume 2, Issue 9

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We can spark a great fire for educating kids the right way

personal meetings to discuss Vision 20/20. One briefing will occur at our upcoming IASA Annual Conference, scheduled for October 8-10. If you have not already registered, I would encourage you to do so as we have lined up an incredible list of speakers. The Vision 20/20 briefing will be at our final general session on October 10. We also will be holding a special preview of Vision 20/20 on October 15, from 1-3 p.m. at Forest View Educational Center in Arlington Heights. To RSVP for that special preview, please click here. There is no cost, but registration is required. Following the formal kickoff at the Triple-I Joint Annual

The cover story for this issue of Leadership Matters not only highlights an outstanding example of a superintendent communicating with his community, but it also dovetails perfectly with our upcoming Vision 20/20 campaign to chart a course for public education in Illinois. As I read Peru Superintendent Mark Cross’ letter to parents in

Message from the Executive Director Dr. Brent Clark

“We have one big advantage over any reform group regardless of the amounts of money they pour into political campaigns. We have an army on the ground in every community in the state. And it is going to take superintendents, principals, lighting the Vision 20/20 fire in their own communities. If we light enough fires at home, Vision 20/20 will spread like, well, a wildfire – which is how Mark’s letter took off.” business officials and school board members

his district, I was struck by his sincerity in standing up for what he believes is best for the children in his district. That’s why I think his letter resonated so well not only in his community but throughout the country. The story and Mark’s letter are well worth reading in this newsletter. The reason I link Mark’s letter to Vision 20/20 is that it illustrates the sort of grassroots approach that will be the key to implementing our plan for public education in Illinois. We have one big advantage over any reform group regardless of the amounts of money they pour into political campaigns. We have an army on the ground in every community in the state. And it is going to take superintendents, principals, business officials and

Conference, we have scheduled special meetings in each of our three Super Regions. At these meetings, we will go into detail about the plan itself, discuss our strategy to move from introducing the plan to advocating for the plan, and provide public talking points. Those special meetings do not require registration and will run from 8:30 a.m. to noon on the following dates and locations: December 8 in the Performing Arts Center at the Naperville North High School campus, 899 Mill Street in Naperville; December 9 at Sugar Creek Elementary School, 200 North Towanda Avenue in Normal; and  

 December 10 at the Holiday Inn Convention Center, 222 Potomac Boulevard in Mt. Vernon. I am really enthused about Vision 20/20 and our potential to change public education in Illinois in a way that fulfills our promise to the more than 2 million children in our state who depend on us to live up to our vision statement “Maximum Educational Success for All Students.” Vision 20/20 will succeed only with your help as we work at a grassroots level to spread our message, build consensus and demand action across the state community by community. I look forward to seeing you at one of our upcoming Vision 20/20 meetings!

school board members lighting the Vision 20/20 fire in their own communities. If we light enough fires at home, Vision 20/20 will spread like, well, a wildfire – which is how Mark’s letter took off. Speaking of Vision 20/20, the coalition of partners has firmed up a strategy for the rollout and for the launch of the Vision 20/20 public campaign and it’s already operational. The formal kickoff will be November 21 at the first general session of the Triple-I Joint Annual Conference in Chicago. However, between now and mid-November we will be holding more than 40 regional, divisional and

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Peru Elementary Superintendent Mark Cross reads to teacher Chris Goodman’s Kindergarten class.

Striking a chord

Superintendent’s heartfelt letter to parents goes viral

“The way that data is being used to compare and rank schools is completely misguided. Assessment data was never intended to be used for those purposes. Probably the biggest takeaway from the responses I have received is about the misuse of test data to measure kids, teachers, principals and public schools,” Cross said. “What professional in any line of work would want to judge someone’s performance based on how an 8-year-old fills in a bubble on a given day?” Cross’ viewpoint regarding the use of assessment data by the federal and state education bureaucracies has nothing to do with how his district stacks up because Peru Elementary School District 124 historically performed above or at the statewide averages on the ISAT test that this school year is being replaced with the PARCC assessment. In his letter, Cross wrote: “Unfortunately, there are many federal and state education initiatives that

By Mike Chamness IASA Director of Communications

Peru Superintendent Mark Cross says he was simply writing a back-to-school letter to parents in his district. He wasn’t trying to make a political statement or create a movement, though he thinks one is needed. In a stunning display of the power of social media, Cross’ letter spread from his school district’s Facebook page to more than a million readers across the state and nation. “The letter was just a sincere response to what have been many, many distractions from the federal and state agencies that get in the way of what matters most,” said Cross, who has received hundreds of responses from coast to coast. “It apparently struck a chord.” Cross said the biggest reaction to his letter was about the way in which test scores are being used to rate public schools. Cross believes school rankings are best left to things like football and basketball.

(Continued on page 6)

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Click here to read the entire letter.

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Judging from his desk, it’s not like Superintendent Mark Cross has lots of time to write letters.

can very much be a distraction from what matters most. These initiatives are based on good intentions and are cloaked in the concept of accountability, but unfortunately most do little to actually improve teaching and learning. Most are designed to assess, measure, rank and otherwise place some largely meaningless number on a child or a school or a teacher or a district. That is not to say that student growth data is not important. It is very critical, and it is exactly why we have our own local assessment system in place. It is what our principals and teachers use to help guide instruction and meet the needs of your kids on a daily basis. In other words, it is meaningful data to help us teach your child.” The Missouri Association of School Administrators requested his permission to send his letter to school superintendents in the “Show Me” state, and the letter attracted the attention of local and national media, including the Chicago Tribune and the Washington Post. The Trib headline read “Common Core criticism ‘struck a chord,’ Peru school chief says.” But Cross clarified that the letter really wasn’t even a swipe at Common Core.

“It was about the over-reach of the feds and the state,” he said. “I’m not saying that there shouldn’t be national standards or that the state and feds don’t have some role, but it’s been flipped on its head with things like No Child Left Behind and Race to the Top.” It might surprise some to know that Cross is a firm believer in accountability for public schools. “I am a big believer in accountability,” he said. “But I think we should be accountable primarily to the people who are paying for our schools, and in most cases in Illinois that would be local taxpayers and the locally elected boards of education.” Cross said that student test scores should be a part of that accountability, but not the only part or not even the biggest part. He thinks a survey of parents, which his district utilized this summer, is another way to measure accountability. As the superintendent of a pre-K-8 elementary district, he thinks hearing from the staff at the junior high and high school regarding how well prepared their students are is another good measure. When he was a principal at Roanoke- Benson High School, they surveyed their former

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students one year and five years out about how well prepared they were for college. While Cross is all for a movement to regain local control over public education, he’s not an advocate for mutiny. “I would never steer my district away from complying with the law,” he said. “I just think the law needs to be changed and the over-reach needs to be stopped. We will jump through all of the hoops, and we will administer the tests -- and then we will put it aside and focus on the kids and what’s important: a well-rounded education for children in a warm, caring and nurturing environment. All of the talk about education reform and there’s no mention of music, art and physical education.” Cross is in his 23 rd year as an educator, including four years as a special education teacher, six as a high school principal, one year as an assistant regional superintendent, two years as superintendent of the Spring Valley School District and 10 years as the schools chief in Peru. The genesis of Cross’ letter dates back to last spring when he met with his building principals to discuss the school year that was ending and to look at ways to improve going forward. “The principals and I had an in-depth discussion about all of the distractions and the need to refocus on the kids,” Cross recalled. The letter more or less captured and framed that discussion for parents. He sent it out on August 20. A school board meeting was scheduled that night and by the time Cross headed to that meeting the letter already was hurtling through cyberspace. “I told the Board that I had sent a back-to-school letter to parents and I gave them a copy of it. I’m not sure any of us realized how far and wide it would spread, but by the next day I was getting responses from all over the place,” Cross said. Based on the response he has received, Cross said he thinks it’s just a matter of time before there is a “revolution” by parents and educators who believe in strong local control of public education. He chuckled when he recalled a reporter asking him about his “controversial” letter. “I told her that there was no controversy,” he said. “The response I’ve gotten has been 100 percent supportive of a common sense approach to educating children. If nothing else, the response to the letter proves that parents do not want their children attending a test factory.”

“I would never steer my district away from complying with the law. I just think the law needs to be changed and the over-reach needs to be stopped. We will jump through all of the hoops, and we will administer the tests -- and then we will put it aside and focus on the kids and what’s important: a well-rounded education for children in a warm, caring and nurturing environment. All of the talk about education reform and there’s no mention of music, art and physical education.”

Read responses to the letter from across the country on the next two pages.

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Reaction to Cross’ letter came from all over the country

“What a wonderful letter you wrote to your district parents! I am on the School Board of Perrysburg Schools, in Perrysburg, OH. … A music educator sent me your article as it was posted on the National Association for Music Educators site. She and I are both big fans of the arts in education, she as a music educator and me as an instructor trying to reinvigorate creativity among students before it's totally squashed. We both did our Master's work on this theme so your letter really rang true to us…Letters like yours are ‘music’ to my ears. Thanks so much for taking a stand against the insanity and being a leader of common sense, not common core.” --Sue Larimer, Board Member, Perrysburg Schools, Perrysburg OH “I saw your letter to parents recently, shared by the Washington Post(!) on Facebook, and I wanted to reach out and say thank you for so clearly stating your thoughts and being willing to share your views with your community. I grew up in Peru, and although I attended the Peru Catholic school system, I of course have a special place in my heart for anything as it relates to my hometown, where my parents and many other family members still live... I also work in K-12 education... Yes, basic math and literacy skills serve as part of a foundation for a child's education, but there is so much more to it. School systems, where all adults work together to provide high-quality instruction and supports for students; time for students to relax, be creative, expend energy, and explore new skills; development of social-emotional skills -- these are all so important, and I am proud to come from a town where the Superintendent of schools ‘gets it.’ ” --Michelle Scott, Education Researcher, Chicago

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“Your letter to parents dated August 20 was shared with me yesterday by one of our principals. What an outstanding letter! Thank you for voicing so well the concerns we all share and the priorities you intend to keep! It was inspiring!” Rob Glass, Superintendent, Bloomfield Hills Schools, Bloomfield, Michigan “I applaud the letter that you sent to your parents about the real priorities in education. I am a music educator, and I have watched every subject take a back seat to ELA and Math, children reduced to their test scores, and teachers forced into a preset teacher mold with no room for innovation. I actually attended a professional development session that referred to all non-ELA and -Math subjects as ‘feeder subjects’ for ELA and Math. I could not agree more with you!!! Thank you for your courage, clarity, and eloquence in a time that is so muddled and needlessly complex!” --Buster Harris, Mississippi “I believe that your email inbox may be filling quickly as your parent letter is being shared throughout our nation. Since I am also an educator, I know that we don’t work with children for the purposes of extrinsic rewards, much less the simple ‘thank you’ that actually do make a difference. Since we are all taught to insure that our students receive praise for any great deed, I wanted to pay it forward to you as well…Your parent letter is deeply appreciated, as it speaks to what most arts teachers have been saying all along. As budgets dwindle, and researchers continuously try to find ‘efficient’ ways to close the perceived gaps, it has been common knowledge that priorities have shifted away from your (and our) viewpoint of the complete learner. I often say to parents ‘as a teacher, I am charged with seeking new ways to reach students – to learn better techniques when I can; however, I find it quite ironic that the great inventors, the great thinkers, and the great businessmen of our nation were taught by a system of education that emphasized basics, arts, and community learning, yet we as a nation are moving further and further away from that model. And – many of the directors of this movement ARE products of that same system.’ I apologize for the diatribe. I did, however, want to thank you for acknowledging the vital components of a true education. While you may obviously receive conflicting viewpoints for your stance, I sincerely hope that there will be overwhelming support. You have mine, at least. My bigger wish is that other leaders in education may heed your words.” --Richard A. Bacz, Director of Bands/IB Music, Alexandria, VA

“Great letter sent to your parents and community regarding what matters most in your school district. Thank you for having the courage and disposition for doing so.” --Dr. Ken Jerich, Professor Emeritus, Urbana

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There is still time to register for the IASA Annual Conference

We are marking the 50 th anniversary of IASA becoming a stand-alone association at our Annual Conference, so please save the dates October 8-10. We have designed a commemorative coin that will be given to attendees, and we are working very hard to make the conference the highlight of our Golden Anniversary celebration.

Click here to register!

New Superintendents’ Strand The first year in any new leadership role can be very challenging, and that is especially true for new superintendents during these times of fiscal crises and attacks on public education from all sides. In addition to the networking opportunities with other superintendents that you cannot find many other places, the program we have put together this year was with new superintendents in mind. In fact, we have developed a strand just for new superintendents that includes the following offerings: Wednesday, October 8, 2014 Basic Collective Bargaining - Revised 2011 (AAC #1045 ) 8:30 a.m. to 3 p.m. This course will provide administrators with the basic knowledge and skills needed for effective collective bargaining. It will focus on contract language, bargaining preparation, legal framework, interpersonal relations, and the data-driven economic impact of the organization. New Superintendent Mentoring Meetings (1:30 to 2:30 p.m.) First year superintendents gathering with the IASA Field Services Directors Thursday, October 9, 2014 New Superintendent's Roundtable (8:15 to 9:00 a.m.) This roundtable session is an opportunity for reflection and discussion on the issues that confront the first year superintendent. What To Do and (more importantly) What Not to Do in Your First Year as Superintendent: Lessons We Learned On the Job (so you won’t have to (12:30 to 1:30 p.m.) The superintendency is often referred to as the Impossible Job . While it is true that nothing can prepare the new superintendent for what is to come, it is also true that this is part of what makes the job exciting and meaningful. Come to this session to learn from three second-year superintendents on what they would do the same and what they would do differently and how, with the right knowledge, tools and relationships, you can do your best to serve kids every day.

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OCTOBER 8-10, 2014

Join us for a great lineup of speakers!

Hall Davidson , Senior Director of Global Learning Initiatives for Discovery Education and a nationally known educator and speaker on education in the digital age. Before coming to the Discovery Education Network, Davidson was Director of Educational Services at KOCE-TV, a PBS station in Orange County, California and taught math on a television show that earned an Emmy.

Noted author and business consultant Jon Gordon , who has written books on such topics as leadership, culture and teamwork. He has authored nine books, including One Word, The Energy Bus and The Seed : Finding Purpose and Happiness in Life and Work .

Suhail Farooqui is CEO of K12 Insight, a company that specializes in survey design and deployment in public schools, and the impact of surveys and community-wide communication on public schools. He is widely recognized as a visionary helping America’s public schools become more relevant and effective at their core mission.

Rafe Esquith , an award-winning teacher at Hobart Boulevard Elementary School in Los Angeles, where he has taught since 1984. Many of his students, who are all from a community of poor and immigrant families, start class very early, leave late, and typically achieve high scores in standardized tests. Esquith has authored books about teaching and his annual class Shakespeare Productions was featured in the 2005 documentary The Hobart Shakespeareans.

We’ve invited Gubernatorial Candidates Pat Quinn & Bruce Rauner to come and talk about public education in a special conference session

This one still is in pencil and may remain so for right up to the conference because of the obvious complexities of scheduling that are involved, but we have been given indications that both candidates might take advantage of the opportunity to come and talk about one of the most important issues facing our state.

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New Illinois Learning Standards provide important tools for educators

Generation Science Standards earlier this year. We adopted new physical education standards last year to make sure students can work well together and develop habits that promote their overall physical and emotional wellness. Just last month, I requested a review of our arts and social studies standards to align them with our college and career readiness goals and expectations. Two committees composed of advocates, teachers, administrators and community partners will study the current standards, review those of other states and make recommendations for improvements. This process has been a good evolution from the outdated expectations of our previous learning

Message from the State Superintendent of Education

Later this month, the Illinois State Board of Education will honor more than 200 outstanding educators and school personnel from across the state during the 40 th annual “Those Who Excel” banquet in Normal. One individual will be named that evening as the Illinois Teacher of the Year for 2015. This program allows us to recognize individuals

benchmarks. The new standards are important tools for teachers to help guide their instruction and ensure that students not only master content but a variety of skills as well. A majority of educators believe the new standards will improve students’ ability to lead, focus and connect with ongoing initiatives to improve the quality of education in Illinois, according to results from Scholastic’s Primary Sources Survey of Illinois teachers last fall. As implementation continues, more teachers are working together in teams and sharing ideas and best practices. Teachers are also acting as facilitators with their students to promote active and engaged learning. I have no doubt that more teachers, as

and teams who work on behalf of students each day to help them become successful lifelong learners. Additionally, it is an opportunity to celebrate and promote public education. It’s so important that we take time to publicly recognize these educators and their dedication, leadership, enthusiasm and innovation in the classroom. Great teaching takes hard work and the right mix of preparation, skills and flexibility to produce exceptional outcomes. The State Board is committed to providing educators with every tool and advantage needed to give students a challenging and well- rounded education that’s relevant to real-world experiences. Our effort to update content standards in all subject areas is just one way we are working toward this goal. As we prepare our students to compete and thrive in the 21 st century, we must address the needs of a child as a whole and foster their development as critical and creative thinkers, collaborative problem solvers and healthy, civic- minded citizens.

The new standards are important tools for teachers to help guide their instruction and ensure that students not only master content but a variety of skills as well. A majority of educators believe the new standards will improve students’ ability to lead, focus and connect with ongoing initiatives to improve the quality of education in Illinois, according to results from Scholastic’s Primary Sources Survey of Illinois teachers last fall.

-- Dr. Christopher A. Koch, State Superintendent of Education

well as students, will realize their full potential under our new expectations and initiatives and your guidance. I look forward to recognizing their achievements.

To build on our adoption of the new Illinois Learning Standards in English language arts and math four years ago, we adopted the Next

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Getting to know your IASA Governmental Relations and Advocacy Committee Members

Favorite movie: Remember the Titans Favorite book: Quiet Strength by Tony Dungy Favorite musical artist: Walk off the Earth – (Check them out on YouTube!)

Supt. Brent O’Daniell, Two Rivers Region School district: Virginia CUSD #64 One thing you would like people to know about your school district: We are celebrating the completion of a new Jr/Sr. high school, and we have a strong, committed supportive community. Years as educator: 18 High school: Woodlawn High School Colleges or Universities: BA from Lindenwood College in St. Charles, MO; Masters and Specialists from Eastern Illinois University Cohort Program in Mt. Vernon Family: Wife of 19 years Stacie, Daughter Lauren -HS senior, Son Brendan-HS Sophomore. Favorite hobby: Golfing and hunting with my son, watching movies with my daughter, and following both of their careers in baseball, softball, football, volleyball and basketball. (Whew!)

One thing people probably would be surprised to know about you: I have won multiple cooking

competitions, including chili, pulled pork and ribs. Biggest concern about public education: We are so busy trying to redact all the negative publicity from outside entities, we cannot focus on the great successes we see daily. Most encouraging thing about public education: Vision 20/20. Super excited to jump on board with this movement and change the perception and environment of public education!! over the country (California, Texas, Georgia, and Tennessee). It makes for a challenge to get them all together, but I talk to each of them almost every day with the exception of my son who serves in the military. Favorite hobby: Running the family farm Favorite movie: Anne of Green Gables Favorite book: The Bible Favorite musical artist: Alabama One thing people probably would be surprised to know about you: I am a bee keeper. Biggest concern about public education: The constant barrage of government mandates and decisions that have resulted in the public school system to be the “poster child” for what doesn’t work. Most encouraging thing about public education: It is still the great equalizer! Our doors are always open and we educate all who cross the threshold -- and I hope that never changes. I am of the belief that we are charged with the responsibility of raising up the children of today and equipping them with the necessary skills to make them proud and productive citizens of this great nation.

Supt. Lea Damisch, NW Region Name: Lea Damisch School district: Marengo Union Elementary CSD # 165

One thing you would like people to know about your school district: There is a very strong connection to the community and a genuine sense of pride in valuing the need for public education. Years as educator: 17 years

High school: Marian Central Catholic H.S. Colleges or Universities : BS Business Administration/Mathematics from MacMurray College; MBA from Allstate University; MA from Trinity University; MA in Educational Leadership- Aurora University; CAS from Western Illinois University; IASA School for Advanced Leadership (ISAL). Family : Married for 30 years. I have seven children, three grandchildren — with the fourth one to arrive in November. My oldest grandson is in first grade in my school district. Three of my children live in Marengo, while my other four live all

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Elements of the state student growth default plan

then the evaluation plan shall require that at least two Type III assessments be used.  The Part 50 Rules require that a type of assessment must be "identified" by the PERA Joint Committee. ISBE has defined identified to mean two different things: 1) there are no assessments available, thus for the teacher(s) there is no assessment to identify or 2) identified = agreed upon. There may be assessments available, but the joint committee cannot come to agreement.  How will a PERA Joint Committee determine the type of assessment? The first thing the committee should do is complete an inventory by category of teacher, of what Type I, II and III assessments the district is presently using. The committee will then need to decide on what Types each category of teacher will be responsible to use. If the committee cannot agree there is a defined conflict resolution process described in the rules.  What are Student Learning Objectives (SLO's) and does every PERA Joint Committee have to require SLO's? SLO is a process for the teacher to arrive at an assessment to be used for student growth evaluation purposes. There is no requirement that the committee must choose SLO's but if there is no agreement the default model contains an SLO.  What does the SLO process specifically require? The ISBE prepared template for SLO's requires 1) a list of the student population whose achievement will be measured; 2) a description of the learning goal; 3) standards related to the learning goal; 4) a description of the assessments and scoring procedures established that measures the student understanding of the learning goal; 5) identification of growth expectations established at the beginning of the SLO; 6) identification of adjustments made to the identified growth expectations at the midpoint of the SLO process; 7) documentation of the number or percentage of students who achieved the identified growth expectations; 8) an explanation of how the qualified evaluator translates the number or percentage of students who achieved the identified growth expectations into a final student growth rating; and 9) a final growth rating assigned at the conclusion of the SLO process.  Can the growth expectation be changed at the midpoint? There is no rule prohibiting the changing of the growth expectation at the midpoint.  How does the PERA Joint Committee assess the different ability levels of students? ISBE recommends in the default model that the committee use a value

The proposed rules for the "State Performance Evaluation Model for Teachers" can be found here . These rules have passed through JCAR and are currently waiting ISBE Board approval. PERA rules require that a Joint Committee, consisting of an equal number of teachers and administrators, be formed by November 1 of the year prior to the District's PERA Implementation date. This Joint

Dr. Richard Voltz IASA Professional Development

Committee has 180 days to come to agreement on all issues related to use student growth for teacher performance-based evaluation purposes. I have copied all the changes and additions to the Part 50 Rules in this communication. I highly recommend that all administrators read these rules closely. Prior to the text of the rules I will try to summarize some of the most important new rules. Educators have generally been referring to the PERA rules that require agreement to be the State Default Rules. These are now titled the "State Performance Evaluation Model for Teachers." In general, the PERA Joint Committee needs to decide all issues related to student growth for teacher evaluation purposes. The committee will have to decide the following:  The percentage of student growth for teacher evaluation must be at least 30 percent (can be 25 percent first two years of implementation) and no more than 50 percent. The default is 50 percent.  What type of assessments should be used? The performance evaluation plan shall identify at least two types of assessments for evaluating each category of teacher (e.g., career and technical education), grade and one or more measurement models to be used to determine student growth that are specific to each assessment chosen.  The evaluation plan shall include the use of at least one Type I or Type II assessment and at least one Type III assessment.  The joint committee shall identify the specific Type I or Type II assessment to be used for each category of teacher.  The evaluation plan shall require that at least one Type III assessment be used for each category of teacher. If the joint committee determines that neither a Type I nor a Type II assessment can be "identified,"

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table approach called the Adaptive Conditional Measurement Model. In this model the committee must consider three student criteria. They are 1) Special educational placement; 2) English language learners; and 3) low-income populations.  Can the PERA Joint Committee decide what students get included in the student population? The committee will make all decisions related to factors such as student attendance, date of entrance by a student into the class, etc...  How will the committee deal with issues such as year-long classes, semester classes, quarter classes, co-teacher classes, date of summative teacher evaluation due at the district office, tenure teacher deadlines, non-tenure teacher deadlines, Needs Improvement and Unsatisfactory deadlines, etc...? The committee will have to try to think of all possible decisions that have to be made and make rules.  What is the rigor required for an assessment and a learning objective? This will be a very difficult process for the PERA Joint Committee to determine. The Part 50 Rules state that the learning goal shall be based on school-wide or district-wide initiatives that address the content of the learning goal and/or the school improvement plan. Many districts will refer to Bloom's Taxonomy or Depth of Knowledge (DOK) Framework to determine the rigor of the learning goal and assessment. How will the PERA Joint Committee determine the summative teacher rating? The committee will have to decide how to combine the ratings of teacher practice and student growth for a summative teacher evaluation rating. If the committee cannot agree the table in the upper right hand corner of this page is required.  If the two sides cannot agree on a measurement model then the default is the "Adaptive Conditional Measurement Model." This is defined as "a measurement model used to analyze assessment

data to determine student growth that consists of at least a collection of baseline data that is used to determine individual student growth expectations and the recording of student outcomes in comparison to the growth expectations identified."  "Growth Expectation" means the outcome that students are expected to achieve by the end of the instructional period and includes consideration of a starting level of achievement already acquired and determination of an ending goal for the level of achievement to be reached.  "State Performance Evaluation Model" means those components of an evaluation plan that address data and indicators of student growth that a school district is required to use in the event that its joint committee fails to reach agreement pursuant to Section 24A-4(b) of the School Code.  "Student Learning Objectives" consists of a learning goal, assessment and procedures to measure that goal and growth expectation.  "Student Learning Objective (SLO) Process" means a process for organizing evidence of student growth over a defined period of time that addresses learning goals that are measurable and specific to the skills or content being taught and the grade level of the students being assessed, and are used to inform and differentiate instruction to ensure student success.

PERA strand included at IASA Annual Conference A special strand designed to equip superintendents with the information to comply with the Performance Evaluation Reform Act (PERA) requirements will be offered at the IASA Annual Conference October 8-10 in Springfield. The topics in the PERA strand include:  PERA – Working with the Joint Committee and Student Growth Component (AAC #1459), 8:30 a.m.-3 p.m. Wednesday, October 8;  Make Assessment Matter – What Do Students, Teachers and District Administrators Want from Tests? 12:30 p.m.-1:30 p.m., Thursday, October 9;  Student Growth for Teacher Evaluations, 3 p.m.-4 p.m., Thursday, October 9; and  Networking Session for Superintendents of 2015 PERA Implementers, 8:30 a.m.-9:30 a.m., Friday, October 10. IASA is also sponsoring a workshop on Friday, November 21 from 8 a.m. to noon at the Triple I Conference. Participants will be able to learn from the journeys of three school districts that have fully implemented PERA in their school districts and one district that has completed its PERA evaluation plan.

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IASB to offer workshops regarding community engagement

As most superintendents know, the primary task of the school board is to continually define, articulate and re-define district ends to answer the recurring question: “Who gets what benefits for how much?” In order to define those ends and clarify the district’s vision, mission and goals, the school board needs to connect with its community around the aspirations that people have for their local schools. While many school districts do very good work around public relations or polling, connecting with the community involves much more than that. It requires an ongoing, two-way conversation that enables the school board to hear and understand the community’s educational aspirations and desires, to serve effectively as an advocate for district improvement and to accurately inform the community of the district’s performance. That’s why the Illinois Association of School Boards (IASB) prepared and distributed a new report, “ Connecting with the Community: the Purpose and Process of Community Engagement as part of Effective School Board Governance .” Its purpose is to help school boards – and superintendents – understand what community engagement is, why it is critical, what they can expect to accomplish, and how to evaluate the results.

While IASB is not trying to be prescriptive, it is offering workshops and other tools to help boards and school administrators know what each of their roles are in the community engagement process. It is our hope that this experience will forge stronger bonds between members of the school management team and the community, as they initiate this difficult but vital work. Districts that want to know more about IASB’s community engagement process should contact their IASB Field Services Director in Springfield or Lombard.

2014-2015 Moon Scholarship Program

Are you a superintendent or an aspiring superintendent? Are you pursuing graduate study to become the best superintendent you can be? Do you know there are scholarships available through IASA to help offset the costs of your coursework? Established in 1993 in memory of Dr. James V. Moon, a former superintendent at Morton High School District, the James V. and Dorothy B. Moon Scholarship program is committed to improving the education and qualifications of school administrators. Since its inception, 80 scholarships totaling nearly $174,199.78 have been awarded to current or aspiring superintendents.

Practicing school administrators in Illinois qualify if they are college graduates pursuing an advanced degree in educational administration at an accredited college or university. Several scholarships ($2,500 minimum each) are awarded each year and are paid directly to the college or university to cover tuition, fees and/or textbook expenses. To obtain more information on the application and awards process, click here or contact Cherry Middleton, IASA Executive Secretary/Office Manager, at 217/753-2213 or email at cmiddleton@iasaedu.org .

This year’s application deadline is Friday, January 2, 2015.

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IASA News in Brief

AASA offers webinar on new guidance from U.S. DOE’s Office of Civil Rights

AASA will be offering a free webinar at 2 p.m. October 21 regarding the new guidance for school districts released October 1 by the U.S. Department of Education’s Office of Civil Rights clarifying the legal obligations under Title VI to ensure school districts are distributing resources comparably between schools. The webinar will be led by Maree Sneed, a partner at Hogan Lovells, LLP, and a longtime legal advisor to AASA on a wide range of federal and state issues. The discussion will focus on what school superintendents and administrators need to know in order to proactively ensure compliance with the new guidance. To register for the webinar, please click here. The new guidance issued details how the Department of Education will be comparing resources allocated across schools and school districts to measure the relative allocation of “equal educational opportunities for students.” Among the factors they will consider are equal access to: courses, academic programs, and extracurricular opportunities; effective teachers and leaders and other school personnel; school facilities and instructional technology and materials. The new guidance is complex and will likely require districts to reconsider their current allocation of resources across the district. You can read a summary of the new guidance by clicking here.

Principal Appreciation Week is coming up! Show your appreciation by giving your principals the opportunity to attend the IPA Principals Professional Conference this October. It’s a great way to recognize your building leaders for the work that they do to improve your schools!

Click here to learn more about Principal Appreciation Week.

Great schools have great principals. Help your principals grow and learn at the IPA Principals Conference!

2014-2015 School Year Calendar now available on IASA website

The 2014-2015 School Year Calendar has been compiled to assist you in planning your year and to do list. Note: Other important reminders are included at the end of the fiscal calendar. Click here to view the full IASA School Year Calendar.

ISDLAF+ September 2014 Monthly Update Click here to view the September 2014 ISDLAF+ rates, economic indicators and general economic news brief. To obtain additional information regarding this IASA sponsored service, contact Emmert Dannenberg, statewide marketing director/

ISDLAF+ at 815.592.6948. To check daily rates, visit the ISDLAF+ website at www.isdlafplus.com .

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October 2014

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Corn Belt Region Meeting

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IASA Annual Conference Springfield, IL

Shawnee Region Meeting

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22 Egyptian Region Meeting

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Kishwaukee Region Meeting

Click on a color- coded date to open a link for more information about the event.

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Region Meeting ( Contact your Region President for details )

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November 2014

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4 Shawnee Region Meeting

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Abe Lincoln Region Meeting

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Fall Veto Session

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Click on a color- coded date to open a link for more information about the event.

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2014-2015 Senate Bill 7 Performance Rankings File is now available !

Illinois School Districts are working to comply with the requirements of education reforms. IASA has worked to provide support via the Senate Bill 7 Performance Rankings File. This program gives districts a method of managing district positions aligned to local qualifications, teacher's credentials, and performance ratings. The program compiles this local data and creates reports needed to comply with Senate Bill 7. This software was originally reviewed by the Senate Bill 7 teams from the Illinois Federation of Teachers (IFT) and the Illinois Education Association (IEA). This version builds on the knowledge gained from these users. This includes the inclusion of many suggested improvements that were submitted by these users. Examples of new features include:  Sorting data within the program  Listing teachers not only in their current position but also for other positions they are eligible to hold in the district  Filtering reports to display only current employees

The cost of using this software remains the same as last year. The annual licensing fee will be $275 for IASA members and $550 for non-members.

Several podcasts on how to use the software and well as the access request form can be found here!

Please note that previous versions of the IASA Senate Bill 7 Performance Rankings File are no longer supported as there have been legal changes which are not included in the previous versions of this software. Also, the service method for the 2014 software will be via email only.

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