Illinois School Board Journal March/April 2024

Front Page

SSchool board members in Illinois come from a variety of backgrounds, experiences, occupations, and demographics and bring a variety of opinions, viewpoints, and priorities. They also come in a variety of learning styles, modes of deliberating, and methods of taking action. This also applies to school board member advocacy, as you will discover – if you haven’t previously – while reading this issue of the Illinois School Board Journal.

There are many ways that school board members can be involved in advocacy, from meeting in person on Capitol Hill in Washington D.C. to discussing legislation with your board of education, to filling out a witness slip from the comfort of your own home. In this Journal , readers can learn about the ways and means of advocacy from legislative leaders, school board members, and IASB staff. Plus, we’ve corresponded with neighbors and friends in the field to bring you a complete picture of the ways you can advocate for your local school district and for public education.

We are grateful to Senate President Harmon, Senate Minority Leader Curran, Senator Bennett, House Minority Leader

McCombie, and House Speaker Welch, for taking the time to answer questions for this issue. You can read their thoughts starting on pages 12 and 20. Another elected official, Fremont SD 79 School board member Shawn Killackey shares thoughts and experiences with advocacy starting on page 33. Also thanks to the Wisconsin Association of School Boards and its Wisconsin School News Advocacy Issue, which this Journal not only emulates and was inspired by, but also includes a piece from Wisconsin’s excellent work. You can read “Advocacy and the Board Meeting” on page 30. We also are pleased to share a commentary from School Administrator Magazine. “We’re Here for the Kids” by Noelle Ellerson-Ng, the Associate Executive Director for Advocacy & Governance with AASA, shares perspective on the importance of federal advocacy and how to successfully advocate for public education.

I am further grateful to the IASB Governmental Relations team members, who jumped into this project with enthusiasm, sharing time they didn’t really have to spare, so that the Journal could present this important and dynamic advocacy information to readers. My

appreciation goes out to IASB’s new Associate Executive Director Sarah Miller and teammates Mary Ellen Buch, Barbara Hobrock, Mike Stevens, and Alie Wagner for bringing their ideas, energy, information, and outreach to this Advocacy Issue. You can read more about their work starting on page 22.

It bears repeating: School board members in Illinois come from a variety of backgrounds, experiences, occupations, and demographics and bring a variety of opinions, viewpoints, and priorities. To that end, and to understand our membership, IASB will be engaging members, requesting information and opinions on topics that are important to you and to public education governance as a whole. We hope when you see these requests from IASB to complete a member survey and to update your board member information, you will take the opportunity to do so. We appreciate your time, and it will help your Association continue its vision of “excellence in local school board governance supporting quality public education.” 

Theresa Kelly Gegen is the Editor of the Illinois School Board Journal and can be reached at tgegen@iasb.com.

Table of Contents

COVER STORIES

9 Perspectives on Advocacy

By Theresa

Kelly Gegen with Sarah Miller

Q&A with Sarah Miller, IASB’s new Associate Executive Director for Governmental Relations.

12 From Moonshots to Mandates, Legislative Leaders Share Their Thoughts

By Barbara Hobrock

Illinois legislative leaders discuss working with school board members on questions of public policy.

20 Interview with Senator Tom Bennett

By Barbara Hobrock

Senator Tom Bennett, a former school board member, shares thoughts on legislating and public education.

22 In Practice: Advocacy Resources for Illinois School Board Members

Compiled by Theresa Kelly Gegen and the IASB Governmental Relations Team

IASB has resources to help members raise their essential voices in the legislative process.

26 We’re Here for the Kids: Insight on Federal Advocacy from AASA

By Noelle Ellerson-Ng

30 Advocacy at the Board Meeting: Working Together on Legislative Issues

By Dan Rossmiller and Chris Kulow

33 Advocacy Empowers School Board Members

By Shawn Killackey

Kara Kienzler, Associate Executive Director

Theresa Kelly Gegen, Editor

Bridget Kusturin, Advertising Manager

Jennifer Nelson, Copy Editor

Katie Grant, Design and Production

Matt Schultz, Design and Layout

Jeff Armbruster, Typesetting

REGULAR FEATURES

2 Front Page

4 From the Field What Did You Say?

7 Boards & Superintendents Setting Your New Superintendent up for Success

42 Milestones

43 Insights

FEATURE STORY

35 Be Collaborative Crucial Characteristics of Leaders of Integrity Part III By Don Parker

ILLINOIS SCHOOL BOARD JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929 (217) 5289688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 60148-6120 (630) 629-3776.

The JOURNAL is supported by the dues of school boards holding active membership in the Illinois Association of School Boards. Copies are mailed to all school board members and the superintendent in each IASB member school district.

Non-member subscription rate: Domestic $20 per year. Foreign (including Canada and Mexico) $25 per year.

Publication Policy

IASB believes that the domestic process functions best through frank and open discussion. Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB.

Copyright © 2024 by the Illinois Association of School Boards (IASB), the JOURNAL is published six times a year and is distributed to its members and subscribers. Copyright in this publication, including all articles and editorial information contained in it is exclusively owned by IASB, and IASB reserves all rights to such information. IASB is a tax-exempt corporation organized in accordance with section 501(c)(3) of the Internal Revenue Code.

HWhat Did You Say?

By Reatha Owen

How often have you heard that communication is key? We communicate every day of our lives, whether it be spoken, written, or through body language. Why is it so important? In simple terms, communication is the act of transferring information from one person to another. In today’s high-tech, high-speed world, communication is more important than ever, yet we seem to devote less and less time to really listening to and understanding one another.

Let’s look at how boards of education can effectively communicate with the community, the superintendent, and the board governance team.

Communicating with the Community

In its essence, Foundational Principle 2, The Board Connects with the Community, means that the school board engages in an ongoing two-way conversation with the entire community that fosters dialogue, deliberation, and collaborative thinking around common interests for their schools. This conversation is essential to create trust and support among the community, board, superintendent, and staff.

Often school districts and school boards are very good at getting

information out to their communities, but activities that provide two-way conversations are more challenging. As with any communication, it needs to have a plan with a clear purpose and intended outcome. A few questions that help guide this work are:

What does the board hope to learn, decide, or accomplish from this activity?

How will the board or district use the information in its leadership role?

Consider the following as ways to involve community members at various levels.

• Annual State of the District event — The full community is invited for an update on district goals and accomplishments over the year and to discuss priorities the district should consider when revising district goals for the next year.

• Committees — Include parents and/or other community members on board and superintendent committees where possible.

• Focus Groups — Hold focus groups for the purpose of gathering information on a specific topic identified by the board, for example, student learning, facility changes/construction, etc.

When boards engage in two-way conversations with the community, they understand the community’s educational aspirations and desires for the education of the students, and this allows them to advocate for district improvement and inform the community of the district’s performance by telling its story.

Communicating with the Superintendent

Foundational Principle 4, The Board Delegates Authority, states that the board delegates authority to the superintendent to manage the district and provide leadership for the staff. Such authority is delegated and communicated through written board policies and operating parameters.

Leadership guru John Maxwell said, “If you want to do a few small things right, do them yourself. If you want to do great things and make a big impact, learn to delegate. Delegation is difficult for anyone accustomed to direct action. As a governance team, delegation requires a productive relationship with the superintendent that is built on trust and clear communication regarding expectations. This

IASB Administration and Staff

As of February 15, 2024

OFFICE OF THE EXECUTIVE DIRECTOR

Kimberly A. Small, Executive Director

Jeremy Duffy, Deputy Executive Director and General Counsel

Tulsi Srinivasan, HR Director

Chris Montrey, Admin. Assistant

MEETINGS MANAGEMENT

Carla S. Bolt, Director

Natalie Duke, Assistant Director

INFORMATION TECHNOLOGY

Chris Lawton, Director

Patrick Shea, Assistant Manager

EXECUTIVE SEARCHES

Patricia Sullivan-Viniard, Director

Carmen Ayala, Consultant

Tim Buss, Consultant

Jim Helton, Consultant

Dave Love, Consultant

Alan Molby, Consultant

Vic Zimmerman, Consultant

Mary Torgler, Admin. Assistant

OFFICE OF GENERAL COUNSEL

Jeremy Duffy, General Counsel and Deputy Executive Director

Maryam Brotine, Assistant General Counsel

Debra Jacobson, Assistant General Counsel

Ummehani Faizullabhoy, Assistant Director

Michael Ifkovits, Legal Assistant

Karis Li, Legal Assistant

GOVERNMENTAL RELATIONS

Sarah Miller, Associate Executive Director

Mary Ellen Buch, Director

Barbara Hobrock, Director

Mike Stevens, Director

Alie Wagner, Admin. Assistant

ADMINISTRATIVE SERVICES

Jennifer Feld, Chief Financial Officer and Associate Executive Director

Karen Faith, Assistant Business Manager

Camille Gillette, Specialist III

Ruth Ann Ferris, Receptionist

Sally Kimmel, Receptionist

POLICY SERVICES

Angie Powell, Associate Executive Director

Nicholas Baumann, Director

John Fines, Director

Garth Minor, Director

Tammie Ng, Director

Breanna Rabacchi, Assistant Manager

Emily Tavernor, Assistant Manager

Tasha Levy, Admin. Assistant

Jennifer Robinson, Admin. Assistant

Tayler Heidbreder, Specialist

FIELD AND EQUITY SERVICES

Lori Grant, Interim Associate Executive Director

Reatha Owen, Senior Director

Patrick Allen, Director

Arlana Bedard, Director

Perry Hill IV, Director

Laura Martinez, Director

Natalie Williams-McMahon, Director

Yolanda Chavez, Admin. Assistant

Nancy Johnson, Admin. Assistant

Cindy Rispens, Admin. Assistant

Shantel Rotherham, Admin. Assistant

Miranda Sexton, Admin. Assistant

Gretchen Watson, Admin. Assistant

BOARD DEVELOPMENT

Lori Grant, Associate Executive Director

Sandra Kwasa, Director

Kathryn Bulava, Assistant Director

Rhonda Cass Mackiney, Assistant Director

Haylie Noltensmeier, Admin. Assistant

Linda Zulaski, Admin. Assistant

COMMUNICATIONS

Kara Kienzler, Associate Executive Director

Theresa Kelly Gegen, Director

Heath Hendren, Director

Jennifer Nelson, Director

Isaac Warren, Assistant Director

Bridget Kusturin, Admin. Assistant

PRODUCTION SERVICES

Katie Grant, Director

Matt Schultz, Graphic Designer

Jeff Armbruster, Print Shop Operator/Graphics

Staff emails: First initial and last name preceding iasb.com

ensures there is agreement and understanding of the school board’s and superintendent’s unique but separate roles as leaders for the district.

Clear and concise communication between the board and the superintendent is essential in reaching district goals. To communicate effectively the board uses “one voice” to direct the superintendent. What does IASB say about speaking with “one voice” to the superintendent?

Speaking with one voice means the board needs to direct its superintendent with one voice on any given issue. The power of the board is not as individuals but as a governance team entrusted by the community with the authority to govern and lead the district. The diversity of viewpoints from board members is encouraged and must be respected. Votes most likely will not be unanimous; however, those who lose a vote must accept that the board has spoken as one and that its decision must be implemented as decided. The superintendent cannot work effectively under seven different bosses.

Communicating with the Board Team

Foundational Principle 6, The Board Takes Responsibility for Itself, states that the board collectively and individually takes full responsibility for board activity and behavior. The school board governs the district as a team of eight, seven board members and the superintendent. While the board must operate within legal parameters, good governance requires the board to be

responsible for itself, its processes, and its contributions. In order for this to happen effectively, communication is essential.

Communication along with active listening are important pieces of how board members express their opinions and deliberate actions in leading the district. Active listening helps build relationships, solve problems, resolve conflicts, and improve accuracy. During any conversation with another person, you can detect reactions through body language — the set of the mouth, slope of the shoulder, or expressions around the eyes. These should not be ignored when you consider research that indicates 80% of communication is non-verbal.

Consider taking some time to learn about your communication style, which says a lot about you as a leader. Are you supportive and relaxed? Or are you more intense in your delivery, pushing your fellow board members to act? There are various communication style surveys that the team can use to understand how to communicate with each other. I suggest Straight Talk from Leading Resource LCC, developed by Eric Douglas, who is the author of Straight Talk: Turning Communication Upside Down for Strategic Results at Work. There is a free tool online that can help you get started.

I am reminded of a saying my mother used, “It is not what you said; it was how you said it.”

By learning more about the team’s various communication styles, your conversations are focused and clear. With no room for misunderstanding or alteration of messages, the potential for conflict decreases. In situations where conflict does arise, effective communication is a key factor to ensure that the situation is resolved in a respectful manner.

The ability to communicate clearly is a vital life skill. It’s never too late to work on your communication skills. Remember, those who can communicate effectively with clear direction can help to deliver high-quality results. By communicating effectively, you can build strong relationships within your governance team, community, and staff to ensure cohesion and long-term success. 

Reatha Owen is the Senior Field Services Director with the Illinois Association of School Boards. Resources associated with this article, including a link to the online “Starting Right” tool, are available at iasb.com/Journal.

IASB Board of Directors

As of February 15, 2024

PRESIDENT

Mark Harms

VICE PRESIDENT

Tracie Sayre

IMMEDIATE PAST PRESIDENT

Simon Kampwerth Jr.

TREASURER

Marc Tepper

ABE LINCOLN

Christopher Gordon

BLACKHAWK

Jeff Johnson

CENTRAL ILLINOIS

VALLEY

Tim Custis

CHICAGO PUBLIC SCHOOLS

Jianan Shi

CORN BELT

Nick Sartoris

DUPAGE

Thomas Ruggio

EGYPTIAN

Lisa Irvin

ILLINI

Kimberly Keniley-Ashbrook

KASKASKIA

Linda Eades

KISHWAUKEE

Robert Geddeis

LAKE

Marc Tepper

NORTH COOK

Alva Kreutzer

NORTHWEST

Chris Buikema

SHAWNEE

Sheila Nelson

SOUTH COOK

Joyce Dickerson

SOUTHWESTERN

Mark Christ

STARVED ROCK

Jim McCabe

THREE RIVERS

Liz Campbell

TWO RIVERS

Lisa Schwartz

WABASH VALLEY

Mandy Rieman

WEST COOK

Janice Roeder

WESTERN

Sue McCance

SERVICE ASSOCIATES

Stephen Nelson

The vision of the Illinois Association of School Boards is excellence in local school board governance supporting quality public education.

The mission of the Illinois Association of School Boards is to Light the Way for its members by developing their competence and confidence through a robust toolkit designed to build excellence in local school board governance, including

• Premier training experiences;

• Networking opportunities for mutual support;

• Valuable benefits, pooled services, information, and expertise;

• Advocacy on behalf of public education; and

• A platform for a strong collective voice on common interests and concerns.

SSetting Your New Superintendent Up for Success

By Vic Zimmerman

So, you have hired a new superintendent for your school district, what happens now? The transition from one superintendent to the next one plays a big part in the success of the new superintendent and the newly created board/superintendent relationship.

New superintendents are hired for many reasons, the most common of which is the retirement of the current superintendent (60% in 2022), with the second most common reason being that the current superintendent is leaving for a job in another school district (30% in 2022). A small number of superintendent changes occur when a separation agreement is necessary with the school board due to a falling out of some kind. Regardless of the reason for a new superintendent taking over, there are responsibilities for the current superintendent and school board to consider to set up the school district for success by setting forth on a positive transition plan.

Some school districts in Illinois are able to use the “Superintendent in Waiting” model for replacing a retiring superintendent. This model is possible when the retirement/ leaving date of the outgoing superintendent is known far in advance and the district has the resources to hire a

replacement and allow them to work with the current superintendent for a full year prior to taking over the position. In this case the transition has over one year to take place and by the time the new superintendent takes over, they have had many experiences of a new superintendent without the stakes of actually sitting in the official seat. This is an excellent transition plan when a school district can make it happen but is a rarity for most districts.

Typically, the school district advertises a superintendent vacancy in the fall of the school year prior to hiring a new superintendent to start in the school district on July 1 of the next school year. The transition plan’s structure is driven by who is hired, due to the amount of time needed, availability and needs of the new superintendent. If the school district hired an experienced superintendent, the scope of the transition can be lessened when compared to a school district hiring a brand-new superintendent.

If the new superintendent is an internal candidate (currently working in the same school district) it should be possible to begin the transition discussions during the last semester of the school year prior to the new superintendent taking over the

position. If the new superintendent is an external candidate, then there will be less time available for the transition discussions to take place simply because of the logistics of time when the new superintendent lives and works in a different school district. Regardless of the situation, the outgoing superintendent should take the responsibility of contacting the replacement to set up the transition plan.

Topics to Discuss During the Transition

Some of the topics to discuss during the superintendent transition require an extended conversation, while others do not. The purpose of these conversations is to inform the new superintendent on the current state of the school district and its practices.

• School Board Relations

• Tentative Budget Status

• District and Board Communications

• Board Meeting Logistics

• Board Policy Manual

• Unit Office Personnel Roles

• Union Relations and CBA

• Insurance (Health, Property, Liability, other)

• Grants Status (State and Federal)

• School Attorney and Current Issues

• Auditor and Audit Status

• Food Services

• Financial Status

• Special Education

• Current Administrators

• Student Transportation

• ISBE Reporting Status

• Monthly Meeting Schedule

• District Investments

• Open Positions and Hiring Practices

• City or County Issues

• Key Stakeholders in the District/Community

Once the new superintendent is in the seat, it is their decision on what comes next. Whether the outgoing superintendent can meet weekly with the new superintendent (internal) or needs to schedule a few days with them (external), part of finishing the job is to secure a positive transition. This is helpful for the new superintendent and good for the outgoing superintendent. The

outgoing superintendent should also be available for phone calls from the new superintendent as needed, but should be mindful that their role is of support and that they no longer run the school district.

The school board plays a role during the transition to a new superintendent. Once a selection is made, the school board should create a press release announcement to introduce the new superintendent. It’s a good idea to set up an open house or meet and greet time for the faculty and staff, community members, and parents to meet the new superintendent. The school board should welcome the new superintendent to attend at least some of the school board meetings in their new district in order to get a sense of how the board members and board meetings function. Consideration should be given to allowing input from the new superintendent on any major decisions or issues that the district is or will be facing when the new superintendent starts the job on July 1.

Board members, as the elected representatives of the community, should invite the new hire to attend Rotary Club, Lions Club, or whatever service organizations are in the community in order that the new superintendent can meet some of the movers and shakers and hit the ground running.

Traditional new employee onboarding needs to take place as well. If the new superintendent is moving into the school district, school board members can assist with real estate agents and banking contacts. At some point after July 1, the school board and superintendent should have a workshop-style meeting with their IASB Field Services Director to review and consider board norms, communication expectations, board and superintendent roles, board meeting procedures, and district goal-setting. This happens so that everyone is on the same page from the outset. Communication is the key to a successful board/superintendent relationship. The school board employs the superintendent and should set a high benchmark for how it expects new employees to be treated in the school district.

Regardless of the reason a school district hires a new superintendent, the transition plan matters to the success of the school district going forward. School board members should work with their outgoing superintendent on the transition process to help set up the new superintendent for the greatest chance of success. 

Vic Zimmerman, Ed.D., is an IASB Executive Searches Consultant and an IASA Field Services Director.

Perspectives on Advocacy

By Theresa Kelly Gegen with Sarah Miller

IIn January, IASB welcomed Sarah Miller. J.D., as the Association’s new Associate Executive Director for Governmental Relations. The Journal’s Q&A with Miller, sharing her perspectives on advocacy in the public education sphere, is presented here.

What does advocacy mean to you and why is it necessary?

Legislators overwhelmingly want to effect positive change in their communities and throughout Illinois. Hearing different perspectives on any given issue is critical to doing that. Initially, a bill can be the result of one constituent’s perspective or a response to a singular issue that didn’t go smoothly. Therefore, to understand the full impact of a bill, legislators need to hear from diverse constituents so that the bill can be improved.

That’s where the IASB Governmental Relations team and school board member voices come into play on education-related issues. Together our advocacy efforts are so powerful because of the unique perspective on public education that we bring to these discussions.

Using that perspective to inform a legislator’s approach to a bill does make a difference in shaping issues important to legislators.

Additionally, board members can proactively identify key issues that impact their school districts and bring thoughtful solutions to their legislators.

It’s important that our advocacy efforts be both reactive, given the sheer volume of bills filed each year; and proactive, given that school board members know what steps are needed to help improve educational opportunities in their particular districts.

Advocacy and lobbying: How are they different?

There is, of course, overlap between advocacy and lobbying.

I’ve always seen advocacy as a longterm and broader process of understanding the issues that impact public school districts, building relationships with legislators and stakeholders who share our passion for improving public education, and communicating and engaging in dialogue on those issues in an effort to move public education forward.

There are so many avenues to engage in policy discussions and get involved at the local, state, and federal levels. This could be anything from serving on a legislative task force, to attending a legislative breakfast on a Saturday morning, to joining us in

Washington D.C. to advocate at the federal level with our national organization, COSSBA.

Lobbying, on the other hand, is a more targeted approach towards influencing a specific bill. Both approaches are important depending on the issue at hand.

You have experience in education advocacy, what have you worked on that will inform your work at IASB?

I find that many significant education issues tend to reappear every few years. As advocates we often spend years discussing a big issue before we find compromise language and a bill is passed. Once the bill goes into effect, we start getting feedback from our school districts as to how implementation is going, suggestions to improve the law, as well as areas that might have been overlooked initially. At some point, there is enough momentum to sit down again and re-examine the issue.

One example of that would be Senate Bill 100, which overhauled

Miller

the student discipline portion of the School Code. The impetus for that bill was a growing understanding of the negative impact of exclusionary discipline on students, which is often referred to as the “school-toprison pipeline.” Now that SB100 has been implemented by districts for several years, conversations have started to emerge as to how we maintain the integrity of SB100, but better balance that commitment to reduce exclusionary discipline practices with the importance of maintaining a safe educational environment for students and staff. Other issues with which I have been involved where we are starting to see renewed interest are pension reform (particularly the Tier 2 benefits structure and potential Safe Harbor issues), Dual Credit Initiatives, and TIF Reform.

If there is any such thing, how does a typical interaction with a lawmaker come about, and what is it like?

I think it’s always best to start developing relationships with legislators before a big issue emerges at the height of Spring Session

to your schools so they can see the amazing work that you are doing, but also be upfront about the challenges your districts face and how they could help address those challenges.

Finally, I know our districts get frustrated with some of the legislation that gets passed, particularly the mandates, and that is important to communicate to them. But, it’s also important to let legislators know when your district has benefited from the bills they have passed, whether it is their commitment to EBF funding, Teacher Vacancy Grant funding, or expanding dual credit opportunities.

What is the most important thing a school board member should know about advocacy?

It is not as overwhelming as it may first seem. Legislators want to build relationships with the elected officials in their legislative districts and want to better understand the impact that their education bills have on their school districts. As a school board member, you can start by

Spend some time learning about the key issues ... Once you get comfortable with the issues, you can start taking incremental steps to get more involved.

that could severely and negatively impact your district. Start building those relationships early and be aware that during the summer and fall months when your legislators are not in session, they will have more time and energy to invest as well. Invite legislators

taking small steps like attending a legislative event and introducing yourself to a legislator afterward. Alternatively, spend some time learning about the key issues being discussed during a session. Once you get more comfortable with the issues, you can

start taking incremental steps to get more involved.

What’s the first step to advocacy for a school board member?

The first step is being informed. It’s important to learn about the issues that legislators are focused on during a particular session so you can provide your unique perspective to help shape those issues. Second, what are the issues that are important to your district? Legislators can benefit from hearing your proposed solutions to problems impacting your district but they need to hear from you on what your biggest challenges are. Also, there isn’t one type of advocacy that works for everyone. IASB has so many opportunities to get engaged for that very reason. Whether you attend a legislative panel at the Joint Annual Conference, send an email to a legislator on a particular issue, or file a witness slip, the important thing is that you are getting involved in the process. 

Sarah Miller is the Associate Executive Director for Governmental Relations with the Illinois Association of School Boards. Theresa Kelly Gegen is the Editor of the Illinois School Board Journal.

From Moonshots to Mandates, Legislative Leaders Share Their Thoughts

By Barbara Hobrock

IIASB Director of Governmental Relations Barbara Hobrock and her team reached out to the four Illinois legislative leaders with a series of questions. Below you will find their answers about their positions, their roles in the legislature regarding public education, and how they can work with school board members on questions of public policy. IASB is grateful to each of the leaders for their time and consideration.

John Curran, Senate Minority Leader

Senator John Curran of Downers Grove has represented the 41st District in Illinois since 2017 and was elected as the Illinois Senate Republican Leader in 2023.

What are your thoughts on the General Assembly continuing to add unfunded mandates on school districts?

I generally disfavor and often oppose proposed mandates. The school administrators and teachers in my district often express frustration with the burdens imposed by heavy mandates. I would be willing to consider [the concept of allowing a period of time between passage and implementation of an unfunded mandate], but we need to place a higher bar on the passage of any future mandates. I would need to see the details of a Mandate Reform Committee, but again I would place a higher bar on the creation of new mandates.

What do you hope to accomplish while in office, what is your “Moonshot”?

As the Leader of a caucus in the Super Minority my goal is to bring greater balance to public policy in Illinois and ensure that all areas of our state are represented in our public policy decisions.

What motivated you to run for political office the first time?

When I bought my first home and became more invested in my community, I wanted to find ways to serve.

What is the biggest challenge you have seen in your legislative career?

Finding a way to solve the environmental crisis caused by the Sterigenics facility in Willowbrook.

School board members are elected officials like yourself. What advice would you give them, especially those newly elected to their positions?

For me to be the most effective legislator possible, I must constantly remind myself of who I am here to represent.

With education a hot topic and school boards often caught in the cross-hairs between parents, community members, staff, and the students, how would you recommend they navigate such issues such as teacher salary and curriculum changes?

Illinois is a diverse state and local school boards should be making decisions on these policies that best serve their district’s individual needs.

What is Illinois’ biggest opportunity right now?

Our best advantage is to leverage our talented workforce to grow our state’s economy.

What’s most important that we get right for K-12 students in Illinois?

Ensuring that this current generation is fully equipped to enter the workforce with job-related skills.

What are your top priorities in 2024?

We must ensure that our most vulnerable populations, children, veterans, and those with developmental disabilities, are properly supported by the state.

What is your plan to fully fund the Evidence-Based Funding formula in a sustainable manner for the students of today and tomorrow?

Working for a conservative budget approach, resisting the temptation to create new programs and focusing on the state’s top priorities which include fully funding the evidence-based formula.

In your view, is there anything else that we could be doing to help schools recruit and retain high-quality teachers in Illinois?

We must also work on our recruiting efforts through scholarships and continuing education to ensure our best and brightest find teaching a viable financial option.

How can your office partner with IASB at both the statewide level and with school boards in your legislative district, to do everything possible to keep Illinois students safe?

Ensuring school safety for both staff and students through coordination with law enforcement and support of school resource officers is a top priority.

What is your favorite part of the legislative process?

Reviewing and helping to improve legislation.

What do you believe are the best ways to evaluate school and student performance?

There is not a one-size-fits-all solution but academic success is always a consideration.

How would you help schools recruit and retain highly qualified teachers?

I’ve supported several policies to incentivize more qualified candidates to join and stay in the teaching profession.

What do you believe schools should do to better prepare students with the skills and knowledge they need to succeed in higher education, work, and life?

I am a strong supporter of teaching life skills, including how to navigate higher education and trade schools.

What do you like to do with your spare time?

I enjoy attending my daughters’ many, many sporting events.

Don Harmon, Senate President

Don Harmon serves as State Senator for the 39th Senate District of Illinois. In 2020 Harmon was elected to serve as the 39th President of the Illinois Senate. Based in Oak Park, Harmon was first elected to the Illinois Senate in the fall of 2002.

What are your top priorities in your role as Senate President?

My top priority this year, as it has been each year since I became Senate President, is to pass a

Curran

responsible, balanced budget. We have worked hard over the past four years to put Illinois back on sound financial footing, and our efforts paid off. We eliminated short-term debts, put extra toward long-term debts, and put money away into a rainy-day fund. The credit ratings agencies acknowledged this with nine credit rating upgrades in just over two years.

What’s most important that we get right for K-12 students in Illinois?

Considering the well-being of Illinois children is one of the greatest responsibilities we have as elected officials. We are tasked with making sure every student has access to a quality education, no matter where they live. I think one of the most significant steps we’ve taken toward that goal in the past decade is passing the updated school funding formula. It’s an ongoing effort, but we are making progress toward correcting funding disparities that have negatively impacted academic performance for some students for years.

School board members are elected officials like yourself. What advice would you give them,

especially those newly elected to their positions?

Serving in public office is 90% listening and 10% talking. Unfortunately, people often reverse that ratio. I also sometimes joke that the two most difficult jobs in politics are serving in Congress in a swing House district and serving on a local school board. Our schools are incredibly local and incredibly personal. There’s nothing more important than the way we educate our children. Wherever you go in your community, you are likely to encounter someone who wants to share their opinions – and not always in the friendliest manner. My advice is to listen and take their words with the seriousness they deserve, even if you don’t agree with their premise.

What is your favorite part of the legislative process?

The most rewarding part of the process is passing a bill that previously did not pass. We often learn

more from our failures than we do from our successes, and the work it takes to get a bill across the finish line after a failure can lead to a materially better product. The longer I serve as a senator, the more faith I have in the legislative process. It provides a surprisingly effective filter from which good ideas rise and bad ideas fall. It’s not perfect, but it works more often than not.

What key areas of policy interest you the most?

Senate President is a job that requires me to be a consummate liberal arts student. I need to be able to jump into any area and quickly gain a measure of expertise. As such, I have learned a lot and gained appreciation for a variety of subjects over the past four years. One of the first issues I campaigned on more than 20 years ago was funding quality early childhood education. I still think that is the smartest money we can spend.

What motivated you to run for political office the first time?

My career in politics began with frustration surrounding the redistricting process. My hometown of Oak Park was sliced up six ways to Sunday following the 1990 census. I listened to the frustrations of my neighbors and started advocating for the community anywhere there were two or more people gathered to talk about redistricting. Ultimately, I realized that holding public office was the right way for me to make a difference – on this and many other issues.

Can you tell us about a favorite teacher or mentor from your school days?

When I think of a teacher, I think of Mrs. Rearden, who taught me in first grade. She lived down the street from me growing up. For years, into my early 20s, I cut her lawn, shoveled snow out of her driveway, painted her basement, and did odd jobs around her house. I’m also very fond of Don Nekrosius, who taught me English in my junior year of high school. He saw something in me that I didn’t see in myself and in large part led me to becoming a creative writing major in college.

What do you like to do with your spare time?

I took up golfing during the pandemic, and I still like to play when the weather and my schedule allow. I also play guitar and sing in a band made up of a bipartisan group of current and former lawmakers.

Tony McCombie, House Minority Leader

Tony McCombie is the Republican Minority Leader of the Illinois House of Representatives. Since 2017 she has represented the 89th District in northwestern Illinois. She is the first woman to serve in a top leadership position in the Illinois House.

What is the biggest challenge you have seen in your legislative career?

The lack of transparency and balance in Springfield. This has presented challenges to be collaborative across party lines, which drives good policy decisions for Illinois families and businesses.

What are your thoughts on the General Assembly continuing to add unfunded mandates on school districts without taking into account the existing overwhelming load of mandates that districts have to implement?

Mandates, particularly unfunded mandates, on school districts, businesses, hiring, and procurement processes are a major concern for our caucus. House Republicans want to work in a framework where improving outcomes starts locally as they will not be achieved by federal and state unnecessary, redundant mandates. Our focus needs to be on improving access, outcomes, employee recruitment and retention, and school safety

[Editor’s Note: On February 7, McCombie filed HB4850, which would require an impact statement for every bill that could have a negative impact on the finances of a school district. ]

What do you hope to accomplish while in office, what is your “Moonshot”?

To bring balance to the House of Representatives. This will bring a truly balanced budget and structural reforms that will grow our wonderful state.

What’s most important that we get right for K-12 students in Illinois?

Get out of the way and let teachers teach! We must actively give support to our teachers. We need to face the teacher shortage head-on and work on not only stimulating recruitment, but helping retain teachers. Second, we need to inspire our students and keep up literacy standards. Our caucus has formed a working group centered on literacy which not only encompasses

McCombie

what needs to be done to help encourage and motivate students, but the support needed for educators and inclusion for parents throughout the process.

What is your plan to fully fund the Evidence-Based Funding formula in a sustainable manner for the students of today and tomorrow?

Funding the Evidence-Based formula must be a top budget priority. If it is going to be sustainable, we need to re-evaluate and address what has not been working and address inflation and outcomes. The House Republican Caucus will always make funding our students a priority. We must have a collaborative and transparent budget process to ensure all of our communities’ needs are met when discussing a state budget.

In your view, is there anything else that we could be doing to help schools recruit and retain high-quality teachers in Illinois?

First, address the pension issues concerning retirement age and safe harbor. The House Republican Caucus has introduced a number of teacher shortage proposals the last few years … granting scholarships to teachers who teach in rural and impoverished areas to get their Master’s Degrees so they can teach dual credit courses, making it easier for those fluent in a foreign language to get a teacher’s license, and creating an apprenticeship program to get “change of career” individuals into the classroom sooner. I should also add marketing by teachers for teachers, which is teachers telling their stories of success and joy in teaching. Remind people why teaching is one of the best professions to be in.

How can your office partner with IASB at both the statewide level and with school boards in your legislative district, to do everything possible to keep Illinois students safe?

Train teachers and staff to be prepared and react to what no one wants to imagine can happen in their school. Increase life and safety funding to help

replace entries, windows, and improve building and grounds safety. Increase the use of school resource officers and expand state law to allow retired law enforcement officers who want to continue serving their communities to work as school safety officers. Schools should be encouraged to have conversations with their local law enforcement agencies and first responders to ensure information is readily available to them so in the unconscionable event an emergency situation takes place, law enforcement and schools are working hand-in-hand.

School board members are elected officials like yourself. What advice would you give them, especially those newly elected to their positions?

Listen! Create coalitions among all stakeholders as collaboration is instrumental. Be transparent and don’t allow our public schools to become political playgrounds.

What do you believe schools should do to better prepare students with the skills and knowledge they need to succeed in higher education, work, and life?

As education and our business climate evolves, so should our outlook on future education and jobs. Schools can and should connect with business and government agencies to gauge needs and jobs on the horizon. As a base, schools can also encourage learning about various professions and develop opportunities for students to engage with different career paths.

What is your favorite part of the legislative process?

Solving problems for constituents. I love getting to work with constituents, helping them with access at state agencies, and connecting with families in the community. I serve the 89th District and it really starts and ends with service to my community in the northwest corner of our state.

What do you like to do with your spare time?

I enjoy spending time with my husband Curt, our dog Molly, and friends and family with just about any outside activity! We love camping, boating, and enjoying all that northwest Illinois has to offer.

Emanuel “Chris” Welch,Speaker of the House

Emanuel “Chris” Welch has served as a State Representative for the 7th District in the Illinois General Assembly since 2013. In 2021, he became the Speaker of the Illinois House of Representatives, the first Black lawmaker to hold such position. Prior to joining the General Assembly, Welch served 12 years on the Proviso THSD 209 Board of Education.

What is the biggest challenge you have seen in your legislative career?

Shortly after I took office, Bruce Rauner took our budget hostage. It took more than 700 days to overcome his veto, and by then the damage was done. Rauner’s crisis saddled Illinois with more than $17 billion in debt, and left us on the verge of junk status. The human cost was even worse: people lost access to lifesaving healthcare; service providers closed their doors; the community-based resources we depend on to keep our most at-risk neighborhoods safe were eliminated.

Illinois’ financial challenges were exacerbated by the onset of COVID-19. The pandemic brought with it hardships for our families, schools, and businesses, and new financial challenges.

Rebuilding Illinois’ fiscal house has required us to focus on our priorities. I often encourage my colleagues to know their “why.” Knowing why we’re doing the work brought together a bipartisan group of lawmakers to end Rauner’s games. Knowing why allowed us to work together to implement education funding reform. Knowing why allowed us to invest in the communities hit hardest by COVID-19, and has been key to our efforts to balance budgets, eliminate debt, and earn nine credit rating upgrades. We’ve restored Illinois to A-level credit with every bond agency, while also investing in our schools, and in resources that build strong, prosperous communities for all.

What is Illinois’ biggest opportunity right now?

The work we’ve done in recent years to rebuild Illinois’ fiscal house, to strengthen our schools with more than $1 billion in new funding for classroom education, and to expand our early childhood education system through the Smart Start initiative presents tremendous opportunities for our future – and for a comprehensive ‘cradle to career’ education system for all. These steps expand access to opportunity, along with our new Evidence-Based Funding model which moves us toward our goal of ensuring every child has a world-class education regardless of their zip code. Implementing these measures while furthering our commitment to smart, responsible, and compassionate policy, is how we build the kind of state we all hope for.

Welch

School board members are elected officials like yourself. What advice would you give them, especially those newly elected to their positions?

Lessons I learned serving on my local school board have guided me throughout my career. The leadership positions I’ve held, and the lessons I’ve learned from others have shown me that all leadership is about serving people. I’ve also learned that great leaders have a few things in common: They are civil, compassionate, and willing to compromise. Great leaders listen before they act. They are inclusive and collaborative, and they build strong alliances. And above all, great leaders always remember their “why.”

Policymakers are often going to disagree on “how” to achieve a goal, or “when” is the right time to do it. And that’s a good thing, because debate and disagreement are necessary steps toward compromise and cooperation – as long as we never lose sight of our “why.” Because more often than not, our “why” is very much the same. Regardless of what party we support, where we get our news from, or where we live, I still believe in my heart that the things that get us out of bed in the morning – our “why”

– remains very similar. When we know our “why,” we can find solutions, common ground, and common purpose.

What is your favorite part of the legislative process?

I love to see people from different parts of our state, with different ideas and different backgrounds, coming together to find ways to serve their individual communities and to serve the common good.

What do you like to do with your spare time?

My family makes it possible for me to serve in the House, so in my free time I love to do the things that they find joy in. It’s a thrill for my wife ShawnTe and me to see our kids learn and grow through activities that have meant a lot to us. I love to watch my son’s baseball games and see him succeed at a sport I played through college, and I’m proud to see my daughter Marley express herself through performing arts – following in my wife’s footsteps. I’m an avid reader, and I especially enjoy learning about different perspectives and new approaches to leadership and personal development. 

Barbara Hobrock is IASB Director of Governmental Relations.

Schneider

Reach out to begin discussions today

Cameron

Cameron.Pavelschak@se.com

Interview with Senator Tom Bennett

By Barbara Hobrock

TTaking the oath as an elected or appointed school board member is no small pledge. The oath includes the phrase, “I shall serve as education’s key advocate on behalf of students and our community’s school to advance our vision.” Every school board member takes this oath upon being seated and is expected to fulfill this promise.

One legislator who understands this oath well is a former school board member, Senator Tom Bennett of Illinois’ 53rd District. While working and raising a family, Bennett served as a K-12 school board member and a member of the local preschool board. Prior to his service as a board member, Bennett had served as a high school and junior high science teacher. It was during that time that Bennett watched the existing school board work with and respect their superintendent, and he wanted to get more involved.

As a legislator, Senator Bennett has served on task forces and commissions focused on early education, teacher assessments, environment, and energy. With a gamut of educational experience, Bennett is also an example of continuing education holding a bachelor’s in Education and Computer Science,

master’s in Business Administration, and doctorate in Business Administration.

We thank Senator Bennett for taking the time to answer some questions about the legislature, advocacy, and public education.

How important is it that local elected officials, such as school board members, become engaged in advocacy around legislation that impacts their districts?

Local school boards are the voice of the community for everyone. Many times, people don’t understand what or why things are happening in their districts and school board members help to bridge the gap by communicating with their legislators.

I annually engage with the school districts in my district to listen to school board members and other staff to learn what their needs are. This year, Dr. Tony Sanders, State Superintendent of Education, joined us and spoke to attendees. We partner with the State Board of

Education and other stakeholders to ensure all views are heard.

What advice would you give to school board members about how to best advocate on behalf of their districts when they become aware of legislation that will positively or negatively impact their school districts?

Reach out! If you have not, develop relationships with your legislators and their staff and make a trip to Springfield during session. Ask questions of your legislators. While they may not know a lot about a bill, helping them understand the whole picture helps them develop their approach on the bill. They need to know all the angles so they can make educated decisions.

It is dire to develop relationships! This takes time, but it is worth it. Legislators should be spending more time listening and less time talking, and we need to know what our constituents are thinking. We need to listen to each other, and we need people to be involved and more aware of pending legislation.

Also check out www.ilga.gov and look at the proposed bills. Every time a bill is read in committee, we read the witness slips. This is an easy way to tell the legislators how the public feels about a bill and is

Bennett

advocacy in action. An example of this working is when a bill was filed, and we knew it needed more work, the advocates spoke against the bill with filing over 3,000 opposing witness slips. This caused us to hold the bill and not call it in committee. We went back to the drawing board and amended the bill according to stakeholder feedback. This is advocacy in action.

How would you engage a school board member that is hesitant to advocate?

I would ask them to think of why they are on the school board. I would make a point to speak to them on the side and build a relationship with them and encourage advocacy. There are so many ways to advocate.

They can attend the Joint Annual Conference IASB holds every year. This allows board members to see the bigger picture, make contacts, and build relationships. I would also encourage them to attend the Division Meetings that IASB coordinates. You can see what other board members are doing in their districts on a smaller scale and build those local relationships to possibly partner with each other. Let’s not forget the Legislative Breakfasts. This is a great way to build relationships with other school board members and legislators at the same time.

Any last thoughts you’d like to tell our school board members?

Serving on your local school board is a great opportunity to help

make a difference for our families, neighbors, and students. Take advantage of it! We need you to be more involved and advocate. Life gets faster and people are not as engaged anymore. People don’t think they make a difference when they actually do. Media can create issues, so reach out directly and build that relationship. 

Barbara Hobrock is IASB Director of Governmental Relations.

Practice

Advocacy Resources for Illinois School Board Members

Compiled by Theresa Kelly Gegen and the IASB Governmental Relations Team

TThe Illinois Association of School Boards, led by the Governmental Relations team, assists members in their advocacy efforts. School board members in Illinois have an essential voice to be heard in the legislative process.

Advocacy Ambassador Program Moves Forward

The IASB Advocacy Ambassador program is moving forward. The IASB Advocacy Ambassador Program aspires to build relationships and effective communication channels between school board members and state and federal legislators. The goals for this grassroots program include helping members build relationships with fellow advocates and legislators, ensuring that members stay informed about legislative developments that impact their districts, and sharing advocacy tools and strategies for you to become more actively engaged in discussions surrounding education policies.

As school board advocates, you have the unique opportunity to affect change in both legislative decisions and school board initiatives. Your dedication to navigating the educational landscape will play a pivotal role in creating a brighter future for our students and communities.

We are thrilled to unite the voices of passionate individuals dedicated to education in Illinois.

Member support of IASB’s legislative work will enhance local school board excellence and district success.

Ambassadors will receive regular communication from IASB, including emails, text messages, surveys, and group Zoom meetings where we can collaborate for training and membership engagement discussions.

To sign up, visit IASB.com/ Advocacy and select the Advocacy Ambassador option. Together, let’s magnify our voices, influence legislative decisions, and champion the cause of improving quality public education and excellence in local school board governance in Illinois.

IASB Legislative Reports Keep Board Members Up-to-Date

The Illinois Association of School Boards sends regular state and federal legislative updates when issues impacting education are being discussed. These are sent via email

and posted on the IASB website. The reports from the state level are produced by the Governmental Relations Department, typically weekly when the General Assembly is in session and otherwise as needed. A typical IASB Legislative Report includes a narrative on key legislative action, a list of education-related bills and their progress through the legislative process, and updates on the committee meeting schedule.

Federal Legislative Reports include coverage of the latest in public education matters at the federal level and information on hearings, legislation, and events. These are produced with assistance from the Consortium of State School Boards Associations (COSSBA) then and sent via email and posted online.

Vision 2030: A Collaboration for the Future

The Vision 2030 initiative is aimed at enhancing public education in Illinois in the long term. IASB is collaborating with school districts and educational organizations to discuss education policy and issues that will shape future advocacy endeavors.

Vision 2030 is led by the Illinois Association of School Administrators (IASA), and includes representatives from the Illinois Association of School Boards (IASB), the Illinois Association of School Business Officials (IASBO), the Illinois Principals

Association (IPA), the Illinois Association of Regional Superintendent of Schools (IARSS), and other partners. It is supported by ECRA Group.

Vision 2030 has created work groups in the areas of Student Success, Accountability, Educator Excellence, and Finance & Funding. From 2013 to 2020, Illinois Vision 20/20 united the education community behind a long-range plan to improve school funding, teacher recruitment, 21st-century learning, and accountability. The organization’s goal is to build upon the great success of Illinois Vision 20/20 moving forward into Vision 2030.

COSSBA Shares National Priorities

The Consortium of State School Boards Associations was created in 2021 as a non-partisan, national alliance dedicated to sharing resources and information to support, promote, and strengthen state school boards associations as they serve their local school districts and board members.

COSSBA tracks and advocates federal education issues and policies impacting local school boards and public education.

Illinois is a founding member of COSSBA. The Consortium’s Executive Director is Thomas Bertrand, who was IASB’s executive director from 2018 to 2023.

COSSBA has position papers and action items on each of its Advocacy Priorities, which are

• Prioritizing K-12 Public Education As Schools of Choice

• Increased Funding for K-12 Education

• Teacher and Principal Training And Recruitment

• Broadband, Connectivity, Cybersecurity, and E-Rate

• Child Nutrition Programs

• Individuals With Disabilities Education Act (IDEA)

According to the Consortium, “COSSBA’s non-partisan Federal Advocacy concentrates on the major federal issues with widespread impact on the nation’s public schools and students. Our advocacy

position statements are adopted annually by leaders of the member state school boards associations, requiring a two-thirds majority support. They serve as a unifying agenda on behalf of American public school students.”

COSSBA held its first Federal Advocacy Conference in 2023. IASB coordinated Illinois’s delegation to this event, during which officials from several Illinois school districts and IASB staff met with staffs from Senator Dick Durbin and Senator Tammy Duckworth’s offices. In addition, they met with U.S. Representatives Jonathan Jackson, Jesus “Chuy” Garcia, Bill Foster, and Bradley Schneider, as well as staff from the offices of Representatives Darin LaHood, Mike Quigley, Robin Kelly, Nikki Budzinski, and Eric Sorensen.

The second COSSBA Federal Advocacy Conference is scheduled for September 2024. Information on that and all of COSSBA’s work is available on the organization’s website.

Resolutions Process Guides IASB Advocacy Efforts

The Resolution Process is the foundation for advocacy for the Illinois Association of School Boards. Each year, member districts can introduce a resolution based on a topic or issue facing the district. Each submitted resolution is vetted through the Resolutions Process (see timeline below and get complete details via the QR code). Resolutions are presented to a vote of the membership at the Delegate Assembly at the Joint Annual Conference. If adopted, the resolution becomes part of the IASB Position Statements and is applied to statewide policy. When legislation is introduced, the Governmental Relations team reviews the Position Statements and uses them to advocate on behalf of IASB with members of the General Assembly. It is vital that every district participates in the process, especially the Delegate Assembly, where the membership vote determines the direction of the Association’s advocacy efforts.

Action Items

Sometimes, legislative issues require a quick and dedicated response from IASB members to help influence the way lawmakers view bills. The purpose of this action on the part of school board members is to give legislators a better understanding of the local impacts a piece of legislation may have on public school districts.

A Call to Action asks IASB members to reach out directly to their members of the General Assembly to communicate the positions in favor of or opposed to a particular bill, or take another action around a particular piece of legislation.

A Witness Slip is one such action.

A Witness Slip formally expresses your support or opposition to bills being brought before the House and Senate Committees. IASB offers assistance with the steps involved in completing a Witness Slip; scan the QR code or visit iasb.com/advocacy.

Still More Resources Offer Education and Assistance

IASB offers other in-person resources to promote the Association’s advocacy efforts on behalf of public schools in Illinois.

• Members can attend Legislative Breakfasts, which bring together local legislators with school board members and administrators for discussions of legislative issues.

• At each Joint Annual Conference, the IASB Governmental Relations team hosts legislators for Panel Sessions to discuss the latest education topics in the legislature. Members can also gain perspectives on advocacy and stay current on legislative issues with resources such as

• Annual publications such as the yearly Resolutions Committee

Report, End of Session Report, and New School Laws, plus Advocacy for School Board Members and columns in the Journal.

• Podcasts featuring the Governmental Relations team in conversations with special guests, discussing current topics in advocacy.

• Webinars and videos that offer insights into the work of the legislature as it pertains to public education in Illinois. Last, but not least, the people of IASB are the most valuable resource for school board members seeking to have their voices heard in Illinois government. The Governmental Relations team offers all of the resources above and is available to answer questions, guide efforts, and assist members at every turn in the important arena of public school advocacy. 

Sarah Miller, Mary Ellen Buch, Barbara Hobrock, Mike Stevens, and Alie Wagner are the IASB Governmental Relations team. Resources associated with this project can be found at iasb.com/Advocacy.

We’re Here for the Kids

Insight on Federal Advocacy from AASA

By Noelle Ellerson-Ng

WWhat does it take to effectively promote your schools’ needs in front of a federal lawmaker? An AASA insider shares proven tactics from an administrator perspective.

To be an educator is to be an advocate.

As I travel around the country to meet with superintendents and other school district leaders, I often open the conversation with “Please raise your hand if you think of yourself as an advocate.” While many hands go up, not all do.

That’s less because school leaders don’t think of themselves as child advocates, but because of a stigma, real or perceived, that being an advocate or lobbyist has a negative connotation.

The reality of being an educator — and even more so for school system leaders — is that being an educator is being an advocate. That decision to modify school start times? That’s a major change someone had to support and promote. A switch to more explicit phonics instruction? That’s another move that someone had to push to completion. A decision to lower student-teacher ratios in classrooms to increase student engagement? A superintendent’s job is full of such decisions to better support

school-age children. Pushing forward the work of the school district and promoting one approach over another, selecting one solution over another — all of that amounts to advocacy.

Superintendents and school system leaders are advocates already, so at this point in the conversation, I simply explain I am here to talk about one specific type of advocacy. While superintendents’ day-to-day advocacy is for and about their students, the conversations over revised policies and practices to be made take place with their board members, administrative team, teachers, students, and the broader school community.

Natural Progression

The advocacy I typically address in my travels involves conversations with elected officials on the federal level.

There are myriad ways superintendents support public education and the schools and students they serve through their public actions, including making a budget, deciding on a curriculum, and operating with a governing board. Federal advocacy is not a first step, but it is a natural next step. Decisions made outside of the school setting have a

profound impact on schools and the work of educators, and it is public advocacy that helps inform and improve those policies made from afar.

I like to point out to superintendents that while I refer to district leaders as doing the advocacy and lobbying, often you are the ones being lobbied. If you can reflect on what works when you are on the receiving end of feedback from teachers, counselors, and parents, sharing those insights can be one of the most powerful and effective ways to build your own advocacy skill set.

How do you respond to someone you only hear from when it’s a complaint? How likely are you to say yes to an ask if you have no relationship or context with the person or their request? When you are working with your school board on a policy change, do you drop all the information on them the night of the vote or do you draw upon existing relationships and ongoing dialogue? One of the easiest, and most comfortable, ways to develop your federal advocacy is to adopt the effective approaches you have experienced as the receiver of requests.

AASA’s Approach

AASA is the national School Superintendents Association. Its members are at the heart of our federal advocacy priorities, which are revised by the AASA Executive Committee and Governing Board at the start of every year. That document is our guiding light on Capitol Hill, and it drives the policies that those of us on the policy team — director of advocacy Sasha Pudelski, public policy analyst Tara Thomas, and I — engage in and how we respond to various proposals. How we talk about advocacy with our members boils down to five words: relationships, endurance, logistics, knowledge, and communications.

Relationships. Advocacy is about relationships, and relationships take time. Aim to be the steady beacon of light in an increasingly tumultuous, political, and partisan discourse about public education and federal policy — someone who weighs in with a letter or a call to say “thanks” to a congressional representative or senator for a favorable vote as readily as you call to express concern over a recent proposal.

Much like school leaders, members of Congress receive a disproportionate amount of feedback about what isn’t working, and one of the easiest ways to break through that noise is with steady, consistent information that provides a holistic view of what’s going on in schools and how congressional work is both supporting and/or complicating that work.

Endurance. Federal education policymaking is a marathon, not a sprint. A great example is the

reauthorization of No Child Left Behind, which became the Every Student Succeeds Act. Discussions started in August 2007 and lasted until December 2015. That’s more than eight years of grinding through all levels of federal education policy conversation.

It’s critical to be a resource, whether an ally or an adversary, at all stages. If you’re not at the table, you’re likely to be the patient on the examination table. Advocacy is one of the most effective and powerful ways to ensure the patient’s needs are addressed well. This is where it becomes important to reach out occasionally, even when it seems nothing is moving or when you don’t need

something. Weighing in with an opinion matters.

When it comes to endurance in advocacy, showing up can mean more engagement. Your steady engagement is the difference between a boilerplate response and the legislator’s office reaching out to you when a question arises.

Logistics. In Washington, D.C., we quip that you should “never underestimate the power of a young person in a suit” on Capitol Hill. Back in 2015, during the signing of ESSA, many of my fellow advocates and the main education staffers on Capitol Hill were in their late 20s and early 30s. These are the people who

wrote the federal law that drives so much of what happens today.

You might have a standing meeting in a hallway with a junior staffer, or you might meet with a member of Congress in her or his office. Treat all as the same opportunity because they are just that — one more chance to deposit into that advocacy relationship account.

Knowledge. This is as much about ensuring you know what you’re talking about in terms of content, as it is knowing your value as a constituent. Superintendent and school system leader conversations are an exceptionally effective use of time for elected officials. You can talk all day long about your school district, its ups and downs, trends with teachers, needs of students, and attendance challenges. You have your thumb on the pulse of the community in a way few do. You are positioned to talk about broader community trends: a significant change in population, a recent health epidemic, an uptick in teen pregnancies, a local employer leaving town.

Especially salient in the current environment, you are on the front line of some of the biggest lightning-rod issues that are flaring up in communities nationwide and may be playing out in your schools. You are uniquely positioned to talk about all of this and to do so through the lens of what it means to your schools and how federal policy can support or complicate these realities.

Communication. Know what you’re asking and know the purpose of the meeting or communication.

Communication is about being confident that you not only said

what you needed to say, but that your audience understood it as intended. Follow-up can be helpful, and it becomes a natural next step toward building a relationship. Answer any questions that were left open-ended, share any items mentioned in the meeting, and invite elected officials to visit your district. Report out to your administrative team and community on your contact. Advocacy is as natural and essential as educating when you are running a school system, and anything you can do to norm your advocacy effort as an inherent element of your leadership helps eradicate any negative connotation around advocacy.

How do we know this approach works? In the span of less than three months, the AASA advocacy team saw at least four instances of member engagement and advocacy translate into federal policy proposals:

• When both the House and Senate introduced their respective IDEA full-funding legislation, AASA’s top federal priority and an important part of our ongoing relationship work protected IDEA funding.

• The House introduced the All Children Are Equal Act, a bill that addresses a technical flaw in the Title I formula to more accurately and equitably allocate federal funds.

• After more than a year of ongoing conversations with AASA advocacy staff emphasizing the need to both respond to cyber threats and protect E-Rate funds, Federal Communications Chair Jessica Rosenworcel used the AASA advocacy

conference to announce her long-awaited proposal to support schools in responding to cyberattacks would not repurpose E-Rate dollars from their connectivity focus.

• The House introduced in September the Head Start Expansion and Improvement Act, legislation that would increase the poverty threshold and expand eligibility for the Head Start program, a revision stemming directly from member meetings last January.

Driven by Asking

I’ve been asked how I ended up in a job like this, and I respond, with absolute sincerity, that it’s my mother’s fault. Growing up, one of the ways my parents taught us communication and confidence was the simple lesson “They can’t tell you no until you ask.” So I turned into a professional asker, and my requests and questions are all driven by what superintendents tell us will make the best federal policy in support of their schools.

Let’s agree to move forward together to ask Congress to do more to support and strengthen public education. The worst they can do is say no. But the overwhelming majority of the time, they are trying to find a way to yes. And your advocacy is critical to getting them there because “We’re here for the kids.” 

Noelle Ellerson Ng is the Associate Executive Director for Advocacy & Governance with AASA. Reprinted with permission from the December 2023 issue of School Administrator magazine, published by AASA, The School Superintendents Association.

Advocacy at the Board Meeting

Working Together on Legislative Issues

By Dan Rossmiller and Chris Kulow

AAs lobbyists for the Wisconsin Association of School Boards, we are often asked how boards should structure their legislative advocacy to be more effective advocates for their students and districts.

Our typical reply — “whatever works best for your board” — deserves some elaboration.

Experienced board members recognize that sometimes legislative advocacy happens during a school board meeting, such as when a board directly approves a specific position, statement, or resolution regarding proposed or pending legislation.

But opportunities for effective legislative advocacy often happen outside of board meetings. How can boards take steps during meetings that pay off with nimble and effective advocacy when it’s needed most, especially when time is of the essence and decisive action is needed?

Being proactive and developing an advocacy process can help you lessen confusion about roles and responsibilities, handle short timelines, build relationships, and accommodate other contingencies.

With that in mind, many boards are recognizing the value of having specific board policy that formalizes the board’s processes on the topic of legislative activities, including advocacy.

Among the more common features of such plans are a couple of foundational building block concepts, such as the following:

• Individual school board members should act or speak on behalf of the board or district only when authorized by the board. If not authorized by the board they should make it clear that they are speaking as an individual, albeit as an individual who happens to be a school board member.

• When a school board delegates an advocacy-related responsibility it is advisable to do so through a clear board policy, motion, or resolution that provides guidance about any parameters or limitations. Having a clearly delineated plan with defined roles that all board members understand can help you navigate board-related challenges (like an ideological split on the board) so you are not prevented from having a voice on legislative issues. Develop a plan so you can move forward despite these challenges.

One key goal of any policy is to ensure you have somebody paying attention to what is happening in the legislature so you can be prepared to respond as quickly and effectively as possible. A single approach likely will not work for every board. You’ll

need to find the best fit for your board. Below are some options to consider as you think about establishing a board policy:

• Identify a legislative liaison to track legislative issues and decide whether that person is authorized to communicate on behalf of the board/district without first obtaining a majority vote in favor of the specific advocacy position. This can be the district administrator, board president, or another board member. The advantage of this method is having the ability to act quickly on time-sensitive issues, but it requires trust in the person given this responsibility.

• Create a legislative committee. The advantage of this method over having a single legislative liaison is to have multiple people vetting the board’s position. The disadvantage is that meetings of committees still require the same open meetings law notice requirements as a regular board meeting, and it may be harder to advocate quickly on timely issues via the committee approach due to the need to schedule and post notice of committee meetings.

• Discuss at least one legislative issue during each school board meeting. The legislative liaison

or committee can update the board on important developments. This may be more of a goal or an aspiration than a policy. Setting a goal to discuss at least one legislative issue at each board meeting provides an incentive to keep on top of pending bills. The idea is to make sure that someone is tracking what is happening in the General Assembly and is keeping the board aware of opportunities to make a statement or contact lawmakers about current legislation. Communicating about your district’s needs and concerns in a timely and understandable way is critical when it comes to influencing legislation.

• Consider how you are going to communicate your board’s positions to your lawmakers. One option is to pass a board resolution to take an official position on specific identified legislative

issues and priorities. Assign the legislative liaison (or some other designee) the task of communicating those official positions to your legislators.

• Illinois school board members will want to refer to IASB Legislative Reports to stay on top of current education issues in the General Assembly. An effective approach to legislative advocacy also depends on knowing how the state legislature works. Understand that most legislators are generalists and few of them are experts in education. This gives school boards an opportunity to educate lawmakers about how their decisions will affect schools and students. Your school board can do more than simply oppose or support a bill. It can bring forward new approaches to addressing the problem. Where possible, consider proposing alternatives or solutions that are mutually beneficial.

Again, communicating about your district’s needs and concerns in a timely and understandable way is critical. It won’t help you to propose an amendment if the bill has already been passed.

Second, relationships are key. It’s always worthwhile to build relationships before you need a friend or ally. We also need to remember to circle back when the work is done and show appreciation. It is not effective to just show up when we are not happy.

Third, important decisions are often made early, even before legislation is proposed. Effective advocacy involves being prepared to respond and engage in the early formation of proposals. Your framework should enable this.

Finally, you will be more influential by working in concert with parents and other community members. They can amplify your voice and show that your

7 Questions About Your Board’s Advocacy Policy

It is sometimes said that “Nobody plans to fail, but oftentimes people fail to plan.”

We’ve provided some options as to how you might want to organize or structure your board’s advocacy. Now, we offer some questions for you to think about and discuss as you consider how best to shape your board’s advocacy program in the form of a board policy.

• What is our school board currently doing in relation to legislative advocacy? Is it working?

• What are our school board’s general goals/purposes for its legislative advocacy efforts? Can we agree on what those goals are?

• How are our school board’s or district’s legislative priorities and positions on legislative issues being determined? Does the board as a whole make these determinations by voting on the legislative priorities and positions at a properly called board meeting, or has the board delegated this responsibility to a committee or individuals?

• Does our school board or district seek input from district staff and community members when establishing the legislative priorities and positions on issues? If so, to what extent?

• How are our school board’s or district’s legislative priorities and positions communicated to legislators, government agencies, or other applicable entities? Has our board identified a spokesperson(s) to speak for the board on these issues?

• If the board has delegated a legislative advocacy-related responsibility, what are the parameters under which our board’s designee(s) can officially act on behalf of the board and the district? What are our board’s specific expectations? What restrictions, if any, are placed on their delegated authority?

• How does our board intend to work with the district administrator on identifying and implementing advocacy initiatives? 

— Wisconsin Association of School Boards

concerns go beyond just board members and the superintendent. Working with parents and other community members can include connecting with existing local groups or creating new local networks for the purpose of sharing information, gaining support, and developing new sources of influence.

School boards can inform business and labor groups, parent associations, educators, farm leaders, and service organizations about legislation that affects both the district and other sectors of the community. Boards can seek support for the board’s positions and assistance in influencing legislation through existing regular board meetings, special meetings, and special events.

Consider a Board Resolution Board resolutions are official positions voted on by your board at a meeting. In Illinois, you are encouraged to pass resolutions on legislative issues and share those resolutions with your legislators and communities, and with IASB’s Governmental Relations team. While board resolutions are important and official acts of your locally elected school board, on their own they are not particularly strong legislative advocacy efforts unless you take some extra steps to explain why your board has taken the stance laid out in the resolution, why the issue is important to you and what you want done about it. Board resolutions can be a vehicle to help promote greater awareness on the part of board members, the public,

and legislators of an issue or concern, but they aren’t an end in and of themselves. Consider them the beginning of the conversation, not at the end.

School board members can have a powerful voice in influencing legislators. You understand the unique issues affecting your schools and can provide valuable input about how a given legislative proposal might affect your students, schools, and community. Consider putting in place an advocacy plan to bolster your efforts. 

Dan Rossmiller is Director of Government Relations at the Wisconsin Association of School Boards, and Chris Kulow is Government Relations Specialist there. This article was adapted and reprinted with permission from Wisconsin School News

Advocacy Empowers School Board Members

By Shawn Killackey

BBeing on a board of education gives each of us opportunities to not only better our own school districts but also to affect other ones positively. Through advocacy, we can do more, as board members, than sitting at a meeting every month and voting on such things as a budget or a new policy. That’s not to say that these are not important duties of being a board member, because they are, but there is more that each of us could do.

The reason I wrote this commentary is to hopefully encourage other board members out there to try their hands at advocacy; to step out of their comfort zones for their schools; to know the abilities we’re given as board members. We, as elected officials, can make a change to the current system and are capable of making a difference for our schools.

In 2023, I participated in the IASB Resolutions Process. I submitted a resolution to the IASB Resolutions Committee for them to review and in August met with the Committee via Zoom to present my case – allowing mail-in votes from school districts that cannot make it to the annual Delegate Assembly but still want to vote and have a voice in the process. When the 2023 Resolutions Committee Report came out, it stated that the Committee decided to not present the resolution I submitted to the Delegate Assembly in November. The Committee determined it to be an IASB Constitution issue and would be better approached in a different way.

This setback on my first major attempt at advocacy didn’t discourage me. In fact it encouraged me to keep moving forward with my idea. I feel that I’ve planted a seed now with IASB about a problem that didn’t have a solution yet, but when worked on, may make a difference on the current status quo.

Then, in September 2023, as my interest in advocacy was growing, I attended the first Federal Advocacy Conference hosted by COSSBA, the Consortium of State School Boards Associations. As a board member and elected official, I felt I could

work, not just on behalf of my district, but for other districts as well.

The Federal Advocacy Conference brought together 215 participants from across the country, including 15 school board members from 10 Illinois districts. It involved training the board members, such as guidance on how to talk to staff and representatives on the issues, which we did the next day. I still use that information. It was an opportunity for school board members to share experiences and discussions with each other too. You’re making a good change, not just for your own district, but for school districts in the nation as a whole.

I wanted to bring back to my board that this is something that we can do. The school board has its usual responsibilities, but we can also do other things. We are elected officials, and we can go out and talk to other elected officials, our legislators, and make a difference.

When you do this, you discover you do have an impact.

The Resolutions Process and the Federal Advocacy Conference are notable in a school board member’s potential advocacy calendar, but there’s more. There are events, like a legislative breakfast or luncheon, to talk with other elected officials, including state senators and representatives. Twice a year IASB has Division Meetings where school board members can network with peers

Continued on page 41

Shawn Killackey (fourth from left) and many of the Illinois advocates who participated COSSBA’s 2023 event in D.C.

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Be Collaborative

Crucial Characteristics of Leaders of Integrity Part III

By Don Parker

LLeader integrity influences ethical behavior within the school community. Ethical leaders serve as role models, guiding others to make principled decisions that prioritize equity and fairness. By consistently aligning their actions with their values, leaders foster a culture of ethical conduct among staff and students. This culture, in turn, enhances trust, cooperation, and a shared sense of responsibility, creating fertile ground for collaboration and collective action in pursuit of equity goals.

This series explores the multifaceted ways that leader integrity impacts school equity. By understanding the pivotal role of leader integrity, school leaders can harness its transformative power to create inclusive, just, and equitable educational environments for all learners.

The series highlights the four crucial characteristics of leaders of integrity: (1) courageous, (2) ethical, (3) collaborative, and (4) action-oriented, as they relate to fostering a more equitable educational environment. This installment features

collaboration, which plays a vital role in school leader integrity, guiding their decision-making processes to ensure fairness, justice, and inclusivity in educational practices.

Collaboration

To create inclusive schools in which the achievement gap between advantaged and disadvantaged groups is shrinking, we need to involve staff as partners in the improvement effort.

Creating a collaborative environment within a school can be

challenging when some teachers and staff members present conflicting attitudes toward change and equity-driven approaches. Some may resist change, hold onto traditional beliefs and practices, or feel threatened by shifts in the educational landscape. This clash of perspectives can create tension and hinder the creation of a truly collaborative and equitable environment. When faced with this conflict, school leaders must acknowledge and address the underlying concerns and resistance among staff. It is essential to foster open dialogue and provide opportunities for meaningful conversations that allow for differing perspectives to be heard and understood. Building trust and empathy among staff members is crucial, as it can help bridge the gap and promote a culture of collaboration.

It’s essential that school leaders are knowledgeable about the students they aspire to serve. Equity focuses on the needs of historically marginalized students, the ones who long have been underserved by educational institutions. According to school equity expert Brian Soika, “Equity work begins with understanding how one’s identity will shape interactions with students, families, and the institution in which you work. Your identity and positionality intersect in ways that will play out in the classroom in very subtle manners.”

Evidence-based strategies leaders can utilize to promote collaboration include the following methods.

Provide Professional Development and Training Focused On Equity: School leaders can help educate and motivate their staff through professional development focused on equity and cultural responsiveness.

Organize workshops or training sessions that focus on equity issues in education, providing research-based information and best practices. These initiatives can help raise awareness, dispel misconceptions, and build a shared understanding of the importance of equity in schools. Provide ongoing training and resources that enhance staff members’ understanding of equity issues and equip them with practical strategies for inclusive teaching to help bridge the gap between those embracing change and those resisting change.

Create Structured Space for Collaboration: Creating structured spaces for collaboration, such as PLCs or regular team meetings, can facilitate dialogue, shared decision-making, and problem-solving around equity-related challenges. By creating structured collaborative spaces and fostering a shared purpose, school leaders can support an environment where all staff members feel valued and empowered to work together toward a more equitable and inclusive school community.

Recognize and Celebrate Staff Contributions: Recognizing and celebrating staff members’ contributions and successes in promoting equity can also help build a sense of ownership and motivation. (See sidebar, page 37).

Encourage Collaborative Decision Making: Collaborative decision-making is another key strategy. Principals can actively involve superintendents and community members in decision-making processes related to equity initiatives. This collaborative approach helps build trust, fosters a sense of ownership, and ensures diverse perspectives are taken into account. By engaging

in shared decision-making, principals can tap into the expertise and experiences of these stakeholders, creating a more comprehensive and effective approach to promoting equity.

Foster Open Communication and Dialogue: Fostering open communication and dialogue is critical. Soika suggests, “Surround yourself with people who are pursuing equity goals as well. This might be colleagues or even a group of friends. Discuss your interests, objectives, and backgrounds, and look for ways in which you can learn from them.” Principals can create platforms for ongoing conversations with superintendents and community members, such as regular meetings or forums. These interactions provide opportunities to address questions, concerns, and misconceptions, allowing for a deeper exploration of equity-related issues. Engaging in open and respectful dialogue helps build relationships, establish common ground, and promote a culture of collaboration. In my experiences as an educator and principal, relationship building and open communication are essential in collaborative efforts for equity. Trusting relationships, valuing diverse perspectives, and engaging in ongoing dialogue are essential for bridging gaps and promoting equity.

Commit to Self-Reflection:

In addition to collaborating with teachers, staff, and superintendents, principals working to maintain ethical leadership and advance equity must also work with themselves. Soika encourages school leaders to engage in self-reflection to help them build their integrity to higher levels, because self-reflection provides a sense of checks and balances. He

emphasizes that because equity work requires analysis of institutional structures, school leaders must consider their own role in those structures, continuing to do the work within themselves.

Soika writes, “Critical self-reflection is an intensive process. As you reflect on your power and privilege, you may find that you implicitly support biased systems that limit opportunities for others. The goal of reflection is not to induce shame, but to increase your

awareness. As you become more aware, you can grow into a stronger leader for equity.” 

Don Parker, Ed.D., is a transformational keynote speaker and professional development provider. He specializes in SEL, supporting teachers to build trusting relationships with students, restorative practices, traumainformed practices, and improving the culture and climate of schools to enhance students’ and teachers’

feelings of belonging. He is a former principal and the author of the books Building Bridges: Engaging Students At-Risk Through the Power of Relationships and Be the Driving Force: Leading Your School on the Road to Equity. Parker was also a speaker at the Equity Immersion at the 2023 Joint Annual Conference. The “Crucial Characteristics of Leaders of Integrity” series began in the November/December 2023 Journal and will conclude in an upcoming issue.

Recognize and Celebrate Staff Contributions

Recognizing and celebrating staff members’ contributions and successes in promoting equity can also help build a sense of ownership and motivation.

Acknowledge staff publicly: Principals can publicly recognize and acknowledge staff members’ contributions to promoting equity during staff meetings, school assemblies, or through school-wide communication channels. This can include highlighting specific initiatives, projects, or efforts that have had a positive impact on equity within the school community.

Organize appreciation events: Organize appreciation events, such as staff luncheons, breakfasts, or social gatherings to celebrate the collective achievements of the staff in advancing equity. These events provide an opportunity for principals to express gratitude for the dedication and hard work of their staff.

Give personalized recognition: Take the time to write personalized notes of appreciation to individual staff members, recognizing their specific contributions and successes in promoting equity. This personalized approach demonstrates attentiveness and reinforces the importance of their efforts.

Bestow awards and certificates: Create awards or certificates to honor staff members who have shown exceptional commitment and impact in fostering equity. You can present these awards at special ceremonies or events, or even staff meetings, highlighting their achievements and inspiring others to follow their lead.

Highlight success stories: Share staff members’ success stories and their impact on promoting equity through school newsletters, social media platforms, or the school website. By showcasing these stories,

principals not only recognize individual efforts but also inspire others and foster a collective sense of pride and motivation.

Provide opportunities for leadership: Offer staff members to take on leadership roles within equity-focused committees, task forces, collaborative teams, or special projects or initiatives. Empowering staff members to lead and contribute to equity strengthens their sense of ownership and motivation.

Ensure regular feedback and dialogue: Establish a culture of open communication and ongoing feedback where staff members’ contributions and successes in promoting equity are consistently acknowledged and valued. Encourage regular dialogue to ensure that their voices are heard, concerns are addressed, and ideas are shared.

— Don Parker

Service Associates Directory

Appraisal Services

INDUSTRIAL APPRAISAL COMPANY

Building and fixed asset appraisals for insurance and accounting purposes. Oak Brook (630) 575-0280

Architects/Engineers

ARCON ASSOCIATES, INC.

Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture, and environmental consulting. Lombard (630) 495-1900; www.arconassoc.com; sjmattes@arconassoc.com

BERG ENGINEERING CONSULTANTS, LTD.

Consulting engineers. Schaumburg (847) 352-4500

BLDD ARCHITECTS, INC.

Architectural and engineering services for schools. Decatur (217) 429-5105; Champaign (217) 356-9606; Bloomington (309) 828-5025; Chicago (312) 829-1987 www.bldd.com

CORDOGAN CLARK & ASSOCIATES

Architects and engineers. Aurora (630) 896-4678; www.cordoganclark.com; Tpowers@cordoganclark.com

DEWBERRY ARCHITECTS INC.

Architects, planners, landscape architecture, and engineers. Peoria (309) 282-8000; Elgin (847) 695-5840

DLA ARCHITECTS, LTD.

Architects specializing in preK-12 educational design, including a full range of architectural services, assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services. Itasca (847) 742-4063; www.dla-ltd.com; info@dla-ltd.com

DLR GROUP

Educational facility design and master planning. Chicago (312) 382-9980; dlrgroup.com; mengelhardt@dlrgoup.com

ERIKSSON ENGINEERING ASSOCIATES, LTD.

Site Planning/Studies, Civil Engineering, Tra c/Transportation, Landscape Architecture. Grayslake (847) 223-4804; Chicago (312) 463-0551; Mokena (708) 614-9720

FARNSWORTH GROUP, INC.

Architectural and engineering professional services. Normal (309) 633-8436

FGM ARCHITECTS, INC.

Architects. Chicago (312) 942-8461; Oak Brook (630) 574-8300; O’Fallon (618) 624-3364; St. Louis (314) 439-1601; Milwaukee, Wisconsin (414) 346-7282 www.fgmarchitects.com

GREENASSOCIATES, INC.

Architecture/construction services. Deerfield (847) 317-0852; Itasca, (847) 317-0852; Springfield

HEALY BENDER PATTON & BEEN ARCHITECTS

Architects/Planners. Naperville (630) 904-4300; www.healybender.com; dpatton@healybender.com

HURST-ROSCHE, INC.

Architecture, engineering, planning, and interior design. Hillsboro (217) 532-3959; East St. Louis (618) 398-0890; Marion (618) 998-0075; Springfield (217) 679-1671; www.hurst-rosche.com

JMA ARCHITECTS

Full service professional design firm specializing in K-12 educational design, construction management, strategic/master planning, health/life safety compliance, building commissioning, and interior space design.South Holland (708) 339-3900; www.jmaarchitects.com; allison@jmaarchitects.com

KLUBER ARCHITECTS + ENGINEERS

Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia (630) 406-1213

LARSON & DARBY GROUP

Architecture, engineering, interior design, and technology. Rockford (815) 484-0739; www.larsondarby.com; snelson@larsondarby.com

LEGAT ARCHITECTS, INC.

Architectural and educational planners who specialize in creating e ective student learning environments. Gurnee (847) 622-3535; Oak Brook (630) 990-3535; Chicago (312) 258-9595; www.legat.com; jboyce@legat.com

IASB Service Associates are businesses which o er school-related products and services and which have earned favorable reputations for quality and integrity. Only after careful screening is a business firm invited to become a Service Associate.

To learn more about IASB Service Associates membership, visit www.iasb.com or contact IASB at bkusturin@iasb.com

PCM+DESIGN ARCHITECTS

Provide a full range of architectural services including facility and feasibility studies, architectural design, construction consulting, and related services. East Peoria (309) 694-5012; www.PCMPLUSD.com; whelmick@pcmplusd.com

PERFORMANCE SERVICES, INC.

An integrated design and delivery engineering company serving the design and construction facility needs of K-12 schools. Schaumburg (847) 466-7220

PERKINS&WILL

Architecture, educational planning, programing, master planning, re-referendum services. Chicago (312) 755-0770 mark.jolicoeur@perkinswill.com; aimee.eckmann@perkinswill.com; rick.young@perkinswill.com

RICHARD L. JOHNSON ASSOCIATES, INC.

Architecture, educational planning. Rockford (815) 398-1231; www.rljarch.com

STR PARTNERS

Architectural, interior design, planning, cost estimating, and building enclosure/ roofing consulting. Chicago (312) 464-1444

STUDIOGC ARCHITECTURE + INTERIORS

StudioGC is passionate community-minded partner, committed to creating imaginative and well-designed facilities. StudioGC o ers innovative planning, programming, architectural, interior design, and cost estimates. Chicago (312) 253-3400

TERRA ENGINEERING, LTD.

TERRA is a Woman Business Enterprise (WBE) firm certified with the City of Chicago and Illinois CMS systems, providing transportation and tra c engineering; municipal, structural, electrical, and construction engineering; site development and landscape architecture; recreation and athletic facility and land use planning; land surveying; and GIS services. Chicago.

TRIA ARCHITECTURE

An architectural planning and interior design firm that provides services primarily to school districts in the Chicagoland area with an emphasis on service to their clients, and their communities. Burr Ridge (630) 455-4500; www.triaarchitecture.com

WIGHT & CO.

A fully integrated design, engineering, and construction firm that partners with education leaders to create progressive, inspiring, and sustainable learning environments, while helping to manage risk and provide accountability in the delivery of work. Darien (630) 969-7000

WOLD ARCHITECTS AND ENGINEERS

Specializing in Pre-K-12 educational design including master planning, sustainable design, architecture, mechanical and electrical engineering, quality review, cost estimation and management. Palatine (847) 241-6100

Building Construction

BOLLER CONSTRUCTION CO., INC.

Construction Manager and General Contractor specializing in building and renovating schools.

Waukegan (847) 662-5566

CORE CONSTRUCTION SERVICES OF IL., INC.

Professional construction management, design-build, and general contracting services. Peoria (309) 404-4700; COREconstruction.com; mikaylavincent@coreconstruction.com

F. H. PASCHEN

A general/construction manager with extensive experience in new construction and renovation of educational and institutional facilities in the public/private sectors. Chicago (773) 444-1525; www.fhpaschen.com; aizzi@fhpaschen.com

FREDERICK QUINN CORPORATION

Construction management and general contracting. Addison (630) 628-8500

HOLLAND CONSTRUCTION SERVICES, INC.

Full service construction management and general contracting firm specializing in education facilities. Swansea (618) 277-8870

IHC CONSTRUCTION COMPANIES LLC

IHC Construction Companies LLC is a full-service construction management firm that delivers new construction, additions, and renovations for School District clients on-time and within budget.

Elgin (847) 742-1516

INTERNATIONAL CONTRACTORS, INC. (ICI)

An award-winning construction management firm specializing in K-12 facilities. Our firm is currently partnering with eight Illinois School Districts on capital improvement projects.

Oakbrook Terrace (630) 641-6852

NICHOLAS & ASSOCIATES, INC.

Construction management, general contracting, design and build. Mt. Prospect (847) 394-6200 info@nicholasquality.com; nickjr@nicholasquality.com

PEPPER CONSTRUCTION COMPANY

Construction management and general contracting services. Barrington (847) 381-2760; www.pepperconstruction; jripsky@pepperconstruction.com

POETTKER CONSTRUCTION COMPANY

Specializing in construction management, design/build, construction consulting services, and energy solutions for education clients. Breese (618) 526-7213; www.poettkerconstruction.com

RUSSELL CONSTRUCTION

COMPANY, INC.

Russell provides successful, knowledgeable construction management and contracting services in the PreK-12 market from concept to completion and continuing care for your facility needs. Davenport, Iowa (563) 459-4600; www.russellco.com; sbaumann@russellco.com

SERVPRO TEAM WOLFE

Servpro Team Wolfe specializes in the cleanup and restoration of commercial properties after a fire, smoke or water damage. Assist schools in developing a recovery plan to put things back to preloss condition quickly and e ectively.

E ngham (314) 502-1337

S.M. WILSON & CO.

Provides construction management and general construction services to education, healthcare, commercial, retail, and industrial clients. St. Louis (314) 645-9595; www.smwilson.com; kristyn.newbern@smwilson.com; amanda.bohnert@smwilson.com

TRANE

HVAC company specializing in design, build, and retrofit. Willowbrook (636) 305-3600

Computer Software, Supplies, Services

COMMON GOAL SYSTEMS, INC.

We o er cloud-based software solutions for student information management, student registration, state reporting, financial management and payroll, parent communication, scheduling, gradebooks, report cards, and more. Des Plaines (630) 592-4200; www.common-goal.com

COMPUTER INFORMATION CONCEPTS, INC.

Infinite Campus student information System and Finance Suite, and Tableau Data Visualization/Analytics.

Greeley, Colorado (312) 995-3342

EDMENTUM

We provide fully digital curriculum and assessment tools for educators to utilize in K-12 classrooms to establish blended and personalized environments and advance student learning.

Bloomington, Minnesota (952) 832-1570

Consulting

EOSULLIVAN CONSULTING

Illinois-based EOSullivan Consulting has developed a proven process the helps school districts with community engagement, survey research, messaging, informational campaigns and referendums. Libertyville (815) 353-1991

Environmental Services

ALPHA CONTROLS & SERVICES, LLC

We deliver energy cost justified solutions that make the learning environment comfortable, secure, and e cient. Rockford, Springfield, Champaign (815) 227-4000; www.alpaacs.com; jasonv@alphaacs.com

VEREGY

Dedicated to assisting K-12 education meet the challenge of providing healthy, safe, and educational appropriate learning environments.

St. Louis (636) 230-0843; Chicago (773) 633-0691; veregy.com; bsmith@veregy.com

ENERGY SYSTEMS GROUP

A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca (630) 773-7201; jcohn@esg.email

GRP MECHANICAL CO., INC.

Renovating buildings through energy savings performance contracting to provide the best learning environment. HVAC, plumbing, windows, doors, and mechanical services. Bethalto (618) 779-0050

IDEAL ENVIRONMENTAL ENGINEERING, INC.

Asbestos and environmental services. Bloomington (309) 828-4259

ILLINOIS ENERGY CONSORTIUM

Sells electricity and natural gas to school districts, colleges, and universities. DeKalb (815) 753-9083; www.ILLec.org; hwallace@iasbo.org

ENGIE SERVICES U.S.

Turnkey partnership programs that enable K12 school districts in Illinois to modernize their facilities; increase safety, security and e ciency; reduce operations costs; and maximize the lifespan of critical assets. Chicago (312) 498-7792; sharon.uslan@engie.com

RADON DETECTION SPECIALISTS

Radon measurements in elementary, middle, and high schools, as well as all DCFS licensed spaces. We service the entire state of Illinois. Westmont (630) 325-4443 or (800) 244-4242

Financial Services

BERNARDI SECURITIES, INC.

Municipal bond specialty firm; o ers a full range of school bond underwriting services, including capital needs financing and debt refinancing. O’Fallon (618) 206-4180; Peru (815) 587-8972; Chicago (312) 281-2014; jvezzetti@bernardisecurities.com

BMO HARRIS BANK

BMO Harris Bank’s experienced specialists can help you build a sound strategy to help close budget gaps, manage day-to-day cash flow and maximize your resources. Chicago (312) 461-7895

GORENZ AND ASSOCIATES, LTD.

Auditing and financial consulting. Peoria (309) 685-7621

ICE MILLER, LLP

Nationally recognized bond counsel services. Chicago (312) 726-7127

KINGS FINANCIAL CONSULTING, INC.

Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections. Monticello (217) 762-4578

SPEER FINANCIAL, INC.

Financial planning and bond issue services. Chicago (312) 346-3700; www.speerfinancial.com; dphillips@speerfinancial.com; rmckenzie@speerfinancial.com

STIFEL

Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; referendum and legislative assistance. Edwardsville (800) 230-5151; noblea@stifel.com

WINTRUST FINANCIAL

Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont (630) 560-2120

Human Resource Consulting

ACCURATE BIOMETRICS

Live scan fingerprinting for Illinois and FBI background checks. Live scan system sales and placement. Managed services for data security and compliance. Itasca.

BUSHUE HUMAN RESOURCES, INC.

Human resource, safety and risk management, and insurance consulting. E ngham (217) 342-3042; www.bushuehr.com; steve@bushuehr.com

Insurance

THE SANDNER GROUP

Insurance program management, marketing & claims services for workers’ compensation, property & liability. Chicago (800) 654-9504

O ce Equipment

EDUCATIONAL ENVIRONMENTS BY FRANK COONEY COMPANY, INC. Furniture for educational environments. Wood Dale (630) 694-8800; www.frankcooney.com; gregory@frankcooney.com

Other

ECRA GROUP

Superintendent searches, board and superintendent workshops. Arlington Heights (847) 318-0072

Milestones

Continued from page 42

Armer Severin, 94, died December 7, 2023. He served on the first elected school board for Rockford SD 205.

Richard A. Speckhart, 91, died December 29, 2023. He was a past member of the Payson CUSD 1 school board.

Michael David Stronberg , 80, died May 29, 2023. He was a former

Commentary

Continued from page 33

member and president of Deerfield SD 109, serving from 1979-1985.

Jackie “Lloyd” Summers, 85, died January 14, 2024. He had served on the school board for Herrin CUSD 4.

David J. Thompson , 82, died December 22, 2023. He served on the Putnam County CUSD 535 school board.

from other school districts about different issues that need solving. Also, you can help IASB with bringing school issues to Springfield through the Advocacy Ambassador program.

Board members are empowered more than you think with the ability to make a difference and in the end, it

Chet C. Zych, 77, died December 11, 2023. He had served on the Champaign CUSD 4 school board and led the Council on Teacher Education at the University of Illinois, helping to prepare and certify new teachers. 

IASB accepts contributions to the Milestones section of the Journal at communications@iasb.com.

is your school district that benefits from what you do in advocacy. 

Shawn Killackey is on the Fremont SD 79 Board of Education and currently serves as Board Secretary, IASB Delegate, and Representative to the Special Education District of Lake County.

Milestones

In Memoriam

James H. Adams, 86, died December 23, 2023. He was a past member of the Olympia CUSD 16 school board.

Russell Wilbur Beeler, 74, died January 13, 2024. He had served on the board of education for Warsaw CUSD 316.

William “Bill” Bennett, 72, died January 10, 2024. He had served on the Neponset Board of Education in Henry County.

June A. Bishop, 89, died January 27, 2024. She was the first woman elected to the Creve Coeur SD 76 Board of Education.

William “Bill” Blaine, Jr., 92, died December 31, 2023. He was a past member of the board of education for THSD 214 (Arlington Heights).

Joel Boeving, 70, died January 16, 2024. He had served on the Smithton CCSD 130 school board.

Robert J. Bosgraaf , 60, died December 9, 2023. He was a past member of the Shelbyville CUSD 4 Board of Education.

Robert E. “Bob” Coombe, 81, died December 24, 2023. He had served on the school board for Arcola CUSD 306.

Dennis L. Daly, 82, died December 31, 2023. He had recently retired from the Winnebago CUSD 323 school board.

Anna Lou Eller, 93, died January 17, 2024. She was a past member of the Salem CHSD 600 Board of Education.

Roger Gronewald, 81, died January 13, 2024. He served on the school board for Prairieview-Ogden SSD 197.

Raymond M. Handler, M.D. has died. He was a past member and president of the Northbrook ESD 27 Board of Education.

Frances Harms, 85, died January 27, 2024. She served on the Forman Board of Education in Mason County.

William “Bill” Hasewinkle, 89, died January 16, 2024. He was a past member of the school board for Lawrence Co CUSD 20 and gave tours of his dairy farm to kindergartners for many years.

Don Hodgson, 97, died January 28, 2024. He had served on the Ogden Board of Education in Champaign County.

Wilmer Charles “Wimpy” Jacobs, 89, died December 4, 2023. He served 12 years on the Shannon Board of Education in Carroll County.

Kerry Lee Jaggers, 70, died January 5, 2024. He was a member and president of the Wyanet Board of Education in Bureau County.

Yngve Johnson, 99, died December 12, 2023. He served for many years on the Rochelle THSD 212 school board.

Joel Johnson, 77, died January 11, 2024. He was a 33-year member of the Mendota CCSD 289 school board, including several years as president.

Matt Kern, 41, died December 25, 2023. At the time of his passing he was a member of the Auburn CUSD 10 Board of Education. He had previously taught and coached in Auburn, North Mac, and Chatham schools.

Harry Koeller, 99, died January 21, 2024. He had served on the West Pike Board of Education in Pike County.

James Franklin Lauher, 80, died December 12, 2023. He had served on the school board for Kansas CUSD 3.

Thomas E. LeMoine, 80, died December 23, 2023. He was a past member of the Dixon Unit SD 170 school board.

Donald McDaniel , 86, died December 24, 2023. He had served on the school board for Field CCSD 3.

Louis Clem Meinhart, 90, died January 18, 2024. He served on the school board for Jasper Co CUSD 1.

Betty E. Miller, 99, died January 16, 2024. He was a past member of the Mattoon CUSD 2 Board of Education.

Daniel A. Orth, 85, died November 25, 2023. He had served on the Bannockburn SD 106 Board of Education.

Michael “Mike” Perkins, 79, died December 2, 2023. He served on the school board for Deland-Weldon SD 57.

Wilburn E. Price, 94, died December 27, 2023. He was a past member and president of the Lyons Elementary SD 103 Board of Education.

Peter R. Quattrocchi, 76, has died. He had served on the school board for Oak Lawn CHSD 229.

Sue Ramstedt, 81, died January 13, 2024. She was a special education teacher, PTA president, union leader, and school board member and president for Mount Prospect SD 57.

Rosemary Reid, 93, died December 14, 2023. She was the first woman president of the Aledo Board of Education in Mercer County.

Libby Savner, 79, has died. She was a past member and president of the Deerfield SD 109 Board of Education.

Roger Scherr, 74, died February 1, 2024. He had served on the Prairie Central CUSD 8 school board.

William D. “Bill” Semlak , 77, died December 4, 2023. He served on the school board for McLean CUSD 5 and was a Communications professor at ISU.

Continued on page 41

“Policymakers are often going to disagree on ‘how’ to achieve a goal, or ‘when’ is the right time to do it. And that’s a good thing, because debate and disagreement are necessary steps toward compromise and cooperation – as long as we never lose sight of our ‘why.’ Because more often than not, our ‘why’ is very much the same. Regardless of what party we support, where we get our news from, or where we live, I still believe in my heart that the things that get us out of bed in the morning –our ‘why’ – remains very similar. When we know our ‘why,’ we can find solutions, common ground, and common purpose.”

Emanuel “Chris” Welch, Speaker of the House and State Representative for the 7th District in the Illinois General Assembly. See page 12.

“Mandates, particularly unfunded mandates, on school districts, businesses, hiring, and procurement processes are a major concern for our caucus. House Republicans want to work in a framework where improving outcomes starts locally as they will not be achieved by federal and state unnecessary, redundant mandates. Our focus needs to be on improving access, outcomes, employee recruitment and retention, and school safety.”

Tony McCombie is the Republican Minority Leader of the Illinois House of Representatives. See page 12.

“Being on a board of education gives each of us opportunities to not only better our own school districts but also to affect other ones positively. ... Board members are empowered

more than you think with the ability to make a difference and in the end, it is your school district that benefits from what you do in advocacy.”

Shawn Killackey is a member of the Fremont SD 79 Board of Education. See page 33

“… I know our districts get frustrated with some of the legislation that gets passed, particularly the mandates, and that is important to communicate to them. But, it’s also important to let legislators know when your district has benefited from the bills they have passed, whether it is their commitment to EBF funding, Teacher Vacancy Grant funding, or expanding dual credit opportunities.”

Sarah Miller is the Associate Executive Director for Governmental Relations with the Illinois Association of School Boards. See page 9.

2921 Baker Drive

Springfield, Illinois 62703-5929

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