Illinois School Board Journal March/April 2025 by IASB Publications

March/April 2025

Vol. 93 No. 2

Career & Technical Education in Illinois

Developing Tomorrow’s Workforce Today Local Opportunities in Career Fields

Front Page

TThe future workforce is evolving at an unprecedented rate. We’ve heard the term “Educating for jobs that don’t exist yet,” which involves teaching students transferable skills to adapt to changing times. This theoretically includes developing human skills like collaboration, communication, and learning to apply content knowledge. It also functionally includes jobs that truly didn’t exist in the public realm 20 years ago: AI engineer, SEO specialist, drone pilot, sustainability manager, cybersecurity expert, podcaster …

Jobs that are in demand and require technical skills and training — such as health care, technology, manufacturing, construction, information technology, teaching, agriculture, culinary arts, aviation, and more — are changing and changing fast.

As we share in this issue of the Illinois School Board Journal , public education is forwarding career and technical education and is working to keep up with the changing times as well.

CTE provides students with the specialized skills and knowledge needed for many high-demand

careers. CTE prepares students for successful careers in sectors experiencing a shortage of skilled workers. By offering hands-on training and practical learning experiences, CTE equips students with the specific skills employers are seeking, helping students be job-ready upon graduation.

CTE offers alternative routes to career success for students not seeking a four-year college degree. CTE prepares students for jobs that are in high demand and may come with competitive salaries. As industries evolve and new technologies emerge, CTE ensures workers have the skills to meet these changes. CTE in K-12 education has an equity component as well, by providing opportunities for students, who may face barriers to what we consider traditional higher education, to access professional-level training and move on to well-paying careers. By creating pathways for students to gain the skills they need for meaningful employment, CTE helps to reduce disparities in the labor market. While technical expertise is a key component of CTE, these programs also emphasize skills

like teamwork, communication, problem-solving, and time management. CTE prepares students to adapt to the dynamic nature of modern careers and to work effectively in a collaborative and rapidly changing environment.

Across Illinois, educators are working towards improving and expanding CTE offerings. Several of them gave their time and expertise to this issue of the Journal , and they have my thanks. Many are advocating for CTE funding and implementations, and many more are in the classroom, the shop, the kitchen, the clinic, or even in the air, teaching tomorrow’s workforce. CTE will play a crucial role in ensuring that students are equipped with the skills and knowledge they need to succeed. If you have a story to share with your fellow school board members, in Career and Technical Education or otherwise, please reach out. 

Theresa Kelly Gegen is Director of Communications/Editorial Services with IASB and the Editor of the Illinois School Board Journal. You can reach her at tgegen@iasb.com.

8 Invest CTE: Student-Centered Efforts Develop Tomorrow’s Workforce

Submitted by Kaleb Smith for Invest CTE

Skilled trades, applied sciences, modern technologies, and career preparation: Discover CTE with Invest CTE.

Vision 2030: Promise & Future

By Illinois Vision 2030

Future-Focused Learning connects Illinois Vision 2030 with Career and Technical Education.

Flyover: CTE Across Illinois

Submitted by Education for Employment CTE Regional Delivery Systems From aviation to agriculture, discover career and technical education offerings in regions throughout Illinois.

Enhancing College and Career Readiness in District 300

Submitted by Community Unit School District 300 Students set career goals and gain the core academic, technical, and workplace skills needed for success.

Exploring Student Experiences and Improving Outcomes for Black Children with Autism

By Asha Amore Brown and Diallo Telli Brown Understanding challenges, formulating solutions.

Kara Kienzler, Associate Executive Director

Theresa Kelly Gegen, Editor

Bridget Kusturin, Advertising Manager

Jennifer Nelson, Copy Editor

Katie Grant, Design and Production

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) 528-9688. 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.

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Copyright © 2025 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.

On Outreach & Training

LThree ‘As’ to Delegate Authority

By Perry Hill, IV, Ph.D.

Last year, the Journal shared information and commentary on the concept of governance. In this issue, we take an extra look at “delegation” as a tenet of good governance. IASB Director of Outreach & Training Perry Hill IV, Ph.D., shares his thoughts on delegation through IASB’s Foundational Principle 4. As the corporate entity charged by law with governing a school district, each school board sits in trust

everything depends upon a capable and competent staff.

• “Delegates authority” means empowering the superintendent and staff to pursue board ends by developing/enacting related details. A board that does (or re-does) staff work disempowers the staff. Yes, a board should be apprised, and it may share opinions/positions. Still, it should avoid delving into role duplica-

Delegation of authority upholds ... a “Triple-A” rating, which highlights three pivotal areas: Acknowledgment, Acceptance, and Accountability.

for its entire community. The obligation to govern effectively imposes some fundamental duties on the board, including:

Foundational Principal 4: The board delegates authority. The board delegates authority to the superintendent to manage the district and provide leadership to the staff. Such authority is conveyed through written board policies that communicate district ends and generally define operating parameters.

• Ultimately, the school board is responsible for everything, yet the board must recognize that

tion of staff (i.e., the board supplanting specialized staff in task completion). If the board provides its preference(s), it should enable and expect its employees (i.e., the superintendent) to ensure alignment. High levels of delegation require high levels of superintendent/staff empowerment and accountability.

• Delegation is difficult for anyone accustomed to performing direct action. However, to appropriately stay focused on the big picture and avoid diminishing the staff, school board members must discipline themselves

to trust and fully utilize their superintendent for staff interactions and not involve themselves in day-to-day operations.

Foundational Principle 4 is more complex than it appears. Delegation of authority is important because it upholds what I call a “Triple-A” rating, which highlights three pivotal areas.

The first area is Acknowledgment — acknowledging that one’s experience and knowledge are not all-inclusive. The second A is Acceptance — acceptance of board governance realities. The third A is Accountability — accountability of the superintendent to the board through adherence to employment terms and outcomes using objective data. The reference to accountability highlights the accountability of the superintendent to the board, but it also emphasizes how a board’s commitment to superintendent accountability serves as a non-negotiable standard/expectation the governance team must practice with the staff.

Let us go back to the first A and work our way through the Triple-A rating.

Acknowledgment

When referring to the first A in the Triple-A rating

— acknowledgment that one’s experience and knowledge are not all-inclusive — this presents a realization that no one knows or has experienced everything. As such, the board must champion and promote the competency of and confidence in staff, including the superintendent. A school board, the individual board members, and the governance team encompass district leadership. District leadership has a charge to build and affirm trust in all district areas (inclusive of staff) as well as among its “vested partners” — the community, students, parents, and staff. Alienation of any “vested partner” by district leadership tarnishes the district image, disrupts optimal staff efficiency, and taints the integrity of the district along with board/administrative leadership.

Acceptance

The second A in the Triple-A rating involves acceptance of multiple board governance realities. This particular A features five sub-categories — acceptance of the board governance role; acceptance of minimizing micromanagement; acceptance of board composition; acceptance of the board’s key concerns; and acceptance of promoting objective decision-making.

We first emphasize the board’s acceptance of its governance role, which requires the board to create and contribute to a functional governance team and district. This means that the board takes the time to clarify and craft its ends, particularly its district goals. Accomplishment of these goals stands as a primary work of the board, which supports a diminished likelihood that personal agendas will distract/deter the school board from achieving and maintaining a prioritized, collective focus.

Second, acceptance of the board to minimize micromanagement bolsters a board duty to empower staff rather than callously imposing itself upon the staff. This coincides with the board adhering to the district hierarchical channels that appear in sample Board Policy 3:30: Chain of Command. Simply put, a paraphrased version of Board Policy 3:30 upholds letting staff do the job they were hired to do. After all, the chain of command upholds a system of numerous checks on policy and board compliance through layers of administrative oversight (e.g., deans, assistant principals, principals, assistant superintendents, and superintendent). A board need not micromanage because any appealed matter will inevitably rise through district hierarchical channels, should a final district ruling (by

IASB Board of Directors

As of February 15, 2025

PRESIDENT

Mark Harms

VICE PRESIDENT

Tracie Sayre

IMMEDIATE PAST PRESIDENT

Simon Kampwerth Jr.

TREASURER

Marc Tepper

ABE LINCOLN

Christopher Gordon

BLACKHAWK

Je Johnson

CENTRAL ILLINOIS

VALLEY

Tim Custis

CHICAGO PUBLIC SCHOOLS

Vacant

CORN BELT

Nick Sartoris

DUPAGE

omas Ruggio

EGYPTIAN

Lisa Irvin

ILLINI

Kimberly KenileyAshbrook

KASKASKIA

Linda Eades

KISHWAUKEE

Robert Geddeis

LAKE

Marc Tepper

NORTH COOK

Alva Kreutzer

NORTHWEST

Chris Buikema

SHAWNEE

Sheila Nelson

SOUTH COOK

Joyce Dickerson

SOUTHWESTERN

Heather LoBue

STARVED ROCK

Austin Taylor

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.

the board) be necessary. Moreover, a board need not micromanage because Board Policy 3:30 states that no one, including the board, can supersede adopted/approved district hierarchical channels. Ultimately, by empowering its staff, the board benefits because it solidifies systemic safeguards around the board. These safeguards center on the board allowing those who are directly involved with an issue to resolve the issue, including all levels of appeals. Such action upholds 3:30 while enabling the board to maintain neutrality and objectivity on every issue.

Our third area of acceptance embraces the importance of board composition. It is important for each board member to abide by sample Board Policy 2:80: Board Member Oath and Conduct, essentially the oath of office, and sample Board Policy 2:80E: Board Member Code of Conduct. Abiding by these policies involves remembering that the effectiveness of the collective board hinges upon the intent and impact of each individual board member. Individual board members add to the identity, perspectives, and depth of a board, but it is the collective board that exclusively and officially acts on behalf of the district.

Next, acceptance encompasses allowing for a focus on key concerns of the board. There really are only two. The first key concern of the board is student achievement. This includes monitoring student progress/growth, allocating resources accordingly, and ensuring consistent monitoring of adopted district goals directly linked with student achievement. The second key board concern is focusing on organizational effectiveness. This refers to ensuring that

IASB Administration and Sta

As of February 15, 2025

OFFICE OF THE EXECUTIVE DIRECTOR

Kimberly A. Small, Executive Director

Jeremy Du y, Deputy Executive Director

Chris Montrey, Executive Assistant HUMAN RESOURCES

Tulsi Srinivasan, Director

DIVERSITY, EQUITY & INCLUSION SERVICES

Maryam Brotine, Director INFORMATION TECHNOLOGY

Chris Lawton, Director

Patrick Shea, Assistant Manager

OFFICE OF BUSINESS SERVICES

Jennifer Feld, Chief Financial O cer and Associate Executive Director

Karen Faith, Assistant Business Director

Camille Gillette, Specialist III

Ruth Ann Ferris, Receptionist

Sally Kimmel, Receptionist

EXECUTIVE SEARCHES

James Helton, Associate Executive Director

Carmen Ayala, Consultant

Matt Brue, Consultant

Tim Buss, Consultant

Dave Love, Consultant

Alan Molby, Consultant

Patricia Sullivan-Viniard, Consultant

Victor Zimmerman, Consultant

Mary Torgler, Admin. Assistant

OFFICE OF GENERAL COUNSEL

Jeremy Du y, General Counsel

Maryam Brotine, Associate General Counsel

Debra Jacobson, Associate General Counsel/PRESS Editor

Megan Mikhail, Assistant General Counsel

Ummehani Faizullabhoy, Assistant Director

Michael Ifkovits, Legal Assistant

Karis Li, Legal Assistant

GOVERNMENTAL RELATIONS

Sarah Miller, Associate Executive Director

Bobby Johnson, Director

Mike Stevens, Director

Alie Wagner, Admin. Assistant

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

Tayler Heidbreder, Admin. Assistant

Jennifer Robinson, Admin. Assistant

Alyssa Sutton, Specialist

OUTREACH, TRAINING & EVENTS

Lori Grant, Associate Executive Director OUTREACH & TRAINING

Patrick Allen, Director

Arlana Bedard, Director

Kathryn Bulava, Director

Perry Hill IV, Director

Laura Martinez, Director

Natalie Williams-McMahon, Director

Yolanda Garcia, Admin. Assistant

Nancy Johnson, Admin. Assistant

Cindy Rispens, Admin. Assistant

Shantel Rotherham, Admin. Assistant

Miranda Sexton, Admin. Assistant

Gretchen Watson, Admin. Assistant

TRAINING DEVELOPMENT

Sandra Kwasa, Director

Rhonda Cass Mackiney, Assistant Director

Mary Ellen Buch, Admin. Assistant

Linda Zulaski, Admin. Assistant EVENTS MANAGEMENT

Carla S. Bolt, Director

Natalie Duke, Director Designee

Haylie Noltensmeier, Assistant Manager

COMMUNICATIONS & PRODUCTION SERVICES

Kara Kienzler, Associate Executive Director

eresa Kelly Gegen, Director

Heath Hendren, Director

Jennifer Nelson, Director

Isaac Warren, Director

Dara Merino, Assistant Director

Bridget Kusturin, Admin. Assistant PRODUCTION SERVICES

Katie Grant, Director

Je Armbruster, Print Shop Operator/ Graphics

the board’s meetings are efficient and that the board’s systems are effective. Finally, acceptance demands objective decision-making. This means that per the previously mentioned sample Board Policy 3:30, the board must resist interference in its district hierarchal channels (i.e., the chain of command) and allow any appealed matter to rise to its level, only if all other stipulated processes are exhausted. Moreover, this area of acceptance stresses the importance of the board exclusively utilizing district-secured/verified, state-secured/ verified, and/or federal-secured/ verified data to reach decisions. The board should not rely on rumors, gossip, political agendas, or random (unvetted) data. The board should strive to achieve at least consensus-based acknowledgment of a

commitment to rely on “official (vetted) data.” Such imperatives affirm that should the board need to decide on a position, sanctioned data — not subjective influences — will aid in reaching an uninhibited decision for the greater good.

Accountability

The third A in the Triple-A rating uplifts accountability to employment terms, board directives, and outcomes. For the board, this addresses the responsibility of its employee — the superintendent — but it also extends beyond the board-superintendent connection. This priority also serves as an expectation between the superintendent and staff to ensure quality performance along with outcomes and to uphold compliance with/to district aims (stemming from the board). After all, the board delegates authority to the superintendent for a particular purpose. As such, any authority the board delegates to the superintendent qualifies for board review within the superintendent evaluation process.

This Triple-A rating expounds on the profound depth of Foundational Principle 4: The Board delegates authority. Applying “Foundational Principle 4” must remain an intentional, strategic board phenomenon hinging upon board/district needs and weighed against the measurable impact from board-delegated authority.

Perry Hill IV is the IASB Director of Outreach & Training for the Egyptian, Illini, Shawnee, and Wabash Valley divisions.

I Invest CTE

Student-Centered Efforts Develop Tomorrow’s Workforce

Submitted by Kaleb Smith for Invest CTE

Invest CTE is a dedicated group of education professionals, industry leaders, and community partners focused on expanding access and availability of Career and Technical Education (CTE) programs in Illinois.

The mission of Invest CTE is to increase resources for high school CTE programs to better equip students with the skills needed for today’s workforce. By advocating for enhanced funding and support, this coalition aims to ensure that

all students have the opportunity to pursue high-demand career pathways, ultimately driving economic growth and community development across the state.

What is Career and Technical Education?

Career and Technical Education refers to educational programs that specialize in skilled trades, applied sciences, modern technologies, and career preparation. CTE programs provide K-12 students

with the academic and technical skills needed for career exploration and preparation, helping them succeed in future careers and become lifelong learners.

Why Invest in Career and Technical Education?

Career and Technical Education supports Workforce Development. The Illinois Future of Work Task Force Report, released on May 31, 2022, predicts that the service industry, technology, and healthcare

will experience significant growth nationally until 2030. In contrast, the education and trade sectors are expected to see a considerable decline in workers due to an aging workforce and increasing infrastructure and student needs. The report emphasizes that an effective workforce development system should begin engaging future workers while they are still students.

Recommendations for the future include:

• Expanding access and funding for K-12 Career and Technical Education

• Establish pathways between high schools, area career centers, and community colleges to further CTE Education.

• Create a work-based learning framework to establish a pipeline of well-trained workers ready for the jobs of the future.

CTE Programming fulfills workforce demands and can serve as a significant economic driver. Career and Technical Education (CTE) pathways offer courses in the following areas to support this goal: Manufacturing, Engineering, Technology, and Trades; Human and Public Services; Health Sciences and Technology; Finance and Business Services; Computer Programming and Information Technology; Arts and A/V Communication; and Agriculture, Food, and Natural Resources. By offering courses in these areas and more, CTE pathways equip students with the skills needed for high-demand careers and also drive economic growth by ensuring a steady supply of skilled workers to meet industry needs.

COURSE ENROLLMENT IN CTE PATHWAYS

Manufacturing, Engineering, Technology, and Trades

258,628

Human and Public Services

248,071

Health Sciences and Technology

52,600

Agriculture, Food, and Natural Resources

140,894 Arts and A/V

Numbers represent the total course enrollments and include duplicated student counts (2023).

The U.S. Department of Education’s Office of Career, Technical, and Adult Education (OCTAE) reports that CTE concentrators (students who take multiple courses in a specific career pathway) have higher rates of employment in their field of study compared to their non-CTE peers. Meeting the demands of the workforce occurs by meeting the demand for CTE. Students are being turned away from Career and Technical Education choices, even in a time of skilled labor shortages. Many vocational and technical education programs, such as those in area career centers and high schools, have limited slots due to budget constraints, lack of facilities, and insufficient staffing. Reportedly 10% of students are turned away annually from high school CTE programs due to program capacity limitations. Meanwhile, numerous industries are experiencing significant shortages in skilled labor, particularly in areas requiring specialized training or certifications. The highest-demand Industries are Healthcare: There is a significant shortage of nurses, with

many nursing programs turning away qualified applicants due to a lack of capacity. There is also a high demand for lab technicians, radiologic technologists, and other specialized roles.

Automotive: There is a growing need for skilled automotive technicians and mechanics to maintain and repair increasingly complex vehicles, including electric and hybrid models.

Welding : The demand for skilled welders is high in various industries, including construction, manufacturing, and shipbuilding. Many welding programs report turning away applicants due to limited space and resources.

Machining: There is a high demand for machinists who can operate computer numerical control (CNC) machines, which are critical in manufacturing precision parts.

Investing in CTE programs is an investment in student success and economic growth, offering substantial returns on investment (ROI) for individuals and communities. CTE fosters upward economic mobility and provides a significant ROI for public funding.

Call to Action

By Kaleb Smith

Career and Technical Education (CTE) is the foundation for preparing Illinois students to meet the demands of a rapidly evolving workforce. Programs across the state equip students with critical skills in high-demand fields, including healthcare, technology, skilled trades, and more. Despite the clear benefits to students, communities, and our economy, many CTE programs face challenges due to limited funding, outdated equipment, and constrained capacity, leaving many students turned away.

This is where your support is essential. We need your voice to advocate for increased investment in CTE programs. By contacting your local legislators, you can highlight the critical role CTE plays in workforce development and economic growth and urge them to prioritize additional funding for these programs.

If you would like to learn more or join the effort, please reach out to Brad Skertich at bskertich@cusd.kahoks.org, Superintendent of Collinsville CUSD 10, to discover how you can make a difference with Invest CTE. Together, we can ensure every student has access to the resources and opportunities needed for a successful future while strengthening the economic engine of Illinois.”

Thank you again for your support in helping to raise awareness about the importance of CTE.

Kaleb Smith is Director of Madison County CTE based in Edwardsville. Invest CTE is dedicated to expanding access and availability of Career and Technical Education programs in Illinois.

Data spanning diverse demographics demonstrates that students who complete two or more classes within a single CTE pathway exhibit a 9-14% higher likelihood of high school graduation. Preventing high school dropouts through CTE programs and providing pathways to successful careers, specifically in the Black and Hispanic Communities, yields $22 in benefits for every dollar invested.

By increasing funding, we enable more students to break through generational poverty, find paths to success in careers that fuel our state’s economic engine, and address workforce needs.

Data demonstrate that students who complete two or more CTE courses in a pathway are more inclined to secure full-time employment and enjoy a higher median salary compared to peers who do not engage in CTE programs.

This investment not only transforms individual lives but also strengthens our communities and economy, making it a critical step toward a thriving future for our state. For every dollar invested in CTE, the returns are seen in a more skilled, resilient, and prosperous workforce, ultimately benefiting all of Illinois.

Needed Investments in CTE

Equipment Needs and Annual Costs: Updated equipment is invaluable for Career and Technical Education because it aligns training with current industry standards, ensuring students acquire skills that are immediately applicable in the workforce. It enhances the learning experience by providing accurate, efficient, and practical training on complex techniques and concepts. Modern equipment also improves safety through advanced features, reducing the risk of accidents.

Additionally, access to the latest technology increases student engagement, making CTE programs more attractive and boosting enrollment and retention rates. It prepares students for industry certifications, enhancing their employability. Keeping up with industry trends through updated equipment ensures that graduates are ready for future job markets. Moreover, schools with modern equipment are more likely to attract partnerships with businesses and industry leaders, leading to valuable internships, apprenticeships, and job placements for students.

Equipment makes up 30% of CTE and Area Career Centers’ Annual Budgets. Area Career Centers

need on average $1 million of equipment each year over the next five years. An additional $10 million in CTE funding for Fiscal Year 2026 is needed to provide adequate funding for equipment.

Capital Development Needs and Methods to Meet Facility Goals: Are our facilities ready for the next 50 years? To ensure they are, we must provide an environment that allows programming to expand and meet workforce demands as technology advances. This means investing in stateof-the-art infrastructure and continually updating equipment and resources to stay current with industry standards. Our facilities should be designed with flexibility in mind, allowing for the

adaptation and integration of new technologies and methodologies. By creating an adaptive learning environment, we can ensure that our programs remain relevant and that our students are well-prepared for the evolving demands of the workforce. This approach will help us maintain a competitive edge and support the economic growth and innovation needed for the future.

CTE Personnel: To operate a high-quality CTE program, it is essential to have highly trained CTE teachers who are experts in their respective fields, whether that be skilled trades, applied sciences, or modern technologies. These educators must be certified and experienced in delivering both

academic and technical instruction, with the ability to adapt curriculum to meet industry standards and evolving technology. Additionally, CTE counselors are critical as they specialize in career guidance and development, assisting students in exploring and identifying potential career paths, providing support in setting educational and career goals, and helping place students in employment or postsecondary programs after high school graduation.

Work-Based Learning (WBL) Coordinators are vital in managing and developing partnerships with local industries and businesses, coordinating student placements in WBL opportunities such as apprenticeships and internships, and ensuring these experiences align with students’ career goals and educational programs.

Investment Request

The CTE community asks the education community to support a minimum $10 million increase in CTE funding and advocate for a significant boost in financial support to enhance the quality and reach of CTE programs. Additionally, Invest CTE asks the state to allocate $25 million annually for Area Career Center and High School CTE Program improvements and expansion to secure a substantial yearly budget to support infrastructure upgrades and the expansion of CTE programs at Area Career Centers and High Schools.

Submitted by Invest CTE with thanks to Kaleb Smith. Resources associated with this article can be accessed via iasb.com/Journal.

Vision 2030: Promise & Future

By Illinois Vision 2030

VVision 2030 is a blueprint for excellence in K-12 public education through future-focused learning, shared accountability, and predictable funding and seeks to engage parents, educators, policy leaders, elected officials, and the general public around a platform that emphasizes student and school safety, attracts and retains high-quality educators, enhances post-secondary success, and more effectively measures what is working well in schools in a timely, usable manner.

Partner organizations include the Illinois Association of School Administrators (IASA), Illinois Association of School Boards (IASB), Illinois Principals Association (IPA), Illinois Association of School Business Officials (Illinois ASBO), Illinois Association of Regional Superintendents of Schools (IARSS), Illinois Alliance of Administrators of Special Education (IAASE), the Association of Illinois Rural and Small Schools (AIRSS) and the Superintendents’ Commission for the Study of Demographics and Diversity (SCSDD). These organizations share the goals of “Fulfilling the Promise of Public Education in Illinois.”

Vision 2030 represents the second time education stakeholders fostered collaboration and unity among education organizations across the state to create an advocacy framework for public education in Illinois. The first initiative, Vision 2020, resulted in numerous achievements, including the passage of the Evidence-Based Funding Formula, Illinois Balanced Accountability Model, and Postsecondary Workforce Readiness Act. The priorities of Vision 2030 are as follows:

• Future-Focused Learning;

• Shared Accountability; and

• Predictable Funding

Each of these, particularly, Future-Focused Learning, supports the vital importance of college and career readiness for Illinois public school students. The following excerpts from the work of Vision 2030 outline the key messages and recommendations.

Future-Focused Learning. Future-focused learning is about reshaping our schools and classrooms and redefining student success to reflect and prepare students for all the different ways the world and economy continue to change.

Here are some examples of what we mean:

We have to acknowledge that students learn best, and educators teach most effectively, when they feel safe and connected to one another and to their communities.

This is the single most important thing we can do to support both academic achievement and individual well-being—and it is something that has to be considered in our instructional approach, curriculum, student support services and funding, so that local districts have the resources needed to ensure school buildings are safe.

We want to engage students in thinking about their pathways to college and career sooner—as early as elementary school (grades K-5).

This means working with local businesses to cultivate awareness and engagement in opportunities that allow students to explore in-demand and emerging career fields — including the trades, agriculture, health care, AI, quantum computing, electric vehicles, advanced manufacturing, and the green economy.

It also means expanding partnerships and collaborations with our community colleges and

universities to allow our kids to experience success in college-level courses while still in high school through advanced placement and dual-enrollment courses. This can encourage more students to enroll in college and vocational training opportunities and lessen the burden of student loan debt upon graduation or program completion.

We must encourage and preserve time and financial resources for local curriculum innovation and programming to best meet the needs of students in our communities.

This means we must look closely at the impact and cost of implementing additional curriculum and graduation requirements. We must maintain the flexibility needed for students to pursue meaningful college and career coursework through thoughtfully designed curriculum developed by local educators. In addition, we must carefully consider operational mandates to determine which ones are essential, or if we should be allowing local educators and school boards to make opt-in decisions based on the needs of their students and communities.

Vision 2030 is aligned with much of ISBE’s strategic plan and is focused on providing support for local school districts to develop new approaches to attract and retain excellent educators who have both the subject-matter expertise, compassion, cultural competency, and commitment to help all students at all levels achieve their full potential.

We know that there is still work to be done here, particularly in the areas of special education, math and science, and bilingual education.

We have to provide innovative and evidence-based opportunities for our educators to continue to learn and grow, especially considering the rate at which technology is changing the landscape of teaching and learning.

We are excited about and will advocate for pathways for school districts to create “grow your own” initiatives that encourage young people to consider careers in education and want to explore more flexible alternative licensure opportunities.

Priorities for the Future

Vision 2030 recommends state policy to promote future-driven skills that allow for more college and career exploration. Encourage Career Exploration. Public education is responsible for preparing students for college and careers with the integration of emerging technologies, both known and unknown, as well as for global citizenship. Advocacy is needed for the development of more flexible certification pathways, industry credentials, and/or micro-credential programs to meet a greater pool of student needs.

Promote Dual Credit. Opportunities for students to experience college and careers while in high school support classroom learning and prepare students for post-secondary success. Currently, the

decision to offer programming in conjunction with postsecondary institutions is still not delivered equitably nor is it focused on what is in the best interests of students. Our goal is to ensure equitable access for all students in Illinois within their current school district with funding to support free community college enrollment for students and to further develop the Dual Credit Quality Act or other alternative credentialing options to increase student access to these offerings.

Expand Dual

Credit Teacher

Pool. The ability of students to take dual-credit courses within the districts/schools in which they attend is important for expanding access to these opportunities. To accomplish this, advocacy for the expansion of the number of K-12 teachers eligible to teach dual credit courses is necessary, and advocacy for the removal of barriers to accreditation or eligibility is essential to achieving this goal.

Study the Impact of Artificial Intelligence (AI). Establish a task force to study the impact of AI on K-12 school communities in Illinois and produce a toolkit regarding the responsible use of AI in Illinois K-12 schools. The task force should analyze potential benefits and challenges/risks, ensuring the integration of AI supports educational goals. 

Excerpted from the report “Fulfilling the Promise of Public Education in Illinois” and Key Message, both published by Illinois Vision 2030 in November and December 2024. The full documents, including all three priorities, are available at IllinoisVision2030.org.

Flyover: CTE Across Illinois

Submitted by Education for Employment CTE Regional Delivery Systems

TThe following vignettes were excerpted from the 2023 and 2024 Career and Technical Education Annual Reports produced by the Illinois State Board of Education. They feature reports of what’s happening in CTE across the state and were provided to ISBE by the Education for Employment CTE Regional Delivery Systems (EFE).

Three programs at Riverside Brookfield High School came together to develop and construct a food truck within the school. The food truck was designed and built by the drafting and construction students. The marketing/business students developed themes; they formed teams to pitch the ideas to the culinary students. The culinary students determined which group’s proposal was selected. The marketing/business students began using social media to advertise the project, and the culinary students developed the menus. The effort resulted in a day that featured the collaboration of selling tickets and serving dishes to students and staff at the high school.

Des Plaines Valley (EFE Region 030)

A carnival game design exercise in the engineering and design class was a collaborative effort by the students. Students reviewed and applied an engineering design process to collaboratively design a carnival game. As part of the design process, students practice the art of

brainstorming and begin to develop skills in graphically representing ideas through concept sketching. Students also have an opportunity to develop and test a solution and improve the design through iteration. In addition, students learn statistical techniques to evaluate design solutions and apply statistics to inform design decisions related to their game design.

Career Development System (EFE Region 065)

The students studying metal inert gas welding completed projects in welding class. They were taught how to fabricate each part and to follow procedures accordingly. Students then had to piece all the parts together with tack welds and fully weld them out in a

specific procedure to cover several types of required welds. The main designs were the same, but the students had the chance to customize them in diverse ways with various handles, designs on the sides, etc. These projects were incredibly technical and fun for the students.

Kishwaukee Educ Consortium (EFE Region 160)

Vienna High School started an aviation pipeline program, which is being taught by VHS instructor Wade Stewart, in partnership with Southern Illinois University Carbondale School of Aviation. The partnership allows Vienna students to take courses aligned with the SIUC program. AVT112, which is aircraft electricity, and AVT111, which is materials processing, are both taught

Photo provided by Vienna HSD 2

A partnership with SIU-C allows Vienna HSD 13-3 students to take courses in aviation.

in Vienna. An agreement between Vienna and SIUC allows students who successfully complete these courses while in high school to be eligible to take proficiency exams. This, in turn, allows them to earn SIUC credits and get a jump start on the completion of the aviation degree programs at the School of Aviation. There is a high demand for maintenance workers, pilots, and various other employees.

Five County Reg Voc System (EFE Region 480)

Wilco Area Career Center — along with Grundy Area Vocational Center, Joliet Township High Schools, and Joliet Junior College — have created a partnership with Constellation Energy to offer 24 students an opportunity to be part of the Chris Crane High School to Work Program. This new workforce development program will pair students in the dual enrollment Automated Industrial Maintenance Program with mentors from Constellation. Students will engage in career development activities throughout the school year, have the opportunity for a summer internship, and may qualify for scholarships to continue their education and training. SkillsUSA is also a key part of the partnership offering employability skills to students, along with building leadership skills. JJC, JTHS, and Wilco have received grants from ISBE and the Illinois Community College Board to grow the program and create a pathway to success.

Three Rivers EFE System (EFE System 100)

Alden-Hebron High School District 19 Alden-Hebron High School’s new agriculture program has quickly become a point of pride for the district and community. The 79 FFA members represent 75% of the student body. The program has already achieved top five places in dairy foods, horticulture, and meat science competitions. Additionally, the district partners with Lake County Tech Campus to offer CTE courses and programs to 39 juniors and seniors. Students have chosen to participate in 12 programs, earning college credits or certifications, preparing them for future success in various fields.

McHenry County Cooperative for Employment Education (EFE System 140)

In the 2023-24 school year, 44 of 46 Health Occupations Youth Apprenticeships (HOYA) students passed the Illinois Department of Public Health Nurse

Aide Competency written exam, achieving the best mark over the past 10 years. … To be eligible to take the written exam, a student must first successfully complete the Basic Nursing Assistant course with 120 hours of classroom theory, 40 hours of clinical, on-the-job training, and a score of at least 80% … During the clinical hours (after school or on Saturdays), students needed to pass 21 individual skills before they could test. Upon passing the state competency exam, a student is added to the IDPH Health Care Worker Registry and becomes eligible to work as a CNA.

Career & Tech Educ Consortium (EFE System 220)

There were 20 schools represented at a 3D printer workshop, with 33 teachers in attendance, and the overall feedback was positive. Those new to this technology benefited the most and greatly appreciated their school receiving the training and a printer. The 3D printer at each school will integrate STEM into many classrooms for the first time. It is still new tech, so the “wow” factor does exist. Teachers can engage students in offering hands-on experiences, encouraging students to experiment, and designing and solving problems in a fun way. Overall, printers can enhance lessons and help build classroom community.

Quad City Career and Tech Ed Consortium (EFE System 185)

Excerpted from the 2023 and 2024 Career and Technical Education Annual Reports provided to the State of Illinois by the Illinois State Board of Education. Links to the full reports are available on the Journal’s Resource page at iasb.com/Journal.

Enhancing College and Career Readiness in District 300

Submitted by Community Unit School District 300

CCommunity Unit School District

300 has long been a leader in college and career readiness initiatives, demonstrating a steadfast commitment to preparing students for life beyond high school.

Even before the passage of Illinois HB 3296 in 2022 — which expanded upon the 2016 Postsecondary and Workforce Readiness Act — District 300 had laid a strong foundation for such efforts with the launch of its Pathways program in 2014.

“District 300 has long been dedicated to offering our students opportunities that introduce them to a variety of professions and career fields — both those that require college education and those that do not,” said Joe Sieczkowski, director of CTE, Pathways, and College and Career Readiness for District 300. “As we continue to enhance our programs, we remain dedicated to equipping every student with the skills and knowledge they need to excel on their chosen path.”

A Vision for Student Success

District 300, located in the northwest suburbs of Chicago, serves approximately 21,000 students across 28 schools, making it the sixth-largest school district in Illinois.

The district’s mission is to ensure all students achieve their highest academic potential and have a clear

plan for their postsecondary lives. This includes setting career goals; aligning postsecondary education objectives; and gaining the core academic, technical, and workplace skills needed for success.

The district’s Strategic Plan underscores this vision: “Expand and enhance our current Pathway programs to [Illinois State Board of Education] College & Career Pathway Endorsements and improve student participation in career, college, and advanced credit coursework for all student groups.”

Evolution of Pathway Programs

Originally, District 300’s Pathway programs were hosted only at specific high schools, with the district allowing students to transfer to those schools during their first two years to access specialized opportunities.

While this model addressed space, financial, and staffing constraints, the district has since worked to expand equitable access to Pathway programs across all three of its high schools: DundeeCrown High School in Carpentersville, Hampshire High School in Hampshire, and Jacobs High School in Algonquin.

“Our district has made a concerted effort to bring each Pathway program into each high school,” Sieczkowski said. “While we still have progress to make in this space, our

A student practices welding at Hampshire High School, which is one of only two high schools in Illinois designated as an American Welding Society Accredited Testing Facility.

students today have more options at their base school than ever before, which supports equitable access to our programs and provides lower-risk opportunities for students to explore various careers of interest.”

Meanwhile, District 300 also continues to expand its Career and Technical Education (CTE) course offerings, providing students with additional learning options that emphasize real-world skills within a selected career focus.

In the last two years, the district added 10 dual credit CTE courses through a partnership with nearby Elgin Community College, allowing students to earn college credit while also gaining real-world skills.

Photo courtesy of Community Unit School District 300

College & Career Pathway Endorsements

Currently, District 300 is working to align its career-focused programs with ISBE requirements for College & Career Pathway Endorsements, ensuring a rigorous and standardized approach.

During the 2023-24 school year, District 300 secured approval for five College & Career Pathway Endorsement plans in the three following areas:

• Financial and Business Services – Entrepreneurship

• Human and Public Services – Early Childhood Education and Elementary & Secondary Education

• Manufacturing, Engineering, Technology, and Trades – Welding and Advanced Manufacturing

These endorsement opportunities are now available to all high school students in the district, though Advanced Manufacturing and Welding are currently only offered at Hampshire High School.

It is worth noting that Hampshire is one of only two high schools in Illinois designated as an American Welding Society Accredited Testing Facility, while the Advanced Manufacturing program based

there offers computer numerical control mill and lathe operator certifications through the National Institute of Metalworking Skills.

With an eye toward the future, District 300 this year applied for three additional College & Career Pathway Endorsements — STEM Engineering and Robotics, Marketing, and Automotive Technology — as it has met all of the requirements to be approved.

Additional Opportunities

Of course, the extensive CTE and Pathway courses currently offered by District 300 extend beyond its newer College & Career Pathway Endorsements programs.

Students can enter programs in computer programming, culinary arts, fashion apparel design and construction, woodworking, electrical technology (residential electricity), accounting, and digital multimedia, which provide students with practical skills and industry-recognized certifications where applicable, ensuring they are well-prepared for future careers.

“The variety of experiences I have had these past four years in the culinary arts program has completely opened my eyes to the world of food,” commented Jordan Maly, a senior District 300 student enrolled in culinary arts. “Culinary has made me move faster, learn how to be organized, and to be a part of a team.”

District 300 is continuously exploring new opportunities as well.

Currently, it is working to achieve accreditation from the National Institute for Automotive Service Excellence for all three high schools, opening doors to partnerships with automotive manufacturers and expanding educational outcomes.

Dundee-Crown High School students, for example, currently earn dozens of ASE certifications annually, becoming an accredited training facility with ASE would only help increase certification testing success, Sieczkowski said.

Career Exploration Tools and Early Preparation

Recognizing that career readiness begins early, District 300 provides comprehensive support for students from kindergarten through high school.

The district’s Skills for Success program, implemented in grades K-5, started two years ago and focuses on executive functioning, goal setting, problem-solving, financial literacy, and collaboration. By fourth and fifth grade, students begin exploring postsecondary education and career opportunities.

At the middle school level, students participate in an exploratory rotation that introduces them to project-based learning, innovative technology, college and career readiness, and arts education. This rotation helps students develop skills and interests that will inform their high school and postsecondary plans.

For students in grades 6-12, District 300 uses SchooLinks, a career and postsecondary exploration tool. SchooLinks integrates self-assessment, goal setting, college and career exploration, scholarship searches, and financial planning into one platform. It also allows the district to track students’ progress on College & Career Readiness Indicators as part of Illinois’ federally approved Every Student Succeeds Act accountability plan.

Overall, the objective is to help students identify their passions, strengths, and options for future professions or vocations.

Photos courtesy of Community Unit School District 300

Top: Students observe welding at Hampshire High School, which is one of only two high schools in Illinois designated as an American Welding Society Accredited Testing Facility. Middle: DundeeCrown High School students display recently earned certifications from the National Institute for Automotive Service Excellence. Students from the school earn dozens of such certifications each year. Bottom: Jacobs High School student Avery Bartlett makes pancakes in Culinary II class earlier this school year.

“I chose the education Pathway because during my sophomore year, I realized that there was nothing else I could see myself doing than becoming a special ed teacher,” explained Elizabeth Jarrett, a senior student in District 300. “Lucky for me, one of my closest friends was already in the program and was telling all about her stories with the students she worked with and the fun projects she had been doing. She even showed me what some of the class assignments looked like, and I [became] fully excited to join this Pathway.”

Looking Ahead

District 300 remains committed to expanding and enhancing its career readiness programs and early college credit opportunities.

At Jacobs High School, for instance, STEM engineering and robotics, entrepreneurship, early childhood education, and elementary and secondary education programs are newly available in the building. Meanwhile, the graphic design and computer programming courses that had only been offered at Jacobs are becoming available at the other two high schools.

The district is exploring additional programs to address projected industry needs and student interests, such as those in sports medicine, biomedical science, mechatronics and automation, and television and video production. Final decisions will be guided by a number of factors, including community input,

student demand, and the district’s Master Facility Plan. These considerations include a technology or career center, which would provide the needed space to enhance current programs and allow for new ones.

By fostering student engagement, purpose, and connection, District 300’s college and career readiness initiatives are equipping students with the tools they need to thrive in their futures, setting a benchmark for educational excellence in Illinois.

Submitted by Community Unit School District 300, based in Algonquin. The Journal thanks the board of education, staff, and students at District 300 for their assistance and inspiration for this piece.

Exploring Student Experiences and Improving Outcomes for Black Children with Autism

By Asha Amore Brown and Diallo Telli Brown

AAutism Spectrum Disorder (ASD) is a developmental disorder that affects how individuals communicate, behave, and interact with the world. The Centers for Disease Control and Prevention (CDC) estimates that 1 in 36 children in the United States is diagnosed with ASD. While the diagnosis is widespread across racial and socioeconomic groups, the disparities in autism diagnosis and support for Black students in K-12 education are stark.

Research highlights that Black children are often diagnosed with

autism at older ages compared to their white peers, with many not receiving a formal diagnosis until well after their early developmental years. This delay results in missed opportunities for early intervention, a critical period for improving long-term outcomes in education, social development, and overall quality of life.

Black students face systemic barriers that delay diagnosis and intervention. These barriers include implicit biases held by educators and healthcare providers, inequitable access to healthcare and

educational resources, and a lack of cultural competence in diagnosing autism within diverse populations. Implicit bias, for example, can result in educators interpreting behaviors associated with autism — such as repetitive actions or challenges with social interactions — as defiance or behavioral issues rather than developmental differences. Equally concerning is the misdiagnosis of Black students. Many are categorized as having emotional or behavioral disorders instead of autism, leading to interventions that

are misaligned with their needs. According to a 2020 study by Hani Morgan, this mislabeling often results in higher rates of suspension, expulsion, or placement in restrictive educational settings.

The consequences of delayed diagnosis are profound. Without early identification and intervention, Black students with autism often experience academic struggles, social isolation, and mental health challenges. In addition, they miss out on critical services, such as speech and occupational therapy, tailored instructional methods, and Individualized Education Programs (IEPs).

When Black students are misdiagnosed or not diagnosed at all, their potential for success is hindered. The long-term impacts can include lower graduation rates, limited opportunities for higher education, and challenges in securing meaningful employment.

Addressing these disparities requires a multi-faceted approach that includes:

• Increasing Cultural Competence Among Educators and Staff: Ensuring educators understand how autism presents in diverse populations is essential for accurate identification and support.

• Implementing Routine Developmental Screenings: Universal screenings can help catch developmental concerns early, ensuring timely interventions.

• Diversifying School Staff: Representation matters. A diverse team of educators, counselors, and specialists can provide culturally relevant interventions and build trust with families.

• Strengthening Advocacy Programs: Peer and parent advocacy initiatives can empower families to navigate the special education process effectively.

• Equity-Based Funding: Allocating resources to underserved schools ensures that all students, regardless of race or socioeconomic status, receive adequate support.

This series will lay the foundation for understanding the challenges and systemic inequities that Black students with autism face in K-12 education. The series will look at specific recommendations and actionable steps for educators, policymakers, and families to address these disparities.

The Role of Educators in Supporting Black Students with Autism

Educators are among the most influential figures in the lives of students. For Black students with autism, the role of teachers and school staff becomes even more significant. Beyond instruction, educators serve as advocates, mentors, and facilitators of inclusive learning environments. However, to fulfill these roles effectively, educators need specialized preparation and ongoing professional development.

The intersection of race, culture, and disability presents unique challenges for Black students with autism. Without adequate training, even well-meaning educators may inadvertently contribute to inequities in the classroom. Preparing educators

to meet the needs of these students is not just a matter of policy — it’s a matter of social justice.

Barriers

to Effective Preparation

Several systemic and institutional barriers limit educators’ ability to support Black students with autism effectively.

• Lack of Diversity in Teacher Training Programs: Many educator preparation programs do not adequately address the intersectionality of race, culture, and disability. This gap leaves teachers unprepared to meet the unique needs of Black students with autism.

• Implicit Bias: Without training to recognize and address implicit biases, educators may unconsciously lower expectations for Black students with autism or misinterpret behaviors as defiance rather than manifestations of their condition.

• Limited Resources: Schools often lack the funding or infrastructure needed to provide robust professional development opportunities for teachers and staff.

Recommendation 1: Culturally Responsive Teaching Practices

Culturally responsive teaching is essential for creating equitable learning environments. Educators must be trained to:

• Recognize and Value Cultural Differences: Understand how cultural norms influence communication styles, behavior, and learning preferences.

• Adapt Instructional Methods: Use teaching strategies

that are inclusive and affirming of students’ cultural identities.

• Incorporate Diverse Perspectives: Ensure that curriculum materials reflect the experiences and contributions of Black individuals and other marginalized groups.

Culturally responsive teaching goes beyond surface-level practices like celebrating cultural holidays. It requires a deep commitment to understanding students’ lived experiences and using that knowledge to inform instruction.

Recommendation 2: Ongoing Professional Development

One-time workshops are insufficient to prepare educators for the complexities of supporting Black students with autism. Professional development should be continuous, collaborative, and grounded in research. Key areas for training include:

• Implicit Bias Awareness: Help educators recognize and challenge their own biases.

• Trauma-Informed Practices: Equip teachers to support students who may have experienced trauma, including systemic racism or adverse childhood experiences.

• Universal Design for Learning (UDL): Train educators to create flexible learning environments that accommodate diverse needs and abilities.

Professional development should also include opportunities for self-reflection, peer collaboration, and mentorship. Schools can create professional learning communities

(PLCs) where educators work together to address challenges and share best practices.

Recommendation 3: Diversifying the Teaching Workforce

Representation matters. Increasing the diversity of the teaching workforce can have a profound impact on Black students with autism. Research shows that students of color benefit from having teachers who share their racial or cultural background. Strategies to diversify the teaching workforce include:

• Recruitment Initiatives: Partner with historically Black colleges and universities (HBCUs) and minority-serving institutions (MSIs) to recruit future educators.

• Retention Programs: Create mentorship and professional development opportunities to support teachers of color throughout their careers.

• Scholarships and Financial Support: Offer financial incentives to encourage individuals from underrepresented groups to pursue teaching careers.

The Role of School Leaders in Professional Development

School leaders play a crucial role in shaping the professional development experiences of their staff. Administrators must prioritize equity to make equity a central focus of professional development initiatives. Also, allocate resources to ensure that funding is available for high-quality training programs. And, model lifelong learning. Administrators participating in professional development alongside teachers demonstrates

a commitment to continuous improvement. To ensure that professional development programs are effective, schools must establish clear metrics for success. Some indicators to track include student outcomes by monitoring academic performance, behavior, and social-emotional growth among Black students with autism. Track teacher confidence by surveying educators to assess their comfort level in supporting diverse learners. Assess retention rates, to track the retention of teachers of color and educators specializing in special education.

Conclusion: Investing in Educator Preparation

Preparing educators to support Black students with autism is a long-term investment with

far-reaching benefits. Schools and districts must commit to ongoing professional development, culturally responsive teaching, and efforts to diversify the teaching workforce.

By equipping educators with the knowledge and skills they need, we can create inclusive learning environments where all students have the opportunity to succeed. This work requires time, resources, and dedication—but the impact on students, families, and communities is immeasurable.

This series will lay the foundation for understanding the challenges and systemic inequities that Black students with autism face in K-12 education. Subsequent articles in this series will delve deeper into specific recommendations and actionable steps for educators,

policymakers, and families to address these disparities. 

Asha Amore Brown is a student at Northeastern Illinois University studying Sociology with plans to study Speech and Language Pathology in graduate school. Her father and co-author is Diallo Telli Brown, Ed.D., a public school administrator at Zion-Benton THSD 126 in Lake County. This co-authored series provides a comprehensive approach to addressing disparities in autism diagnosis and support for Black students in K-12 to college education settings, offering specific recommendations that can be implemented by educators, schools, and policymakers to create a more inclusive and equitable educational system. Look for more in the series in an upcoming issue of the Journal. Resources associated with this piece can be accessed via iasb.com/Journal.

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

JP ARCHITECTS, LTD.

Architectural Services. Oak Lawn. www.jparchitectsltd.com

KLUBER ARCHITECTS + ENGINEERS

Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and ﬁre protection engineers. Aurora (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 communityminded 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 + Tra c Engineering; Municipal + Structural + Electrical + Construction Engineering; Site Development + Landscape Architecture + Recreation and Athletic Facility + 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.

BYRNE & JONES SPORTS CONSTRUCTION

Turnkey Construction of all outdoor athletics facilities, including synthetic turf and natural grass ﬁelds, running tracks and tennis courts. Bridgeton, Missouri.

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; LTritsch@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

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; greg.williams@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.

SCHOOLS OF ILLINOIS PUBLIC COOPERATIVE

Consulting: SIPC is a non-proﬁt procurement coop for IL schools. Membership is free and at-will. SIPC negotiates best pricing on behalf of members for building and grounds management, operations, maintenance, improvements, janitoral, energy projects, waste management. Carbondale.

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

ENERGY SYSTEMS GROUP

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

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

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

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.

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

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

BMO'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, INC.

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

MILLER, CANFIELD, PADDOCK AND STONE, P.L.C.

Miller Canﬁeld acts as bond counsel, disclosure counsel and underwriter's counsel to a broad range of entities across Illinois. Chicago.

Milestones

Continued from page 30

Walter Crowder, 83, died December 12, 2024. He had served on the board of education for Casey-Westfield CUSD 4C.

Donald Dean Dipper, 96, died December 23, 2024. He was a past member of the Warrensburg-Latham CUSD 11 Board of Education.

Gerald “Gary” Elliott, 91, died January 5, 2025. He served on the Fairbury-Cropsey School Board in Livingston County.

Dennis Eugene Endress, 93, died December 18, 2024. He had served on the school board for Pearl City CUSD 200.

David Fathauer, 94, died December 20, 2024. He had served on the Mt. Zion CUSD 3 school board.

Harry Flowers, 88, died December 8, 2024. He was a driver for Pepsi for 43 years and served on the school board for Carrollton CUSD 1.

Bob Green, 96, died January 27, 2025. He had served on the school board in Edwards Co CUSD 1.

Norman Gruben, 92, died January 28, 2025. He served on the Rochelle THSD 212 Board of Education.

Patricia Heinsohn, 72, died December 20, 2024. She had served as a member of the Hiawatha CUSD 426 Board of Education.

David M. Isringhausen, 88, died December 5, 2024. He served for many years on the Jersey CUSD 100 school board.

Jerry King, 87, died January 3, 2025. He served for 12 years, including nine as president, of the ROVA School Board (now ROWVA CUSD 208).

Dwight Klepzig, 82, died December 20, 2024. He was a past mayor of Shumway and a longtime member of the Beecher City CUSD 20 school board.

Joseph “Moe” Kunzeman, 96, died January 3, 2025. He served for many years on the Meredosia-Chambersburg CUSD 11 Board of Education.

Robert “Bob” Lindstrom, 76, died December 25, 2024. He practiced law in Galesburg for over 40 years and was a longtime member of the school board for Galesburg CUSD 205.

Frank J. Lofrano, 77, died December 7, 2024. He had served on the DeLand-Weldon CUSD 57 Board of Education.

Gene N. Miller, 73, died December 28, 2024. He was a member of the Byron CUSD 226 school board for many years.

Donna Mohr, 75, died January 29, 2025. She was an 18-year member of the St. Joseph CCSD 169 school board, including time as president.

Carl Martin Mortensen, 84, died December 2, 2024. He had served on the school board for Erie CUSD 1.

Eloise Nekrosius, 81, died December 24, 2024. She was a member and past president of the school board for LaSalle ESD 122.

Dale Pool, 91, died January 9, 2025. He was a past member of the Onarga Board of Education in Iroquois County.

Samuel Porter, 90, died January 17, 2025. He had served on the V.I.T. CUSD 2 Board of Education.

Richard Gene Rehn, 83, died January 5, 2025. He was involved professionally in agriculture, including working as the Vo-Ag teacher at Plano High School for five years. He was a past member of the school board for Orion CUSD 223.

Heidi Ann Schultz, 59, died January 15, 2025. She was President of the Board of the Boys and Girls Club of the Quad Cities and served on the Rockridge CUSD 300 school board for over 12 years,

Stanley (Stan) R. Struckmeyer, 72, died January 2, 2025. He was a longtime educator in Illinois and a past member of the Edwards Co CUSD 1 school board. The Stan Struckmeyer Perseverance Award honors educators who have overcome difficult circumstances during a school year.

Robert “Bob” Watson, 87, died January 11, 2025. A past member of the school board for Southwestern CUSD 9, he was on the Board of Trustees for Lewis and Clark Community College for 44 years, serving as chair for 39. The math building on the campus is named in his honor.

John Zaiser, 74, died December 5, 2024. He had served on the Washington SD 50 Board of Education. 

The Journal accepts contributions to the Milestones section. Please direct them to communications@iasb.com.

In Memoriam

Leonard (Lenny) Arnold, 89, died January 28, 2025. He had served on the Donovan CUSD 3 school board.

John Baalman, 77, died December 17, 2024. He had served on the school board for Calhoun CUSD 40.

George Beckman, 80, died December 31, 2024. His career started in teaching Industrial Arts and Drafting and he was later a member of the Bushnell-Prairie City CUSD 170 school board.

Dorothy A. Bernhard, 88, died December 25, 2024. She had served many years on the Laraway CCSD 70C Board of Education.

David Bosch, 62, died December 23, 2024. He was a past member and president of the school board for Heritage CUSD 8.

James Douglas “Doug” Burton, 89, died January 19, 2025. He was a 15-year member of the Massac CUSD 1 school board.

In Memoriam: Tasha Levy

With great sorrow, the Illinois Association of School Boards shares the news of the passing of our friend and colleague, Tasha Levy, who died January 14, 2025.

Levy joined IASB in Summer 2022 as an Administrative Assistant in the Policy Services department and in 2024 was promoted to Assistant Director on the Training Development team. In both roles she helped members with knowledge, enthusiasm, and grace. In Policy Services, she supported IASB Policy Directors and assisted many members with PRESS Plus. A key component of Levy’s work with Training Development was leading the Administrative Professionals planning group and coordinating Share the Success programming at the Joint Annual Conference.

IASB colleagues recall that Tasha had a warmth about her that could be felt even in a simple conversation. She had a way of making you feel important to her, and seen, and we are blessed to have called her a friend. Tasha was beautiful and brilliant and also a kind soul – we never heard an unkind word from her; she was always grateful and pouring goodness into others. Tasha was an amazing baker and often treated her co-workers.

Everett Charlier, 92, died December 25, 2024. He was a lifelong educator in Arlington Heights SD 25 as well as a school board member for Palatine CCSD 15.

John Cook, 77, died December 13, 2024. He served on the Maroa-Forsyth CUSD 2 school board and lived in Vienna, Austria where he worked for the International Atomic Energy Agency.

Continued on page 29

One bite of her turtle cookies or caramel cake and Tasha had your love forever. She would often bring the misshaped cookies that, as she put it, “were not good.” But man, were they!

We are grateful to Tasha for her humor, her confidence, and more than anything, her ability to brighten one’s mood even on the rainiest of days. She was known for being caring to all, and she always would light up whenever she spoke of her son, Camden, her pride and joy, whom she loved and adored.

“As an employee, Tasha was a skilled and talented individual, and we were only just beginning to tap the creative energy and ideas she had to grow and expand her role,” said Lori Grant, IASB Associate Executive Director for Outreach, Training & Events. “Tasha was so organized and thoughtful in her work and had such a mindset for growth. She became a fast friend to our members who she served so professionally, and her warmth helped build relationships at warp speed.”

Tasha was selfless – with her team, with her co-workers, with her community and with her family, and especially her son. Tasha was the best, sweetest soul, and her IASB family misses her terribly.

A memorial service took place on January 27 in Springfield. IASB leadership and staff will continue to honor and remember our friend Tasha. 

“Several factors make recruiting CTE teachers particularly challenging. Ideally, these teachers would possess experience in their given industry — and a professional with industry experience likely will take a significant pay cut to teach CTE … CTE teachers face unique challenges on the job, too. They’re expected to be able to impart important skills to students, and to keep up with ever-evolving industry skills… It’s a tough ask for teachers focused primarily on teaching — not acquiring — skills. CTE teachers’ responsibilities typically extend beyond the classroom. ... growing partnerships with local industry professionals willing to take on students for handson experience in apprenticeships or internships.”

— “CTE Grows in Popularity Among Students, But Teachers Are Tough to Find,” by Elizabeth Heubeck, Education Week, January 24, 2025.

“Career and technical education (CTE) has existed in the United States for over a century, and only in recent years have there been opportunities to assess the causal impact of participating in these programs while in high school. . .. Under a variety of conservative assumptions about the monetary value of known educational and social benefits, we find that programs in Massachusetts offer clear positive returns on investment, whereas programs in Connecticut offer smaller, though mostly non-negative expected returns.”

— “At What Cost? Is Technical Education Worth the Investment?” by Shaun M. Dougherty and Mary M. Smith, Education Finance and Policy (2025) 20 (1): 85–109, January 2, 2025.

“For over a decade, Ken Springer, president of the Knox County Area Partnership for Economic Development, [said] he has heard companies say there were not enough workers in Western Illinois to meet their demands. Now, Springer and his organization work closely with CTE programs at high schools and community colleges to help students find jobs after graduation. ‘The story of economic development in the 21st century is about talent. It’s about workforce skills. Every state is competing against each other,’ said Springer. ‘If Illinois wants to continue to be at the head of the pack in terms of being able to attract companies across the state, CTE is one pathway to do that.’”

— “Illinois advocates of career and technical education want more funding as demand for programs increase,” Samantha Smylie, Chalkbeat Chicago, March 4, 2024.

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