A Closer Look at Geneseo Schools’ FY27 Budget

The Geneseo Community Unit School District 228's proposed FY27 budget outlines how much money the district expects to receive, spend and have remaining during the 2026-27 fiscal year.

The district's finances are divided among several funds. Each fund is used for different types of expenses, such as education, transportation, building operations and debt payments.

The Education Fund is the district's largest operating fund. It pays for much of the day-to-day operation of the schools, including salaries, employee benefits, instructional programs, supplies and special-education expenses.

For FY27, the district is budgeting approximately $24.56 million in direct Education Fund revenue and approximately $29.14 million in expenditures.

The budget also includes a $3 million transfer from the Working Cash Fund to the Education Fund.

After revenues, expenditures and the transfer are included, the Education Fund is projected to decrease by approximately $1.57 million during FY27.

The Education Fund begins the year with a projected fund balance of approximately $6.44 million and is projected to end the year at approximately $4.87 million.

Where Education Fund revenue comes from

The district expects approximately $16.18 million from local sources.

Approximately $6.68 million is expected from the State of Illinois. That includes approximately $6.15 million in Evidence-Based Funding.

Federal revenue is budgeted at approximately $1.70 million.

Together, those sources account for approximately $24.56 million in direct Education Fund revenue.

Salaries and benefits

Salaries are the largest expenditure category in the district's budget.

Across all district funds, approximately $18.46 million is budgeted for salaries.

Approximately $5.90 million is budgeted for employee benefits.

Within the Education Fund, approximately $16.53 million is budgeted for salaries and approximately $4.72 million for employee benefits.

The Education Fund also includes approximately $1.28 million for purchased services and approximately $1.99 million for supplies and materials.

The budget includes approximately $4 million for special-education programs and tuition. Other special-education expenses, including salaries, benefits and transportation, are included elsewhere in the budget.

Transportation Fund

The district expects approximately $2.51 million in direct Transportation Fund revenue and approximately $2.81 million in expenditures.

The budget includes a $300,000 transfer from the Working Cash Fund into the Transportation Fund.

After the transfer and other budgeted activity, the Transportation Fund is projected to end FY27 with approximately $896,608, compared with a beginning balance of approximately $893,968.

The district expects approximately $1.37 million in state transportation funding, including approximately $1.18 million for regular and vocational transportation and approximately $185,000 for special-education transportation.

Operations and Maintenance

The Operations and Maintenance Fund covers expenses associated with district buildings and facilities.

The fund begins FY27 with approximately $2.56 million.

The district projects approximately $2.79 million in direct revenue and approximately $2.74 million in direct expenditures.

The fund is projected to end FY27 with approximately $2.66 million after other budgeted sources are included.

Working Cash Fund

The Working Cash Fund begins FY27 with approximately $5.29 million.

The district's budget calls for transferring a total of $3.3 million from Working Cash during FY27.

Of that amount, $3 million is budgeted for transfer to the Education Fund and $300,000 to the Transportation Fund.

The Working Cash Fund is also projected to receive approximately $310,000 during FY27.

Its projected ending balance is approximately $2.30 million.

Other district funds

The district budget also includes several other funds with specific purposes.

These include the Municipal Retirement/Social Security Fund, Debt Service Fund, Capital Projects Fund, Tort Fund and Fire Prevention and Safety Fund.

Money budgeted within those funds is used for expenses associated with their respective purposes and is reported separately from the Education, Transportation and Operations and Maintenance funds.

Fund balance and cash balance

The state budget form separately reports projected fund balances and projected cash balances.

The Education Fund, excluding student activity funds, is projected to end FY27 with a fund balance of approximately $4.87 million.

Its projected cash balance is approximately $3.79 million.

Approximately $400,000 in student activity funds brings the projected Education Fund cash total, including those funds, to approximately $4.19 million.

The FY27 budget

The FY27 budget is a financial plan for the fiscal year. The figures represent projected revenues, expenditures, transfers and balances rather than final FY27 results.

The School Board will consider the budget as part of its annual budget process before adopting a final FY27 budget.

Geneseo FFA Members Compete, Learn, and Lead Throughout July

Written by Hannah Wildemuth 

VoAg Fair

On July 2, members had the opportunity to compete at the Section 3 Vocational Agriculture Fair at the Cambridge Fairgrounds. They competed in various livestock and crop areas.

Members showed their animals based on their conformation, overall balance, muscling, and the way they move. They also competed in showmanship classes where they were judged on their ability to handle, control, and present their animal. The crops were judged using a separate criteria of quality, cleanliness, maturity, and the condition of the crop. They had fun showing off their projects!

Horse Fair

Annabelle, Hannah, and Ashlynn competed at the Section 3 VoAg Horse Fair at Black Hawk East. They had the opportunity to show off how well they can execute patterns, the conformation of their horses, and how well they can perform different gaits.

They started the morning by showing their horses in halter classes, presenting their horse to be inspected by a judge on their conformation and the quality of their movement. Afterwards they competed in pattern classes where they performed different transitions, pivots, and the ability to effectively communicate with their horse. They were in pleasure classes where they had to smoothly transition from the walk, trot, and canter. They had a great day competing!

Leadership Camp

Henry, Lydia, and Ella had a fun week at the Illinois FFA Leadership Camp. They learned how to be an effective leader and how to better communicate with others.

They were put into groups for the week where they met FFA members from all around the state. They worked together in these groups to complete an obstacle course that taught them about how effective communication is essential when working in a team. These groups also competed in ag olympics that taught them how trust is important when working with others and how different leadership styles impact a team.

FFA coverage is proudly sponsored by Valley Insurance.

School Transportation Costs Continue to Rise as State Aid Covers Only Half the Bill

by Sarah DeMaranville

Every school day, Geneseo CUSD #228 buses travel hundreds of miles transporting students to and from school, athletic events and extracurricular activities. While the State of Illinois helps pay for those services, district financial records show that state funding covers only about half of the district's transportation costs—leaving local taxpayers to make up the difference.

A review of Geneseo's recent Annual Financial Reports and budget documents shows that transportation expenses have continued to rise in recent years, while the state's contribution has remained relatively flat as a share of total costs.

State aid covers about half of transportation expenses

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According to the district's FY2025 Annual Financial Report, Geneseo received approximately $1.37 million in state transportation aid while spending nearly $2.64 million operating its Transportation Fund.

That means state transportation aid covered approximately 51.7% of transportation expenditures.

The previous year tells a similar story.

In FY2023, the district received about $1.21 million in transportation aid while spending $2.34 million, with state funding covering approximately 51.9% of transportation costs.

While state funding increased in dollar amounts between FY2023 and FY2025, transportation expenses increased at nearly the same pace. As a result, the state's share of overall transportation costs remained essentially unchanged.

Costs continue to rise

Transportation has become one of the district's steadily growing operational expenses.

Between FY2023 and FY2025:

• Transportation expenditures increased from $2.34 million to $2.64 million, an increase of approximately 13.2%.

• State transportation aid increased from $1.21 million to $1.37 million, an increase of approximately 12.7%.

The district has also approved higher transportation contract costs for the current school year, citing increases in route costs, mileage and extracurricular transportation.

For FY2026, the district projects approximately $2.8 million in transportation expenditures.

Transportation fund projected to operate at a deficit

Budget projections show the Transportation Fund is expected to continue facing financial pressure.

For FY2026, the district projects:

• Transportation Fund revenue: approximately $2.36 million

• Transportation expenditures: approximately $2.80 million

That leaves a projected operating deficit of approximately $437,000.

Even when accounting for all Transportation Fund revenue—including state aid, local property taxes and other revenue—the district expects expenditures to exceed available revenue.

The Transportation Fund also operated at deficits in previous years, including approximately $255,000 in FY2023 and $243,000 in FY2025.

A long-standing concern

District officials have warned about transportation funding for years.

In its FY2017 budget document, Geneseo noted that Illinois was reimbursing districts for only about 71 to 72 percent of their calculated transportation entitlement, estimating that the district was losing roughly $300,000 annually because state appropriations did not fully fund the statutory formula.

The district cautioned at the time that Transportation Fund balances were expected to continue declining because of the reduced reimbursement.

Although today's funding calculations differ from that earlier entitlement measure, the district's financial records continue to show that transportation remains a significant local budget challenge.

Why it matters

Unlike many other budget areas, student transportation is largely unavoidable.

School buses must continue operating regardless of fluctuations in diesel fuel prices, labor costs, vehicle maintenance expenses or bus replacement costs.

When transportation costs rise faster than available revenue, districts must rely more heavily on local resources or existing fund balances to continue providing the same level of service.

For Geneseo taxpayers, the district's financial reports illustrate an ongoing reality: while the State of Illinois remains an important funding partner, local revenue continues to play a substantial role in ensuring students can safely travel to and from school each day.

Sources

1. Geneseo CUSD #228 FY2025 Annual Financial Report

2. Geneseo CUSD #228 FY2023 Annual Financial Report — Full Version

3. Geneseo CUSD #228 FY2026 Budget Cash Summary

4. Geneseo CUSD #228 2024 Tax Levy and Financial Projections Presentation

5. Geneseo CUSD #228 FY2017 Budget Document

6. Pinks’ Bus Service Transportation Contract Proposal for the 2026–27 School Year

7. Geneseo CUSD #228 May 2026 Board Materials

Bullying in Geneseo Schools: What District Policy, State Law, and Local Data Show

By Sarah DeMaranville

Geneseo Community Unit School District #228 documented 24 bullying-related reports during the 2024–2025 school year, according to records submitted to the Illinois State Board of Education. Twenty-one of those reports were ultimately recorded as verified allegations.

The reports, obtained through district records, provide a snapshot of where bullying complaints occurred, the types of allegations involved, and how the district documented investigations and parent notification requirements.

While the reporting forms do not describe individual incidents or measure the overall climate within the schools, they offer a closer look at how bullying complaints are handled locally.

Illinois law requires every public school district to maintain a bullying prevention policy, investigate reports, and establish procedures for reporting incidents. Geneseo Community Unit School District #228 implements those requirements through Board Policy 7:180, which outlines how reports are investigated, how families are notified, and what interventions may be used.

District Superintendent Dr. Laura Delgado said creating a safe learning environment remains one of the district's highest priorities:

"In the Geneseo School District, it is our absolute priority to ensure every student feels safe, respected, and valued at school. Bullying is an issue that every school district in America faces to some degree, and ours is no exception. In our schools, we take every report of bullying seriously and are committed to addressing concerns promptly, fairly, and with compassion. A shared goal among our staff, students, families, and community is to provide learning environments that foster a sense of community, safety, and care. Creating that kind of culture requires all of us working together, and it remains one of our highest priorities."

Here's a closer look at what the district's records show, what Illinois law requires, and what parents should know.

What do Geneseo's records show?

For the 2024–2025 school year, district records document 24 reported bullying-related incidents. Of those reports, 13 occurred at Geneseo Middle School, six at Millikin Elementary School, five at Geneseo High School, and none at Northside or Southwest Elementary Schools.

The district's reporting forms also categorize the types of allegations associated with each report. Thirteen reports did not identify a protected-category allegation. Among those that did, the most commonly reported allegation involved sexual harassment (five reports), followed by race, color, or national origin (three), retaliation (two), disability (one), and sex or gender (one). No reports listed religion as the alleged basis.

District records further indicate that 21 of the 24 reports were verified allegations. None were identified as cyber-related. Seventeen reports were marked as adhering to district bullying policy, and 15 documented parent notification within 24 hours.

What is bullying under Illinois law?

Illinois law defines bullying as severe or pervasive physical or verbal conduct—including written or electronic communications—that can reasonably be expected to:

• Place a student in reasonable fear of harm.

• Cause a substantially detrimental effect on a student's physical or mental health.

• Substantially interfere with academic performance.

• Substantially interfere with a student's ability to participate in or benefit from school services or activities.

The definition includes cyberbullying, meaning behavior through text messages, email, social media, online gaming, websites, blogs, or other electronic communication.

Illinois law also allows schools to address certain off-campus conduct if it substantially disrupts the educational process or orderly operation of a school. Importantly, the law does not require school employees to monitor students' personal devices or social media. Instead, administrators may investigate after receiving a report.

What does Geneseo's policy say?

Board Policy 7:180 prohibits bullying, intimidation, harassment, and hazing and encourages students, parents, volunteers, and staff members to report suspected incidents. Reports may be made verbally or in writing to administrators or any trusted staff member. Anonymous reports are accepted, although the policy notes anonymous reports alone cannot serve as the sole basis for formal disciplinary action.

Parent notification within 24 hours

The district states that parents or guardians of all students involved in an alleged bullying incident will be notified within 24 hours after administrators become aware of the student's involvement, consistent with state and federal privacy laws.

When appropriate, families are also informed about counseling, school psychological services, restorative measures, and other available interventions.

Investigations

The policy directs administrators to:

• Begin investigating promptly.

• Make reasonable efforts to complete investigations within 10 school days.

• Notify the building principal as soon as possible.

• Meet with parents to discuss investigation findings and actions taken.

• Provide information about available support services for affected students.

Prevention and intervention

Rather than relying solely on discipline, the policy emphasizes interventions such as:

• Social work services

• Counseling

• Restorative measures

• Social-emotional skill development

• Community-based services

Retaliation against anyone who reports bullying or participates in an investigation is prohibited.

The Board of Education must also formally review the bullying policy every two years, evaluating information such as:

• Frequency of victimization

• Student, family, and staff perceptions of safety

• Locations where bullying occurs

• Types of bullying

• Bystander intervention

Those review results must ultimately be submitted to the Illinois State Board of Education.

Reporting bullying

Students and families can generally report bullying to:

• Teachers

• Principals

• Assistant principals

• School counselors

• Other trusted staff members

Anonymous reports are also accepted.

Once a report is received, administrators determine whether the reported conduct meets the legal definition of bullying and what interventions or disciplinary measures, if any, are appropriate.

Beyond discipline: Building a safer school climate

District leaders say bullying prevention extends beyond investigating individual reports.

During a January 14, 2026, Behavioral Interventions Committee meeting, board members and administrators reviewed bullying policies alongside restorative practices, trauma-informed approaches, de-escalation training for staff, and discipline procedures across all grade levels.

According to the meeting summary, committee members also discussed bullying data from the current and previous school years, noting there were "very few incidents in Geneseo." The committee also expressed a goal of collecting and entering data more consistently across school buildings so future data visualizations could help identify trends and guide prevention efforts.

The committee also reviewed the district's online Bullying/Harassment Prevention & Intervention webpage, which provides reporting information, board policies, and a form for reporting incidents.

Know the Difference

Conflict

A disagreement or argument between students that does not necessarily meet the legal definition of bullying.

Bullying

Repeated or severe conduct that substantially interferes with a student's education, safety, or well-being under Illinois law.

Cyberbullying

Bullying carried out through electronic communication that may also be addressed by schools when it substantially disrupts the educational environment.

Follow local education coverage at The Geneseo Current

Back-to-School Q&A: Free & Reduced-Price School Meals in Geneseo

As the new school year approaches, many Geneseo families have questions about free and reduced-price school meals. Here's what you should know.

Who can apply?
Any family with a student enrolled in Geneseo Community Unit School District #228 may submit an application for free or reduced-price meals.

How do I apply?
Applications are available through Geneseo CUSD #228 before the school year begins and can also be requested through your child's school office.

Who qualifies?
Eligibility is based primarily on household size and household income using annual federal guidelines.

What if I don't think I'll qualify?
Consider applying anyway. Many families are surprised to learn they qualify for reduced-price meals or other educational benefits.

Can I apply if my financial situation changes during the school year?
Yes. If your household experiences a job loss, reduced work hours, or another significant income change, you may apply at any time during the school year.

Will my child's classmates know?
No. Student meal eligibility is confidential.

Do Geneseo students receive free meals automatically?
No. Geneseo schools do not provide free meals to all students. Families who believe they may qualify must complete an application unless they have already been notified that their child qualifies through another eligible program.

Why is it important to apply if I'm eligible?
Approved applications can:

• Reduce your family's meal costs.

• Help schools qualify for certain federal and state funding.

• Support programs and services that benefit students throughout the district.

Where can I get help?
If you have questions or need assistance completing an application, contact your child's school office or the Geneseo CUSD #228 District Office.

Helpful Tip:
If you're unsure whether your family qualifies, apply anyway. The application is free, confidential, and may provide benefits for both your family and the school district.

Links:

• Geneseo Schools Food Service

• Printable application

• Skyward online application

Geneseo Schools New Hires, Retirements & Resignations

2026–27 Hires

• Trevor Alexander – District Technology Assistant

• Rachel Billingsly – GMS Special Education Paraprofessional

• Maya Bieneman – GMS Social Studies

• Linda Combs – GMS Food Service

• Xanthia Colter – Millikin Kindergarten

• Amy Croft – GHS Vocal Music Teacher / Choir Director

• Stephanie Denys – District Bus Monitor Sub Caller

• Tammy Durian – GMS Clerical Aide (Counseling & Study Hall/Lunch Supervision)

• Mitchell Elder – GMS Special Education Paraprofessional

• Nicole Finegan – Southwest 5th Grade

• Monica Furlong – District Homeless Liaison

• Laura Galloway – Millikin 2nd Grade

• Melanie Henderson – GMS Assistant Principal

• Austin Ioerger – GHS Counselor

• Grace Johnson – GHS English

• Samuel Kedzior – GHS Mathematics

• Brittany Kuethe – GMS 7th Grade Math

• Robert Mason Jr. – GHS Physical Education

• Rebecca McNamar – GHS Science

• Margaret Meyers – GMS Vocal Music / Choir Director

• Jennifer Milroy – GMS Food Service

• Mitch Munda – GHS Boys Varsity Basketball Head Coach

• Jenna Munoz – GMS 8th Grade ELA

• Amanda Nolen – GHS Special Education Resource

• Melody Parkinson – Southwest 4th Grade

• Abigayle Pedigo – Northside Music

• Anna Poel – GMS & GHS Instrumental Music Teacher / Band Director

• Lydia Reyburn – Millikin Math Interventionist

• Jaylee Richter – Northside 4th Grade

• Sara Bertelsen – GHS Assistant Principal (internal transfer)

• Kayla Shehorn – GMS 6th Grade Math

• Stacey Wiltermood – GMS Food Service Manager

• James Mickley — GMS Football Assistant Coach

• Anna Rinker — Southwest 5th Grade

Retirements (Effective at the End of the 2025–26 School Year)

• Kathy Buysse – Geneseo High School Counselor (33 years)

• Scott Christensen – Geneseo High School Mathematics Teacher (20 years in Illinois, 8 years out of state)

• Darren Hall – Geneseo High School English Teacher (32 years in Illinois, 1 year out of state)

• Larry Johnsen Jr. – Geneseo High School Physical Education Teacher (33 years)

• Dean Johnson – Geneseo Middle School Assistant Principal (26 years)

• Stephen LaCroix – Geneseo High School Vocal Music Teacher (33 years in Illinois, 2 years out of state)

• Bob Thomas – Geneseo Middle School Physical Education Teacher (32 years)

Resignations (Effective at the End of the 2025–26 School Year)

• Sara Bertelsen – GHS Instructional Coach

• Brianna Bivens – GHS Science

• Sarah Bullock – Southwest 5th Grade

• Pamela Edwards – GHS Accompanist / Vocal

• Brooke Emmerson – GHS Assistant Principal

• Shannon Feldpausch – GMS Special Education Paraprofessional

• Lakota Frank – Northside Special Education Paraprofessional

• Shelley Gorman – GMS Student Aide

• Melanie Graff – Northside 1st Grade

• Rachel Hamilton – Millikin Math Interventionist

• Jamie Kotovsky – GMS 8th Grade / GHS Concert Instrumental

• Terrance Lacey Jr. – GHS Physical Education & Boys Basketball

• Dennis Lynch – GHS Girls Bowling Head Coach

• Elizabeth Loftus – Northside Playground Supervisor

• Jo Mapes – GMS Food Service

• Rachel Oeder – Northside 3rd Grade

• Grace Orlikowski – GMS Volleyball

• Aubree Plant – GMS ELA

• Ryan Kelly – GHS Golf

• Jenna Reschke – GHS Volleyball

• Lauren Schmidt – GMS Speech

• Dora Sheffler – Northside Food Service

• Vania VanRaalte – Millikin Special Education Paraprofessional

• Laura Vorac – GHS Volleyball

• Cassie Wales – Southwest 5th Grade

• Katherine Wohrley – GMS Mathematics

• Isabella Gibbons — Southwest Paraprofessional

• Nora Minnaert — GMS 7th Grade Science

/*Info current as of 7/3 school board agenda. All data gathered from Employment Summaries in Geneseo School Board’s Personnel Consent Agenda.

Five Years of State Report Cards Show Geneseo Schools Recovering From Post-Pandemic Declines

By Sarah DeMaranville

A review of five years of Illinois School Report Card data shows Geneseo CUSD 228 has largely recovered from significant academic declines that followed the COVID-19 pandemic, with the district posting some of its strongest academic results in recent years.

The Illinois State Board of Education releases annual report cards for every school district in the state, measuring student achievement, graduation rates, attendance, funding adequacy, and other key indicators.

While a single year's report can provide a snapshot, examining five years of data reveals a broader story: strong pre-pandemic performance, a sharp decline in achievement, and a substantial rebound.

Academic Performance Rebounds

Districtwide English Language Arts proficiency remained relatively steady in 2020-21 and 2021-22, with approximately 49% of students meeting or exceeding state standards. Math performance was similarly strong, hovering around 50% proficiency.

Then came a dramatic drop. In 2022-23, English Language Arts proficiency fell to 34.9%, while math proficiency dropped to 26.9%. The following year showed little improvement, with math proficiency slipping further to 25.0%.

The most recent report card, however, showed a significant turnaround. For the 2024-25 school year, English Language Arts proficiency climbed to 58.1%, while math proficiency rose to 45.8%.

Although changes in state reporting methodologies make direct year-to-year comparisons imperfect, the overall trend suggests students have regained much of the ground lost during the years immediately following the pandemic.

Attendance Remains a Challenge

One metric that mirrors the academic trends is chronic absenteeism.

In 2020-21, the district reported chronic absenteeism at 4.0%. That figure rose to 9.8% in 2021-22 and peaked at 13.4% in 2022-23.

The district has since improved, reporting 10.8% chronic absenteeism in 2023-24 and 11.4% in 2024-25.

While attendance has improved from its peak absenteeism levels, it remains notably higher than pre-pandemic figures.

Educational research consistently identifies attendance as one of the strongest predictors of student success, making it an area district leaders will likely continue to monitor.

Graduation Rates Remain Strong

One area where Geneseo has consistently excelled is high school graduation.

The district's graduation rate has remained near 98% in recent years, including a 97.9% graduation rate in the latest report card.

That means nearly all students entering Geneseo High School are successfully completing their education and earning a diploma.

The district also continues to outperform state averages in measures tied to long-term student success. The most recent report card showed a 98% Ninth Grade On Track rate, compared to the statewide average of 89%. The metric measures whether freshmen are meeting academic and attendance benchmarks that put them on pace to graduate.

Reading Continues to Outpace Math

A recurring trend throughout the report cards is stronger performance in reading than mathematics.

In the most recent report card:

• 58.1% of students met or exceeded standards in English Language Arts.

• 45.8% met or exceeded standards in mathematics.

The gap is consistent with statewide trends, where districts across Illinois continue to work to rebuild math achievement following pandemic-related disruptions. Still, district leaders pointed to significant progress in mathematics. The percentage of Geneseo eighth graders passing Algebra I increased from 46% to 59% in the latest report card, compared to a statewide average of 31%.

Three Schools Earn Exemplary Status

The district's academic progress was reflected in school-level designations released by the Illinois State Board of Education.

Geneseo High School, Millikin Elementary, and Northside Elementary each earned Exemplary status for 2024-25, placing them among the top 10% of public schools in Illinois.

Geneseo Middle School and Southwest Elementary received Commendable status, the state's second-highest designation.

"We are incredibly proud of our students, staff and families for the hard work that takes place every day in all of our buildings," Superintendent Dr. Laura Delgado said when the report card results were released. "That three of our schools earned Exemplary status is a reflection of the commitment our entire community makes to support education and foster an ongoing culture of excellence."

School Board President Kane Causemaker also praised the results, noting that the report card findings reflected the district's culture of achievement and support for students.

District Credits Strategic Efforts for Improvement

Delgado said the district's recent gains reflect years of focused work following the pandemic.

"As you can imagine, much goes into understanding and interpreting the School Report Cards," Delgado said. "We are very proud of our statistics."

According to Delgado, multiple initiatives contributed to the district's improvement, including a renewed focus on high-quality instructional practices, support from instructional coaches and interventionists, and the continued use of Professional Learning Communities to align teaching practices and learning standards.

"These supports remain in place and are embedded in the core of our Strategic Plan," Delgado said. "We are confident that the district will continue to grow as we focus our efforts on the three pillars of our plan."

Delgado said the district's improvement in mathematics is particularly encouraging.

"The increase in our math scores is very encouraging, as it validates the efforts of our Professional Learning Communities, collaborative leadership teams, coaches, and math interventionists," she said.

A Story of Recovery

Viewed together, the five years of report cards tell a story that will sound familiar to many educators and families.

Geneseo entered the pandemic era with strong academic performance. Student achievement then declined sharply during the years that followed, particularly in mathematics.

The most recent report card suggests students have made significant progress in recovering those losses. The district's gains were accompanied by state recognition for three schools that earned Exemplary status, placing them among the top-performing schools in Illinois.

Challenges remain, particularly in attendance and math achievement, but the overall direction of the data points upward.

The next Illinois School Report Card, expected to be released in late October, will help determine whether the gains seen in 2024-25 represent a lasting trend or the continuation of a broader post-pandemic recovery.

Visit illinoisreportcard.com for more details.

School Board Delays Solar Project, Explores Greenhouse Idea and Reviews District Finances

The Geneseo School Board voted Thursday to postpone a decision on a proposed solar energy project after board members expressed differing views on the project's timing, location, and potential long-term savings.

The discussion came during a meeting that also included updates on district finances, enrollment planning, a possible greenhouse project at Geneseo High School, student achievement, athletics, and the performing arts.

Solar Project Tabled Following Debate

The board spent much of the evening discussing a proposal that would install solar panels capable of generating approximately 38% of the district's electricity needs.

District officials said the project could reduce utility costs and help advance the board's long-term goal of reducing future budget deficits.

Others questioned whether enough information had been gathered about the project's location and whether the district had received sufficient community feedback before moving forward.

Board member Casey Disterhoft said he would have preferred additional time to gather input from residents and better understand the community's perspective.

Board member Kyle Ganson argued that delaying the project could mean missing an opportunity to save taxpayer dollars.

After discussion, the board voted 4-2 to table the project and revisit it at a later date.

Greenhouse Proposal Remains in Early Planning Stages

Board members also received an update from the Building and Grounds Committee on a proposed greenhouse project that could eventually be constructed.

According to district officials, the greenhouse could support agriculture, science, family and consumer sciences, and other educational programs.

At this stage, however, the project remains largely conceptual. Administrators said additional work is needed to determine a location, develop plans with an architect, and obtain cost estimates before the board can consider moving forward.

District Continues Long-Term Budget Planning

Administrators also reviewed the district's financial outlook.

Chief School Business Official Tim Gronski reported that the district has received approximately $1.46 million in local school 1% sales tax revenue in this fiscal year.

At the same time, officials said transportation and special education costs continue to rise faster than state reimbursements.

According to district leaders, one of the district's long-term goals is to gradually reduce future budget deficits by aligning staffing levels with enrollment through normal retirements and resignations rather than layoffs.

The strategy has become an increasing focus as district enrollment has declined over the past several years.

State Education Changes Could Affect Local Schools

Superintendent Dr. Laura Delgado also briefed board members on several education bills recently approved or in the legislative pipeline within the Illinois General Assembly.

Among the changes expected in coming years:

• New restrictions on student cellphone use during the school day.

• Expanded career and technical education options for high school students.

• Changes to foreign language graduation requirements.

• New limits on suspensions for younger elementary students.

• Additional mental health policy requirements for school districts.

New Club Approved

The board unanimously approved a new high school student organization called Bridge.

The student-led club is designed to help foster connections between general education students and students with special needs through games, crafts, activities, and social events.

Graduate Plans Shared

Delgado also shared information about the Class of 2026.

Of the district's 184 graduates:

• 129 plan to attend college.

• 15 plan to enter vocational, technical, or apprenticeship programs.

• 18 plan to enter the workforce.

• 5 plan to enter military service.

District officials said they are continuing efforts to better track student outcomes after graduation as part of ongoing strategic planning efforts.

The board's next gathering will be a strategic planning retreat on July 9. The regular July board meeting has been canceled.

See the full June 18 board packet here.

From State Finals to Flower Bouquets: A Month of Growth for Geneseo FFA

What a superb kickoff to a new FFA year! This month’s recap will cover our many successes in the month of May, including District 1 Public Speaking, State Parliamentary Procedure/Conduct of Chapter Meetings, Points Chart Trip, Adopt-A-Highway, SAE Tour, and our Bend Don’t Break Event.

District 1 Public Speaking

Dawsyn, Kolby, and Faith participated in the District 1 Public Speaking LDE. This contest provided members with an excellent opportunity to strengthen their communication skills, build confidence speaking in front of others, and further their understanding of important agricultural topics.

May Adopt-A-Highway Cleanup

Dawsyn McDonald competed in Extemporaneous Speaking, which means she was required to prepare and deliver a speech on an agricultural issue within a limited amount of preparation time. Kolby Causemaker competed in Prepared Speaking, which required her to research an agricultural topic, write an original speech, and present it before a panel of judges. Faith Kuster competed in Creed Speaking, which asks participants to recite and interpret the FFA Creed while answering questions about its meaning and purpose.

We are incredibly proud of these members for representing our chapter at District and continuing to grow as well-spoken leaders and communicators!

State Parliamentary Procedure/Conduct of Chapter Meetings

Both our Parli and Conduct teams competed at the state level on May 7th. It was a great experience for both teams and a fun way to wrap up the contest season as the school year came to an end.

The Parliamentary Procedure team included Chairperson Hannah Wildemuth, Floorperson 1 Dawsyn McDonald, Floorperson 2 Annabelle Betcher, Floorperson 3 Jackson Frank, Floorperson 5 Jacey Gehl, and Floorperson 6 Ella Schaaf.

The Conduct of Chapter Meetings team consisted of President Faith Kuster, Vice President Ashlynn Chamberlain, Secretary Delaney Killian, Reporter Faith Schaver, Treasurer Lili Marshall, Sentinel Molly Wannemacher, and Advisor Henry Dwyer.

We are very proud of these teams for earning the opportunity to compete at the state level!

Points Chart Trip

Every year, members with the most participation points are invited to go on an educational (but fun!) trip with their fellow members at the top of the points chart. This year, Living Lands and Waters welcomed us onto their “floating classroom,” the Mississippi River Institute. 

Members learned about the founding of Living Lands and Waters, how barges operate, and the many career opportunities available on the river. They also heard from a guest speaker, an Illinois DNR fisheries biologist, who shared insights about fisheries management and careers in the field. It was a fun day filled with learning and exploration. 

Adopt-A-Highway

Bend Don’t Break Grant - Petals for Positivity at the Local Motive

Members wanting to use their time for good helped out at our May Adopt-A-Highway event. Cleaning up everything from plastic bottles to vehicle debris, members worked hard to help keep our community clean. It was a great way to give back while spending time with fellow FFA members.

SAE Tour

Members invited their families to come experience and learn about SAE projects throughout our chapter. Fueled by Kim Chamberlain’s famous cinnamon rolls, members carpooled across Geneseo and got to see where their friends spend so much of their time and hard work. A few stops included Kat Zelnio Quarter Horses with Annabelle Betcher, Pink Prairie Gardens with Jack Gehling, and a cookout at Frank Pumpkin Farm to end the day. It was a great opportunity to learn more about the diversity of SAE projects within our chapter, and we look forward to doing the SAE Tour again in the future!

Bend Don't Break Event

With the help of the Bend Don't Break Grant, we were able to spread Petals for Positivity throughout our community. Members put together beautiful bouquets to hand out to community members on Thursday morning before school outside of The Localmotive. Each person walking by was offered two bouquets of flowers, one to keep and one to give away to keep spreading positivity. It was a simple but meaningful way to spread kindness and keep positivity flowing throughout our community.

From AI to Ag Education: What New Illinois School Laws Could Mean for Geneseo

Most education legislation passed in Springfield never makes headlines in Geneseo.

But every year, lawmakers approve changes that eventually find their way into local classrooms, school offices, and district policies.

The Illinois General Assembly recently approved several education-related measures that could affect schools across the state. While some changes are aimed at larger districts, a handful could have a noticeable impact on Geneseo Community Unit School District 228 in the coming years.

Here’s a look at what matters most locally.

AI Is Coming to the Front of the Classroom

If there’s one topic likely to affect every student, teacher, and parent, it’s artificial intelligence.

Tools like ChatGPT, AI image generators, and automated research assistants are becoming increasingly common in schools. Students are already using them, whether educators are ready or not.

Recognizing that reality, Illinois is developing statewide guidance on how schools should handle AI. The guidance is expected to address classroom use, academic honesty, privacy concerns, and the growing issue of AI-generated images and videos.

The state is also expanding cyberbullying laws to address “deepfakes” and other AI-created content that could be used to harass or impersonate students.

For Geneseo, this may be the most significant education issue on the horizon. Schools will likely spend the next several years figuring out when AI should be allowed, when it shouldn’t, and how students can use it responsibly.

In many ways, the conversation around AI today resembles the debate over smartphones a decade ago. The technology isn’t going away, so schools are being asked to determine how to manage it.

Finding Teachers Remains a Challenge

Teacher shortages continue to be a concern across Illinois, especially in smaller and rural communities.

Lawmakers have approved and proposed several measures designed to make it easier for qualified individuals to enter the profession. Some changes create additional pathways for paraprofessionals and other school employees to become licensed teachers, while others reduce barriers in the licensure process.

Recruiting and retaining educators remains a challenge for districts throughout the region. Any effort that expands the pool of qualified applicants could help schools fill future vacancies more quickly.

Ag Education Could Benefit

Agriculture remains a major part of life in Henry County, and Springfield appears to recognize that.

New grant opportunities will help districts offset some of the costs associated with agriculture teachers who work extended contracts beyond the traditional school year.

For communities like Geneseo, where agricultural education and FFA programs continue to attract strong participation, the additional support could create opportunities to expand programming and provide more hands-on experiences for students.

Changes Families May Never Notice

Several new laws focus on special education procedures and student support services.

The changes include updates to parental access to certain records, timelines for evaluations, and requirements related to special education agreements.

While these measures are important, most families will likely never see their impact directly. Instead, they largely affect how districts manage paperwork, compliance requirements, and communication with parents.

Looking Ahead

Education legislation often takes years to fully work its way into local schools. Some laws require new state guidance, while others simply adjust procedures behind the scenes.

For Geneseo residents, the biggest changes are likely to come in three areas:

• How schools handle artificial intelligence

• Efforts to recruit and retain teachers

• Additional support for agricultural education programs

Of those, artificial intelligence may be the issue with the greatest long-term impact.

Whether it’s writing papers, conducting research, creating images, or assisting with classroom instruction, AI is rapidly changing how students learn and how teachers teach.

The question facing schools is no longer whether students will use AI.

It’s how schools will adapt to a world where they already are.