Illinois School Board Journal January/February 2021

January/February July/August 2019 2021 Vol. 89 87 No. 1 3

Is it Time for Hope?

2020: Our New, Virtual Reality

Optimism for the New Year

Esports: Safety, Equity, and Imagination

Front Page

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If you’re reading this, chances are, you made it through the ridiculous Year 2020 and are moving into 2021 with weariness, trepidation, and perhaps hope.

If you listened to the opening keynote of the IASB Virtual Summit, by writer, activist, and comedian Baratunde Thurston, you experienced perspective on the “moment” that 2020 was, filled with emotions, anger, realism, and perhaps hope.

It is with much gratitude that I share Bud Thompson’s letter below, reprinted with his permission. I hope you will join me in appreciation for his wisdom, understanding of a call for unity, and perhaps hope.

When you read, hear, or experience first-hand knowledge of what school districts in Illinois are

doing for their students — you come to understand how challenging it is to make choices that impact lives and communities in an environment in which the decision points change daily. That can’t be done without teamwork, leadership, and perhaps hope.

2020 made us patient and nimble. We’ve experienced anxiety and loss. We see the silver linings.

We’ve been challenged time and time again. Welcome 2021 — may it be better, and may we be better. May we find what we need to carry on: healing, resolve, and perhaps hope.  Theresa Kelly Gegen is Editor of the Illinois School Board Journal and can be reached at tgegen@iasb.com.

Letter: A Snapshot of My Feelings Now When I first saw the cover of the November/December Journal, I was a bit jolted. It was so stark, and a bit scary. But then I thought, “It is stark and scary.” We are in a “Twilight Zone,” and I feel it is especially stark and scary in education: boards of education, administrators, teachers, staff, and most of all the students. The emotional damage will be deep and long-lasting.

But this is where hope comes in.

I was 11 years old when Pearl Harbor was attacked. Early 1942 was a nightmare. The Japanese Navy controlled a large portion of the Pacific Ocean, the Japanese Army most of Southeast Asia. Germany 2 • The Illinois School Board Journal

controlled most of Europe and the Axis looked unstoppable. But our great nation got united and determined. Politics were put aside and the entire country focused on winning. And we did.

We need that kind of unity and determination now.

Hope.

— Bud  G. Howard “Bud” Thompson was president of the Illinois Association of School Boards in 1976 and 1977. A champion for arts education, he is an artist and business and community leader in Prophetstown.

Table of Contents FEATURE ARTICLES Extraordinary Time: 9 An IASB’s Virtual Summit Takes On 2020

By Theresa Kelly Gegen

IASB’s Virtual Summit reflected 2020’s extraordinary events and helped members maintain connection and inspiration in their service as school board members.

Holds 2020 Delegate Assembly, 10 IASB Adopts Positions and New Belief Statement The IASB Delegate Assembly was adapted for 2020 with a virtual format and discussion meetings.

Sports, Learning, and Inclusion: 13 K-12 Designing for the Next Frontier

REGULAR FEATURES 2 Front Page

Text and Sketches by Lori Day

4 Leadership Letter

Perkins&Will architect Lori Day outlines design considerations that address esports’ rise while factoring in health and safety.

5 IASB News

Discipline Equity Audits: Courageous 19 Conversations and a Plan for the Future

By Trevor Chapman and Beth Hatt

Addressing inequities in student discipline involves data collection and courageous conversations.

22 Practical PR: Return, Respond, and Recover By members of the Illinois Chapter of the National School Public Relations Association

Sometimes, Life is Like a Sugar Cookie IASB Board Organizes Committees, Reviews State of Association

6 From the Field

Lessons Learned in Leadership

34 Milestones 35 Insights

Members of INSPRA team up in this expanded feature to consider challenges for school district communications.

July/August 2019 Vol. 87 No. 3

Kara Kienzler, Associate Executive Director Theresa Kelly Gegen, Editor Britni Beck, Advertising Manager Katie Grant, Design and Production Jennifer Nelson and Isaac Warren, Copy Editors

ILLINOIS SCHOOL BOARD JOURNAL (ISSN- 0 019-221X ) is published ever y other month by the Illinois Association of Sc hool B oa rd s, 2921 Ba ker Dr ive, Springfield, Illinois 62703-5929 (217) 5289688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 60148-6120 (630) 629-3776.

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

Non-member subscription rate: Domestic $18 per year. Foreign (including Canada and Mexico) $21 per year.

PUBLICATION POLICY IASB believes that the domestic process functions best through frank and open discussion. Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB. Copyright © 2021 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.

January/February 2021 • 3

Leadership Letter

Sometimes, Life is Like a Sugar Cookie

By Thomas E. Bertrand

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In the book Sailing True North, Admiral Bill McRaven provides a vivid illustration of the unpredictable, unforgiving, and sometimes seemingly random events that occur in our lives.

McRaven describes the experience of Navy SEAL trainees who are subject — often randomly —

that has disrupted all facets of our personal and professional lives.

Fighting your way through so many challenging moments in life requires real resiliency. While part of resilience may be inherent in one’s character and beyond one’s control, McRaven suggests that resilience can be further developed

“Fighting your way through so many challenging moments in life requires real resiliency.”

to a punishment where they are directed to get wet and sandy on the beaches. By the time they are finished the trainees, covered in sand, look like “sugar cookies.” McRaven goes on to state, “Sometimes, no matter how well you prepare or perform, you still end up as a sugar cookie. It’s just the way life is sometimes. In order to lead, you’ve got to be able to ‘get over being a sugar cookie’ and keep moving forward.”

SEAL trainees are challenged to develop greater resiliency regardless of the challenges they face.

None of us could have imagined last March that we would be nine months into a global pandemic 4 • The Illinois School Board Journal

based upon three elements of our lives that are within our control.

The company we keep. Seek out others who have successfully managed adversity and emerged on the other side. Too often we undervalue the experiences of our peers who set examples of resilience for us.

The books we read. There are many examples of resilience in literature and history. One example that I read last year is The Choice: Embrace The Possible, by Edith Eva Eger. A Holocaust survivor, Eger reminds us that our painful experiences in life “give us perspective and meaning, an opportunity to find our unique purpose and our strength.”

The inner conversations that we have. I recall Eger posing the essential question for survivors as “What next?” rather than “Why me?” It’s important that in our inner conversations we tell ourselves “I refuse to be a victim. I will prevail. I will not blame others. I will live to fight another day.”

School board members have faced extraordinarily painful decisions over that past year, and there are more difficult decisions to come. Despite your best preparation, your best plans, and your most informed decisions, things may fall apart — often because of circumstances beyond your control. I have been amazed at the resilience and perspective displayed by dedicated school board members across Illinois.

The fact is that at some point we may all end up as a sugar cookie, but we also have a choice as to how to respond. Nearly two million public school children are counting on us to keep moving forward and to provide hope and optimism for the future.  Thomas E. Bertrand, Ph.D. is Executive Director of the Illinois Association of School Boards.

IASB Board Organizes Committees, Reviews State of Association

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The IASB Board of Directors held a quarterly meeting in conjunction with its reorganizational meeting on November 21 to conduct a regular review of Association operations, discuss recent virtual events, and make committee assignments for 2021.

President Tom Neeley and Vice President Simon Kampwerth each begin a second one-year term in their respective office. IASB Service Associates Chair Mark Jolicoeur begins a two-year term as an ex-officio representative on the board.

Conference Co-Chairs and Directors to the Nominating, Audit, and Policy Review standing committees were appointed, and the board elected members to the Executive Committee. Serving with Neeley and Kampwerth on the 2021 Executive Committee are Joanne Osmond, Immediate Past President; Linda Eades, Treasurer; Mark Christ; Mark Harms; Carla Joiner-Herrod; and Rob Rodewald; and Sue McCance as an alternate.

In a quarterly update of the Association’s strategic priorities, Executive Director Tom Bertrand reported on IASB staff work to connect with member boards and provide virtual meetings due to in-person limitations. The board discussed member participation at the virtual Fall Division Meetings and virtual Delegate Assembly and informational meetings. Registration numbers and feedback from the membership on the virtual formats and programming have been positive.

The directors also shared comments from the prior day’s IASB Virtual Summit for school district leaders, which had over 1,000 registrants.

Other discussions included a review of Association finances and IASB’s relationship with the National School Boards Association (NSBA). IASB has retained membership of its 848 member school boards for the current fiscal year. The board received updates on legislation, IHSA, and Service Associates.

Members of the IASB Board of Directors represent the 21 IASB regional divisions and include an ex-officio representative of the IASB Service Associates.

IASB Board of Directors As of December 18, 2020

PRESIDENT Thomas Neeley VICE PRESIDENT Simon Kampwerth Jr. IMMEDIATE PAST PRESIDENT Joanne Osmond TREASURER Linda Eades ABE LINCOLN Bill Alexander

NORTHWEST Chris Buikema

BLACKHAWK David Rockwell

SHAWNEE Sheila Nelson

CENTRAL ILLINOIS VALLEY Tim Custis

SOUTH COOK Lanell Gilbert

CORN BELT Mark Harms DUPAGE Thomas Ruggio EGYPTIAN Travis Cameron ILLINI Michelle Skinlo KASKASKIA Linda Eades KISHWAUKEE Robert Geddeis LAKE Marc Tepper NORTH COOK Alva Kreutzer

SOUTHWESTERN Mark Christ STARVED ROCK Jim McCabe THREE RIVERS Rob Rodewald TWO RIVERS Tracie Sayre WABASH VALLEY Dennis Inboden WEST COOK Carla Joiner-Herrod WESTERN Sue McCance SERVICE ASSOCIATES Mark Jolicoeur

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.

— Kara Kienzler

January/February 2021 • 5

From the Field

Lessons Learned in Leadership

By Nakia Hall

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They say the impact of something like COVID-19 only happens once in a lifetime.

However, 2020 wasn’t just impacted by a health pandemic, but also racial, economic, meteorological, and political pandemics.

2020 was a year of change, change, and more change. It was a moment in time that felt as slow as a turtle while soaring as fast as an eagle all at the same time. I heard Superintendent Michael Merritt from Gardner Grade School District 72C state that 2020’s impact on education was like building a plane as you learn to fly the plane. I am sure many will agree with these sentiments.

As challenging as the year was, it was also thought-provoking and eye-opening. The year forced leaders to rethink policies, procedures, processes, and even personal and professional beliefs. As school districts were forced to focus on new ways of addressing old, exacerbated issues, leaders also found themselves attempting to conquer that which is unprecedented, while self-reflecting and re-evaluating what has been classified as essential in the world of education. In this article, I will share three lessons

6 • The Illinois School Board Journal

learned by leaders in the midst of the whirlwind of 2020.

Change is inevitable, uncontrollable, and also a breath of fresh air.

In education, there is an extensive focus on objectives and data-driven decisions. However, what happens when the data gathered has to be thrown out the window? Leaders are trained to prepare for the possibility of change, however, no one saw the issues of 2020 coming. Unexpected changes occur and sometimes it is exactly what we need to get the gears turning or begin looking at situations more closely and purposefully. Though changes being made were exhausting, leaders also discovered creative and more innovative ways towards approaching solutions. Leaders have been stretched, prodded, and pulled past what they thought was their highest potential. The year raised the bar and many not only reached it, but jumped over it like a track star in the high jump. So while we continue to expect the unexpected, we can also expect to grow as a result of the unexpected. Many lessons have been learned that will stay with leaders for years to come.

A house divided cannot stand … and deliver.

When Abraham Lincoln stated, “a house divided against itself cannot stand” in 1858 at the Republican Convention while standing in the same city that now houses the principal location of IASB offices, I am pretty sure he was not referring to relationships amongst school board governance teams and school boards with superintendents. However, his words rang very true in 2020.

As a Field Services Director, I have helped numerous boards develop school board protocols and board/ superintendent agreements. One thing that has been evident is that many school leadership teams with concrete relationship foundations steadily weathered the storm of 2020. It is important to have a solid foundation of leadership, understanding, and cohesiveness as we do not know what is waiting around the corner (or around the world) to test those relationships. The year 2020 has shown the importance of solid, working relationships and how they greatly impact district success and the ability to deliver effectively.

Strong relationships amongst school board members, boards and their superintendent, and school districts

and their communities have helped create a “we are all in this together” support system. I have heard stories of districts collaborating with community entities with whom they have rarely collaborated. I have heard stories of churches, levels of government, parents, and more stepping up to assist districts in their times of need. Districts rethought how they can support families. We hear of newly developed consortia that most likely would not have been developed.

The year brought greater meaning to teamwork making the dream work.

There’s no perfect answer.

There may not be “no crying in baseball,” but there is definitely crying in a pandemic. Much of the crying is due to feeling helpless, hopeless, and all types of less-es, at times. In the world of education, we have a tendency to strive for that 100% and in addition to that, we want extra credit. However, many are finding that sometimes no matter how hard you try, you can’t quite reach that A-plus. We are realizing we truly cannot please everyone, and that’s okay! When addressing unparalleled situations you will not always have a perfect answer. Although 2020 seemed to be full of the worse “first times,” the truth is our lives are regularly full of first times with imperfect moments; imperfect moments are not unprecedented. Think about the first time you had a child. Your first job. The first time you moved out on your own. The first time you attempted to roller skate, ride a bike, or sing in front of others knowing your voice probably

Illinois Association of School Boards Administration and Staff OFFICE OF THE EXECUTIVE DIRECTOR Thomas E. Bertrand, Executive Director Benjamin S. Schwarm, Deputy Executive Director

MEMBER SERVICES Dean Langdon, Associate Executive Director

Meetings Management Carla S. Bolt, Director

Field Services Reatha Owen, Senior Director Patrick Allen, Director Lori Grant, Director Nakia Hall, Director Perry Hill IV, Director Sandra Kwasa, Director Laura Martinez, Director Dee Molinare, Director

Executive Searches Thomas Leahy, Director Timothy Buss, Consultant Jim Helton, Consultant Dave Love, Consultant Alan Molby, Consultant Patricia Sullivan-Viniard, Consultant OFFICE OF GENERAL COUNSEL Kimberly Small, General Counsel Legal Services Maryam Brotine, Assistant General Counsel Debra Jacobson, Assistant General Counsel Policy Services Ken Carter, Director Angie Powell, Director Nicholas Baumann, Consultant Boyd Fergurson, Consultant ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Susan Hilton, Director Zach Messersmith, Director Deanna L. Sullivan, Director Ronald Madlock, Assistant Director ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/ Chief Financial Officer

Board Development Nesa Brauer, Trainer

COMMUNICATIONS/ PRODUCTION SERVICES Kara Kienzler, Associate Executive Director Theresa Kelly Gegen, Director/Editorial Services Katie Grant, Director/Production Services Heath Hendren, Director/Editorial Services Jennifer Nelson, Director/Information Services Isaac Warren, Assistant Director/Digital Communications CONTACT IASB Springfield Office 2921 Baker Drive Springfield, Illinois 62703-5929 (217) 528-9688 IASB Lombard Office One Imperial Place 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 (630) 629-3776

Staff Email: First initial and last name preceding @iasb.com

January/February 2021 • 7

wouldn’t win you the title of American Idol. I’m sure there are some stories you can think back on and laugh about. You can also look back on those times and realize they were teachable moments. What we can learn is that an imperfect world full of imperfect people produces imperfect moments. It is okay to say you do not have the answers and may not know when one will exist. Think of the kind of world we would be living in if we all signed a permission slip that 1) gives others permission to not be perfect, and 2) gives ourselves the same permission. There would be a little more understanding, patience, and gratitude as we become thankful for what we are able to do instead of focusing mostly on what we feel we have not done.

Leaders are constantly learning. 2020 was an ongoing lesson plan for everyone. The best thing

former year that have taught us how to survive in the midst of chaos, make the best of what we

“Let’s be hopeful that 2021 is better because we have learned lessons ... how to survive in the midst of chaos, make the best of what we have, and value the core of the partnership.” about this is that lesson plans aren’t etched in stone and can be adjusted, as needed. As we start the New Year with a new slate (sort of) and a new beginning (a little), let’s take in a breath of fresh air. Let’s celebrate the fact that we survived 2020 (Woohoo!). Let’s be hopeful that 2021 is better because we have learned lessons from the

have, and value the core of the partnership. These are lessons of a lifetime.  Nakia Hall, Ed.D., is IASB Field Services Director for the South Cook, Three Rivers, and West Cook divisions and the Chair of the Association’s Equity, Diversity, and Inclusion Committee.

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8 • The Illinois School Board Journal

IASB Virtual Conference November 20, 2020

An Extraordinary Time IASB’s Virtual Summit Takes On 2020

By Theresa Kelly Gegen

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Extraordinary times call for extraordinary response was not only a key theme of the IASB Virtual Summit, but also a reflection of the Summit itself. IASB offered the one-day, virtual presentation and networking event to its membership to maintain connection and inspiration in light of the cancelation of the 2020 Joint Annual Conference.

The Virtual Summit, which had over 1,000 registrants, opened on November 20 with a welcome and appreciation from IASB President Tom Neeley.

Writer, activist, and comedian Baratunde Thurston delivered the opening keynote, “How to Deconstruct Racism one Headline at a Time.” And definitely delivered. Offering up the realities and absurdities of 2020, Thurston’s thought-provoking observations on current events — from Whole Foods

to whole history — demonstrated “the emotional range” people are experiencing.

“I want to acknowledge that you’re OK, that whatever you’re feeling is alright,” Thurston said. “2020 is not like any other year… 2020 is hard. But we’re going to roll with it.” Thurston talked of the nature of the systems in place that COVID “uncovered” as discriminatory and unjust. “We are having this moment of clarity; COVID came along and exposed all of our dirt,” Thurston said. “There is a lot left to be fixed.

How we move from here will determine everything.”

Thurston discussed the events of 2020, the pandemic, the killing of George Floyd, ensuing protests, social injustices. He spoke of “choosing the words” that describe our times, and of our divisions and uniting through stories.

“It is tempting in this moment to focus outward,” Thurston said. “But we are most powerful where we sit.

Imagine how great we could be if we tapped into the greatness of us all.”

Following the opening events, four panels featuring Illinois demonstrated programs that are making a difference in their schools and communities, and that their preparedness to cope in these difficult times was improved through their commitment to the work they shared.

In “The Great Opportunity: 21st-Century Learning Through Community Engagement,” presenting district Cicero SD 99 offered that “good is never good enough” in its work towards meeting the challenges facing the district. Four years ago the district committed to bringing 21st-century technology to every child as its top priority. SD 99 shared its journey which included January/February 2021 • 9

infrastructure, an instructional approach including personalized learning, and professional development and coaching to develop and advance quality teachers, as well as ensuring stakeholders could use the resources available.

“Our community has changed,” is why Harrisburg CUSD 3 began the development of Matrix, a goalbased program supporting students dealing with poverty issues — in money, resources, health, education, and opportunity, plus the adverse childhood experiences that result.

In “Overcoming Generational Poverty,” the Harrisburg team describes how the district identifies students with poverty issues and schedules them into the Matrix,

an “environment in which something develops.” There, the district resources these students, building trust, developing academic supports, and determining what other supports are necessary for students to reach their goals.

In “Empowering Students to Support Peers Regarding Mental Health, presenting district Clinton CUSD 15 shared the story of its ongoing participation in the Teen Mental Health First Aid (tMHFA) program, which teaches students a five-step plan in helping their friends with mental health challenges. The community experienced loss of students to suicide, and other losses, and sought solutions on teen mental health and communication. The school and community developed a commitment to the program and its

importance, and provides support to teens in crisis.

Presenting district Wheeling CCSD 21 closed out the district presentations with “Empowering Every Student, Every Day,” relating a journey towards system change.

The district focused on culture and capacity-building to assess itself and identify strengths, weaknesses, opportunities, and threats in ensuring equity of educational opportunities and success for all students.

Working with the Consortium for Educational Change, the district formed a strategic planning team and developed a system to gather data, provide feedback, and organize this information for a comprehensive improvement effort.

Between the district presentations, an engaging networking event

IASB Holds 2020 Delegate Assembly, Adopts Positions and New Belief Statement In unprecedented circumstances, the Illinois Association of School Boards adapts, and the 2020 Delegate Assembly of the Illinois Association of School Boards was no exception. With the cancelation of the Joint Annual Conference the Association held its annual Delegate Assembly virtually. In an effort led by the IASB’s Governmental Relations team, push-button polls replaced paddles, and Zoom meetings replaced the usual comment periods.

Delegates representing 278 IASB member school districts considered eight new resolutions, three reaffirmations of existing positions, and one new belief statement in an event held virtually due to ongoing impacts of the coronavirus pandemic.

One proposed resolution called for IASB to advocate for legislation that would strengthen gun storage laws “if a person under the age of 18 is likely to gain access to the weapon without permission.” The resolutions process conversation included gun safety measures in

10 • The Illinois School Board Journal

homes and children’s access, as well as consideration of the Association’s role in matters outside of school venues and educational issues. The Resolutions Committee recommended against adoption, and a motion to consider it before the Delegate Assembly failed on a 108-146 vote.

Proposed resolutions relating to emergency/pandemic response were brought before the Resolutions Committee.

One proposal seeking support for a regional approach to health emergencies was recommended to and adopted by the Delegate Assembly. A second proposal was not considered due to duplicative wording with the first.

The Delegate Assembly also voted to adopt a resolution supporting local decision-making to designate e-learning or remote learning days on Election Day in emergency circumstances.

A resolution addressing the teacher shortage and expanding the issuance of provisional teacher licenses to all curricular areas was adopted. Other adoptions included reaffirmations of existing positions relating to Illinois’

IASB Virtual Conference November 20, 2020

state-authorized charter schools, including renewals of charters, the enrollment of at-risk students, and funding.

Also included in 2020 are amendments to and deletions of out-of-date or no longer relevant position statements.

A resolution supporting teacher preparation programs and scientifically proven methods of literacy and reading instruction was not considered after an appeal to hear the original submission failed 112-147. However, revised language proposed during the Resolutions Process by the Resolutions Committee was approved and adopted.

A resolution adding a new Belief Statement on Educational Equity was adopted. The statement holds that IASB will encourage member districts “to integrate the principles of equity and inclusion in school curriculum, policies, programs, and operations, ensuring every student is welcomed and supported in a respectful learning environment.” Belief statements express significant values commonly held by local boards of education; they may or may not call for action to be taken by the Association.

Considered by the Committee, but not adopted in 2020, were a resolution proposing support for a school finance loan program and a resolution regarding the timing of release of Illinois School Report Card data.

The annual Delegate Assembly includes the election of IASB officers. Delegates elected Thomas Neeley, a member of the Morton CUSD 709 Board of Education, to a second one-year term as president of the Association.

Simon Kampwerth Jr., a member of the Peru ESD 124 Board of Education, was elected vice president, also for a second year. Kampwerth is also the Chair of the 2020 Resolutions Committee.

The IASB Constitution requires that “At least once each year, at a time and place determined by the

Board of Directors, there shall be a meeting of the Delegate Assembly.” Delegate Assembly Business Rules refer to how delegates participate in discussion to debate resolutions or make points of order. In advance of the 2020 Delegate Assembly, the Board of Directors approved an additional rule to allow remote participation: 13. Remote Participation — 1. The 2020 Resolutions Committee and Delegate Assembly will allow for remote participation by delegates.

This is not a precedent for future meetings of the Delegate Assembly, but will only be utilized during times of a statewide emergency as proclaimed by the Governor. In such cases, the Board of Directors may modify rules 4-7 as deemed necessary to accommodate remote participation technology and assembly decorum.

In the IASB Resolutions Process, each resolution is originally proposed by a local school board, reviewed by a 21-member Resolutions Committee, and then brought before the Delegate Assembly. The adopted resolutions set IASB’s policies and establish the legislative direction of the Association and its member districts. The Delegate Assembly is typically held during the Joint Annual Conference, held in November in Chicago. The 2020 Conference was canceled due to restrictions in place to mitigate the impact of the coronavirus pandemic.

January/February 2021 • 11

took place in the Virtual Summit’s chatrooms. IASB staff facilitated summit attendees as they discussed the coronavirus and what’s working in their districts, and the importance of staying positive in these troubling, terrifying times.

Representatives from the presenting districts also took questions in the chat rooms. Before the closing session, IASB Executive Director Thomas E. Bertrand briefly addressed the membership with a “State of the Association” update on IASB’s activities and efforts on behalf of its members during the extraordinary year. “We exist as an Association to serve our member boards in their pursuit

Is a

of excellence in local school board governance; the Board of Directors provides the strategic roadmap for that work.” Bertrand noted the addition of Equity to the Association’s strategic priorities.

In the closing keynote, “Flying a Plane While Remodeling

professional expertise in a conversation about diversity and inclusion — how do we get there and why it matters. Noting that “We don’t see things as they are, we see things as we are,” Fagan, a leadership and diversity scholar and practitioner spoke of her own life

“It is tempting in this moment to focus outward, but we are most powerful where we sit. Imagine how great we could be if we tapped into the greatness of us all.” —Baratunde Thurston It: How Inclusive Leaders Rise to the Challenge Called 2020,” Helen Fagan interwove personal experiences, scientific study, and

and family as well as her research and practice in the field.

She spoke of acknowledging differences — multifaceted and complex — and approaching them as positive. She discussed the science behind why inclusion is so difficult: our brains are wired IS A LACK OF TRUST IMPACTING YOUR TEAM? for bias and self-preservation, lack of trust impacting your team? and our management processes New for your school board! are the last to develop. ConcludIS ANEW LACK OFFOR TRUSTTHE IMPACTING YOUR TEAM? ing the story of her work in a YOUR SCHOOL BOARD TRUST EDGE In-District Workshop health care setting and a family New for your school board!  Increase productivity losing a loved one, Fagan offered THE TRUST EDGE In-District  Improve clarityWorkshop a phrase that seemed to resonate  Rebuild broken trust with a purpose for every listener:  Increase productivity  Improve clarity “Help me understand why this is “EVERYTHING OF VALUE IS BUILT ON TRUST.”  Rebuild broken trust 9 Increase productivity important to you.”

9 Improve clarity “EVERYTHING OF VALUE BUILT ON TRUST.” contact Lori Grant Recognizing that nothing can For IS more information, (630) 629-3776 ext. 1232 9 Rebuild broken trust take the place of in-person events, For more information, contact Lori Grant (630) 629-3776 ext. 1232 lgrant@iasb.com in these extraordinary times, the lgrant@iasb.com “Everything of value is built on trust.”

Illinois Association of School Boards continues to support its members and offers virtual events that bridge the (social) distance, until we meet — in person — For more information, contact again. 

THE TRUST EDGE In-District Workshop

Lori Grant (630) 629-3776, ext. 1232; lgrant@iasb.com

12 • The Illinois School Board Journal

Theresa Kelly Gegen is Editor of the Illinois School Board Journal.

Feature Story

K-12 Sports, Learning, and Inclusion

Designing for the Next Frontier Text and Sketches by Lori Day

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Esports, which had gained steady popularity prior to the pandemic, positively skyrocketed during lockdown. As K-12 schools welcome students back—or plan for their eventual return—architect Lori Day outlines design considerations that address the sport’s continual rise and programmatic needs while factoring in health and safety.

As the world, including the sporting world, was upended by the COVID-19 pandemic, one sector has proven thoroughly resilient:

esports, or competitive video gaming, where players can participate remotely and spectators can watch matches from home. According to Verizon CEO Hans Vestberg, gaming was up 75% during the beginning of the shutdown. In 2021, analysts project that esports will have 84 million viewers, which will exceed every other professional sports league except the NFL. Pre-pandemic, esports had become a staple in high schools and universities. The High School

Esports League has grown to include more than 3,000 schools and 80,000 students. Universities and colleges seeking to improve their esports programs offer scholarships to recruit top players from high school. Ashland University was the first school to offer scholarships in 2018 at $4,000 for competitive gaming. Today, Robert Morris University offers a $76,000 scholarship over four years.

Many universities are also building out official esports programs.

January/February 2021 • 13

Ohio State University launched a comprehensive gaming program with high-end facilities, academic degrees, and elective courses in the subject. And Full Sail University built “The Fortress,” a new $6 million esports arena that can accommodate 100 esports athletes and more than 500 live spectators simultaneously.

Esports’ rise pre-pandemic and now

One theory behind the rapid growth: Esports, and their facilities, are inherently inclusive.

Because one’s physical ability does not impact participation, there’s an opportunity for marginalized students with disabilities to be equal.

Everyone has the same chance to practice problem-solving, team

Concept and illustrations by Leila Khoury, Wuji Zhao, Yingjie Xie, Lori Day’s former students at the School of the Art Institute Chicago.

building, and leadership —skills that are crucial to post-secondary success. Practice facilities provide ADA-compliant, ergonomic, flexible gaming areas, where students with disabilities can game comfortably. Facilities also include viewing areas where students with disabilities can watch the

performance and interact with others without physical obstacles.

Prior to the pandemic, K-12 school districts accommodated esports with modest training rooms, as opposed to the professional level gaming spaces and hardware more typical of universities. Schools would often rehab

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For more information: Contact Ken Carter, (630) 629-3776, ext. 1210, kcarter@iasb.com

14 • The Illinois School Board Journal

existing areas to support gamer training, holding competitions in larger spaces such as theaters, gyms, or cafeterias. However, arenas weren’t unheard of for high schools pre-COVID. In December of 2019, Burlington Public School in Massachusetts announced the building of AREA 123, a new esports arena. And Lebanon High School in Pennsylvania held a ribbon-cutting ceremony for its new esports arena in March, right before the pandemic.

Just as esports in schools was booming, nearly all students in the United States have adapted to distance or hybrid learning over the past six months — and many will continue to learn remotely for the foreseeable future. But while K-12 sports’ seasons were widely canceled, esports teams continue to grow and compete—perhaps thriving more so in light of in-person sports being off the menu.

Now, school districts face questions surrounding how to support the growing interest in these programs when it’s safe for students to return full-time. Architects who have been at the forefront of designing esports arenas and practice spaces will now have to shift design concepts to accommodate both increased participation and public health guidelines.

Best Practices for Esports Spaces Now, and Beyond

As we re-imagine what esports will look like when students return to school, we have a unique challenge and opportunity: to design for the continued growth of gaming while adhering to strict safety and health standards.

Guided by our research, along with recommended safety configurations by esports leaders, we recommend the following approaches.

At a minimum, esports participants need a practice space outfitted with basic equipment that allows them to compete on a level playing field with participants from other schools. This includes powerful computers, wired internet connections, network infrastructure, gaming-specific peripherals (headset, mouse, keypad), upgraded graphics cards, large screen displays, ergonomic furniture, and a “shoutcasting” booth (a soundproof space for announcing game highlights).

K-12 esports spaces can start small and grow as their program increases. These spaces could resemble a lounge and be as small as a typical 900 square foot classroom with stations spaced at least 6 feet apart and separated by Plexiglas barriers to ensure social distancing. A custom-designed raised floor can hide power and data cabling and keep stations tidy.

January/February 2021 • 15

Esports “Ecosystems” with Flexible Learning Hubs

As Jim O’Hagan, founder of the popular podcast The Academy of Esports and Director of Visual & Digital Learning for Racine Unified School District, explains it: Esports can open college and career pathways, because it exposes students to a wide range of areas, from film production to computer programming to animation. O’Hagan was the first to develop the concept of a “Scholar Gamer” in the K-12 realm — that is, the gamer who also performs activities in the gaming ecosystem, from shoutcasting, coaching, managing social media, organizing tournaments, and doing data analysis.

Based on this concept, consider implementing an “ecosystem” surrounding the gaming lab or a network of interconnected spaces. These hybrid learning hubs could go beyond gaming to help support students’ mental health, physical well-being, nutrition, and related academic programs. This diagram illustrates how a flexible learning hub could support the scholar gamer to provide a richer learning experience.

Café for Health/Nutrition

Scott Schroeder, the Director of Visualization in Perkins & Will’s Denver studio and an esports expert, shared that professional gamers typically work with nutritionists and have strict wellness regimens.

For example, leading esports organization Team Liquid is building a state-of-the-art, 8,000-square-foot Concept and illustrations by Leila Khoury, Wuji Zhao, Yingjie training facility in Santa Monica, California, provid- Xie, Lori Day’s former students at the School of the Art Institute Chicago. ing athletes with their own full kitchen, a personal chef, and personalized meals.

While this is an extreme example, the reasoning countless hours inside and away from sunlight, which is sound: Cognition, focus, reaction times, reflexes, deprives them of vitamin D and which can increase and the ability to make fast decisions — all integral the likelihood of depression. “Players’ heart rates can to gaming performance — are linked to proper nutri- reach up to 180 bps during competitions, and they tion. To help optimize mental performance, a small produce the same amount of the stress hormone corkitchen space near the gaming b could be useful for tisol as a race car driver,” says Schroeder. providing nutritious foods to players.

Designing a Calming Room or meditative space near the gaming lab is recommended to help mental Calming/Meditation Room for Player Well-being health. This can be a small, safe space with soft seatMental health issues such as depression and anxiing and soothing lighting for personal reflection to ety can begin to manifest at a young age. Consistent prevent player stress and burnout. physical activity has been proven to improve mental health and overcome the associated symptoms Workout Space for Strength Training that may affect an individual’s ability to perform.

Exercise, physical activity, a wellness regimen, and Dedicated amateur and professional gamers spend strength training have countless benefits for esports 16 • The Illinois School Board Journal

gamers. Research links these to improved brain cognitive activity, increased blood flow, faster brain processing speed, improved memory, improved reaction times, and decreased anxiety and depression.

Additionally, many esports players battle carpel tunnel syndrome, and training can improve grip strength and dexterity. While strength training sounds outlandish for younger players, many predict it will be commonplace in 5 to 10 years.

If space allows, incorporate a small workout area with strength training equipment, hand weights, yoga mats, and cardio machines such as treadmills with plenty of fenestration, natural light, and views of nature.

COVID considerations

While the possibilities for building ideal esports environments are plentiful, the current moment dictates that we follow CDC guidelines to ensure student safety. Building on Perkins & Will’s K-12 Road Map for

Return, we recommend measures such as temperature checks at venue entrances and mandatory mask-wearing at all times. The room might be reconfigured to increase social distancing, as suggested above — and overall venue capacity should be reduced by one-third or more. Finally, a focus on high-touch surfaces is paramount. Stations and equipment should be cleaned between use, and where possible, students

Concept and illustrations by Leila Khoury, Wuji Zhao, Yingjie Xie, Lori Day’s former students at the School of the Art Institute Chicago.

should bring their own headset, mouse, and keypad.

The benefits of esports to students are clear: They are inclusive, increase opportunities for participation, promote physical and mental health, and open up collegiate scholarship pathways. We may not know exactly what the world will look like when students fully return to school, but we can be prepared to adapt to provide them with the facilities to help them flourish.  Sketches by Lori Day. Concept and illustrations by Leila Khoury, Wuji Zhao, Yingjie Xie, Lori Day’s former students at the School of the Art Institute Chicago. Lori Day, AIA, LEED AP is Senior Project Designer, Senior Associate with Perkins & Will. Projects are from a design course Day taught on Diversity & Inclusion at the School of the Art Institute in Chicago. This article was previously published on the website of Perkins & Will. Links to the original and resources associated with this article can be accessed at bit.ly/JF21Jres.

January/February 2021 • 17

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Feature Story

Discipline Equity Audits

Courageous Conversations and a Plan for the Future

By Trevor Chapman and Beth Hatt

H

How can schools address inequities in student discipline? Given the increase in racial tensions across our nation, it goes without question that schools are working diligently to find ways to identify and resolve inequities.

Not all schools break down their discipline data by student subgroups such as race, free and reduced lunch, or special education designation. However, once they do, many school personnel are surprised to see inequities within the data they did not know existed. Schools’ over-representation of student discipline for student subgroups is challenging to talk about because it elicits emotions from students, teachers, administration, and families. Nonetheless, it is one of the essential pieces of data for both central office administration and building leadership alike to examine and consider ways to move towards more equitable practices.

Specifically, Black students, LatinX students, Native American students, students receiving special education services, and students qualifying for free and reduced lunch receive discipline more often than other students.

Given that all educators share a common goal of ensuring that every student can succeed, schools need to pay attention to school

discipline inequities. By looking at and resolving over-representation in office referral and school suspension data, research demonstrates school districts will simultaneously improve academic achievement and increase graduation rates by keeping students in school and engaged.

What is the first step to address inequities in student discipline?

The best answer to this question is not straightforward. Instead, it is a winding road of data collection and interpretation, coupled with courageous conversations about the next steps. How might data be collected, and who should examine it? What issues may exist, and how do we address them? These are questions every district should be asking to uphold ideals of fairness and equal opportunity.

It is a hidden problem because it gets perpetuated largely through implicit bias and systemic issues — despite administrators’ and teachers’ best intentions. One of the authors of this piece, Trevor Chapman, a high school principal, facilitated a discipline equity audit process. We hope that, by sharing the process and lessons learned, it will encourage other school and district leaders to engage in courageous conversations necessary to reduce over-representation in discipline data.

Historical Context and Cycle of Discipline

Research literature suggests that student suspension is often used in schools to decrease inappropriate behavior as a form of discipline.

However, no research evidence exists to support suspending students as a useful tool for improving student behavior. Instead, research indicates that suspending students creates a climate of distrust between students and school staff and produces an environment in which students are less successful because they are not attending classes while suspended. Low achievement and discipline inequities are closely tied because when students are referred to the office regularly or suspended, they often lose instructional time and fall behind. Furthermore, data suggests students of color, students in special education, and students who receive free and reduced lunch are more likely to be over-represented in discipline data. The disparities among students regarding school discipline are apparent across multiple studies over many years, specifically since the early 1970s.

The U.S. Department of Education Office for Civil Rights collected data (Civil Rights Data Collection, CRDC) as part of a brief regarding school discipline across the United States. Most notably, the CRDC January/February 2021 • 19

(2014) showed that Black students and students with disabilities are disciplined at far higher rates than their peers, beginning in preschool. According to the CRDC (2014), Black students are suspended and expelled at a rate three times greater than white students. This same document showed that, on average, 5% of white students are suspended, compared to 16% of Black students, with Black girls having the highest rate of suspension. In districts with less racial diversity, the impact typically falls on low-income students and students with disabilities.

Consider the visual representation below, based on a student whom we will name Cheri, which depicts the cycle of school discipline. As educators, we can stop the process from continuing. Many students begin their days in classes. For some, there may be a behavioral infraction that occurs, resulting in that student being sent to the office. Once the student is in the office, an administrator implements a routine disciplinary measure and consequence. After completing the consequence, the student returns to class. He or she may reenter after serving detention, or perhaps after missing multiple days for a suspension. However, in the majority of cases, the student goes directly back to class.

Unfortunately, many students circle back to the office for a consequence once again within a short period.

“Even as educators increase the intensity of punishments and negative reinforcements used to intervene with these students, there may be little improvement in their behavior. The same students being sent to the principal’s office in second grade are likely to be found

20 • The Illinois School Board Journal

in the in-school suspension room in eighth grade, and they may have left school altogether by their senior year” — Megan Tschannen-Moran

Equity Audit

When district- and building-level leadership are considering a method to address potential inequities, an equity audit may be an excellent resource. Equity audits assist leaders in identifying any issues that may exist in discipline data collected over a period of time. Discipline Equity Audits provide an opportunity for school leaders to disaggregate data by demographics such as race, special education, free/reduced lunch status, language, and gender. Pamela Hoff and Beth Hatt from Illinois State University provide an easy-to-use method to organize district or school discipline data (see resources link).

Form a Team and Lay the Groundwork

Literature supports the use of a team approach when dissecting the data collected using an equity audit. Be advised that starting with a small group of stakeholders may be more manageable, especially if the educational leader is new in facilitating such a group. The author facilitated a group he called an Equity Leadership Team, which included: Principal, assistant principal, two teachers, a behavior interventionist (or other student support person), two parents, and a school resource officer. The facilitator purposefully created and cultivated a group of racially diverse stakeholders who have a vested interest in ensuring equitable discipline practices in our school or district. Being purposeful in selecting these individuals is critical as one works to cultivate this group into a decision-making body for a school or district. The group we formed proved to be very successful in being thoughtful, collaborative, and learned from each other.

“Equity Audits: A Practical Leadership Tool for Developing Equitable and Excellent Schools,” recommends the following steps as part of the decision-making process for completing an equity audit: 1. Create a committee of relevant stakeholders 2. Present the data to the committee and have everyone graph the data 3. Discuss the meaning of the data, possible use of experts, led by a facilitator 4. Discuss potential solutions, possible service of experts, led by a facilitator.

5. Implement solution(s) 6. Monitor and evaluate results 7. Celebrate if successful; if not successful, return to step 3 and repeat.

Once a team is selected, carefully consider a text that can provide the groundwork and common vocabulary needed for this equity team to flourish. It is essential to frame the group’s work through an equity lens, and understanding equity in your school context is a necessary framework to consider.

This group relied on the following two texts before beginning the data analysis process: Excellence Through Equity by Alan Blankstein and Pedro Noguera and Courageous Conversations about Race by Glenn Singleton and Curtis Linton. These texts provide the foundation needed for stakeholders to tackle potential equity issues in districts or schools.

A book study using such texts would be a recommended starting point for the group. In particular, group members should share their understanding and blind spots related to race, low income, special education, or gender as it pertains to the data. The use of these texts can assist in the beginning and in guiding these conversations.

The Real Work

In examining the data from the equity audit, consider providing small pieces of data to the participants to digest the information as they receive it. A leader in this work would want to allow time for adequate reflection and critical analysis of the data itself. Focus group discussion on questions such as these:

1. What is occurring in our building concerning this data?

2. What is the root cause of these issues?

3. What strategies have already been used by teachers to become more equitable in their teaching practices?

4. What strategies have already been used by administrators to become more equitable in their administrative and discipline practices?

5. What patterns do you notice in this data?

6. What resources do we already have at our disposal in our school community to address issues of equity?

7. Could an outside facilitator assist us in moving through this work? If so, how?

8. Is there an outside expert or research literature that we want to bring into this process to strategize solutions?

9. What plan does this committee have moving forward, and how should we communicate this plan?

Consider emerging themes that come organically from the conversations. These themes may become focal points for future professional development for staff. Be intentional about creating an environment to meet with stakeholders that foster organic discussions. Such an environment must provide for space where it is acceptable to disagree and to engage in discourse to examine root causes related to the equity audit results.

Recommendations

As a group of adult stakeholders begins the journey of utilizing an equity audit, consider including student voice(s). For example, involving a student representative from multiple student groups coming to a meeting and sharing lived experiences or facilitating a separate student group that looks at the equity audit results. Consider gathering student voices from students in the over-represented groups found in the data is especially important.

One may also consider reporting progress from your equity leadership team to different stakeholder groups in your school or district. Parents at a PTO meeting would likely appreciate the work you are doing. Staff would benefit from knowing about the equity work of their colleagues.

Students participating in student council may appreciate knowing that adults in their schools are working to create an equitable environment for all students.

Lastly, as a building level leader, consider sharing results with district-level administration and school boards. These are the decision-makers and policymakers who can use equity audit results in their leadership decisions.  Trevor Chapman, Ed.D., is a high school administrator in the McLean County Unit 5 School District in Normal. Beth Hatt, Ph.D., is a professor at Illinois State University in the Department of Educational Administration and Foundations in the College of Education. Resources associated with this article can be accessed at bit.ly/JF21Jres.

January/February 2021 • 21

Feature Story

Return, Respond, and Recover By members of the Illinois Chapter of the National School Public Relations Association

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Our colleagues from the Illinois Chapter of the National School Public Relations Association team up to share stories from the pandemic and thoughts on the future in this enhanced edition of the Journal’s regular Practical PR feature.

Return to the Classroom in St. Charles CUSD 303

When it became apparent in the spring that in-person learning would not take place for the remainder of the 2019-2020 school 22 • The Illinois School Board Journal

year, St. Charles CUSD 303 began to focus on what learning would and could look like in the fall.

The pandemic offered the opportunity to re-imagine what school and education may be, allowing us to further lean into our core values of personalized, authentic, responsive, and competency-based learning for all students. We were committed to providing all students with access to a rigorous curriculum no matter the modality they chose — fully remote, hybrid, or in-person.

The Reopen D303 Task Force Committees comprised of over 100 people representing staff, parents, students, and community members worked in teams to guide the district and school board to create meaningful learning experiences in safe and healthy environments for staff and students, support the social/emotional needs of students, and effectively communicate decisions to the community.

Beginning in August, the district brought students into the buildings using a tiered system starting

with students in grades K-2. The youngest learners needed additional time to become familiar with new technology, as well as the safety protocols and procedures before students in 3-5 grades joined them at school. Middle and high school students attended small group orientations, which provided them with the opportunity to walk their classes and see the safety procedures prior to classes resuming.

Early Childhood students also had two days of orientation aimed at getting them acclimated to their surroundings. While we believe that the safety protocols in our schools are working, we continue to follow guidelines put in place by the CDC, Illinois Department of Public Health, and the Kane County Health Department relative to in-person learning.

The most important thing about communicating in these times is to provide regular updates and inform your stakeholders. The district created a page on the website dedicated to our Reopen Plan and let people know that we would update information every Monday. When the district released the Reopen Schools Plan, we simultaneously posted a corresponding FAQ document that was updated based on questions we received from the public. We used social media to direct families to the web page that also included information from ISBE, the CDC, Kane County Health Department, and our mental health partners.

Superintendent Jason Pearson, Ed.D., wrote regular messages to families and sent video messages in the spring and again before the first day of school. In addition, we

utilized Let’s Talk, which provides students, staff, and parents a way to send messages specific to interest areas such as Remote Learning or Reopen Schools Plan. Over the summer and into the fall, the district responded to more than 2,000 messages on this platform.

Carol L. Smith is Director of Communications and Community Relations for St. Charles CUSD 303 and 2020-2021 President of INSPRA.

Return to the Classroom in Yorkville CUSD 115

For the past few years, Yorkville CUSD 115 has been working towards developing personalized pathways for students. This has included the adoption of a new mastery-based learning and grading system, district-wide one-to-one device initiative, and blended course offerings that combine traditional classroom instruction with independent online learning. Although these initiatives were still in their relative infancy last March, they were imperative to enabling the district to transition to full remote learning for the end of the 2019-20 school year.

In a mid-summer survey, parents were divided on how they wanted their children to attend school in the fall. What they did agree on was the desire to choose

Columns are submitted by members of the Illinois Chapter of the National School Public Relations Association

the attendance method that was best for their family.

Superintendent Timothy Shimp, Ed.D., took the community’s message to heart and established six committees (academics, communications, health and wellness, human relations, operations, and student and family support) consisting of more than 100 employees and parents. Over the summer months, the committees spent hundreds of hours to develop detailed plans so the district could offer all its K-12 students and educators a choice to attend school on-site, through e-learning, or in a hybrid of the two.

Survey results and feedback led to the revamping of communication processes, many of which will continue even after the pandemic.

Transparency and honest engagement with the community have been paramount and include: • Multiple parent, student, and employee surveys • Numerous community, employee, and Board of Education presentations • Additional employee training days on new procedures and protocols • Consistent and complete email signature lines for all staff members • Simplified communications à A dedicated day for sending principal and district e-newsletters à Reduction in the frequency of non-emergency communications (newsletters posted to the website for reference and to reduce redundancy of information) January/February 2021 • 23

à Streamlining of learning management and communication systems à New websites: We Are Yorkville (community resource site); 2020 Graduation (district subsite); and COVID-19/Transition Plan/2020-2021 School Year (district subsites) à Transition plan and work of all six committees à FAQ pages developed from questions submitted through a website portal à Student schedules and calendars • How-to technology videos • District communications and meeting/presentation videos • A 100-plus page Employee Playbook • Video conferencing for parent-teacher conferences • Livestreaming of public meetings • Health status updates at all district community/parent council meetings and Board of Education meetings • Mental health and community resources (on the district website and social media channels) • Template letters to notify families of classroom relocations and presumed/positive cases • An emphasis on gratitude and recognitions Most important has been communicating from the onset that in order to provide choice, the district would likely need to make adjustments throughout the year.

This combined acceptance of the possibility of change has given the district the flexibility to adapt to 24 • The Illinois School Board Journal

fluctuating circumstances/mandates without losing the community’s trust and support.

The community has been extremely appreciative of the district continuing to offer student choice. Consistent messaging has successfully communicated the necessity of offering on-site instruction for the mental health, education, and physical health of students. With the community’s ongoing support and transparent communication from the district, Yorkville CUSD 115 students are able to continue their academic growth safely during the COVID-19 pandemic.

Kristine Liptrot, APR is Director of Communications and Community Engagement for Yorkville CUSD 115 and INSPRA Past President.

Silver Linings in Crystal Lake CCSD 47

In life, we can choose to focus on the storms or the silver lining in the clouds. While COVID-19 has wreaked havoc on our lives in numerous ways for the majority of 2020, it is important to reflect on the impact of this pandemic and lessons learned along the way.

First and foremost, clear, consistent two-way communication is key during a crisis. Early on, Crystal Lake CCSD 47 set up a dedicated email address for parents and staff to ask questions and funneled these questions to the appropriate departments to assist in communication and planning efforts. We also committed to communicating regularly with families and staff; we sent weekly emails to families typically on Fridays and set up a weekly Q&A via Zoom for staff.

While we didn’t always have the answers, we shared what we knew at the time and when we expected to know more. We also shared parent communications with our administrative team and staff prior to sending these messages to families. This allowed our internal stakeholders (principals and teachers) to be “in-the-know” and adequately prepared to field questions.

Other communication tactics included setting up a dedicated COVID-19 web page and creating a staff and family health and safety reference guide. We received positive feedback about our communication efforts despite not always pleasing everyone with our decisions. This solidified the value of proactive communication as well as the importance of prioritizing internal communication with our key stakeholders.

Other “silver linings” District 47 experienced throughout this pandemic pertain to the impact of technology. Staff learning technology on-the-go created a teaching and learning environment of

Feature Story empathy and understanding in which students saw their teachers as learners. It also developed everyone’s ability to problem-solve on-the-fly, building resilience in both teachers and students. Lastly, remote learning engaged a subset of students with school anxiety/ refusal allowing them to succeed at rates we haven’t seen before.

While there are many things about 2020 that we wouldn’t want to repeat, some of these silver linings will forever change the way we view ourselves as educators and communicators and will alter our practices moving forward.

Kathy J. Hinz, Ed.D., is Superintendent of Crystal Lake CCSD 47. Denise Barr is Director of Communications and Public Engagement there and a member of the INSPRA Board.

Silver Linings in Maine THSD 207

COVID-19 is a crisis of epic proportions. It has killed more than 270,000 Americans and more than 1.5 million people worldwide. It has also taken an extreme mental, physical, and emotional toll on billions of people.

Mr. Rogers said this about crisis situations: “When I was a boy and I would see scary things in the news, my mother would say to me, ‘Look for the helpers. You will always find people who are helping.’”

In my opinion, that could not be more true in schools. From teachers to administrators to boards of education, the vast majority are trying to be helpers. One small example occurred in District 207.

When schools closed in March, we knew students with food

insecurities and other profound needs would require help. Just like many districts, we provided meals.

In addition, we decided to raise money to help families.

We put a communications plan together and utilized our website, social media, news releases, and other strategies to get the word out. We created an easy to remember link: bit/ly.207strong.

We partnered with our educational foundation and our teacher’s union. We created a video to show the impact of the donations.

We also researched famous/influential graduates and asked them to share the link and consider donating.

As of December, the district surpassed $100,000 raised and nearly

all of the funds raised have been distributed to families. The money is distributed in the form of $50 gift cards so families identified by counselors can purchase food and/or household items from local businesses.

Maine West High School Associate Principal Claudia Rueda-Alvarez summed up the project: “$50 is not a lot of money, however, the families are so grateful,” she said.

“That gratitude is a reminder that many of us are in very secure places but a lot of our families are not.”

Profound words from one of the many helpers in District 207 and in schools across the country.

Brett Clark, APR, is Director of Communications for Maine THSD 207 and a member of the INSPRA Board.

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For more information, please contact Sandra Kwasa, (630) 629-3776, ext. 1213 skwasa@iasb.com

January/February 2021 • 25

Remote Learning in Schaumburg CCSD 54

Schaumburg School District 54 lives by the motto: Connect-Engage-Support.

While some students returned to in-person instruction this fall, other families elected to have their children remain in remote learning. Some staff have been working from home for just as long.

Connecting and supporting began before the March closure.

District 54 communicated with families and staff as early as February, sharing steps we were taking to curtail the spread of COVID-19 and communicating the possibility of remote learning.

We also worked behind the scenes. We developed systems to

provide food and Wi-Fi hotspots to financially struggling families.

We created a VLearning website with video tutorials explaining how to use SeeSaw, Google, and other technology platforms.

Our foundation further supported families affected by the pandemic by launching a Crisis Fund to meet additional needs.

In each COVID-19 message, we talk about ensuring the well-being of students and staff.

The need to “connect, engage, and support” the social-emotional well-being of students and staff is as important as their academic success.

We developed a Parent Resources website with tips on behavior management, managing

anxiety, and other mental health resources. We rewrote the social-emotional learning curriculum to focus on the ideas of staying connected and engaged while remote.

Our employees were both part of these solutions and a focus of our work. District 54 hosted remote planning days, a virtual induction week, summer professional development (attended by more than 1,700 staff), and programs focused on staff self-care.

Our staff also helped us share the “Connect-Engage-Support” message through their interactions with students and families, written communications, and social media platforms (search #54StaysConnected or #54StepsUp on Twitter for examples).

We cannot predict what the future may bring, but we can remain committed to our motto and our message of connecting, engaging, and supporting our staff, students, and families.

Terri McHugh, APR, is Executive Director of Community Relations for Schaumburg CCSD 54 and a member of the Board for INSPRA.

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26 • The Illinois School Board Journal

Remote Learning in East Aurora School District 131

Since March 2020, our community has experienced a COVID-19 positivity rate consistently measuring two to three times the state average. East Aurora’s board of education made the decision to prioritize health, and our PK-12 district has implemented remote learning since the school year began.

One strategy that has paid dividends was to commit to implementing full remote for an entire

quarter. This allowed our families, teachers, and students to create a routine and depend on a set schedule, rather than jumping from hybrid to remote and back again Everyone benefited from consistency and a set routine.

Another strategy was communicating early enough to allow families time to make plans. Our goal was to provide families 30 days’ notice when announcing a schedule change. For example, on July 31 we announced our decision to go full remote for the first quarter of school, giving families 30 days to arrange child care.

We made no last-minute shifts or changes, which families very much appreciated. While the pandemic has brought many disruptions beyond our families’ control, providing a consistent plan for school has eased their burden.

Our district set up an email account specifically for return-toschool questions. When hundreds of emails were received, our district set up a large team of district

and building administrators who divided up questions and personally respond to every email.

Teams were set up to ensure critical student needs were met.

We provided over 400,000 meals to students at school sites and bus stops throughout the east side of Aurora. Through the commitment of our board of education, all students, from preschool to high school, were issued a device for remote learning. Through a partnership with T-Mobile, all students have an equal opportunity to learn at home, with district-issued mobile hotspot devices for families.

By far the most important aspect of our communication during the pandemic has been leading with empathy. Phone calls to families included “Hey, how is your family doing?” or “I bet your kindergartner is excited for school to begin” before getting to the business at hand. Our superintendent, Jennifer Norrell, modeled empathy while effectively using video to speak directly to stakeholders when making major announcements, expressing empathy for families, students, and teachers. Our community needed to feel that the district genuinely cares about them.

Tom Jackson, APR, is a Public Relations Officer with East Aurora School District 131 and a member of the INSPRA.

Focus on the Future in Community High School District 99

We don’t know when it will happen, but the COVID crisis will clear. We’re looking forward to the time when we livestream classes

and meetings in a pinch — not as a regular way of life.

The impact of the pandemic has been significant on everyone.

Many students feel isolated and are struggling or unmotivated. Teachers are stressed, straddling remote and in-person schedules. Families feel helpless, troubleshooting Wi-Fi issues, and how to support students. Administrators are frustrated with disjointed direction from the experts. It’s not all doom and gloom — there are silver linings — but the long-term consequences of COVID-19 are sure to be real. No one is immune.

At a time when we are all beyond fatigued and worried, we at District 99 are starting to plan for life post-COVID. A first step to creating any solid plan is research.

We issued a back-to-school survey in September and a follow-up survey in November. We will issue two more surveys in the spring. In the surveys, we question students, teachers, staff, and families on a variety of topics. We ask about communication and whether people are receiving what they need.

We ask about the pros and cons of remote learning and in-person learning.

Feedback is helping us adjust in the short-term. For example, we’ve learned that although our teachers are holding office hours, few students are taking advantage.

We’ll promote the office hours to families, who can encourage their students to attend if they’re stuck.

We’re also asking about emotional health and measuring levels of connectedness with others. The results will spark ideas for how to recover long after the crisis is over.

January/February 2021 • 27

Armed with feedback, we are better positioned to respond with programs to foster academic, social, and emotional recovery. By conducting research today, we will lead our district forward on a path for all to heal.

Jill Browning, APR, Director of Communications for Community High School District 99 in Downers Grove and an INSPRA Board Member.

Focus on the Future in Evergreen Park ESD 124

Effective and transparent communication during a “normal” school year is essential for getting your school district’s story out to the public.

Districts have formulated fairly detailed crisis communications plans. They were at the ready for communicating during an unexpected incident. Nothing could have prepared the district for an ongoing national tragedy and the level of planning necessary when the whole world turned upside down.

Instead of providing the stories of a district, communications directors were called on to communicate the district’s stories from the lens of a proactive response to challenging times. Districts were suddenly required to communicate the complex plans necessary to coordinate ongoing educational opportunities for the children within the community. During this time, the “rules” kept changing; sometimes within a 24-hour period. Throw in competing political viewpoints and the water really gets muddied. In fact, school districts were subject to a crisis within a crisis.

28 • The Illinois School Board Journal

Nine months in and school districts are continuously re-evaluating their response by consulting a myriad of public sources including the CDC, and state, county, and local health departments. Medical associations have weighed in and as a result, the communications director has become a daily researcher, reviewer, and verifier. Check, check, and cross-check has become the mantra of individuals communicating the district’s message.

What we now know is students thrive when they are in an educational environment which, balances educational rigor with social-emotional health. As districts continue to operate in a multi-faceted learning environment, effective ongoing planning and communication has become imperative.

If communicating during a pandemic has taught us one thing, it’s that there’s always more work to do.

The first rule of successful public relations is to be proactive, not reactive, but all bets were off when the COVID-19 pandemic hit in March. Sure, many districts had crisis communications plans in place, but we’d be kidding ourselves to say we were fully prepared for COVID-19.

Nevertheless, we reacted.

Districts across the state created Remote Learning webpages, COVID-19 Dashboards, FAQs, self-certification forms, and anything else we could think of to keep our families informed during the “unprecedented times” we kept mentioning.

It’s been nine months. Now is the time to determine if what

you’ve been doing is serving its purpose, and if so, how well is it working?

Here’s the formula: Research, Plan, Implement, Evaluate. It’s OK if you started from Step 3 in March, but this time, let’s do it right.

Should your self-certification forms be digital? Is your dashboard transparent? Do you need more tech tips on your Remote Learning page? Find a way to measure the effectiveness of what you’re doing, make the necessary tweaks, and develop a plan to roll out your changes strategically.

You may be back at the implementation stage, where you likely started, but this is Round 2, and this time you’re going to nail it!  Margaret W. Longo is Interim Superintendent at Evergreen Park ESD 124. Alex Mayster, APR, is Director of Communications there and President-Elect of INSPRA.

Practical PR is a collaboration between the Illinois Chapter of the National School Public Relations Association and the Illinois School Board Journal. Resources associated with this article can be accessed at bit.ly/JF21Jres.

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; rpcozzi@arconassoc.com BERG ENGINEERING CONSULTANTS, LTD. Consulting engineers.

Schaumburg (847) 352‑4500; www.berg‑eng.com 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 CANNONDESIGN Architecture, interiors, engineering, consulting. Chicago (312) 332‑9600; www.cannondesign.com; sbrodsky@cannondesign.com CORDOGAN CLARK & ASSOCIATES Architects and engineers.

Aurora (630) 896‑4678; www.cordoganclark.com; rmont@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. Consulting civil engineers and planners.

Grayslake (847) 223‑4804; Chicago (312) 463‑0551; Mokena (708) 614‑9720; www.eea‑ltd.com; geriksson@eea‑ltd.com

LEGAT ARCHITECTS, INC. Architectural and educational planners who specialize in creating effective student learning environments.

Gurnee (847) 622‑3535; Oak Brook (630) 990‑3535; Chicago (312) 258‑9595; www.legat.com

FARNSWORTH GROUP, INC. Architectural and engineering professional services. Normal, IL (309) 633‑8436

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

FGM ARCHITECTS, INC. Architects. Chicago (312) 942‑8461; Oak Brook (630) 574‑8300; O’Fallon (618) 624‑3364; St. Louis (314) 439‑1601; www.fgmarchitects.com GREENASSOCIATES, INC. Architecture/construction services.

Deerfield (847) 317‑0852; Pewaukee, Wisconsin (262) 746‑125 HEALY, BENDER & ASSOCIATES, INC. 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) 787‑1199; dpool@hurst‑rosche.com JMA ARCHITECTS Full service professional design firm specializing in K‑12 educational design, construction management, strategic/ master planning, health/life safety compliance, building commissioning, and interior space design. South Holland (708) 339‑3900; www.jmaarchitects.com; allison@jmaarchitects.com KLUBER ARCHITECTS + ENGINEERS Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia (630) 406‑1213 LARSON & DARBY GROUP Architecture, engineering, interior design, and technology.

Rockford (815) 484‑0739; St. Charles (630) 444‑2112; www.larsondarby.com; snelson@larsondarby.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 Architects. Chicago (312) 755‑0770 RICHARD L. JOHNSON ASSOCIATES, INC. Architecture, educational planning.

Rockford (815) 398‑1231; www.rljarch.com STR PARTNERS Architectural, interior design, planning, cost estimating, and building enclosure/roofing consulting. Chicago (312) 464‑1444 STUDIOGC ARCHITECTURE + INTERIORS StudioGC is passionate community‑minded partner, committed to creating imaginative and well‑designed facilities. StudioGC offers innovative planning, programming, architectural, interior design, and cost estimates.

Chicago (312) 253‑3400 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 WIGHT & COMPANY For over 77 years, Wight & Company has provided design and construction services for the built environment. As a pioneer of integrated Design & Delivery, we’ve worked with our clients to create exceptional, enduring buildings and spaces that enrich people’s lives and enhance the environment; Darien (630) 969‑7000; www.wightco.com; bpaulsen@wightco.com

January/February 2021 September/October 2020•291

Service Associates Directory WM. B. ITTNER, INC. Full service architectural firm serving the educational community since 1899.

Fairview Heights (618) 624‑2080 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 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 FREDERICK QUINN CORPORATION Construction management and general contracting. Addison (630) 628‑8500; www.fquinncorp.com HOLLAND CONSTRUCTION SERVICES, INC. Full service construction management and general contracting firm specializing in education facilities.

Swansea (618) 277‑8870 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.

Elmhurst (630) 641‑6852 NICHOLAS & ASSOCIATES, INC. Construction management, general contracting, design and build.

Mt. Prospect (847) 394‑6200 info@nicholasquality.com PEPPER CONSTRUCTION COMPANY Construction management and general contracting services.

Barrington (847) 381‑2760; www.pepperconstruction; jripsky@pepperconstruction.com

230•Illinois School BoardBoard Journal The Illinois School Journal

(continued)

POETTKER CONSTRUCTION COMPANY Specializing in construction management, design/build, construction consulting services, and energy solutions for education clients. Breese (618) 526‑7213; www.poettkerconstruction.com RUSSELL CONSTRUCTION COMPANY, INC. Russell provides successful, knowledgeable construction management and contracting services in the PreK‑12 market from concept to completion and continuing care for your facility needs.

Davenport, Iowa (563) 459‑4600 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; judd.presley@smwilson.com TRANE HVAC company specializing in design, build, and retrofit. Willowbrook (630) 734‑6033

Computer Software, Supplies, Services 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 DECISIONINSITE, LLC DecisionInsite provides the nation’s school district leaders with the technology, enrollment forecasts, and expertise they need to understand how enrollment impacts their district.

Irvine, California (877) 204‑1392 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

IASB Service Associates are busi‑ nesses which offer school‑related products and services and which have earned favorable reputations for quality and integrity. Only after care‑ ful screening is a business firm invited to become a Service Associate.

To learn more about IASB Ser‑ vice Associates membership, visit www.iasb.com or contact Britni Beck at bbeck@iasb.com ROOM READY Highly qualified audiovisual specialists who specialize in removing the complexity and ensuring that your audiovisual installations just work, both today and in the future. Normal (309) 261‑3794

Environmental Services ALPHA CONTROLS & SERVICES, LLC We deliver energy cost justified solutions that make the learning environment comfortable, secure, and efficient. Rockford, Springfield, Champaign (815) 227‑4000; www.alpaacs.com; jasonv@alphaacs.com CTS GROUP 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; www.ctsgroup.com; rbennett@ctsgroup.com ENERGY SYSTEMS GROUP A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca (630) 773‑7201; smcivor@energysystemsgroup.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

EHLERS AND ASSOCIATES School bond issues; referendum help; financial and enrollment studies Roseville, MN (312) 638‑5250

ILLINOIS ENERGY CONSORTIUM Sells electricity and natural gas to school districts, colleges, and universities.

DeKalb (815) 753‑9083; www.ILLec.org; hwallace@iasbo.org

FIRST MIDSTATE, INC. Bond issue consultants.

Bloomington (309) 829‑3311; paul@firstmidstate.com

ENGIE SERVICES U.S. Turnkey partnership programs that enable K12 school districts in Illinois to modernize their facilities; increase safety, security and efficiency; reduce operations costs; and maximize the lifespan of critical assets. Chicago (312) 498‑7792; sharon@opterraenergy.com RADON DETECTION SPECIALISTS Radon measurements in elementary, middle, and high schools, as well as all DCFS licensed spaces. We service the entire state of Illinois.

Westmont (630) 325‑4443 or (800) 244‑4242; www.radondetection.net; KirstenS@radondetection.net

Financial Services BERNARDI SECURITIES, INC. Municipal bond specialty firm; offers a full range of school bond underwriting services, including capital needs financing and debt refinancing.

O’Fallon (618) 206‑4180; Peru (815) 587‑8972; Chicago (312) 281‑2014; jvezzetti@bernardisecurities.com BMO HARRIS BANK BMO Harris Bank’s experienced specialists can help you build a sound strategy to help close budget gaps, manage day‑to‑day cash flow and maximize your resources.

Chicago (312) 461‑7895

GORENZ AND ASSOCIATES, LTD. Auditing and financial consulting.

Peoria (309) 685‑7621; www.gorenzcpa.com; tcustis@gorenzcpa.com 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

Human Resource Consulting BUSHUE HUMAN RESOURCES, INC. Human resource, safety and risk management, and insurance consulting.

Effingham (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

Office Equipment FRANK COONEY COMPANY, INC. Furniture for educational environments.

Wood Dale (630) 694‑8800

Superintendent Searches ECRA GROUP Superintendent searches, board and superintendent workshops.

Schaumburg (847) 318‑0072

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

ADVANCING PUBLIC EDUCATION IASB Service Associates provide quality products and services for schools. Membership is by invitation only. A list of Service Associate firms is on the IASB website and in this Journal.

September/October 3 January/February 2020 2021  • 31

Milestones Continued from page 34

Melvin Grossman, 91, died November 18, 2020. He served on the Ohio CCSD 17 Board of Education.

Arthur Grube, 99, died October 24, 2020. He had served on the El Paso school board in Woodford County.

Arthur Gugerty, 88, died October 1, 2020. He was a past member and president of the Ohio CCSD 17 school board.

Robert O. Gustafson, 88, died October 23, 2020. He had served on the school board for Malden CCSD 84.

Howard R. Holcman, 92, died November 27, 2020. He had served on the Deer Park CCSD 82 Board of Education.

Delas Wayne Johnson, 93, died October 15, 2020. He was a past member of the school board for New Holland-Middletown ESD 88.

Lyle Winthrop Johnson, 84, died November 11, 2020. He was a past member of the Woodstock CUSD 200 school board.

William E. Klein, 92, died October 16, 2020. He had served on the Flora CUSD 35 Board of Education.

James A. Kohlstedt, 71, died October 10, 2020. He was a 20-year and third-generation member of the Lyons THSD 204 school board.

In Memoriam Robert D. Reich of Bourbonnais, a former president of the Illinois Association of School Boards, died December 13, 2020, at the age of 90.

A former retail sales manager and business consultant, Reich served as IASB president in 1992 and 1993.

Among the highlights of his term as president, was Reich’s push for a comprehensive needs assessment survey of the Association’s membership. In addition to a written survey of members, this effort included strategic planning sessions, and gathering ideas through focus groups, beginning at the Joint Annual Conference in 1992.

In addition to serving on his local school board for 26 years, including 12 years as president at the Bourbonnais Elementary District 53 Board of Education, Reich was a director of the Three Rivers Division for nine years (1983 to 1992). He served on the IASB Executive Committee from 1990 through his terms as president and past president, including two years as vice president and resolutions committee chair.

Reich was active in many NSBA roles, including service on the Policies and Resolutions

32 • The Illinois School Board Journal

Committee, the President’s Task Force on Public School Governance, the Task Force on Regional Elections of NSBA Directors, the Nominating Committee, the National Board for Professional Teaching Standards, and the NSBA Summer Trainers Academy.

In his address to an NSBA Task Force on Public School Governance in March of 1993, Reich said, “Making board service more rewarding also means boards must move away from their preoccupation with the routine, day-to-day operation of schools and focus their attention on the crucial governance issues of goal setting, assessment of results, and advocacy for children” Reich offered this advice to board members in IASB’s 2013 Centennial publication: “Serve the office for the right reason. Board members should reach decisions that result in the best learning environment for students.”

Born September 28, 1930, in Decatur, Bob married Mary in 1953; they moved to Bourbonnais in 1958, and had three children. His wife Mary survives, along with daughter Pam (Ted), grandchildren Drew (Cristina) and Briana (Samuel); son Rob (Caroline); and daughter Beth (Andrea), grandchildren Peyton, Bennett, and Emerson. 

Clifford Kuhn Jr., 72, died October 17, 2020. He was a past member of the Okawville school board in Washington County.

Mike Leckey, 70, died September 21, 2020. He was a past member of the school board for Kewanee CUSD 229 and was an IASB Leadership Fellow and Master Board Member.

John D. Line, 89, died October 28, 2020. He was a member of the Alexis school board in Mercer and Warren Counties.

William Maier, 85, died November 29, 2020. He was a past member of the Steger SD 194 Board of Education.

Vernon Dean Maier, 85, died November 24, 2020. He had served on the school board for the Forrest-Strawn-Wing district in Livingston County.

William Marvin, 71, died October 1, 2020. He was a past member of the Tri-City CUSD 1 school board.

Stephen Masters, 79, died October 11, 2020. He was a past member of the Joliet PSD 86 school board.

George Steele McClellan, 89, died October 2, 2020. He was an eight-year member of the Dunlap CUSD 323 school board.

William Mitchell, 77, died October 23, 2020. He had served as a member of the school board for Milton Pope Grade School.

Frederick “Fritz” Mulhausen, 91, died November 3, 2020. He was a past member of the school board for CHSD 230 in Orland Park.

Edith Noll, 87, died October 30, 2020. She served on the school board for Cherry SD 92.

Wayne E. Perry, 87, died November 28, 2020. He served on the Woodland CUSD 5 Board of Education.

Gary Lyle Pruden, 79, died November 28, 2020. He was a member of the school board serving Brown Co CUSD 1.

Charles “Chic” Renner, 75, died October 28, 2020. He served on the Pekin HSD 303 school board and “was acknowledged by the National Organization for Women for being instrumental in the board’s decision to provide care for the infants of teens so that young mothers could finish school.”

Phillip Robbins, 79, died November 3, 2020. He served on the school board for Alton CUSD 11 and was a past president of the Illinois Retired Teachers Association.

John B. “Jack” Roe, 78, died November 27, 2020. He was a past member of the Rochelle CCSD 231 school board. He was Ogle County State’s Attorney, served two terms in the Illinois Senate, and was a Circuit Judge.

Allen Ray Schrock, 79, died November 26, 2020. He was a past member of the Eureka CUSD 140 school board.

Dave Seiffert, 58, died November 28, 3030. He was a former Palatine Township HSD 211 board member.

Sherman Shaw, 85, died November 5, 2020. He was a past member of the board of education for LaMoille CUSD 303.

Robert E. Sherwood, 84, died October 22, 2020. He was a past member of the Cornell High School board in Livingston County.

James Thomas “Jim” Stribling, 91, died November 7, 2020. He was a member of the Ashland Board of Education in Cass County.

Kenneth “Swede” Swenson, 68, died October 1, 2020. He was a past member of the Mt. Olive CUSD 5 and coached football, basketball, track, and softball.

James Thomas, 70, died November 3, 2020. He was a past member of the school board for Durand CUSD 322 and served as mayor of Durand.

Jerome B. Toigo, 78, died October 11, 2020. He was a past member of the Fairview SD 72 school board.

Carl Otis Towns, 83, died November 10, 2020. He was a past member of the Rockford SD 205 Board of Education.

Henry Curtis Travis, 93, died November 22, 2020. He was a member of the board of education for Fairmont SD 89 for 37 years including 22 as president.

John E. “Jack” Verbout, 97, died. October 25, 2020. He was a past member of the Neponset High School board in Bureau County.

Vernon Charles Virgin, 89, died November 23, 2020. He had served on the Lebanon Grade School District board in St. Claire County.

Kenneth Waggoner, 75, died October 5, 2020. He was a past board member for Whiteside SD 115 in Belleville.  The Illinois School Board Journal welcomes contributions for this Milestones section. Please submit memorial and achievement information to communications@iasb.com.

January/February 2021 • 33

Milestones

Achievements Paul Wedemann, school board president at Fenton CHSD 100, was named the recipient of the Thomas Lay Burroughs Award for Outstanding School Board President. The Illinois State Board of Education presented the award at its November 19 virtual meeting.

T he criteria for this award include personal leadership in improving student learning, closing achievement gaps, and supporting educational excellence; expanding educational opportunities for underserved students, and resolving a crisis or major difficulty with the

result of more equitable outcomes for students.

“Paul Wedemann shares ISBE’s mission to ensure a ll students receive an equitable education,” said State Superintendent of Education Dr. Carmen I. Ayala. “His peers describe him as a champion for every student of every background. … Local school boards play a critically important role in district leadership, and Mr. Wedemann exemplifies forward-thinking and equity-centered public service.”

Wedemann was elected to the board of education in 2015 and has served as board vice-president and president.

He is described as a champion for every student of every background

who leads equity-centered decisions and conversations. In his work as board president, Wedemann has led the achievement of the district in a number of ways. The district changed the culture of Advanced Placement and made improvements toward closing the digital divide.

Expanding access to AP earned the district the College Board’s International 2019 AP District of the Year Award.

The award was created in 1991 in memory of the late ISBE chairman, Thomas Lay Burroughs, who served as school board president at Collinsville CUSD 10. The award recognizes extraordinary local leadership on behalf of education at the local level.

Ralph Corrigan, 83, died October 9, 2020. He was a past member of the board for CUSD 4 in Mendon.

Samuel F. Danner, 76, died November 30, 2020. He served on the board of education for Northwest Unit 175 school district in McDonough County.

Bernadine Denaple, 89, died November 15, 2020. She had served on the Ransom Grade School Board of Education in LaSalle County.

Kenneth Diepholz, 81, died October 7, 2020. He was a past member of the Mattoon CUSD 2 school board.

Thomas Donohue, 82, died October 30, 2020. He lived his entire life in Waukegan and served

on the Waukegan CUSD 60 Board of Education for 12 years, including a term as president.

Rudolph “Rudy” Gandolfi, 93, died November 9, 2020. He was a past member of the Oglesby ESD 125 school board.

Todd Garner, 57, died October 30, 2020. At the time of his passing, he was the school board president for Mr. Zion CUSD 3.

Orville Gleckler, 81, died October 26, 2020. He served on the Griggsville school board in Pike County for 12 years.

Edwin Goldstein, 90, died November 11, 2020. He was a past member of the Skokie SD 69 school board.

In Memoriam Roger Artman, 71, died November 28, 2020. He was a past member of the school board for Eastland CUSD 308.

Frederick Earl Balanga, 91, died November 21, 2020. He had served on the Farmington Central CUSD 265 Board of Education.

Maria Cerda, 86, died November 8, 2020. She was the first Latina on the Chicago Public School Board of Education and a fixture in the Chicago education and political communities. She was a consultant on Spanish-language issues for public television’s “Sesame Street” and “The Electric Company” as a member of a national bilingual advisory council for the Children’s Television Workshop.

34 • The Illinois School Board Journal

Continued on page 32

Insights “The racial and ethnic makeup of school boards rarely matches that of the students in the schools they are responsible for. ... Some studies suggest, in fact, that having just one minority member on a board increases a school district’s financial investment in high-minority schools, and even some measures of student achievement and student climate. But at a time when the student population is growing more diverse, most school boards across the country don’t meet even that low bar, according to a new survey by the EdWeek Research Center. And most school board members, when asked in the survey, said that the lack of minority representatives on their own boards was no more than a minor problem.”

“Why School Board Diversity Matters,” Christina A. Samuels, Education Week, November 17, 2020.

“Decisions about implementing school-based strategies (e.g., pivot to remote learning, event or extracurricular cancellations, other social distancing measures) should be made locally, in collaboration with local health officials, who can help determine the level of transmission in the community, and in conformity with ISBE/IDPH Joint Guidance. … school resources, social determinants impacting the school population, and feasibility in achieving optimal educational goals must be considered when implementing the best strategy to reduce disease transmission and keep community members healthy. Implemented strategies should aim to balance educational needs and the reduction of COVID-19 transmission.

“Adaptive Pause and Metrics: Interim School Guidance for Local Health Departments,” Illinois Department of Public Health.

“... [F]rustrated parents ... are demanding that schools reopen and contending that the virus itself is far less dangerous to their kids than the devastating impact of shuttered schools. While some parents have gone out of their way to show support and appreciation ... school board members are also getting pressure from teachers unions who feel in-person instruction places their members’ and members’ families’ health at risk. ... decisions related to school reopenings and closings are in the hands of local elected officials, alongside more mundane matters, including passing budgets, signing transportation contracts and purchasing laptops.”

“Bullied, badgered, publicly scorned: Suburban school boards feel the heat — and the hate — as they weigh COVID-19 school closings,” Karen Ann Cullotta, Chicago Tribune, November 15, 2020.

Stay connected to Subscribe to IASB’s Online Update Read the digital edition of the Journal Keep up with Leading News Be sure to check that your correct email address is included with your IASB member account. Add send.iasb.com and www.mmsend57.com to your list of safe senders.

Twitter: @ILschoolboards Facebook: Illinois Association of School Boards

www.iasb.com January/February 2021 • 35

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