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Leadership Matters April 2025

State Superintendent Discusses Redesign

Unpacking Farm-to-School Initiative in Southern Illinois

Keynote Speakers Announced for IASA Annual Conference

Q&A WITH STATE SUPERINTENDENT DR. TONY SANDERS

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The Illinois State Board of Education is engaging stakeholders in the redesign of its system of assessment, accountability and statewide support. To learn more about the initiative, IASA spoke with State Superintendent Dr. Tony Sanders.The story is a condensed version of an interview recorded on the IASA Podcast.

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IASA Legal Corner

Farm-to-School in Southern Illinois

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News in Brief Dr. Bridges: Designing Systems for the Future Moon Scholarship Winners Announced

Elevating Education—Two New Leaders Featured

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Keynote Speakers Announced at IASA Annual Conference

Membership Drive FY 2026: Let Us Know Any Changes

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April 2025 Leadership Matters

Volume 13, Issue 4

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

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Jason Nevel Director of Communications jnevel@iasaedu.org

Brandon Turley Graphic Designer bturley@iasaedu.org

1200 West Main Street Marion, IL 62959-1138 618.364.0501

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

www.iasaedu.org

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Message From the Executive Director

Every Day Matters: Finishing Strong and Preparing Tomorrow’s Leaders

Dr. Brent Clark

At the 2023 IASA Annual Conference, I shared my admiration for Steve Kerr — a man who not only captured five NBA championships as a player and four as a coach but embodied what it means to maximize potential through dedication and courage under pressure. Kerr once observed, “Success in basketball is like building a puzzle; every piece, every player, matters.” As we wind down the 2024-25 school year, I believe this wisdom resonates powerfully within our educational communities. School districts in many ways are like a puzzle, where all the parts create an ecosystem of learning and support. Superintendents provide vision, teachers unlock potential, custodians maintain clean facilities, counselors support emotional health, paraprofessionals offer critical classroom support, coaches build character through extracurriculars and nurses care for sick students. When even one piece is missing or disengaged, the integrity of the entire system weakens. As May unfolds, we face the annual temptation to ease our pace. Yet this is precisely when educational leaders must reinforce that our puzzle remains incomplete until the final bell rings on the last day. Our commitment cannot waver—not when each instructional minute contributes to a student’s foundation for life beyond our walls. This mission takes on deeper meaning as we watch our seniors prepare to cross the graduation stage. Graduation represents not just a student’s achievement,

but the culmination of countless contributions from teachers, counselors, support staff and administrators who guided them along the way. Our seniors aren’t just moving on to the next chapter of their lives – they’re stepping into roles our communities desperately need them to fill. From our local businesses to national industries, there’s a hunger for fresh talent ready to roll up their sleeves and get to work. In technology fields alone, experts project growth from 6 million jobs in 2024 to 7.1 million by 2034, with computer and IT occupations expected to have 356,700 job openings annually. Overall, the Future of Jobs Report 2025 indicates a net increase of 78 million jobs globally by 2030, with 170 million new jobs created and 92 million displaced due to factors like technological advancements and demographic shifts By preparing students well, we’re not just changing individual trajectories – we’re strengthening our towns, our state and our nation’s ability to compete and thrive in an increasingly complex world. Like Kerr’s championship teams, our educational communities achieve greatness not through individual brilliance alone, but through sustained collective effort until the final buzzer sounds. Let’s honor our profession by finishing strong and celebrating the graduates we’ve helped create.

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Cobden and Murphysboro School Districts Engaging in

Farm-to-School Initiative

By Matthew Hickam Regional Superintendent ROE #30 Dr. Julie Bullard Professional Development Coordinator for ROE #30

Lunch is often a memorable part of the school day, whether it’s socializing with friends, enjoying the food or simply taking a break. Some schools are enhancing this experience by incorporating locally sourced, scratch made foods through a farm-to-school initiative. Leveraging State Grant Through a Farm-to-School Formula Grant from the Illinois State Board of Education, the Regional Office of Education #30 (ROE #30) has partnered with Cobden Unit School District #17 and Murphysboro Community Unit School District #186 to improve the food offered in their schools. The grant enables these districts to use scratch cooking, participate in training and connect with local food sourc es. This initiative began in August 2024 when Regional Superintendent Matthew Hickam, along with superinten dents Edwin Shoemate of Cobden and Dr. Andrea Evers of Murphysboro, began exploring ways to incorporate local food in school cafeterias.

The farm-to-school program has several key goals: identi fying local farmers and suppliers, building supplier-buy er networks and expanding the market for local foods in schools—all while meeting National School Lunch Program requirements and district budgets. Cobden and Murphys boro focused on adding locally grown, scratch-cooked meals to their menus. Staff from both districts underwent training with Beyond Green Food Partners, a consulting company that promotes scratch cooking, local sourcing, and zero waste. Despite initial concerns, both school dis tricts have seen positive results. Cobden head cook Paula Hall noted the significant increase in teacher participation in the meal program as meals made from scratch rose to 29% by December 2024. Murphysboro’s Food Service Director Georgia Marshall emphasized the need for logistical adjustments, such as reevaluating schedules and working with the local health department to accommodate large-scale cooking. In-ser vice training helped the staff track and store local foods, improving their confidence in food preparation.

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More Students Eating Breakfast and Lunch at School Both districts held taste testing events to refine their scratch cooking recipes. Feedback from staff and stu dents guided recipe adjustments. Data from Murphysboro schools from September through October of 2024 showed an increase in student participation in the breakfast program of almost 9 percent at one of the district’s four schools. The same school showed an almost 13 percent increase in lunch program participation from September through October. Dr. Evers highlighted the abundance of local growers in southern Illinois, especially for fruits and vegetables, which makes local sourcing cost-effective. Both districts aim to source 50%-90% of their fruits, vegetables, and meats locally within five years. Cost Neutral Beyond Green has been tracking costs of food and labor at both Cobden and Murphysboro districts with the goal to keep the program cost neutral. This means the company tries to keep the costs of food and labor the same as or less than the amount of funding brought in per meal. The cost per meal fluctuates each month due to a number of variables, such as holiday meals, food source availability, etc. According to December 2024 data from Beyond Green, both Cobden and Murphysboro have stayed within budget while implementing operational changes to in crease efficiency, reduce waste and utilize scratch cooking methods. Limiting Waste A key aspect for a successful program which utilizes locally sourced, scratch-made food is limiting the waste. Admin istrators have noted that Beyond Green has been a key partner in deciding what changes needed to be made to decrease waste. Beyond Green has helped the schools assess the waste they create by calculating the overpro duction of menu items at the schools. This allows the schools to make adjustments to the quantity of items being prepared and keeps costs lower. Overall, the attitude of the leaders and stakeholders involved is the key element to implementing a success ful farm-to-school program. Cobden and Murphysboro

school leaders intend to continue scratch cooking with local products even when this grant initiative comes to an end. Mr. Shoemate said that this process “is a win-win for everybody.” The schools have made connections with local food sources, which not only feeds the students better quality foods, but also contributes school funding to local businesses and families. All parties involved look forward to continued growth which ultimately benefits the entire school community.

Coming Soon: IASA Podcast with Matthew Hickam and Greg Christian, CEO Beyond Green Partners

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With State Superintendent Dr. Tony Sanders: HOW ISBE is seeking better systems for better outcomes Q & A

The Illinois State Board of Education is engaging stakeholders in the redesign of its system of assessment, accountability and statewide support. To learn more about the initiative, IASA spoke with Dr. Sanders. The following is a condensed version of an interview recorded on the IASA Podcast. To listen to the full interview, click here. Additional information, including dates for the ISBE Listening Tour, are available on the ISBE website. Click here to visit.

IASA: Could you share how long you’ve been in your role and what you’ve enjoyed most about being the state superintendent in Illinois? TS: This is the job I’ve wanted since entering education. I’m a second-generation state superintendent, following in my father’s footsteps. I’ve been in the role for a little over two years, and I love supporting our school leaders, district leaders, and students statewide. IASA: Today we’re discussing support, accountability, and assessment redesign. Let’s start with the big picture - why are you passionate about transforming this system comprehensively? TS: As a former local superintendent at U-46, where I oversaw 57 schools, I never fully understood how schools received different labels. I couldn’t grasp why some schools were Commendable while others were Targeted or Comprehensive. When I took this state role, I began questioning our assessment and accountability systems, recognizing we needed shifts, which prompted our current review. IASA: What are the overarching goals for assessments, accountability, and statewide systems of support? TS: Step one is ensuring our assessment data is actionable by reviewing proficiency benchmarks to accurately communicate student performance. Second is our accountability system,

making sure schools have actionable data with clearly defined designations. Finally, school improvement - ensuring every school and district engages in continuous improvement processes. IASA: Can you update us on the timeline? TS: For assessments, we’re moving from SAT to ACT and setting new performance standards. The next report card in October 2025 will show new performance levels for students. Currently, Illinois sets performance metrics higher than what the College Board considers college-ready, making it harder for Illinois students to be considered college and career ready than anywhere else. We’re fixing that first. For accountability, we’ll need more time. We’re gathering field input through listening sessions with the intent of having new school designations by October 2026. IASA: If someone can’t attend your listening sessions, how can they share feedback with ISBE? TS: You can email assessment@isbe.net or ESSA@isbe.net, or contact us through any channel. I make myself available, as does my team. IASA: What are the main challenges with the current assessment system? TS: Our system has been mislabeling students. It’s harder

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for Illinois students to be considered proficient than practically anywhere else. We have examples of students who would be considered college-ready by SAT standards but aren’t by Illinois cut scores. We want to right-size our expectations to better align with other measures of student success like college enrollment and dual credit and AP coursework, while maintaining high standards for what students should know and be able to do. IASA: Is it frustrating when headlines suggest only a small percentage of Illinois students can read? TS: Very frustrating. Every state develops its own test and scoring method under ESSA. With Illinois having the highest cut scores nationally, we’ll naturally show lower proficiency rates. Comparing us to Florida or Connecticut makes it look like our students aren’t performing as well, when federal NAEP data shows that’s inaccurate. You simply can’t compare one state’s report card to another’s. IASA: People also seem to think if students aren’t proficient, they can’t read at all. TS: Absolutely. The idea that non-proficient students can’t read at grade level is another fallacy. It doesn’t mean they can’t read at grade level; it means they weren’t proficient on one test on one day based on our current cut scores. IASA: ISBE is realigning performance levels across exams. What will that look like? TS: We’ve had different bands for each assessment and want to unify them. We envision labeling students as below proficient, approaching, proficient, or above proficient across all tests. Currently, bands differ by test with no real consistency. IASA: Has there been any more discussion about offering multiple, smaller tests throughout the year? TS: I will always encourage school districts to engage in ongoing formative assessments. The best data for students and teachers to gauge how a student is actually doing is that data that is clos

est to a student at a moment in time. From my perspective, the state assessments are really for state accountability purposes only. The idea that you could use those to really inform instruction is very limited. At this time, we will not be looking to move that way as a state. IASA: Will IAR scores be returned sooner? TS: Yes, we’ve improved turnaround times, typically getting scores back by mid-May, no more than 30 days after testing ends. But, again, state assessments won’t inform day-to-day in struction, so districts should use common formative assessments to monitor students more regularly. IASA: What are the main problems with the current account ability system? TS: It’s a moving target that mislabels schools. Currently, schools in the Top 10 percent are Exemplary, the bottom 5 percent are Comprehensive or Targeted, and everyone else is Commendable. If you improve but your peers improve more, you won’t be Exemplary - that moving target is problematic. When we surveyed the field, and had these conversations with superintendents and others across the state, I’ve not heard any disagreement that the idea of 0 percent of your kids being proficient or up to 80 percent of your kids being proficient, and still being labeled commendable, is an appropriate bandwidth. So it just doesn’t make sense to a lot of people. We want to make sure that we’re giving accurate, meaningful data for schools that help them grow. IASA: What do superintendents need to understand about federal requirements? TS: What I want to say first before I answer is that some states have separate federal and state report cards. They’ll have a federal report card that meets all the federal requirements under ESSA, and then they’ll publicize a state-level report card that doesn’t meet those ESSA requirements.

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TS: We’ll still identify targeted and comprehensive schools as federally required, but I want every school engaged in continuous improvement. As I’ve traveled statewide, I ask principals and superintendents about their improvement processes. Many have well-structured systems, but some areas don’t. We’re strengthening our quality framework and building a report card that helps schools engage in improvement cycles. IASA: How will Regional Offices of Education fit into this? TS: We have pending legislation to make every ROE a learning partner with ISBE. ROEs are statutorily required to engage with districts on improvement work. Districts could use Title I funds to collaborate with ROEs on improvement initiatives, hiring coaches, or professional learning. Unlike consultants, ROEs are permanent partners. IASA: How does this align with the Vision 2030 initiative? TS: There’s absolute alignment between ISBE and IASA on Vision 2030. We developed our strategic plan simultaneously and came up with similar ideas. There’s never been better alignment between our administrators association and the state board. IASA: Any final thoughts for Illinois superintendents? TS: We’re working to better partner with school districts in meaningful, relationship-building, and transparent ways. We’ve had strong participation in our listening sessions around assessment, accountability, and our systems. ISBE aims to be a partner supporting school improvement and student achievement statewide.

In Illinois, we don’t want superintendents doing two sets of reports. That to me is a waste of time and energy. What the federal law requires is that annually we have to issue summative designations for every school in the state. It also says that we must identify schools that are in need of either comprehensive or targeted support. And it does spell out in the law that that has to be the bottom 5 percent of Title I schools that have to be in those two designations. Under federal law, school accountability systems must include several mandatory components in their summative designations. These include English language arts and math proficiency scores, graduation rates, English learner progress toward proficiency, one additional academic indicator (Illinois uses student growth), and one school quality indicator (Illinois uses chronic absenteeism). Though chronic absenteeism has generated feedback, Illinois currently has limited viable alternatives that meet federal requirements. I encourage stakeholders to attend listening sessions to better understand the reasoning behind this choice and the constraints of the federal framework. IASA: How is ISBE redesigning the system to minimize school rankings while creating something understandable? TS: We’re exploring models like a decision tree, where schools would move through a flow chart addressing questions like: Do you have high proficiency? If not, do you have high growth? Another option is a profile of performance that clearly defines criteria for each designation, making it a fixed target rather than a moving one. Both approaches would break away from ranking and sorting schools. IASA: How will the statewide system of support change?

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Your Health Matters

Diabetes Reversal with Virta Health from Health Alliance™

There are some facts of life that we can all agree upon. One such fact is that whatever most concerns the members of your faculty and staff concerns you. Another fact is that our primary concern is the health and well-being of you and those whom you’re concerned with. And, unfortunately, it’s also a fact that diabetes is a serious health concern for a growing number of the people we’re all most concerned about – our co-workers and our family members. That’s why the plans we provide and administer include high impact benefits that can quite literally change lives, and why we’re communicating this information about a new treatment plan for people with type 2 diabetes to you. We’re hoping you’ll pass along this information to the people who work

for you. The benefit we’d like to inform you and your staff members about this month is Virta Health. What is Virta Health? Virta is a virtual program that can help people with type 2 diabetes safely and sustainably reverse the effects of this chronic disease – without the risks, costs or side effects of medications or surgery. How does the program work? Virta is a research-backed treatment that can help you and your staff members eat your way to better health with care plans made just for you. It includes expert support from healthcare providers, coaches and digital health tools. In as

To learn how Health Alliance can save your district money, contact your ISEBC agent:

Clemens and Associates, Inc.: tcockburn@clemensins.com (Egyptian, Shawnee, Kaskaskia, Southwestern and Wabash Valley)

American Central Insurance Services: jeremy@americancentralins.com (Abe Lincoln, Central Illinois Valley,

J. Krug: lsimios@jkrug.com

James Unland & Company, Inc.: bshock@unland.com (Western (Knox County) and Central Illinois Valley (Peoria, Tazewell and Woodford counties)

(Blackhawk, Kishwaukee (Boone, DeKalb and Winnebago counties), Northwest and Starved Rock)

Corn Belt, Illini, Kaskaskia, Two Rivers and Western)

*Health Alliance Medical Plans received the highest score in the Illinois/Indiana Region in the J.D. Power 2023 U.S. Commercial Member Health Plan Satisfaction Study of members’ satisfaction with their commercial health plan experience. Visit jdpower.com/awards for more details.

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little as 10 weeks, participants can improve glycemic control, decrease medication use and achieve real weight loss. With Virta, you’ll get: • A dedicated health coach. • Free diabetes testing supplies. • Medical care from a physician-led team. • Resources like recipes, grocery lists, etc. • And more. Do all plans include Virta? No, but many do. Call the number on your ID card and ask if your plan includes Virta Health. Is everybody eligible for Virta? If your plan includes Virta, the program is offered to you and your eligible dependents 18 years or older who have type 2

diabetes. However, there are some medical conditions that can exclude you from the program. For information on eligibility, call the number on your ID card. What’s the most important ‘first step’ to take? If you’re eligible for Virta, first reach out to your doctor and ask them if they think it’s right for you. They’re the expert who knows your health best. If you’re looking for a better way to conquer your type 2 diabetes, with Virta Health, you got this!

Participation in the program is not a guarantee that the member’s diabetes will be reversed, and it requires active participation/adherence by the member.

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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Education Elevat g

Dr. Lea Damisch, Superintendent Marengo Union Elementary CSD #165, Kishwaukee

Ryan Linnig, Superintendent Dimmick CCSD #175, Starved Rock

Who: Dr. Lea Damisch, Superintendent What: Implemented a new literacy initiative based off the Hillsdale College Model that emphasizes a phonics-based approach; Fostered a strong culture where staff enjoys coming to work; Maintained fiscal responsibility while updating facilities. Where: Marengo Union Elementary CSD #165, Kishwaukee When: Superintendent of Marengo

Who: Ryan Linnig, Superintendent What: Created a comprehensive career exploration program that includes 16 pathways, job shadowing and a designated STEAM lab; Oversaw the creation of Dimmick Fit, a unique program focused on physical fitness, nutrition and SEL; Advocate for local control and reducing unfunded mandates. Where: Dimmick CCSD #175, Starved Rock

When: Superintendent of Dimmick CCSD #175 for 17 years Why: As Ryan Linnig wraps up his 17th year as superintendent of Dimmick CCSD #175 and prepares for his new role as superintendent of Peru ESD #124, two large-scale innovative programs stand out from his tenure. In 2011, Linnig initiated a process of adopting a STEM program as a way to teach problem solving skills and collaboration to junior high students. With the support of the Board of Education, the district invested resources to create an instructional STEM lab and develop modules for career exploration. Over the last 15 years, the initiative has blossomed (now a STEAM lab) into a comprehensive, guided, program focused on 16 Career Pathways designed to help students explore career interests, learn about financial literacy and develop skills to succeed in life. Key components of the program include student interest/ strength surveys, guest speakers and the requirement for eighth grade students to job shadow in a career interest area in partnership with the Area Chamber of Commerce and other

Union Elementary CSD #165 for 16 years. Why: Marengo Union Elementary CSD #165 has integrated technology into its schools. But when it comes to literacy, Dr. Lea Damisch believes technology and the bells and whistles offered by large textbook companies is not the answer. “In some ways, 1:1 devices have ruined the way kids learn,” Dr. Damisch said. “Everything is just pushed at them and kids are struggling to think, read and write. At Marengo Elementary, we’re pulling away from that. What we’re doing now when it comes to teaching literacy is not low tech, it’s no tech.” Inspired in part by the “Sold a Story” investigative podcast series, this school year, the district of 1,085 students in western McHenry County has implemented the Hillsdale College model for teaching literacy, primarily through its Literacy Essentials program, which emphasizes an explicit, systematic, phonics based approach to spelling and reading that aligns with the principles of Science of Reading. Literacy Essentials teaches children how the spoken English language is written with 42 sounds represented by 26 letters

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Education Elevat g Damisch .. cont’d. that are combined differently to form 72 spelling patterns, which are referred to as phonograms. Linnig ... cont’d.

local businesses. In addition, Dimmick CCSD #175, a rural district of approximately 150 students in La Salle County, partners with area businesses to sponsor a bridge building competition in which students from area schools design, construct, and test their engineering skills. “With the rising costs of college, the worst time to try and figure out what you want to be in life is after you enroll in college and set foot on a university campus,” Linnig said. “The earlier you can introduce career exploration and help kids find out what they’re passionate about, they will be more prepared to make decisions in high school and beyond.” Under Linnig’s leadership, the district adopted a program uniquely designed by one of its teachers, known as Dimmick Fit, which focuses on physical fitness, nutrition, and social-emotional learning. In addition to daily physical education classes where students wear monitors to track heart rates in real time, all K-8 students train for and participate in a school sponsored annual 5k race called the Dimmick Dash. This event is also open to the public. An obstacle course challenge has also been a hit with students. Students are asked to create their own course and submit a video of them completing it. On the nutrition side, the district invested resources to update its kitchen. Sixth, seventh, and eighth graders now participate in a cooking unit each trimester to educate them on how to safely prepare healthy and nutritious meals. Regular challenges to consume fruits and vegetables in lunches are also baked into the district culture, along with parent outreach and a Chopped competition where students design a menu and prepare a meal for judges. The SEL piece has also played a major role in Dimmick Fit, which has resulted in local assessments scores in math and literacy for students who are active participants ranging from 10-30 percent higher than their counterparts. Dimmick CCSD #175 provides weekly health and SEL lessons that focus on empathy, respect, being assertive, taking other people’s perspectives, managing strong emotions, decision making, self esteem, problem solving, mental health and anti-bullying. “We’re seeing that by getting kids more engaged in good diet and exercise, as well as giving them strategies associated with social emotional learning, it is having an overall impact on academic achievement,” Linnig said. “Developing those strong habits early on is going to help them out significantly later in life.” Outside of the two major initiatives within the district, Linnig said he is most proud of his work around legislative advocacy and educating legislators on the impact of unfunded mandates and importance of local control.

Dr. Damisch said she is not aware of any other Illinois public schools who have adopted the Hillsdale College Model, so her district is uncharted territory, adding implementation has been an intensive process because nothing about it is prepackaged or turnkey. “It’s a big, heavy lift because it’s not flashy or in a box. Teachers really have to follow the program. We’re already seeing amazing results,” Dr. Damisch said. “I have third graders that are diagramming sentences. They can identify nouns, verbs, pronouns, modifiers, adverbs, adjectives in third grade while breaking down the word structure.” In addition to the new literacy initiative, Dr. Damisch is proud of how her district has maintained fiscal responsibility while updating facilities. Consistently, Marengo Union Elementary CSD #165 has received the highest financial rating from ISBE. Creating a strong culture where people want to work and feel like a team has also been one of her crowning achievements, Dr. Damisch said. “I invest in people. Over 80 percent of the people that work for me in this district are taxpayers to this district,” Dr. Damisch said. “I also have 16 former students coming back and working for me and giving back to the community - I think that speaks of the integrity of who we are.”

Want to

Nominate Someone? Contact Jason Nevel at jnevel@iasaedu.org

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Keep Illinois Learning with Renaissance

Power Up Summer Learning: Strengthen Math & Reading Skills

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

10th Annual Summer Learning Partnership

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

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

Click to view our digital brochure & video

Click to view our digital brochure & video

www.renaissance.com

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

—Dr. Gene Kerns Chief Academic Officer at Renaissance

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

Summer = Season of Learning

Summer enrichment programs School- and community-based programs

Independent summer learning Targeted reading and math practice

Formal summer school

High-dosage tutoring and acceleration academies

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

Play time 2:38

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

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

869149.0325

Legal Corner

Chad Watkins IASA Associate Director/General Counsel

The IASA Legal Corner provides members updates on important legal issues that impact schools. Most months, Legal Corner features articles written by Illinois school attorneys. In this issue, we included an article about a case pending in the U.S. Supreme Court. The article is written by K-12 Dive on the United States Supreme Court case Mahmoud v. Taylor, which could

set precedent on parental opt-out policies and LGBTQ+ curricular content. 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.

U.S. Supreme Court appears split in key curriculum opt-out case By Naaz Modan Senior Reporter, K-12 Dive

U.S. Supreme Court justices appeared starkly split during nearly three hours of oral arguments on Tuesday in a case that has the potential to set precedent on parental opt-out policies for schools nationwide and weigh in on LGBTQ+ curriculum policies that have contributed to a polarized national landscape.

At the heart of Mahmoud v. Taylor is the question of whether public schools violate parents’ religious freedom when exposing students to books on gender and sexuality without notifying parents or allowing them to opt their children out. Continue reading …

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News In Brief

Free Webinar Opportunity Sponsored by IASA and IASB IASA and IASB invite you and your team to attend a special webinar on May 13 from noon to 1 p.m. designed to unlock the power of district dashboards. Presented by SchoolData.net, join this virtual session to learn how district dashboards can be used as an interactive and strategic tool to provide real-time data performance analytic insights and foresight. Participants will discover how dashboards can be aligned and linked to key tenets to your mission statement, assisting your district to anticipated challenges, seize opportunities and tell your data story. Login to your IASB account to register for this free session. If you do not have access to your IASB account, the link below is the one you will use on May 13. For your convenience, we recommend adding it to your calendar. https://ilschoolboards.zoom.us/j/84603032694?pwd=fqIZNGOckLHPEuNMUWFuetJvP8GIEj.1

CrisisGo: From Compliance to Confidence (Watch) As an Illinois superintendent, you’re expected to do more than meet mandates—you’re expected to lead. With evolving safety threats, rising community expectations and the potential for new requirements such as Alyssa’s Law, the pressure is on to deliver a clear, effective safety strategy across your district. This session presented by CrisisGo helps Illinois school leaders stay ahead of state policy, strengthen districtwide readiness, and cut through the noise of fragmented safety tools. Click Here to watch.

ISDLAF+ Monthly Update Click here to view the most current ISDLAF+ rates, economic indicators and general economic news brief. To obtain additional information regarding this IASA sponsored service, contact Audra Braski, Senior Vice President, Investment Services/ISDLAF+ at 630–657–6422, or email: abraski@ pmanetwork.com. Website: www.pmanetwork.com.

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info•register

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Professional Learning

Dr. Dawn Bridges IASA Associate Director of Professional Learning

Designing Systems for the Future: Supporting Districts Through Strategic Planning, Personalized Learning and Professional Growth

In last month’s Leadership Matters , we focused on the collective power of professional learning and continuous improvement. That momentum carries forward this month as we turn our attention to assessment, accountability, and continuous improvement — critical elements highlighted by State Superintendent Dr. Tony Sanders in his call to action for Illinois public schools. At the Illinois Association of School Administrators (IASA), we are proud to support superintendents and district leaders as they navigate this critical work. Strategic planning is no longer a one-time event that occurs at the beginning of a leadership tenure. It is an ongoing, dynamic process that aligns a district’s mission, instructional practices, assessment strategies, community engagement, and operational systems. Effective strategic planning creates a living framework for continuous improvement — setting clear goals, monitoring progress, and ensuring that the work of the district remains connected to the evolving needs of students and the broader community. At IASA, we are here to partner with you to facilitate strategic planning processes that are collaborative, forward-thinking, and customized to local contexts. Whether you’re launching a new strategic vision, refining existing goals, or embedding continuous feedback loops, we can help design plans that truly drive sustainable change. In addition to strategic planning, personalized professional learning is essential. Every district — and every team within a district — has unique strengths, challenges, and aspirations. IASA offers customizable

professional learning opportunities not only for district leadership teams, but also for building-level administrators, teaching staff, and support teams across the system. Through leadership workshops, team-based cohorts, administrator academies, and onsite facilitation, we work with districts to design learning experiences that are timely, relevant, and actionable. From AI integration to legal compliance, financial stewardship to system wide leadership development, we help districts design professional learning that addresses today’s leadership complexities while strengthening the foundation for future growth and sustainability. We believe that continuous improvement is more than a compliance exercise — it is a commitment to bettering our schools and ourselves every day. And no one has to do this work alone. IASA stands ready to partner with you to build stronger systems, deepen your leadership capacity, and build schools that truly prepare every learner for a complex future. If you are interested in exploring how IASA can support your district’s journey — through strategic planning facilitation, customized professional learning pathways, or leadership development for your entire team — I invite you to reach out. I would be happy to connect, consult, and work alongside you to design a plan that fits your vision, your needs, and your community. Together, we can innovate for the next generation in Illinois with purpose, precision and pride.

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2025 NEW SUPERINTENDENTS CONFERENCE

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

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

info•register

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

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

info•register

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

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

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

info•register

IASA Academy

Introduction of AI to District Leaders

AA #4144

In Action Future-Focused Learning

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

info•register

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Navigating Superintendent & School Board Relationships AA#3998 Professional Development

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

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

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

Professional Development

This academy will provide Administrators, Board Members and Association (Union) Members with an in-depth overview of the concepts included in the Interest-Based Bargaining method that can be used as problem-solving techniques as well. Specifically, the course provides

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

Professional Learning

Leadership Strand

Special Opportunity From:

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

IASA Workshop • Only Offered Twice!

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

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

info•register

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Safety Site Assessment Basic CPTED Principles AA #3858

SCHOOL OF PROFESSIONAL DEVELOPMENT

This academy focuses on how districts can take an annual standards-based approach to assessing the security of school buildings, grounds and policies. Crime Prevention Through Environmental Design (CPTED) provides the framework for conducting safety site assessments based on

industry standards. This academy is open to superintendents as well as building and central office administrators. Presented by Dr. Roger Alvey and Dr. George McKenna. Upcoming dates: June 9 info•register

Leadership Strand Why Your Why Matters AA 1445

New presenter Dr. Dawn Bridges’ version of this academy coaches participants to reconnect with their reasons for becoming and remaining educators, to learn to connect more deeply with and support their colleagues and team members, and ultimately to re-confirm their commitment to educating students and improving schools. Participants will examine their own motivations and current social emotional condition,

learn those of their colleagues and—through sharing, discussion and role playing—acquire and practice strategies to coach themselves and team members into healthier social-emotional states. Upcoming dates: June 18.

info•register

Learn More!

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

The webinar was recorded and is available for viewing.

VIEW PRESENTATION

WATCH RECORDING

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Dr. Meagan Dwyer

Kashia B. Cook

Jeremy Ball

Allison Nolen

Shaun Grant

Mindi Ritchie

SAFE Board Selects Six Illinois Educators for Moon Scholarship Awards 2024-2025

Six Illinois educators have been selected to receive monetary awards as recipients of the 2024–2025 James V. and Dorothy B. Moon Scholarships. Each scholarship is a minimum of $2,500. Those selected by the School Administrators Foundation for Education (SAFE) Board of Trustees include: • Jeremy Ball, Principal, Illini Bluffs CUSD #327 • Kashia B. Cook, Principal/Assistant Superintendent, Christopher USD #99 • Dr. Meagan Dwyer, Executive Director of Student Services, Gavin CCSD #37 • Shaun Grant, Principal, Illinois Valley Central USD #321 • Allison Nolen, Principal, Warrensburg-Latham CUSD #11 • Mindi Ritchie, Assistant Superintendent, Galseburg CUSD #205 “Dr. Moon’s vision was to help up-and-coming educators in Illinois by assisting them in

to a practicum question, three letters of reference, a statement concerning involvement in professional development programs, and a statement indicating a commitment to superintendency. Applications were judged based on good scholarship, evidence of strong communication skills, abilities and strengths as indicated by the letters of support, potential for contributing to the quality of K–12 public education in Illinois through the superintendency, and demonstrated participation in professional development programs. Recipients are required to contribute to the further development of the superintendency in Illinois for a period of two years following completion of their degree program in which they accepted payment of tuition, fees and/or textbook expenses on their behalf.

facing public education in Illinois. “

pursuing graduate studies.” said Robert Gold, President of SAFE. “Ultimately, this program is designed to help produce people who are well-prepared to become superintendents and tackle the challenges facing public education in Illinois.”

This program is designed to help produce people who are well-prepared to become superintendents and tackle the challenges

The Moon Scholarship was established by the late Dr. James V. Moon, a distinguished educator and superintendent in Illinois. The purpose of the scholarship is to provide grants to assist individuals in the pursuit of graduate study leading to improved competency in the superintendency. To qualify, an applicant must be a resident of and a practicing school administrator in Illinois, be a graduate of an accredited college or university, hold an administrative certificate in Illinois, be of good character, and be enrolled in an advanced degree program at an accredited college or university. The application process includes, among other things, a response

Information and applications for the 2025–2026 Moon Scholarships will be available in the fall on the IASA Website at https://www.iasaedu.org/Page/120. Questions can be directed to Jodi Gillespie at 217–753–2213 or at jgillespie@ iasaedu.org. Anyone wishing to contribute $25 or more to the SAFE scholarship fund can do so by sending a personal check made payable to SAFE to the IASA office at 2648 Beechler Court, Springfield, IL, 62703–7305.

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Membership Drive FY 2026

ILLINOIS ASSOCIATION OF SCHOOL ADMINISTRATORS

TO ALL SUPERINTENDENTS:

Have you changed your email address? @

Will you be retiring this year?

Are you a new superintendent?

Will you be changing districts this year?

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

Click here to complete form or call Ashleigh Knudson at 217–753–2213

Membership enrollment information will be coming in May!

Click Here for list of events and ways to help

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Calendar of Events IASA Event Professional Development Event

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

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

June 2025

MAY 2025

Mon., June 2

Getting Your Nights and Weekends Back with AI (Naperville)

Thurs., May 1

Communications Strategies for Superintendents AA1761 Keep Illinois Learning Summer Program

Wed., June 4-5

Evaluator Academy for Principals AA #4050

Mon., May 5-6

Evaluator Academy for Principals AA #4050

Thurs., June 5

Getting Your Nights and Weekends Back with AI (Mt. Vernon)

Tues., May 6

Shawnee IASA-ISBE Advisory Committee

Mon., June 9

Getting Your Nights and Weekends Back with AI (Normal) Safety Site Assessment AA 3858

Thurs., May 8

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

Fri., June 13

Illinois Performance Evaluator Retraining – Student Growth AA 3000

Thurs., May 15

Superintendent of Distinction luncheon

Wed., June 18

Why Your Why Matters AA 1445

Wed., May 21

Egyptian

Sun., June 22-26 IASA Aspiring Superintendent Academy

Thurs., May 29

Administrators Guide to the Fundamentals of HLS AA 3700

Mon., June 23

Initial Teacher Evaluator Training AA 2001

Mon., June 23

Problem-Solving and Collective Bargaining AA 3782

Thurs., June 26

Teacher Evaluator Retraining AA 1801

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