May LM 2024_1

May 2024 Leadership Matters

Dr. Orzel Reflects on Four Years at IASA

The Case for Phone-Free Schools

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ISAL VII

Superintendents of Distinction

“ L Graduates Honored if e C h a n g i n g ” P r o f e s s i o n a l D e v e l o p m e n t.

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IASA hosted a graduation ceremony on May 17 for the ISAL VII cohort. The ceremony also marked the final cohort for Dr. Nancy Blair, one of the program’s foundational leaders and facilitators. ISAL VII COHORT GRADUATES

Announcing the 2024 IASA Superintendents of Distinction

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Safe School ID Compliance PLUS: Sign Up for 2024–25 School Year Elevating Education IASA Member Authors: Dr. Tiffany Brunson 60th Annual Conference Sept. 2024: Call for Presentations, Marketing Opportunities

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Dr. Kyle Thompson: The Case for Phone-Free Schools

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Dr. Courtney Orzel: Heartfelt Farewell from IASA’s Associate Director of Professional Development

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Volume 12, Issue 5 May 2024 Leadership Matters 24106

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

Jason Nevel Director of Communications jnevel@iasaedu.org

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 Creating a Groundswell of Support for Vision 2030 Will Be Key to its Success

Dr. Brent Clark

ECRA is fine tuning the draft statements based off conversations from our meeting in May into an updated document that will be reviewed by the partner associations and sent to the governing boards of the participating associations to review and take a vote of support. If approved, beginning in August, the Vision 2030 partner organizations will take policy positions outlined by the Workgroup and begin to draft legislative proposals and formulate communications and marketing strategies. The goal will be to roll out the Vision 2030 final document at the Joint Annual Conference in November. That’s where we need your help and support. Local Boards of Education will be asked to review and approve Vision 2030 resolutions in late 2024 or early 2025. Doing so, we believe, will generate local news stories across our state that will send a message to legislators that school districts are once again rallying around a unified vision for public education. That won’t be all. IASA and partner organizations hope to engage active and retired members by asking them to write editorials. We are also looking to schedule a Capitol Lobby Day in February or March to take our message directly to members of the Illinois General Assembly. Other opportunities will present themselves as we move forward. This is an exciting time, and we have made significant progress to date. However, our work is far from over, in fact, it’s really just the beginning. Vision 2030 will be a yearslong process that will require continued advocacy and support from educators across our state. Just like for Vision 2020, we can create meaningful and lasting change to our public education system. Please join me, when the time comes, in building that groundswell of support.

One thing you can count on from legislators, no matter what party, is each of them will stay up to date on local news happening in the communities they represent. Back in 2016 when school boards across the state began passing resolutions in support of Vision 2020, the Illinois General Assembly took notice. IASA and the leaders of our partner organizations began fielding numerous questions from legislators, who had grown accustomed to statewide management associations letting them know what they oppose rather than what they stand for. Not wanting to be out of step with education leaders in their communities, lawmakers reached out interested in learning more about what Vision 2020 was all about. For Vision 2030 to be successful, we’re going to need to recreate that groundswell of support. Ten months ago, the Vision 2030 process was launched with the goal of creating a new decision-making framework that would effectively guide ongoing advocacy endeavors and foster unity among public educators. With the help of ECRA, our project design partner, the Vision 2030 Workgroup produced draft statements that will become the policy brief. The brief will generate legislative proposals that will become bills that we advocate for in the General Assembly. We also pressure tested the ideas in November when we sought feedback through a statewide survey. More than 1,000 educators weighed in, helping ensure we were articulating a new vision for public education in Illinois that everyone could once again get behind. Some key areas of focus have been around eliminating burdensome mandates, the promotion of dual credit opportunities, CTE expansion, licensure flexibility, a reformed assessment system, changes to summative designations and protecting the Evidence-Based Funding Formula.

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Participants, Coaches Say Goodbye to Dr. Nancy Blair ISAL VII Cohort Graduates

By Jason Nevel IASA Director of Communications

was building life-long friendships with so many amazing superintendents across the state. Thank you to Brent Clark for his leadership in building this program for the Illinois Superintendents.”

Dale Heidbreder didn’t hesitate when the opportunity to apply for the seventh cohort of the IASA School for Advanced Leadership presented itself in September 2022. “Especially after COVID, I felt like I was struggling with my career and even struggling personally,” said Heidbreder, who is in his ninth year as superintendent of Central SD #51 in Washington. “It may sound cliche, but ISAL really is life changing professional development. It helped me find myself again and helped me develop who I want to grow into.” Heidbreder was one of 25 district administrators to graduate from the 15-month program during a ceremony held May 17 in Springfield. By completing the program, he joins the list of 175 Illinois superintendents since the academy’s inception in 2010 to earn the unique distinction of being named an ISAL Fellow. The mission of ISAL is to provide experiences that build exemplary leadership, knowledge and skill sets essential for ensuring successful student achievement at the local level. As part of the academy, each superintendent develops a personal and professional growth plan, as well as a district plan for student achievement that includes conducting a comprehensive needs assessment. Each ISAL participant is assigned a veteran superintendent as a coach. Rebecca Jenkins, superintendent of Libertyville SD #70 since April 2022, was among the 25 graduates. She described ISAL as the best professional development she’s ever received. “I have grown personally and professionally these past two years and would highly recommend this program to any superintendent,” said Jenkins. “The icing on the cake

Last Cohort for Dr. Blair May 17 also marked the final cohort for one of the program’s foundational leaders and facilitators. Dr. Nancy Blair concluded her seventh and final cohort. Dr. Blair is Professor Emerita of Doctoral Leadership Studies at Cardinal Stritch University in Milwaukee. IASA Executive Director Dr. Brent Clark and co-ISAL Facilitator Dr. Gary Zabilka both reflected on Dr. Blair’s contributions to the program and to the profession. “It’s hard to find the words to repay her for the deep development of leaders across Illinois,” Dr. Clark said.

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Congratulations ISAL VII Fellows: Buster Barton, Byron CUSD #226 Dr. Courtney Castelli, Smithton CCSD #130 Dr. Omar Castillo, Keeneyville SD #20 Dr. Zac Chatterton, Farmington Central CUSD #265 Dr. Mark Cohen, Mokena SD #159 Jeremy Darnell, Gibson City-Melvin Sibley CUSD #5 Valerie Donnan, Sp. Ed. Dist. of Lake County Jennifer Donnelly, Ohio CCSD #17 Brett Elliott, Stark County CUSD #100 Dr. Andrea Evers, Murphysboro CUSD #186 Dale Heidbreder, Central SD #51 Dr. Denise Herrmann, CHSD #128 Rebecca Jenkins, Libertyville SD #70 Dr. Kristopher Kahler, Rochester CUSD #3A Dr. Robert Langman, Darien SD #61 Dr. Benjamin Lee, Metamora CCSD #1 Dr. Michelle Lee, Ottawa ESD #141 Janice Pavelonis, Carbondale ESD #95 Dr. David Russo, Lincolnwood SD #74 Dr. Scott Schwartz, Gavin CCSD #37 Dr. Dan Sullivan, Berkeley SD #87 Dr. Corey Tafoya, Harvard CUSD #50 Cheryl Warner, Warrensburg-Latham CUSD #11 Dr. Brian Waterman, Lyons Twp HSD #204 Dr. Jenna Woodland, Evergreen Park ESD #124

“There’ve been some remarkable achievements and remarkable lives turned around. People have come in semi-broken and left in pretty good shape and continued to get better and better.” Before the ceremony, Dr. Zabilka reached out to past ISAL graduates and asked them to write a letter for Dr. Blair. He collected 70 letters from past participants and shared them with her. “You’ve touched so many people in so many ways,” Dr. Zabilka said. “Anytime that you are feeling like you’re not enough, read those letters. You are more than enough.” The ceremony was emotional for Dr. Blair, who had to wipe away tears on multiple occasions. Looking back, she said, it’s hard to believe IASA took a chance on her. “I remember interviewing for the position and thinking they would never buy this because it’s too touchy feely. I’m talking about leadership from the inside out and how you have to know yourself It helped me find myself again and helped me develop who I want to grow into. ISAL really is life-changing professional development.

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and

introduce

Joint sponsors

Why Important? In Illinois, thousands of vendor employees enter schools annually. While there are background check systems in place for school parents, guests and district employees, there is no comprehensive system available to school districts to vet and manage their school vendor employees.

Introduce New School Vendor Security System

Enrollment for Schools Now Open; Vendors Portal Opens June 1

Missed Informational Session?

Ensuring student safety is multi-faceted, but one way to provide another layer of security, and manage risk, is to vet more of the people that enter school buildings and campuses. Enrollment for schools is now open for Safe School ID, a new jointly sponsored program by IASA and IARSS that provides the tools and the power to fully vet and manage every vendor employee who enters a school—at no additional cost to the district. SSID conducts background checks on all vendor employees, providing your district another tool in liability and risk management. The vendor management system is also designed to streamline access control by managing vendor entries with a sophisticated system that registers, verifies, and tracks all visitors. What’s unique about SSID is that schools retain 100% control over who they ultimately allow into their respective schools. SSID simply provides the tools, database, and tracking mechanisms for schools to make the most informed decisions.

Watch Recording on IASA Website

Questions: contact katie@safeschoolid.net.

How It Works

Beginning May 1, school districts can opt into SSID through a Board resolution and registering online. Notices can then be sent to all vendors. IASA will share a Board resolution template and a draft letter for vendors to streamline the process and make it easier on schools. Examples are provided below. Beginning June 1, vendors will be able to access the SSID portal to register and upload employee documents for background verification. The results of the verification process would be available to both the district and the vendor for each employee that is background verified and is in service to the district. If approved, verified employees will receive a personalized QR code validation badge that can be downloaded into iOS or Android wallet and/or accessed online via smartphone. Printed and laminated badges can be purchased by the vendor through a third party vendor at an additional cost. SSID performs extensive background checks on each employee registered. There will be quarterly, automated re-verification for frequent vendor employees and annual automated re-verifications for infrequent vendor employees. Districts will retain final control of who they allow on school premises. Once a vendor employee receives an SSID badge it would be usable at other participating districts, and the subsequent employee would not have to be re-verified for each district within the given timeframe.

Vendors Save with Early Bird Registration

There is a fee for this service and the vendor would be responsible for the fee. An early adopter period will run from June 1 through September 30 for vendors to process their employees at $99/badge; beginning in October the regular price of $129/badge would be in place. SSID badges are individually issued and cannot be shared amongst vendor employees.

Adopt Board Resolution

Sign Up at SafeSchoolID.net

Draft Letter to Vendors

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ISAL ... cont’d.

before you can lead others. I walked out thinking it was never going to happen. It’s been an amazing journey and thank you for seeing whatever you saw and populating the program with amazing people. It’s really the people who come to the program and then having the coaches as that core piece.” The icing on the cake was building life-long friendships

with so many amazing superintendents across the state.

Changes Announced, Coaches Recognized Dr. Blair is not the only transition for the ISAL program. Sandye Brown, a certified leadership coach with extensive history with IASA, will take over for Dr. Blair. Curt Nettles, an ISAL Coach and graduate, will become the lead co-facilitator, replacing Dr. Zabilka, who is heading into his final year prior to retirement. For FY 25, Dr. Zabilka will step into a new role where he will offer support and guidance for Transitions and Connections at IASA. ISAL Coaches Dr. Pat Halloran and Dr. John Ahlemeyer also concluded their last cohort. Dr. Ahlemeyer has served as a coach for three cohorts, while Dr. Halloran is the longest serving coach, having mentored superintendents in all seven cohorts. “This experience has been life changing for me,” Dr. Halloran said. “I was a newer superintendent who didn’t know what I was getting into when I went through coaching training with Nancy and Sandye. I can’t say enough about Nancy’s leadership and what it’s meant. This has been an incredible opportunity.” Applications for ISAL VIII Open in Fall IASA will open up the application period for ISAL VIII this fall. Each cohort typically includes 25 people. Even though there are some changes with leadership, Nettles said people who sign up for ISAL VIII can expect the same level of high-quality professional development. “Although the ISAL program will have a transition in leadership, the program will retain all of the facets that have made it the great program it is,” Nettles said. “With Sandye Brown taking the lead as facilitator, the cohort members will

have THE master coach with them at all times throughout their ISAL VIII journey. I have been involved in ISAL from its inception, and I have watched and learned a lot from Gary Zabilka on how best to organize and run the program. Our intention is to provide the same experience the program has always provided. However, what makes ISAL unique is how the different cohorts bond and work with one another to create their own unique experience of a family-like nature. Sandye and I, along with the coaches, look forward to fostering that same environment to help the cohort members create that special bond that makes the program a life changing adventure for them.”

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i s t on Awards Luncheon i n c ti

sponsored by 2024

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Superintendents of Distinction are selected by their peers based on professionalism, communications, community involvement and leadership for learning. Recipients were honored May 16 at a luncheon in Springfield along with honorees from the Illinois Principals Association. State Superintendent Dr. Tony Sanders was the keynote speaker. Thank you to Stifel for sponsoring the luncheon.

ROFESSIONALISM • COMMUNICATIONS • COMMUNITY IN OLVEMENT • LEADERSHIP FOR LEARNING • PROFESSIONA CATIONS • COMMUNITY INVOLVEMENT • LEADERSHIP FOR

Dr. Travis Roundcount Mt. Zion CUSD #3 Abe Lincoln

Dr. Terri VandeWiele Silvis SD #34 Blackhawk

Dr. Scott Dearman Dunlap CUSD #323 Central Illinois Valley

I applaud the Superintendents of Distinction for everything they’ve done to enhance the learning environment for students and propel their districts forward. Their leadership has been a difference maker in communities across Illinois. —Dr. Brent Clark, IASA Executive Director

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Superintendents of Distinction

Dr. Lori Bein Arlington Heights SD #25 Cook North

Dr. Jeannie Stachowiak North Palos SD #117 Cook South

Dr. Kimberly Boryszewski Schiller Park SD #81 Cook West

NVOLVEMENT • LEADERSHIP FOR LEARNING • PROFESSIO ALISM • COMMUNICATIONS • COMMUNITY INVOLVEMENT R LEARNING • PROFESSIONALISM • COMMUNICATIONS •

Dr. Laura O’Donnell Olympia CUSD #16 Corn Belt

Dr. Kevin Russell Downers Grove GSD #58 DuPage

Melanie Andrews Mt. Vernon Twp HSD #201 Egyptian

The superintendents honored today exemplify the depth of leadership and personal commitment that exceptional superintendents bring to their districts to serve students and staff to be the best they can be. —Anne Noble, Managing Director of Stifel

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Superintendents ... cont’d.

Scott Watson Bismarck-Henning CUSD #1 Illini

Melissa Ritter Ramsey CUSD #204 Kaskaskia

Dr. Corey Tafoya Harvard CUSD #50 Kishwaukee

NALISM • COMMUNICATIONS • COMMUNITY INVOLVEMEN INVOLVEMENT • LEADERSHIP FOR LEARNING • PROFESS MMUNICATIONS • COMMUNITY INVOLVEMENT • LEADERSH

Heather Friziellie Fox Lake GSD #114 Lake

Tim Schurman Chadwick-Milledgeville CUSD #399 Northwest

Edwin Shoemate Cobden USD #17 Shawnee

a t u l a t i o n s to our 2024 S

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Dr. Brian Mentzer Belleville Twp HSD #201 Southwestern

Jamie Craven Peru ESD #124 Starved Rock

Joe Simpkins Richland School District #88A Three Rivers

NT • LEADERSHIP FOR LEARNING • PROFESSIONALISM • IONALISM • COMMUNICATIONS • COMMUNITY INVOLVEM HIP FOR LEARNING • PROFESSIONALISM • COMMUNICATI

Dr. Kelle Bunch Liberty CUSD #2 Two Rivers

Dr. Joel Hackney Flora CUSD #35 Wabash Valley

Chris Janssen Spoon River Valley CUSD #4 Western

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The Case for Phone-Free Schools By Dr. Kyle Thompson, Regional Superintendent Regional Office of Education #11

phone free schools to put the emphasis back on teaching and learning rather than classroom management. Doing so, I believe, will have a powerful impact on academics, student behavior, and mental health. For decades, education has been inundated with data allowing us to see what was happening from one school to the next, from one state to the next, and from one country to the next. From a global perspective, we are falling behind (Google PISA). Of course, cell phones aren’t the only reason for that, but it is undeniable that students on cell phones are disengaged and not immersing themselves in learning as much as they could be. As cell phones have become more common in schools, academic outcomes have declined. Cell phones are not helping our students become college and career ready as they are merely in attendance physically, not mentally. We can no longer blame COVID for academic declines, instead we must address some of the real problems facing our schools. Ask almost any building administrator and they will say the majority of discipline infractions in schools are the result of cell phones and the applications on them, particularly social media. Gone are the days where Solitaire and Minesweeper provided the distractions. In addition to social media, students are often unaware of what is happening around them due to distractions like Netflix movies, YouTube TV, online gaming and gambling, and even simple text messages—often from their parents. Classroom management is at the forefront of the school day, as

Cell phones are never returning to junior high in Flossmoor SD #161. One year after purchasing lockable bags that prevent students from accessing their phones during the school day, discipline behavior data is trending way down and academic data is surging up at the school in the south suburbs of Cook County. Dr. Dana Smith, the preK–8 district’s superintendent, recently shared that news on the IASA Podcast. In my role as Regional Superintendent of ROE #11, I was well aware of the distractions and behavior problems cell phones have caused in schools. The interview with Dr. Smith crystalized it for me and got me thinking more about how I can help more schools become phone free. The proof is in the pudding. “Students are engaging in the school process more and engaging with their peers more,” Dr. Smith said. “We have an environment focused on learning.” Over the past year, news articles and national publications on the topic have circulated widely as states began taking measures to address the challenge. Florida and Indiana have banned cell phones in schools, and several other states are considering it. Other countries such as France and Australia, have recently enacted policies of their own. While I am not in favor of a statewide mandate, now is the time for more Illinois school districts to consider implementing

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do, and phone-free schools simply make it easier to do so. Nagging over the phone should not be part of the learning equation, nor should the responsibility to police cell phones ever be on teachers. Removing students’ access to phones will improve academic outcomes, behavior infractions, and overall mental health. There are few negatives to a teenager having a break from their cell phone while in school. For many, it may likely be the only seven hours of the day they are not using their phone. What is the purpose of education? Ask anyone and you will likely receive a different answer every time. Years ago, I was presented the question at Indiana State University as a preliminary step to earning my doctorate. My response was this: “The purpose of education is to be a consumer of knowledge. In becoming educated (by learning), one is continuously improving as an individual thus improving their quality of life. Education prepares quality citizens to become productive members of society.” While your response may vary, we can all agree that cell phones in schools hinder students becoming consumers of knowledge, improving their quality of life, and becoming a productive member of society. In fact, they do the exact opposite. Let’s put the phones away in schools and return the focus to teaching and learning. That is what our students need and deserve.

opposed to teaching and learning. The social emotional ramifications are also felt as being a teenager is now harder than it has ever been. The rising demand for social emotional services in our schools would undoubtedly lessen if students had less access to screen time. Last May (2023), U.S. Surgeon General Dr. Vivek Murthy issued an advisory on the effects of social media use on youth mental health, indicating “there is growing evidence that social media use is associated with harm to young people’s mental health.” Students with cell phones in classrooms are not doing what they are supposed to be doing. The social media distraction is a root cause of mental health issues in our students today. We see this both inside and outside of schools through rising rates of depression, anxiety, and self harm. Snapchat and Tik Tok, among others, have infiltrated our students’ minds, which are not fully developed. Creating boundaries with cell phones can offer more students the opportunity to have a positive school experience. Bipartisan legislation has been introduced in Congress to require a federal study on the effects of cellphone use in schools on students’ mental health and academic performance. As much as it pains me to write it, if we don’t get a grip on this, the government is going to do it for us. Surely, we can all agree that teenagers, generally speaking, could use a reduction in their screen time. The idea of phone free schools is positive, not punitive. Schools already strive to create spaces for students to do what they are there to

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Legal Corner

Chad Watkins IASA Associate Director/General Counsel

To help school leaders navigate uncertain times, IASA has partnered with leading law firms throughout Illinois to provide districts with critical guidance during the 2023–24 school year. In Leadership Matters, the IASA Legal Corner will showcase an article written by attorneys who specialize in legal matters related to education. It is our hope you find the content insightful, timely and helpful in addressing the critical matters you face.

This month, we share the Spring Newsletter from attorneys at Ottosen DiNolfo Hasenbalg & Castaldo, Ltd. The newsletter includes updates on laws related to pensions, bullying prevention, the Open Meetings Act and more. As a reminder, IASA Legal Corner articles are provided for informational purposes only, and you are advised to contact your district counsel for legal advice. Click on the link below to access the article.

Legal Insights: Spring 2024 Newsletter

Ottosen DiNolfo Hasenbalg & Castaldo, Ltd.’s newsletter, Legal Insights, is issued quarterly to keep clients and other interested parties informed of legal developments that may affect or otherwise be of interest to its readers. Stories this issue include: • Illinois Supreme Court Affirms Pension Asset Consolidation Is Constitutional • New in Schools, Part I: Bullying Prevention Law Changes

• New in Schools, Part II: Amendments to Student Administrative Transfer Procedures • Public Bodies May Not Approve Closed Session Minutes in Closed Session • Federal Court Rules COVID Screenings Non-Compensable Work Time • Paid Leave for All Workers Act Now Effective.... (continue reading)...

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Need Help With Compliance?

licensure

mandates

RISK MANAGEMENT

CERTIFICATIONS

TRAINING

audits

restrictions

reports

requisites



TORT FUNDS

employment

ISBE Systems

grants

regulations

RECORDS

IASA Compliance Plus Provides On-Demand and Customized Support

Renewed for 2nd Year

Supports offered include: • Navigating ISBE financial systems and website. • Templates and checklists. • Systems for tracking licensure requirements and mandates. • Support and guidance on employment requirements. • Expenditure report assistance. • IARSS Electronic Compliance Instrument/ probe.

IASA launched Compliance Plus last year to help districts save time and navigate ISBE and ROE compliance more efficiently. Based on overwhelmingly positive feedback from participants, IASA Compliance Plus is returning for the 2024–25 school year. The program is facilitated by Cheryl Graff, former Regional Superintendent, and Robert Wolfe, former Chief Financial Officer at ISBE. Cheryl and Robert provide on-demand and customized support to your questions on a wide range of matters dealing with school finance and compliance. IASA created this program in direct response to concerns that compliance has become time consuming, confusing and mandates have stockpiled. IASA Compliance Plus can help your district streamline processes, get back on track with grant reports and even realize dividends. Robert and Cheryl will meet with you to discuss how they can help and develop a plan of support that fits your needs and your schedule. Member-Driven Initiative

Cost

Facilitators

Flat rate of $5,200 per district. This service will likely align with your district’s Risk Management Plan, making tort funds available. Contact your district’s legal counsel.

• Cheryl Graff served as Regional Superintendent in ROE #30 for 6 1 / 2 years before retiring. • Robert Wolfe recently retired from ISBE after 33-plus years as Chief Financial Officer.

Availability

Exclusively to the first 40 districts who confirm interest and intent of payment for this additional IASA membership service.

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Participants Share How Compliance Plus Benefitted Their Districts:

Dr. Roger Alvey, Superintendent, Illini Bluffs CUSD #327, Central Illinois Valley Region

• Generated revenue for district • Reviewed transportation claims to ensure accuracy and maximize depreciation • Saved the district numerous hours in writing responses to ISBE audit

Dr. Andrea Guerrero, Superintendent, Knoxville CUSD #202, Western Region

• Provided training and guidance to small staff in rural district on complex financial matters • Helped district navigate compliance probe and develop procedure and internal controls to remain in compliance • Improved district efficiency

Jason Stabler, Superintendent, Bureau Valley CUSD #340, Starved Rock Region

• Ten-fold return on investment because applied and received grants not previously aware qualified for • Review credential status of employees • Utilized training on how district could take advantage of indirect costs

Jaclyn Kuchy, Superintendent, North Greene CUSD #3, Two Rivers Region

• Offered critical support in first year of superintendency. • Reviewed website to make sure it was in compliance. • Available to answer questions anytime.

Next Steps

Complete CompliancePLUS interest form.

Learn more about how IASA Compliance Plus has benefitted districts by watching testimonial clips (above) from past participants and then complete the Interest Form. Please note filling out the form does not lock your district into participation. IASA will follow up for confirmation and send an invoice later.

Questions? Contact Jason Nevel at jnevel@iasaedu.org or call 217–753–2213

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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 some one to feature next month. To make a recommendation, contact Jason Nevel, IASA Director of Communications, at jnevel@iasaedu.org or by calling 217–753–2213. Dr. Adrian Talley Indian Prairie CUSD # 204 Jami Hodge Williamson Cty. Sp. Ed. Coop. # 3

Who: Dr. Adrian Talley, superintendent What: Applied for grant funding to open mental health clinics in schools, which has provided another level of support to students, families and community members; Helped develop the district’s first Strategic Plan; Oversaw the creation of an Equity Plan. Where: Indian Prairie CUSD #204, DuPage Region

Who: Jami Hodge, Special Education Director What: Championed special education students receiving services and supports at home districts; Established strong relationships with leaders of member school districts; Member of Vision 2030 Workgroup; Past President of IAASE; Appointed to Illinois Gender Equity Advisory Committee

Where: Williamson Cty. Sp. Ed. Coop. #3 (WCSED), Shawnee Region When: Special Education Director of WCSED for 10 years Why: Williamson County students in need of special education services don’t have to travel far to receive support. Since becoming Special Education Director for the education cooperative in southern Illinois, Jami Hodge has championed more satellite programs where students stay in their home district and in their home school. “Students don’t have to ask why am I different and have to go somewhere else,” said Hodge about the benefits of staying in their district. “That question is removed from them, and it helps create more of a sense of belonging.” WCSED is a centralized special education cooperative that provides all special education programming and an array of related services to the five county school districts: Johnston

When: Superintendent of Indian Prairie CUSD #204 for four years. Why: If a student is not in the right place socially and emotionally, it is difficult for learning to occur. “That’s why we have focused so much on mental health at Indian Prairie,” Dr. Adrian Talley said. “Our students told us they needed this. We’ve been able to secure close to $3 million in grant funding to create mental health clinics, which have eliminated barriers and cost issues.” Under Dr. Talley’s leadership, Indian Prairie CUSD #204 has become a model for many districts concerning mental health care of students, particularly in its CARES Clinics. The district applied for and was awarded grants through the Endeavor Health, formerly Edward-Elmhurst, Community Investment Fund and the Illinois Department of Public Health to start up the clinics.

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Education Elevat g

Talley ... cont’d. Students, parents and community members now have the option to receive eight therapy sessions at no cost. Since last Fall, more than 2,000 sessions have been scheduled. Hours have expanded from after school and weekends through the use of telemental health. “We’ve had parents tell us the therapy sessions have been a game changer for their child,” Dr. Talley said. “One parent even told us it has allowed him to have a relationship with his child again. It goes to show how meaningful this initiative has been and how much our students and family need that extra level of mental health support.” Dr. Talley also led the district through the development of its first Strategic Plan. During the process, stakeholder groups identified four priorities: • Focus on student development • Invest in staff • Engage in the community • Optimize resources and operations “A Strategic Plan helps you stay focused on what’s important and not try to go out and chase shiny objects,” Dr. Talley said. “Everyone knows our goals, and I can be evaluated by my Board on those goals.” Dr. Talley has also been instrumental in the development of an Equity Plan, which helps keep the district focused on ensuring all students are supported and heard. “My why for being an educator has always been to ensure all students have options and are in the driver’s seat after they leave us,” Dr. Talley said. “Our Strategic Plan provides students with options and our Equity Plan ensures all students have choices.”

Hodge ... cont’d.

City CUSD #1, Marion CUSD #2, Crab Orchard CUSD #3, Herrin CUSD #4 and Carterville CUSD #5. Services provided include speech and language support, specialized instruction for students with moderate to severe deficits in cognitive disabilities and communication disorders, STRIVE and Structure Programs, deaf and hard of hearing, early childhood care, psychological and social work and therapy. In addition, WCSED is the fiscal agent for the Perkins federal grant, which provides funding for career and technical education programs at the host schools. “We employ as a co-op all things related to special ed and utilize blending and braiding of different programs and funding sources,” Hodge said. “It works well because we’ve built great relationships and trust one another. It’s a very cohesive team.” Hodge is also a member of the Vision 2030 Student Success Workgroup. Over the past eight months, the representatives of the Vision 2030 Working Group have engaged in deep discussions on education policy and issues that have shaped priority platforms for Vision 2030. Furthermore, Hodge has been an active member in the IASA Shawnee Region and is Past President of the Illinois Alliance of Administrators of Special Education. The network of special education leaders works to empower members through professional learning, leadership, and advocacy. Lastly, Hodge was appointed by Gov. JB Pritzker to serve on the Gender Equity Advisory Committee.

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

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

Monthly e-magazine of Leadership Matters

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IASA Superintendant Authors

IASA spoke with Dr. Tiffany Brunson, superintendent of Elementary School District 159 in Matteson, about her contributions to the new book, Centering Our Voices .

What is the Centering Our Voices anthology and how did you become a contributor? I am one of the 22 passionate and diverse Black women behind this dynamic anthology from across the country. This anthology highlights the distinctive experiences, challenges, and triumphs of Black women within the field of education. This book aims to document and celebrate their brilliance, persistence, and significant contributions throughout history and in modern contexts. By sharing their stories, insights, and strategies for success, the book seeks to inspire and empower both aspiring and established Black women educators, while also fostering a broader understanding and appreciation of the vital role Black women play in shaping the future of education and society. I became a contributor through my involvement with Black Women Education Leaders, Inc. led by the brilliant Dr. Latrese Younger. Dr. Taryn Givan is the visionary behind the book, and I was chosen to share my story. What was one of the key moments in your life that helped shape the person you are today? One story I share in the book is about my experience of being one of 20 black children from my all-black neighborhood who integrated an all-white school when I was in first grade. It was one of the most defining moments in my life. It was a

time of great sadness, confusion and enlightenment. I quickly learned what Dr. King coined the “Two Americas” in his 1967 Other America speech. At that young age I realized that my life was completely different and which of the “Two Americas’’ I lived in. It is what drives me as an educator. Through my own lived experiences, I know that a quality education can change the trajectory of a young person’s life, it can rid our country of poverty and have an impact on decreasing the racial wealth gap. What are some of the key takeaways you hope people have when they learn more about your story and mission as an educator? My chapter, titled “Legacy Work,” delves into my belief that everyone can leave a great legacy if given a quality education along with access and opportunities. Legacy work helps to transform your thoughts into action. It’s about purposefully creating something for those you are leading that is rooted in love and trust and is committed to fostering deep meaningful relationships. It gives you an opportunity to live for a purpose that’s bigger than yourself. I also want educators to take away a few tips on how to create equitable learning environments in partnership with students and staff by centering their voices and lived experiences.

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Why is it so important for you to create opportunities for students to see reflections of themselves and observe differences in the world? It is extremely important that our students are exposed to both “Mirror and Window” experiences. Students should see themselves reflected in the books and educational materials and spaces they have access to. We must empower and position students as storytellers, leaders, co-creators, organizers and partners who advocate for student-driven solutions to educational inequities. This creates a deep sense of belonging as well as what is possible without feeling there are limits and barriers to their success. Not seeing themselves or being excluded can lead to them feeling devalued and not being part of the school or larger community. That is a powerful lesson that can have devastating effects or create irreparable harm to their self-esteem. It saddens me deeply because all too often children of color spend the majority of their time looking out windows sometimes feeling disconnected from the world around them. This often forces them to assimilate and abandon their identity to fit in. Window experiences help students be more empathetic, patient and understanding, moving them toward more nuanced perceptions of the world they are navigating. It also allows them to see and embrace diversity. Something I believe will help create a safer and more inclusive world. One that allows us all to thrive and reach our full human potential.

You were hired as superintendent of Elementary School District 159 in 2022. What have you enjoyed most about serving as superintendent? Since becoming the proud superintendent of Elementary School District 159, I have enjoyed engaging in listening deeply through various means and understanding our staff, students and community needs. This allowed me to learn and tap into the various talents and gifts of our staff, which has fostered deep connections. This has also allowed us to co-create an organization that is built on relational trust, high expectations and accountability but is also compassionate and joyful. With this information and data, we have been laser focused on improving our organizational working conditions and learning conditions to ensure everyone has an amazing place to work and learn. Utilizing our Strategic Plan, coupled with our work using the BELE (Building Equitable Learning Environments) Essential Actions, has helped us transform our students’ learning experiences to create equitable educational environments that allow all our young people to thrive. We have also strengthened our family and community partnerships due to my unwavering belief that strong, healthy communities create strong, healthy children. I’m so proud of all of the work we have accomplished so far. With all this work we have begun tackling and improving both the empathy gap and decreasing the opportunity gap. This is driven by my belief that every child deserves a quality school in their neighborhood and shouldn’t be forced to seek a school outside their community because their school is insufficient. I’m excited for what the future holds for our district. Watch us #ThriveIn159.

To connect with Dr. Brunson and to order a copy of ‘Centering Our Voices’, she can be reached via email at tbrunson@dist159.com or to order your copy of the book at https://mymco.my.canva.site/drtiffanysbrunson

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Professional Development

Dr. Courtney Orzel IASA Associate Director of Professional Development

Webinars, Windshields, and Wisdom: A Superintendent’s Winding Road Back

Looking back over the last four years, I’ve gained invaluable insights from other superintendents across the state. Returning to the superintendency, I feel more confident than I did 11 years ago when I first started, thanks to the learning opportunities provided by IASA. Taking on this role in the midst of the pandemic was both nerve-wracking and challenging, but it opened doors to professional learning opportunities I never imagined. On my first official day, I hosted a webinar for over 600 superintendents, despite never having done so before, propelling us to launch one of the largest and most successful remote learning initiatives for educators in the state, if not the country. Through multiple efforts, we recognized the need for greater emotional support for superintendents and their staff, leading us to create academies focused on mental health while continuing to advance in other areas and design personalized learning opportunities to help districts survive and thrive during and after the pandemic. During my four years at IASA, I delivered hundreds of keynotes across the state, reaching thousands of educators. We tripled our academy offerings, started three highly successful new cohorts, and achieved our highest-ever attendance at an IASA Annual Conference last year. Along the way, I had four new windshields in one year, put countless miles on my car, and forged friendships that will last a lifetime. Here are a few lessons I’ve learned: Just be yourself . This role is unique because I see superintendents both with their colleagues and within their districts with students and staff. We tend to be more guarded around other superintendents than when we’re engaging with

students or our own staff. My hope is that we bring more of our authentic selves to region meetings, just as we do when working with our teams and students. People are struggling. In my role at IASA, I’ve witnessed people at their highest highs and lowest lows. I’ve been a counselor, cheerleader, mentor, coach, confidante, and teacher. Despite our titles, we all face struggles. IASA is the best. Working for IASA has shown me that it offers the best collective services of any state association in the country. Our small but mighty IASA staff accomplishes incredible things to support us as leaders. Illinois has the best superintendents, not because I am one of them again, but because I’ve seen their collective strength, resilience, determination, professionalism, and dynamism. We need to support each other. While it seems simple, it’s not always practiced. We’ve seen superintendents displaced for various reasons, often left isolated without support from colleagues, feeling “treated like the plague” by their peers. While many recover in other roles, some leave the profession altogether. My hope is that when you hear of someone struggling, you reach out with a text, call, or note to let them know they’re not alone. Our families are silently suffering. Many people wondered why I would leave the Association, a great job, to return to another job I loved. The answer is simple: my children need me. A few weeks ago, I saw a flyer for an event at my daughter’s school and asked why she hadn’t given it to me. She replied, “Because you’ve never been to a single event for me during the school day.” She was right. It was then I realized that my career choices shouldn’t make my family suffer and that happened the last four years, and it happened while I was a superintendent.

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opportunity to have worked with him, the Board of Directors, the IASA staff, and each and every one of you. Thank you for your support over the past years. I look forward to keeping the same windshield and seeing all of you at the 60th Annual IASA Conference! Respectfully,

Finally, I’ve spent countless hours encouraging educators to thank those who have taken a chance on them. I’d like to thank Dr. Brent Clark for taking a chance on me five years ago. Brent has been a mentor, leader, coach, and tremendous support system, going along with (almost) every out-of-the-box PD idea I’ve proposed. I am grateful for the

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