Illinois School Board Journal March/April 2023

March/April 2023

Vol. 91 No. 2 July/August 2019 87 No. 3

SSchool board members discover quickly that the role is local. Although there are “best practices,” there is no one way to govern a school district. Whether it’s stated or intuitive, the work of a school board member, no matter the topic, is to take best practices, remember the Foundational Principles, understand the laws that apply, maintain purpose, and make the best decisions for the community.

How you and your board go about making those decisions can vary, especially when it comes to school facilities. The decisions may be different, and be arrived at differently, from the city to the suburbs to rural schools. It can also be different from one district to its neighbor, depending on size, type, economy, expectations, culture, and leadership styles. The ability to cultivate these priorities breathes life into the work of the board of education.

As Illinois schools emerge, hopefully and finally, from the emergencies and dramatic challenges of the coronavirus pandemic, many are considering applying lessons learned. Nowhere are lessons more prevalent than in facility needs assessment, planning, and development, with an intent to improve quality of space in cost-effective ways. With this issue, the Illinois School Board Journal looks at best practice, post-pandemic, locally decided, community-focused, school facilities. It is, we hope, a breath of fresh air, from which can sprout ideas for your local districts.

Letting the outside in is a feature of many designs for green school facilities. Taking lessons outside is another. A third, and obviously vital factor from

a board perspective, is financing it all. Teaming up with IASB Service Associates including FGM Architects, Stifel Financial, and Wight & Company, the Journal covers these and more in relation to “Going Green” with school facilities.

IASB Service Associates are businesses that offer school-related products and services and which have earned favorable reputations for quality and integrity. They represent a wide range of expertise, offering a wealth of knowledge to the Association and its member school boards and serving as a valuable resource for information and advice helpful to local school districts. We thank those who responded to our invitation for their contributions to this issue of the Journal , and we’d love to hear from more in the future.

New board members are on their way, likely to your board of education. In addition to the multitude of resources available on the IASB website, the next issue of the Journal will focus on best practices for new board members.

Going (and growing) forward, if you have a different “best practice” that’s working for you, in the facilities green space, for new board members, or otherwise, please send it along. The Journal is interested in exploring fresh viewpoints on both evergreen and emerging topics; I hope you will share your thoughts and look forward to hearing from you. 

Theresa Kelly Gegen is the editor of the Illinois School Board Journal and a Director of Editorial Services for IASB. Comments and contributions are welcome at tgegen@iasb.com

COVER STORIES

8 Incorporating ESG: Illinois School Capital Planning and Bond Issues

By Steve Mahr

Apply best practices for Environmental, Social, and Governance to Illinois school district capital planning and bond issues, and incorporate ESG into a capital improvement plan.

14 Sustainable Design Transforms the Student Experience

By Sue Lara, John Mlade, Bradley Paulsen, Paul O’Connor, Craig Siepka, Shawn Sternberg, and Megan Zack HSD 125 deployed a building addition project to redefine educational experiences by integrating design and engineering of spaces and systems as components of a student-focused curriculum.

18 Tapping Into the Power of Outdoor Learning

By Lynne R. Sorkin

Planned outdoor learning spaces support curriculum goals, increase students’ outdoor time, and extend community use beyond normal school hours.

23 Prairie Trails School: A Model of Sustainability

By Lyndl Schuster and

Ron Richardson

Discover a school that is a model of sustainable design, providing a healthy indoor/outdoor learning environment for children as well as meaningful lessons for the whole community.

Kara Kienzler, Associate Executive Director

Theresa Kelly Gegen, Editor

Bridget Kusturin, Advertising Manager

Jennifer Nelson, Copy Editor

Katie Grant, Design and Production

Jeff Armbruster, Typesetting

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

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

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

Publication Policy

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

Copyright © 2023 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.

Cover art: © Aluna1, iStock/Getty Images Plus. Photos courtesy of FGM Architects and Wight & Co.

Performing at Your Best

By Reatha Owen

PPracticing good governance is fundamental to the success of a school district. How can boards improve their governance?

An effective board must first determine its level of performance as a governance team. According

stage of team development, most people “play nice” because they want to be accepted. This is where people get to know each other and learn about the work of the board. Forming raises the questions: What is the board working

This stage can be frustrating for many because the focus is on gathering information instead of taking action. It takes time and patience to learn the ropes.

Stage 2: Storming

to the classic work of the late Bruce Tuckman, a pioneer in the study of educational psychology and group dynamics, teams generally progress through four stages of team development: Forming, Storming, Norming, and Performing. Every time — when new members are elected or appointed, or when a new superintendent has been hired — new team members come together to govern, the conversation about team development needs to take place.

Let’s take a look at what Forming, Storming, Norming, and Performing are and how a team can get to the performance level as quickly as possible.

Stage 1: Forming

You only get one chance to make a first impression. At this

towards, and why? For the forming stage, keep in mind:

• New board member orientation is key at this stage. What is the role of the board, the board’s relationship with the superintendent, district priorities, etc.

• Define the board’s purpose, processes, and goals that assist with understanding board responsibilities and ground rules. Remember Foundational Principle 1: The Board Clarifies the District Purpose.

• Learning how the education system functions takes time and is more complicated than one would think. Take time with new members to build their knowledge and ask questions.

The storming stage connects with Foundational Principle 6: The Board Takes Responsibility for Itself. All of the stages relate to how the board chooses to do its work, but this is particularly evident in storming. As members begin to get comfortable and the apprehensions from the forming stage have diminished, they will question current practices of the board and voice opinions that may bring conflict to the surface. These clashes occur due to different personalities and work styles that may lead to resentments and/ or irritations that can negatively affect the team’s performance. Considerations for the storming phase include:

• Anticipate conflict. The team must have a process to resolve these challenges and misunderstandings in order to move forward.

• Build trust within the team. The Trust Edge by David Horsager is a great resource on building trust.

Every time … new team members come together to govern, the conversation about team development needs to take place.

• Rely on board policies and established board norms/protocols with a commitment to enforce them.

• Create an environment that encourages open dialogue that is professional and resolves conflict with a non-judgmental approach.

Storming, too, can be a challenging time. Some teams get stuck in this stage. This is a time for experienced board members to model good teamwork and behaviors.

Stage 3: Norming

Norming is where the team dynamics and a sense of shared purpose develop. Team members settle into their governing role and are willing to collaborate and focus on the greater good and what is needed to promote the success of every student in the district. With sincere collaboration, the individual moves to the team, and everyone moves from “I” and “me” to “we” and “us.” In the norming stage, consider the following:

• Continue to build trust within the team. As trust increases, team effectiveness follows.

• Keep district goals and mission as the primary focus and monitor progress on a regular basis. This is Foundational Principle 5: The Board Monitors Performance.

• Ensure all members are engaged in board work and contribute to team effectiveness.

• Adhere to board protocols/ norms and board policies. They are there to guide the work of the board.

IASB Administration and Sta

As of February 15, 2023

OFFICE OF THE EXECUTIVE DIRECTOR

omas Bertrand, Executive Director

Tulsi Srinivasan, HR Director

Chris Montrey, Admin. Assistant

ADMINISTRATIVE SERVICES

Jennifer Feld, Chief Financial O cer/Associate Executive Director

Karen Faith, Assistant Business Manager

Camille Gillette, Specialist III

Ruth Ann Ferris, Receptionist

Sally Kimmel, Receptionist

OFFICE OF GENERAL COUNSEL

Kimberly Small, General Counsel/Associate Executive Director

Maryam Brotine, Assistant General Counsel

Debra Jacobson, Assistant General Counsel

Ummehani Faizullabhoy, Assistant Director

Michael Ifkovits, Legal Assistant

POLICY SERVICES

Angie Powell, Senior Director

Nicholas Baumann, Director

Boyd Fergurson, Director

Tammie Ng, Director

Breanna Rabacchi, Assistant Manager

Emily Tavernor, Assistant Manager

John Fines, Admin. Assistant

Tasha Levy, Admin. Assistant

Jennifer Robinson, Specialist

EXECUTIVE SEARCHES

omas Leahy, Director

Tim Buss, Consultant

Jim Helton, Consultant

Dave Love, Consultant

Alan Molby, Consultant

Patricia Sullivan-Viniard, Consultant

Victor Zimmerman, Consultant

Mary Torgler, Admin. Assistant

INFORMATION TECHNOLOGY

Chris Lawton, Director

Patrick Shea, Assistant Manager

GOVERNMENTAL RELATIONS

W. Bryan Soady, Associate Executive Director

Mary Ellen Buch, Director

Barbara Hobrock, Director

Zach Messersmith, Director

MEETINGS MANAGEMENT

Carla S. Bolt, Director

Natalie Duke, Assistant Manager

BOARD DEVELOPMENT

Dean Langdon, Associate Executive Director

Sandra Kwasa, Director

Kathryn Bulava, Assistant Director

Rhonda Cass Mackiney, Assistant Director

Haylie Noltensmeier, Admin. Assistant

Linda Zulaski, Admin. Assistant

FIELD AND EQUITY SERVICES

Nakia Hall, Associate Executive Director

Reatha Owen, Senior Director

Patrick Allen, Director

Arlana Bedard, Director

Lori Grant, Director

Perry Hill IV, Director

Laura Martinez, Director

Natalie Williams-McMahon, Director

Yolanda Chavez, Admin. Assistant

Nancy Johnson, Admin. Assistant

Chelsea Reimann, Admin. Assistant

Cindy Rispens, Admin. Assistant

Shantel Rotherham, Admin. Assistant

Miranda Smith, Admin. Assistant

Gretchen Watson, Admin. Assistant

COMMUNICATIONS

Kara Kienzler, Associate Executive Director

eresa Kelly Gegen, Director

Heath Hendren, Director

Jennifer Nelson, Director

Isaac Warren, Assistant Director

Bridget Kusturin, Admin. Assistant

PRODUCTION SERVICES

Katie Grant, Director

Toby Chiles, Lead Print Shop Operator

Je Armbruster, Print Shop

Operator/Graphics

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

Keep in mind that at any time, the team may go back to the storming stage when faced with a challenge, be it from staff, students, the community, or otherwise. Remain open to new ideas and ensure conflicts are addressed and handled in a professional manner.

Stage 4: Performing

The team is stable and considered high-performing when it meets the performing stage. Members are fully committed to the board’s purpose and are competently accomplishing established goals. A process for resolving conflict has been established and implemented when necessary. For the performing stage, keep in mind:

• Continue to encourage collaboration in maintaining a visioning role.

• Encourage creative conflict that can lead to new ideas.

• Take time to celebrate achievements.

• Share your success story with the community.

• Seek professional development opportunities for the team to reflect on effective governance and identify steps for improvement.

In order for the governing team to effectively implement IASB’s Foundational Principles of Effective Governance, functioning at the fourth phase of development, performing, is a must.

As you anticipate changes to your board team, need to move a team out of storming, or even if you are comfortably performing, take time to assess what stage your governance team is at, and what it needs to practice to move to the next stage or improve at its current stage. If you are struggling between the storming and norming stages, consider reaching out to your IASB Field Services Director to set up a board conversation that can be held in closed session — to facilitate group discussion on where the team is and create steps that will lead to consistent performing. 

Reatha Owen is Senior Field Services Director for the Illinois Association of School Boards, serving the Association’s Blackhawk, Central Illinois Valley, Corn Belt, and Western divisions. Resources associated with this column can be accessed via iasb.com/journal.

IASB Board of Directors

As of February 15, 2023

PRESIDENT

Simon Kampwerth Jr.

VICE PRESIDENT

Mark Harms

IMMEDIATE PAST PRESIDENT

omas Neeley

TREASURER

Tim Custis

ABE LINCOLN

Christopher Gordon

BLACKHAWK

Vacant

CENTRAL ILLINOIS

VALLEY

Tim Custis

CORN BELT

Nick Sartoris

DUPAGE

omas Ruggio

EGYPTIAN

Lisa Irvin

ILLINI

Michelle Skinlo

KASKASKIA

Linda Eades

KISHWAUKEE

Robert Geddeis

LAKE

Marc Tepper

NORTH COOK

Alva Kreutzer

NORTHWEST

Chris Buikema

SHAWNEE

Sheila Nelson

SOUTH COOK

Joyce Dickerson

SOUTHWESTERN

Mark Christ

STARVED ROCK

Jim McCabe

THREE RIVERS

Liz Campbell

TWO RIVERS

Tracie Sayre

WABASH VALLEY

Mandy Rieman

WEST COOK

Janice Roeder

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.

Incorporating ESG: Illinois School Capital Planning and Bond Issues

By Steve Mahr

KK-12 schools represent the nation’s second-largest sector of public infrastructure spending, and energy is the second-largest expense for schools, after salaries and benefits, according to the American Society of Civil Engineers and U.S. Department of Energy. Infrastructure and energy are recurring and consequential topics for Illinois school districts, and the application of “ESG” — Environmental, Social, and Governance — principles and strategies in your capital planning and bond

issuance processes may help prioritize important facility and infrastructure improvement decisions as well as save financial resources.

The concept of ESG was first introduced in the mid-2000s. Its initial focus was on establishing goals for nations and multinational companies on topics such as environmental stewardship, affordable housing, and organizational structure. Throughout the past 20 years, the concept and its applications have changed as

challenges related to the environment, society, and workplace changed. Today, these topics are top of mind for many local governments, including Illinois school districts, as funding related to energy efficiency becomes more common. This article focuses on best practices for the application of ESG to Illinois school district capital planning and bond issues. In particular, this article focuses on five areas of importance.

First, we discuss recent state and federal legislation as well as legal borrowing authority for Illinois school districts related to energy infrastructure. Second, we outline ideas for how to incorporate ESG into your capital improvement plan. Third, we talk about ESG and its relationship to credit ratings for schools. Fourth, we examine the importance of ESG disclosure language in your Official Statement, which is the document about your district that investors read to make an informed investment decision when purchasing municipal

infrastructure has been significant in recent years. In 2021, Governor JB Pritzker signed legislation that increased financial support for wind and solar generation projects and investment in electric vehicle infrastructure. The law also included material changes to the Adjustable Block/Illinois Shines Program, which provides solar incentives to schools, and created the Public Schools Carbon-Free Assessment Program. In Washington, D.C., the Infrastructure Investment and Jobs Act as well as the Inflation Reduction Act (IRA) became law in 2021 and

incentivize investment, the magnitude of infrastructure needs and the high price of energy typically results in school districts incurring the lion’s share of upgrade costs.

Importantly, school districts have been at the forefront of energy efficiency, thanks in part to authority granted in the Illinois School Code and Illinois Local Government Debt Reform Act. The School Code authorizes school boards to borrow money for energy conservation projects in certain circumstances. The School Code also authorizes the use of guaranteed energy savings

No matter what your sustainability goals are, we’ll partner with you and explore ways to reach them.

certificates,” both of which are good tools for repaying debt from energy savings. The School Code and Debt Reform Act options are important to keep in mind, as well as grants and other incentives, whether your district is thinking of a standalone energy efficiency project or a master facilities plan.

The Government Finance Officers Association (GFOA) has been ahead of the game on developing best practices related to ESG for government finance personnel. GFOA approved a best practice in 2010 on “Environmentally Responsible Practices in Capital Planning.” The best practice identifies four key components — policy, financing, analysis, and communication. The policy component recommends principles such as good stewardship and environmental safety be incorporated at the initial stages of a capital improvement plan. A tangible strategy is the use of an environmental factor when scoring capital needs. The financing component makes the point that there are a multitude of financial tools for environmentally responsible projects and that those tools can be strategically combined. For instance, cash on hand, state grants, federal grants, certain government low-interest loans, leases, traditional borrowing mechanisms granted by Illinois law, or even tax credits, subsidies, and deductions passed through the businesses partnering with you on energy-saving projects may be pieces of the puzzle for your district. The analysis component recommends an approach that

(1) takes a long-term perspective because, although start-up costs may be higher, environmentally

responsible projects and materials can help reduce costs over the life of an asset and (2) understands initiatives to address energy consumption over the long term are often difficult to measure. Of course, resources and professionals are available to assist with measurement and assessment. Lastly, the communication component notes that to be effective stewards, school districts should educate taxpayers and families on the potential positive impacts of incorporating environmental responsibility into facilities planning. The facilities plan itself can serve as a method of communication, especially when it clearly states how projects relate to specific environmental considerations, improve quality of life, and save money.

After developing a facilities plan, if the need for borrowing in the form of a bond issue is established, a credit rating will often be part of the borrowing process. Equifax and Experian are to a personal credit score as Moody’s Investors Service, Inc. (Moody’s) and Standard & Poor’s Global Ratings (S&P) are to a school district credit rating. These institutions translate the complex variables of a school district into a more or less objective scale that then determines a credit rating. A school district’s credit rating is one of the most important determinants of borrowing costs and may be a source of pride for school leadership.

In January 2021, Moody’s published a new rating methodology related to public school districts. ESG considerations are part of that new methodology. For example, natural disaster risks and risks associated with

dependency on carbon-intensive industry can influence credit quality. In October 2021, S&P updated its rating framework for public school districts with ESG examples. An important component of the Moody and S&P rating methodology is something called “Institutional Framework” or “Management.” The rating agencies view school districts favorably for having long-term capital plans, debt policies, and other policies approved by your board of education, such as a fund balance policy. A positive example cited by S&P related to their “Management” component is a master facilities plan demonstrating a school district’s approach to infrastructure that increases energy efficiency or mitigates physical risks (such as flooding). A higher credit rating, all other things being equal, results in lower borrowing costs, and a higher credit rating may be achieved by providing rating agencies with ESG-related information and establishing policies like those mentioned above.

In addition to ESG best practices in capital planning, GFOA has ESG best practices for disclosure in bond issuance documents (i.e., the Official Statement). In short, GFOA recommends three steps in drafting appropriate ESG disclosure. The first step is to identify risks with the help of your finance team. The second step is to consider how material risks could impact school district operations and finances, and the third step is to identify any proactive policy actions that could be or have been taken by your Board of Education to address

such risks. Additional disclaimers can properly shape the discussion of environmental risks because certain environmental risks are oftentimes unknowable and may be uncommon in your area of Illinois. While it’s important to disclose ESG risks, it’s also a good practice to disclose other ESG information about your community.

An example of information related to the S-Social in ESG that can be included in your Official Statement to potentially lower your interest cost is related to the Community Reinvestment Act (CRA). The CRA, enacted in 1977, requires the Federal Reserve to encourage particular financial institutions

— think of banks and savings associations — to help meet the needs of the communities in which they

do business. One method of compliance for these institutions is to purchase municipal bonds from the lower and moderate-income portions of their communities. However, to ensure metrics set forth by regulators are being achieved, the disclosure language in a school district’s Official Statement typically needs to include relevant socioeconomic statistics, like median family income, and data on students qualifying for free or reduced-price meals under the National School Lunch Program. There are other examples of ESG-related information that investors appreciate reviewing in Official Statements. This is a topic that is most appropriately discussed with your bond financing team.

Once your credit rating is in hand and the ESG disclosure language in your Official Statement is

satisfactory, school districts — in certain instances — may be able to designate their bond issue (or a portion of their bond issue) as a green bond, social bond, or sustainable bond. These special designations could lead to decreased borrowing costs because of increased interest from particular investors that target such designations due to their investment portfolio directives. Let’s focus on green bonds as an example — there is currently a lot of interest on the topic. A school district’s green bonds, like traditional bonds without an ESG label, offer investors a stated return on investment. The key difference is that green bonds include a commitment to use the bond proceeds for projects that expect to have an environmentally positive outcome. These projects might include energy efficiency initiatives, electric buses, and

environmentally-responsible buildings and controls — think HVAC — that meet specific standards. Most investors seeking ESG designations require, or at least prefer, a third-party certification of the validity of the ESG label. School districts should critically evaluate the potential benefits and associated costs of such a label. There are important legal considerations and potential ongoing disclosure requirements to ensure compliance with the commitment to spending bond proceeds on environmental projects.

School districts across the country, including in Pennsylvania, Texas, and California, have issued green bonds recently. The City of Chicago, in January 2023, was marketing approximately $150 million worth of social bonds with the expectation of using funds to plant trees, clean up and sell vacant/blighted property, and purchase electric vehicles among several other uses. Similar to a credit rating upgrade, a green bond designation may be an opportunity for school leaders to share positive news with constituents. Furthermore, the sale of green bonds can even include a provision that prioritizes the orders of your school district residents in your bond sale. It may be a win-win for your community. Illinois school districts have many bond financing options, and an ESG designation — such as green bonds — may be applicable and appropriate for your district under the right circumstances.

Consider reaching out to your bond underwriter, legal counsel, or municipal advisor for additional

information on these topics and potential impacts, including costs and benefits. ESG principles and strategies can help guide decision-making and may help save dollars. If you are in the middle of strategic planning for facilities, consider how ESG principles might be prudently incorporated for long-term student and community well-being. Alternatively, if you are expecting to issue bonds, you might ask your finance team for additional information on ESG topics that should be included in your credit rating presentation and Official Statement. Additionally, you might ask about the viability of a portion of your bonds being designated as green bonds. In conclusion, ESG is a growing

and changing topic that presents opportunities as your district develops future capital plans and pursues the most cost-effective funding options. 

Steve Mahr is a Vice President of Stifel Public Finance, which specializes in raising capital to build and maintain essential infrastructure in the communities they serve. Stifel, Nicolaus & Company, Incorporated (Stifel) has prepared this article that consist of factual or general information that should not be construed as advice, and unless otherwise agreed, Stifel is serving as an underwriter, or seeks to serve as an underwriter on a future transaction, and not as a financial advisor or municipal advisor.

Sustainable Design Transforms the Student Experience

By Sue Lara,

SSocial-emotional wellness, collaborative learning, and the health of students and the planet are core principles that guided the design and engineering of Illinois’ first verified net-zero commercial building, the LEED Platinum certified Adlai E. Stevenson High School East Building Addition Phase I in Lincolnshire.

Leveraging the Opportunity

As Adlai E. Stevenson HSD

125’s architect and design partner, Wight & Company crafted a longterm facility master plan for the high school that integrated maintenance and life cycle projects with educational and student wellness upgrades while accommodating capacity needs. Overarching all work was an objective to advance sustainable design strategies into a net-zero energy facility.

The first action step was renovating department offices and transforming the servery/kitchen into an inviting dining commons with a more “collegiate” hangout experience and scattered food station placement that helped refocus students on more healthful food choices. Then, when plans for an energy self-sufficient classroom building with high-efficiency, smart operational systems were put before the visionary school

board and leadership, their first question was “how does this benefit students?”

The New Building

Anticipating growth in student enrollment, HSD 125 took the opportunity for the $27 million East Building Addition Phase I (EBA I) to holistically redefine students’ and teachers’ educational experiences by integrating the design and engineering of the facility’s spaces and systems as components of its student-focused curriculum. The 56,800-squarefoot new facility includes world language classrooms, maker labs, flexible multi-purpose spaces for conferences and extended learning, as well as five advanced physics and engineering program labs and two two-story living walls.

Raising the Bar

Announcing Stevenson’s First Place for new educational construction in the 2022 ASHRAE Technology Awards, the Illinois Chapter of the American Society of Heating, Refrigerating and Air-Conditioning Engineers stated, “The East Building Addition I project demonstrates how technical innovation and creative design

solutions can be simple, yet effective; energy efficient, yet cost effective and a great teaching tool.”

Stevenson’s EBA I “has cutting-edge sustainability features not found in any other educational facility in the world,” said architect and global pioneer in sustainable building design Lois Vitt Sale, FAIA and LEED Fellow, Wight & Company’s recently retired Chief Sustainability Officer who directed the building’s integrated high-performance design.

John Mlade, Bradley Paulsen, Paul O’Connor, Craig Siepka, Shawn Sternberg, and Megan Zack

A living wall refreshes Stevenson High School. Photo provided by Wight & Company.

Engaging Staff in Design

Vitt Sale and Wight’s engineering team engaged Stevenson’s strong facilities maintenance team throughout the design process to ensure the new building’s advanced systems would provide them operational simplicity and easy access to automated, centrally controlled mechanical, electrical, and HVAC technologies. Wight envisioned a building that could exceed the aspirations of today’s environmentally-committed students and that could surpass the board’s and administration’s high expectations for a pioneering high-performance building — every physical component of which engages and supports students.

Metrics of Success

Stevenson’s EBA I is verified as the first Net-Zero Energy

commercial building in Illinois. Its 453kW rooftop photovoltaic array produces more energy than the building consumes. Having earned Zero Energy Certification through the International Living Future Institute (ILFI), Stevenson was awarded a $1 million grant from Illinois Clean Energy Foundation. The fully sub-metered EBA I provides real-time access to energy consumption data by HVAC, lighting, elevators, and plug load, and shows 43% in energy savings compared to baseline. A fully-automated lighting system — with daylight sensors in all interior spaces — produced a 68% lighting energy reduction over baseline. A Building Automation System (BAS) automatically controls the various building systems and provides operations and maintenance alarms.

The new building’s HVAC system employs a sophisticated but simple-to-maintain set of technologies anchored by an enthalpy wheel for energy recovery. The condensing units for the VRF system are in a mechanical penthouse, instead of outside, to improve energy efficiency during the heating season. Each space throughout the building is temperature/comfort controlled by a CO2 sensor — except for the science labs which have their own integrated system to manage exhaust and maintain negative pressure to isolate their air from the rest of the building.

Controlling Quality and Cost

Throughout the design process, Wight engineers ran numerous computer models for Stevenson decision-makers to thoroughly evaluate component-system

options and to control costs. The capital premium for the selected system was approximately $300,000 over traditional mechanical systems with a simple payback of 7.8 years. However, since the building has demonstrated net-zero energy performance and received the grant, the simple payback is close to zero years.

Daylight has been shown to improve academic performance and test results by enhancing the teaching and learning environment. The district administration also wanted lots of glass in EBA I to make Stevenson’s commitment to individual excellence more transparent to the community. Supporting innovations in daylighting, thermal comfort, air quality, and other indoor environmental factors that enhance learning and quality of life are two 2-story living walls of 600 square feet each, which have become social magnets for team learning, independent study, and a great place for students to eat lunch.

Living Systems

The living walls rely on recirculated water to nourish and maintain the planted system. Additional water is periodically provided to make up for water that is consumed by the plants or evaporated into the space. The team believed this was a good trade-off given the living wall system contributes to humidification of the space and supports occupant comfort — the building otherwise does not have a humidifier as part of the mechanical system.

Students are also engaged with nature through EBA I’s 7,100 square foot green roof featuring

a food-producing rooftop greenhouse and ADA-accessible raised farm planters — all designed as learning spaces. Visible sensors in the roofing system allow students to study and understand the significant insulation benefits of a green roof.

In addition to LEED and ILFI Zero Energy Certification, Stevenson’s EBA I is the first Platinum-certified building of the Living Architecture Performance Tool (LAPT), a certification system for green roofs and walls comparable to LEED that evaluates the integration of living systems into buildings. “The project scored extremely high in multiple categories, demonstrating what educational buildings of our future should look like — flexible, innovative, healthy, biophilic, and most importantly, integrated into the curriculum, and student learning-focused,” wrote Living Architect Monitor.

Paying It Forward

The sustainability features of EBA I exemplify the thought leadership tradition of the School Board and administration of Adlai E. Stevenson HSD 125 and provide advanced tools and enlightened support to ensure the success of every student as a complete and unique individual in mind and body, while at the same time building for increased enrollment. As part of their ongoing commitment to whole-student wellness, EBA I was followed by the design and engineering of a 120,000-square-foot East Building Addition Phase II (EBA II), featuring an expanded fieldhouse and new health and wellness center designed not only for the Patriots competitive team athletes but also to engage the whole student body in social/emotional health and physical fitness programs.

Stevenson’s successes on the EBA I facility are complemented by the pursuit of LEED and WELL

HSD 125 achieves Net-Zero Energy. Photo provided by Wight & Company.

for EBA II and are supported by the campus LEED Gold EBOM (Existing Buildings: Operations and Maintenance) certification. The first phase of the EBA II project expanded the campus infrastructure to produce electricity onsite. The plant supports the community and school by allowing the entire campus to operate off the grid in times of need. This ability not only allows Stevenson to benefit from utility demand response programs but also supports community resilience.

Exceeding Expectations

When Sean Carney, HSD 125’s Assistant Superintendent, reflects on how EBA I came to fruition, he recalls that the original goals for the addition were to balance out space usage across the facility and honor

and support student social and emotional wellness to the greatest extent possible. Carney states, “The District’s vision was to maximize the space we had available which naturally meant looking outside the formal instruction areas for opportunities to encourage spontaneous, casual gatherings. Transparency, choice, and comfort were the reoccurring themes that guided decision-making. Throughout the planning process, we also recognized this as an opportunity to advance our commitment to the environment. East Building Addition I significantly exceeds our expectations on all counts.”

“The response to EBA I has been overwhelmingly positive, with facilities being used around the clock by staff and students in a more robust and creative manner than we ever

imagined,” continues Carney. “Students are truly engaged in learning about and interacting with the living walls, green roof, and the other sustainable systems that have contributed to our net-zero status. In every way, this addition has transformed the student experience on our campus and has put us on a trajectory to evolve the entire facility in new and exciting ways.” 

Sue Lara, John Mlade, Bradley Paulsen, Paul O’Connor, Craig Siepka, Shawn Sternberg, and Megan Zack are with Wight & Company, a leader in leaders in architecture, engineering, and construction, with a mission of creating “impactful and sustainable environments that will empower future generations to thrive.” Resources associated with this article can be accessed via iasb.com/Journal.

Tapping Into the Power of Outdoor Learning

By Lynne R. Sorkin

TThere is growing awareness of the potential benefits of outdoor learning, which acquired new urgency as schools reopened in the COVID-19 pandemic’s aftermath. Whether your facility is located within a multi-acre natural setting or a compact urban site, carefully planned outdoor spaces can support curriculum goals, increase students’ outdoor time and extend community use beyond normal school hours.

While manufactured playground equipment and traditional athletic fields support recess, physical education, and competitive sports, other kinds of amenities offer equally important learning and developmental benefits. A strategically selected mix of organic, challenging, and creative outdoor learning elements can foster awareness and empathy for the environment, promote healthy habits, and encourage socialization and cooperation.

With numerous options to consider for outdoor learning spaces, explore the components that are fundamental to generating positive impact by examining the experiences of two Illinois school districts, one suburban and one urban.

Exploring the Possibilities

Although instruction, group discussions, and other work can take place with students seated in open-air settings, the possibilities of outdoor learning are greater than literally moving the classrooms outside. Non-stationary activities such as gardening or building with loose parts also serve as a means for teaching and learning. Unstructured learning opportunities paired with the right schoolyard installations can challenge students to test their limits; help them develop motor, navigation, and executive functioning skills; and expose them to the diversity and interrelationships of the natural world.

Large Group Areas: These spaces can be stepped or flat with fixed

seating for instructional purposes. When organized in a circle, such areas promote group discussions. When arranged with stepped levels, such as an amphitheater with a focal point, the installation can support presentations, concerts, and dramatic play.

Protected Open Air Areas:

Sun-shading devices, gazebos, and other permanent structures provide shelter during hot or rainy weather and can be used for more hours of the day when electricity and lighting are included.

Mazes, Paths, and Climbing Apparatuses: These help children build executive functioning skills by requiring them to find strategies for moving around the game/ site while developing balance,

Glenview CCSD 34. Photo by Peter McCullough.

coordination, and an understanding of special relationships.

Natural Activity Areas: Options for construction and creative play engage children longer and promote cooperation. In contrast to playgrounds where equipment is fixed, children who explore natural elements such as wood, sand, and stones gain an understanding of the physical world and can learn from each other as they figure out how things work.

Physical Areas: Play at varied heights and speeds helps children learn how to manage their bodies. These activities help build confidence while boosting heart rates and improving muscle tone. Development of gross motor skills is often linked to the ability to think through an action and its result.

Sensory Areas: Hands-on, open-ended experiences make use of children’s natural senses of touch, smell, sight, and hearing.

Sit Spots: The creation of quiet areas allows children to talk or be by themselves, practice self-calming, and enjoy nature.

Native Gardens and Diverse Habitats: Gardens with a variety of native plants, bioswales, and other un-mowed areas create rich, bio-diverse environments that attract birds, insects, and other small animals. Pollinator gardens attract wildlife.

Edible Gardens: For students of all ages, a hands-on gardening experience offers lessons about life cycles, water, and waste management. Through planting, harvesting, and interaction with the growing cycle, students can learn to identify herbs, fruits, and vegetables. Raised planting beds with clean, fertile soil that facilitates garden growth are easily incorporated into all types of campus

Prairie Trails School Early Learning Center

River Trails SD 26 recently opened the Prairie Trails School Early Learning Center (PTS-ELC). Designed by FGM Architects, this renovated facility is the community’s first “net-zero energy” building with all required electricity generated by solar panels on the roof and other energy savings design elements. PTS-ELC also features a state-of-the-art natural play and outdoor learning space created by Natural Playgrounds and Terra Engineers in partnership with the district. Activity spaces include a gazebo and adjacent amphitheater seating, raised garden beds, a labyrinth, and a pollinator garden, all with benches scattered along the edges of the play area. Undulating earth mounds provide opportunities for climbing, rolling, and exploring different heights. Other features such as climbing walls, stepping challenges, slides, and caves are built into the topography helping children build skills in unexpected ways.

A variety of sensory experiences are on hand such as a mud kitchen and sand pit (touch), varied plants and shrubs (smell), musical instruments (hearing), and varied textured ground surfaces (sight).

environments. A cooking curriculum can integrate farm-to-table lessons from the garden to the classroom, tying together menu planning, kitchen skills, and the value of healthy eating.

Rain Barrels: Capturing rainwater in barrels provides a natural resource for garden maintenance as well as for cleaning tools and outdoor gear. Keeping some water out of the local sewer system also helps prevent local flooding.

Trails, Circulation Paths, and Wayfinding: Interpretive signage is instructional, offers lessons in identifying flora and fauna is instructional and serves as a wayfinding tool. The inclusion of natural elements for exploration, such as ground limestone and wood mulch, helps children explore and guides them along trails and paths.

Accessibility

Outdoor spaces should include opportunities for children with

physical disabilities or impairments to participate as fully as possible. For example, accessible routes to observation areas should be provided where less mobile students can pause, observe, and feel connected to activities. Specific considerations include:

• Circulation: Slopes, surfaces, and widths to support the movement of wheelchairs throughout the site.

• Gathering and Meeting Areas: Provide space for wheelchairs that is directly adjacent to seating in large group areas. Ensure that fixed tables have needed space for wheelchair seating.

• Accessible Benches: Rocks, logs, and other natural elements are used for fixed seating; incorporate armless benches with backs where students can transfer from wheelchairs.

• Fixed Equipment and Features: Mount chalkboards, easels, musical instruments, raised garden beds, and other equipment

within reach and located next to paved paths.

• Plumbing: Locate drinking fountains, sinks, and other water features at age-appropriate heights that can be accessed by wheelchairs.

• For multi-level activities, incorporate ramps where possible.

Don’t Forget the Gear

Outdoor learning is not without practical challenges, including resistance from staff who worry about inclement weather and the complexities of managing students and their protective gear. While students are also concerned about being uncomfortable, more often, it is teachers and aides who have anxiety about some types of outdoor activities. In addition, parents and caregivers have realistic concerns about clothing that could be ruined from outdoor play.

When feasible, clothing budgets, grant writing, in-kind donations, and other resource procurement should be explored to provide the range of gear needed for outdoor learning. Keep in mind the needs of students as well as the adults who oversee them. Here are additional considerations:

Set Expectations: Provide clear communication with families about the types and frequency of outdoor activities anticipated each season. Work together with students and staff to make sure that everyone stays warm and dry.

Create a Gear Library: Clothing should include mittens, boots, snow pants, hats, rain suits, rain mittens, and base layers. To circumvent conflicts, avoid gendered colors and different brands to better ensure children are wearing similar clothing.

Cleaning: Daily washing is not generally required; rolling in snow or grass can clean off muddy layers! A key decision is whether to have outdoor gear laundered at the school or by families.

Repairs and Replacement: Extend the use of the gear by having duct tape and sewing kits on hand. Although much of the gear might initially be donated or purchased, over the course of the season as items get lost and damaged, they will be more expensive to replace. Plan your budget accordingly.

Storage: Determine if outdoor gear will be stored at students’ homes or at school. Students who split time living in more than one home are likely to forget or have problems accessing their outdoor gear. To make sure everyone is prepared for the outdoors, it may be desirable to have outdoor gear primarily stored at school. If this is the case:

• Provide shelving and bins with locking lids to keep out vermin.

• When gear and/or gear storage cannot be provided for all students, avoid locating the clothing in a space such as the main

office where a student may feel stigmatized when accessing it.

• Tools and the storage space needed to maintain them are critical to the success of gardening as an outdoor learning activity. If tools cannot be stored close to the garden, a means of transporting them to and from the site is needed.

• Classroom access, the provision of water for clean-up, and gear storage may affect how and where students get changed for outdoor activities and how they move from inside the building to the schoolyard.

Building Entrances: Consider whether students will circulate from a common corridor or vestibule, or directly from a classroom to the exterior — and then how dirt and water can be managed.

Clean Up: If messy or muddy activities are planned, provide an ability to rinse off or wipe down before re-entering the building or immediately upon re-entry.

Toilet Rooms: These should ideally be located near the primary entrance(s) being used to access the outdoor space.

Prairie Trails School, River Trails SD 26. Photo by Layne Dixon.

Dressing/Changing Areas: Determine where changing will occur, whether in the corridors at personal lockers or cubbies or within the classroom. Consider wardrobe storage that can function like a mudroom to hang up soiled clothing inside or a protected exterior location.

Location of Key Site Features: Determine which outdoor spaces should be located closest to the building, to minimize the time spent transitioning students between indoor and outdoor activities.

Next Steps for Creating Your Outdoor Space

There are a wide range of features, costs, and benefits that can be considered when planning your outdoor learning environment. At a district level, you might consider

developing a pilot project first to assess the costs, as well as student/ teacher community feedback before implementing a program widely across multiple school sites.

Mariana Brussoni, a researcher and professor of Pediatrics and Public Health in the Faculty of Medicine at the University of British Columbia, recognizes that there are numerous opportunities for children’s learning and development in outdoor environments. In her work, The Outdoor PLAYbook, Brussoni has created a framework for assigning qualitative values to customized features of outdoor learning. Based on eight key elements, these metrics can be applied by play type, grade, and activity. These criteria (such as sustainability, durability,

CPS: Greening School Yards and Expanding Community Use

Across the country, schoolyards are turning from grey to green as grass, turf, and other natural and synthetic materials replace impermeable paved play surfaces. Many communities are combining curriculum initiatives with outdoor infrastructure improvements that result in stimulating settings for learning and physical activity. Public school systems own and occupy significant property in their communities. By improving sites for outdoor learning, larger efforts for climate change can be addressed while new amenities are offered to local residents. Combined with the wide range of features that can support physical activities, a green schoolyard can improve health and wellness for both students and their neighborhoods.

Space to Grow is a large-scale outdoor initiative of Chicago Public Schools, managed by the Healthy Schools Campaign and funded by Openlands, Chicago Public Schools, the Chicago Department of Water Management, and the Metropolitan Water Reclamation

budget, and maintenance) can also be used to assist stakeholders in determining what components best support their outdoor learning environment.

Outdoor learning will continue to grow as a focal point of education. Effective approaches can and should be explored no matter the limitations of budget and even for schools with limited green space. The natural world offers limitless possibilities to learn and develop for people of all ages. 

Lynne R. Sorkin, AIA, LEED AP is Principal at FGM Architects. Reprinted from Update magazine, with the permission of the author and the Illinois Association of School Business Officials. Resources associated with this article can be accessed via iasb.com/Journal.

District of Greater Chicago. The program has successfully transformed 30 hard-scaped play lots into vibrant, outdoor learning environments. Stormwater management is a key consideration for the selection of each project site. The design of each space includes the installation of permeable surfaces such as pavers and rubber play surfaces as well as mechanisms for stormwater collection under new artificial turf fields. Through these investments, millions of gallons of rainwater are captured and slowly released to the storm sewers, preventing the dangers of flooding.

Other features of Space to Grow schoolyards include gardens, play equipment, walking paths, gathering areas, and native landscaping. Each project is created with extensive input from students, school staff, and residents who also join in planting and workshops. The result is customized spaces that reflect the locations and interests of each community, promoting environmental awareness and a culture of wellness.

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Prairie Trails School: A Model of Sustainability

By Lyndl Schuster and Ron Richardson

AAs communities everywhere adopt strategies to create a more sustainable world, local school districts have an important role to play in making lasting systemic change.

For more than a decade, River Trails SD 26 (RTSD) has embraced this challenge on multiple fronts: through its approach to teaching and learning; through its facilities; and through its engagement with the larger community. RTSD is committed to leading the way in promoting environmental sustainability within its community by inspiring students and staff to protect the environment and be responsible global citizens. Its vision includes these goals:

• Empower students and the community to understand their natural world and their impact on it.

• Provide opportunities for students to make connections between the science they learn and the science they experience in their natural environment.

• Create opportunities for the community and school to understand how people, energy, and the environment are dynamically interrelated.

• Promote the health and well-being of students, staff, and community.

• Instill a sense of respect and ownership of one’s environment that fosters advocacy and activism.

A Net-Zero School

RTSD’s latest and most ambitious achievement is the opening of Prairie Trails School, a facility

for its youngest learners that embodies the district’s wholistic commitment to sustainability. When RTSD needed a dedicated school for its growing enrollment of PK and Kindergarten students, district leaders decided to repurpose an outmoded 1960s-era facility that it had been privately leasing.

Rather than commissioning a conventional renovation, the district decided to go “all-in” and create a school that would be a model of sustainable design, providing a healthy indoor/outdoor learning environment for children as well as meaningful lessons for the whole community. A key decision was to make Prairie Trails a net-zero energy facility meaning that the building

Prairie Trails School serves early learning students and also serves as a learning hub with interactive displays for the district’s older students. Photos provided by FGM Architects

would use a total amount of energy annually that is equal to or less than the renewable energy created on-site.

understand what is being said. Children under age 15 are more sensitive to difficult listening conditions because they are still

The renovation ... focused on creating a building that supports the health and well-being of students and staff and is both energy efficient and eco-friendly.

Today, Prairie Trails School, which opened in the Fall of 2022, is Mount Prospect’s first net-zero energy facility. It’s also the nation’s first net-zero energy renovated school that meets the PHIUS+ Source Zero standard for using 40-60% less energy than conventional buildings.

The renovation of Prairie Trails, led by FGM Architects, incorporated state-of-the-art sustainable ideas, materials, and technologies. It focused on creating a building that supports the health and well-being of students and staff and is both energy efficient and eco-friendly.

The central conviction that informed the transformation of Prairie Trails School is that providing a healthy learning environment is as important as a school’s curriculum. Key components of this include acoustics, ventilation and thermal comfort, and healthy outdoor learning.

Acoustics

Ensuring appropriate noise levels and listening conditions in schools is essential to supporting teachers’ ability to deliver instruction effectively so that students can clearly and easily hear and

developing mature language skills, and compared with adults, children have more difficulty with complex listening tasks.

After Prairie Trails School opened, the district commissioned an acoustic study to determine how the new VRF system performed and found that the old

unit ventilator system was four times louder than the new VRF system at the school.

Ventilation and Thermal Comfort

A variety of mechanical systems were analyzed in terms of cost, student and staff health, and energy efficiency. Improving Indoor Environmental Quality (IEQ) can positively affect cognitive function outcomes, such as decision-making, attention, concentration, and memory. The term IEQ encompasses a wider range of factors, including contaminants found in air, dust, and water. Adverse effects have been reported for elevated CO2 levels in classrooms, including increased student absence. Lower

ventilation rates have been linked to more missed school days caused by respiratory infections.

Healthy Outdoor Learning

For children, the playground is often their favorite place at school. It’s also a vital space for meaningful learning as well as social/emotional development.

RTSD commissioned Terra Engineers and Natural Playgrounds to create a natural playground that promotes cognitive, emotional, and physical growth while supporting the school’s integrated curriculum. For example, the kindergarten curriculum includes important STEAM units. On the playground, students learn about plants, animals, weather, and how it all impacts the world.

Activity spaces on the natural playground include a gazebo and adjacent amphitheater seating; raised garden beds, a maze, a pollinator garden and benches scattered along the edges of the play area. Undulating earth mounds provide opportunities for climbing, rolling, and exploring different heights. Other features such as climbing walls, stepping challenges, slides, and caves are built into the topography, helping children build skills in unexpected ways.

A variety of sensory experiences are also on hand, such as a mud kitchen and sand pit (touch); plants and shrubs (smell): musical instruments (hearing); and varied textured ground surfaces (sight).

Prairie Trails’ natural playground was built using the earth that was displaced for stormwater detention and includes equipment made up of natural materials.

Water Usage

The difference between this building’s water usage in 2009 (before its transformation) and 2022 is stark. In 2009, Prairie Trails’ monthly water usage was approximately 705 gallons per occupant with an occupancy of 175 people. In 2022, monthly water usage was approximately five gallons per occupant with an occupancy of 225 people. The reasons for this significant reduc -

about the building’s features. One display shows the layers of insulation the building utilizes, while another showcases the efficiencies of the VRF system as opposed to the old boilers and unit ventilators. As part of the middle school curriculum on energy usage, the environment, and sustainability students take a field trip to Prairie Trails and learn about the building’s features. Students apply this knowledge when designing their

In 2009, Prairie Trails’ monthly water usage was ... 705 gallons per occupant with an occupancy of 175 people.

In 2022, [it] was approximately five gallons per occupant with an occupancy of 225 people.

tion in water consumption? The installation of low-flow plumbing fixtures and the removal of the hot water boiler system.

Community Impact

An important goal in the creation of Prairie Trails School was to have a positive impact on the larger community, including students in its other schools. Because today’s children will feel the future consequences of climate change, they need to learn and understand how innovative sustainability strategies — such as those implemented at Prairie Trails School — can help them develop environmentally sound life habits and spaces.

While Prairie Trails School serves PK and Kindergarten students, it also acts as a learning hub for the district’s older students. The school features interactive displays to teach students

own energy-efficient homes as an end-of-trimester project.

Costs and Savings

Construction costs for the transformation of Prairie Trails School were $10.7 million. To offset costs, RTSD received a $2 million grant from the Illinois Clean Energy Community Foundation as part of its Net Zero Energy Building program and financed the rest through its capital budget. The return on RTSD’s investment will be realized over the long term. District leaders estimate that $32,000 in gas and electricity costs will be saved annually from its new electric variable refrigerant flow (VRF) system with heat recovery and solar rooftop panels.

RTSD has energy dashboards on its district website that provide real-time data on the savings

resulting from the energy efficiency of Prairie Trails School. In addition to daily, monthly, and lifetime metrics on energy system performance, the environmental savings to date (as of late January 2023) include 424,000 pounds of CO2 emissions — the equivalent of planting 3,203 trees.

A Community Achievement River Trails SD 26 has received awards and recognition for its pioneering investment in Prairie Trails School. In 2021, Prairie Trails School received the U.S. Department of Energy 2021 Building Envelope Campaign Award and was recognized by the U.S. Department of Energy for its participation in the “Better Buildings” initiative. Prairie Trails Schools also received the

TRANE Reducing the Energy Intensity of the World Award, and the 2022 Merit Award from the Illinois Chapter of the American Society of Landscape Architects (ILASLA) for its natural playground.

Prairie Trails School is an achievement shared by district leadership, including its Board of Education. As Frank Fiarito, current board member and former board president, says, “Empowering students to be stewards to their environment…is one of our pathways to life-ready students; what better way to demonstrate this than renovating a building to have net-zero energy consumption.”

At present, RTSD is applying similar carbon reduction and energy savings strategies to two other

schools in the district. District leaders believe that energy-efficient school design will be common in the future.

Meanwhile, Prairie Trails School will continue its mission of preparing PK and Kindergarten students for school success and a lifelong love of learning. This includes ongoing education for children, teachers, staff, families, and the larger community about how one school can contribute to sustainability for future generations.

Lyndl Schuster, Ed.D., is the Assistant Superintendent for Business Services/ CSBO for River Trails School District. Ron Richardson is a Vice President and Director of the PK-12 Practice for FGM Architects. Resources associated with this article can be accessed via iasb.com/Journal.

Ensuring Safety is Not Just a Drill

By Jill S. Browning

Families trust that their child is safe when they head off to school each day. To preserve that trust, school leaders must do everything within their control to ensure safety. At Community High SD 99 in Downers Grove, school board members have always served as champions of safety and supported several crucial safety initiatives throughout the years.

People Power

Security personnel are essential to the safe operation of our buildings, and the District 99 school board approved adding members to and restructuring security teams. In addition to School Resource Officers (who are current police officers employed by the police department who work inside the schools as armed and plainclothed police officers), the district also employs retired police officers who lead security teams. These team leaders are also armed. Security works closely with administrators, deans, and counselors to develop crime prevention strategies and provide input and leadership in the district’s crisis planning. Importantly, they also form relationships with students and present in classrooms on topics such as internet safety, drinking and driving, and healthy lifestyles.

The school board has also created extensive support systems for students in crisis or facing life challenges. Students who are struggling with social-emotional issues are supported by counselors, psychologists, social workers, and a student assistance coordinator. Every student is assigned to a team of experts dedicated to their well-being. Teams meet regularly to identify students who may need additional support, brainstorm interventions, and assess the effectiveness of the interventions.

We constantly remind our school community that every single person is essential for ensuring safety because people at risk often show signs or signals before an act of violence happens. At the top of every page of District 99 websites is an icon (a red comment bubble), which leads to the Crisis Reporting and Resources page and a link to Safe2Help Illinois for students to connect with a trained crisis professional during a time of need.

Secure Facilities

A referendum approved by the District 99 school board and passed in 2017 by 62% of the community included building secured entrances and entry vestibules. Now, when visitors come during the school day, they must wait in vestibules while their government IDs are checked and visitor badges are issued. Once visitors are granted clearance, they are admitted into the building. All other doors, including classroom doors, are locked and secured after the start of each school day.

The school board also voted to install a rapid emergency response system called BluePoint. Blue police alarm pull-stations, similar to red fire alarm pull-stations, are strategically placed throughout the schools. When the alarm is activated, police first responders are immediately notified, loudspeakers throughout the buildings broadcast emergency information, and strobe lights are activated inside and outside the building. Video cameras throughout the buildings reinforce the high level of safety.

Other preparedness features include the implementation of emergency response kit boxes for Narcan, Epipen, Stop the Bleed Kits, and AED machines throughout school buildings. Staff members receive training on these medical and life-saving devices.

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

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Communication is critical in a crisis. We tell our families that we will always inform them in advance of a lockdown test or drill. In the case of an actual emergency, students, families, and staff members

referencing social media channels during a crisis, as these can be sources of misinformation and rumors.

Constant Preparation

District 99 evaluates and modifies safety and security plans as an ongoing practice. A Safety Task Force,

We also ask that families use caution when referencing social media channels during a crisis, as these can be sources of misinformation and rumors.

will automatically receive school and emergency email alerts. The district’s communication platform allows us to instantly deliver text, phone, and email messages so that families are informed of essential information at a moment’s notice. We also ask that families use caution when

which includes community police, fire, and school personnel, meets regularly to recommend changes in practices, personnel, facilities, and technology to make schools safer. Also, each year, staff and students participate in training sessions and drills to prepare for worst-case

scenarios. Staff members participate in an annual emergency lockdown/ violent intruder simulation to practice response to such an event. Working with police and other emergency response professionals, District 99 trains its staff members to deploy A.L.I.C.E. (Alert, Lockdown, Inform, Counter, and Evacuate) emergency response techniques.

From putting the right people and procedures in place to reinforcing facilities, ensuring that schools are as safe as they can be is essential. Communicating early and often about safety measures builds trust and provides community members with the reassurance they deserve during these challenging times. 

Jill S. Browning, APR, is Director of Communications for Community High School District 99 in Downers Grove.

Safety Doesn’t Happen By Accident

Reported by Jamie Pence

Moderator: Randy Braverman, Senior Consultant, Facility Engineering Associates PC

Panelists: David Negron, Ed.D., Superintendent, Maywood-Melrose Park-Broadview SD 89; James Ferguson, Assistant Director of Student Services, Maywood-Melrose Park-Broadview SD 89

In the past eight years, Maywood-Melrose Park-Broadview SD 89 has made school safety a priority and worked diligently with local law enforcement, fire safety personnel, EMS, and school crisis teams to put plans, supplies, and materials in place in preparation for multiple crisis events. Superintendent David Negron and the district partnered with Randy Braverman, a senior consultant at Facility Engineering Associates PC, to review each district building and update safety plans. Quarterly school board briefings as well as annual trainings for all faculty and staff members have been implemented as part of the updated plans.

To increase security in each building, faculty and staff participated in specific trainings about visitors to the building and how they enter. The district built secure vestibules in each

building with transaction windows so guests are not allowed access to the office or any part where students may be located without secure checkin. Office check-in systems include software to scan driver’s licenses and online sex offender registry checks for each visitor. Additionally, each school building has at least two unarmed security guards who are retired or off-duty police officers or firefighters. Each village comprising Maywood-Melrose Park-Broadview SD 89 provides a trained school resource officer, and the school district is part of the interview process and training for those roles.

multiple types of emergencies and work closely with first responders when completing these trainings. For active shooter trainings, the district presents realistic scenarios with people assigned to be injured in different settings to practice responses, including response time, crisis response, communicating with local law enforcement and media, and using the provided safety tools. Each faculty and staff member is also trained on relocation and reunification as part of the plan in order to prevent chaos in the event of a true crisis.

ICYMI

ICYMI (In Case You Missed It) features panel reports from the 2022 Joint Annual Conference. Reporters are participants in the Educational Administration Intern program, a collaboration of IASB and the Illinois Council of Professors of Educational Administration.

Security assessments were completed in each building to determine what the school has and what each needs to be as secure and prepared as possible. New maps of each school were developed and shared with all local first responders, including outdoor maps and indoor maps with details of where emergency necessities are located (utility shut-off, AEDs, etc.). Three Knox Boxes were added to each building. The district provides access codes to the dispatch team of each village to provide consistency with access to the building. Each classroom was outfitted with updated signage, maps, and plans for a variety of emergencies and supply kits.

Faculty and staff members participate in annual trainings for

SD 89 has prioritized student safety within the building as well. With the support of the student services department, the district has created Threat Assessment Protocols to analyze the level of threat that a student poses to themselves or others while on school grounds, with a trained team at each school building. Community partnerships with mental health supports have been integral to providing students with a safe environment for learning. The team is also well-trained in postvention in order to provide each student with supports to reduce long-term negative effects.

Jamie Pence is Special Services Coordinator at Wesclin CUSD 3 and was a participant in the Educational Administrator Internship program at the 2022 Joint Annual Conference.

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HEALY BENDER PATTON & BEEN ARCHITECTS

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

HURST-ROSCHE, INC.

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

JMA ARCHITECTS

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

KLUBER ARCHITECTS + ENGINEERS

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

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

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

LARSON & DARBY GROUP

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

LEGAT ARCHITECTS, INC.

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

PCM+DESIGN ARCHITECTS

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

PERFORMANCE SERVICES, INC.

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

PERKINS AND WILL

Architecture, educational planning, programing, master planning, re-referendum services.

Chicago (312) 755-0770 mark.jolicoeur@perkinswill.com; aimee.eckmann@perkinswill.com; rick.young@perkinswill.com

RICHARD L. JOHNSON ASSOCIATES, INC.

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

STR PARTNERS

Architectural, interior design, planning, cost estimating, and building enclosure/ roofing consulting.

Chicago (312) 464-1444

STUDIOGC ARCHITECTURE + INTERIORS

StudioGC is passionate communityminded partner, committed to creating imaginative and well-designed facilities. StudioGC o ers innovative planning, programming, architectural, interior design, and cost estimates.

Chicago (312) 253-3400

TRIA ARCHITECTURE

An architectural planning and interior design firm that provides services primarily to school districts in the Chicagoland area with an emphasis on service to their clients, and their communities.

Burr Ridge (630) 455-4500; www.triaarchitecture.com

WIGHT & CO.

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

WOLD ARCHITECTS AND ENGINEERS

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

Palatine (847) 241-6100

Building Construction

BOLLER CONSTRUCTION CO., INC.

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

Waukegan (847) 662-5566

CORE CONSTRUCTION SERVICES OF IL., INC.

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

F. H. PASCHEN

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

FREDERICK QUINN CORPORATION

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

HOLLAND CONSTRUCTION SERVICES, INC.

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

IHC CONSTRUCTION COMPANIES LLC

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

Elgin (847) 742-1516

INTERNATIONAL

CONTRACTORS, INC. (ICI)

An award-winning construction management firm specializing in K-12 facilities. Our firm is currently partnering with eight Illinois School Districts on capital improvement projects. Oakbrook Terrace (630) 641-6852

NICHOLAS & ASSOCIATES, INC.

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

PEPPER CONSTRUCTION COMPANY

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

POETTKER CONSTRUCTION COMPANY

Specializing in construction management, design/build, construction consulting services, and energy solutions for education clients.

Breese (618) 526-7213; www.poettkerconstruction.com

RUSSELL CONSTRUCTION COMPANY, INC.

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

SERVPRO TEAM WOLFE

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

E ngham (314) 502-1337

S.M. WILSON & CO.

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

TRANE

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

Computer Software, Supplies, Services

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

COMMON GOAL SYSTEMS, INC.

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

Consulting

EOSULLIVAN CONSULTING

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

Environmental Services

ALPHA CONTROLS & SERVICES, LLC

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

VEREGY

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

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

ENERGY SYSTEMS GROUP

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

GRP MECHANICAL CO., INC.

Renovating buildings through energy savings performance contracting to provide the best learning environment. HVAC, plumbing, windows, doors, and mechanical services.

Bethalto (618) 779-0050

IDEAL ENVIRONMENTAL ENGINEERING, INC.

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

ILLINOIS ENERGY CONSORTIUM

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

ENGIE SERVICES U.S.

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

RADON DETECTION SPECIALISTS

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

Financial Services

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

BMO HARRIS BANK

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

EHLERS AND ASSOCIATES

School bond issues; referendum help; financial and enrollment studies. Roseville, Minnesota (312) 638-5250; www.ehlers-inc.com; tolszewski@ehlers-inc.com

GORENZ AND ASSOCIATES, LTD.

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

ICE MILLER, LLP

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

KINGS FINANCIAL CONSULTING, INC.

Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections.

Monticello (217) 762-4578

SPEER FINANCIAL, INC.

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

STIFEL

Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; referendum and legislative assistance.

Edwardsville (800) 230-5151; noblea@stifel.com

WINTRUST FINANCIAL

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

Human Resource Consulting

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

Insurance

PREVENTIVE HEALTH PARTNERS, SC

O er onsite vaccine services. We o er flu and other adult wellness vaccines including COVID-19. We also o er travel medicine advice and vaccines to students traveling abroad. Lake Blu ; Illinois (312) 641-6228 and Wisconsin (262) 240-1031

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

O ce Equipment

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

Superintendent Searches

ECRA GROUP

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

Milestones

Continued from page 34

Philip “John” Ryan, 86, died December 23, 2022. He served on the school board in West Jersey Township in Stark County.

Donald C. Schoenbein, 87, died January 9, 2023. He had served on the board of education for Abingdon-Avon CUSD 276.

William “Bill” D. Sedgwick, 77, died December 18, 2022. He was a member of the Cumberland CUSD 77 school board from 1986 to 1999 and was president from 1989 to 1999.

Charlie Siegel, 77, died December 29, 2022. He served for 20 years on the school board for Carlinville CUSD 1.

Bill Swango, 93, died December 30, 2022. He was a longtime member of the Fulton County CUSD 3 school board and an artist known for his woodcarving skills.

Susan Laz Vogus, 75, died January 19, 2023. She was a Court Appointed Special Advocate helping children navigate the child welfare system. She was a past member and president of the St. Charles CUSD 303 school board.

Charles “Chuck” L. Williams, 82, died December 27, 2022. He served on the El Paso school board in Woodford County and was inducted into the Illinois Basketball Coaches Hall of Fame.

Norman E. Wollbrink, 91, died January 29, 2023. He was a past member of the Warsaw CUSD 316 school board.

Theodore A. “Ted” Zierath, 71, died January 31, 2023. At the time of his passing was a member of the South Beloit CUSD 320 Board of Education, which he served for 31 years. 

The Illinois School Board Journal appreciates submissions from member districts to the Milestones section. Please email obituary information and details for publication to communications@iasb.com.

In Memoriam

Doris V. Atkinson, 97, died December 10, 2022. She attended school in a two-room schoolhouse near Mt. Vernon and served for 11 years on the school board for Mt Vernon SD 80, including a term as president.

Matt Alan Bier, 58, died January 19, 2023. He was previously a member of the Lombard SD 44 Board of Education.

Larry G. “Dink” Bryant Jr., 67, died January 29, 2023. He was a past member of the school board for Central SD 104 in O’Fallon.

Milburn David Cain, 85, died December 14, 2022. He served as a member and president of the McHenry CCSD 15 Board of Education.

Ronald L. “Ron” Call, 80, died December 7, 2022. He was a 40-year employee of the Peoria Journal-Star and a member of the school boards for Riverview CCSD 2 and Metamora CCSD 1.

Charles R. “Bob” Crawford, 88, died January 20, 2023. He had served on the Milford CCSD 280 Board of Education.

Paul F. Cruikshank Jr., 92, died January 15, 2023. He was a past member of the school board for Winnetka SD 36.

Betty Jane DeGraff, 92, died January 1, 2023. She served for 10 years as a member of the Lanark and Eastland school boards, including during the consolidation of the Lanark and Shannon school districts in Carroll County.

Marvin Carl Eberle, 76, died December 27, 2022. He had served on the grade school board in Valley Township in Stark County.

James “Jim” Elliott, 84, died December 14, 2022. He was a former member of the Leland CUSD 1 Board of Education.

Robert Nathan Grant, 92, died December 25, 2022. He was a practicing attorney for 63 years and served as a member and president of the Winnetka SD 36 school board.

Davy “Joe” Haines, 67, died January 29, 2023. He had served as a member of the North Clay CUSD 25 Board of Education.

George Hayward, 87, died January 18, 2023. He was a past member of the school board for Williamsville CUSD 15.

Harold E. “Pete” Krainock, 93, died December 11, 2022. He was a past member and vice president of the school board for Danville CCSD 118.

Henry John “Jack” Lageschulte, 86, died November 27, 2022. A builder and developer known as “Mr. Barrington,” he served on the Barrington CUSD 220 school board.

Dale Lee Lascelles, 82, died December 2, 2022. He was a past member of the VIT CUSD 2 Board of Education.

Leslie A. Matson, 75, died December 23, 2022. He was a member of the Cambridge CUSD 227 school board for 16 years.

Mireya Vera Mendoza, 66, died December 14, 2022. She was an active community advocate who, at the time of her passing, was a member of the Glenbard THSD 87 Board of Education.

James L. Newkirk, 93, died August 10, 2022. He was a past member of the Naperville CUSD 203 Board of Education.

Robert E. Peugh, 89, died December 7, 2022. He served as a member of the East Coloma-Nelson SD 20 school board.

William “Bill” H. Pilger, 83, died January 1, 2023. He was a member of the VIT CUSD 2 school board from 1974 to 1981.

Continued on page 33

“... [To] address two main questions these last few years as they deal with a historic, painful educator shortage crisis … Our committee of educational policy leaders and experts recommend focusing in these areas… TODAY: Increase state funding for K-12 schools; Plug federal funding holes for educator resources; Learn from what is working to recruit teachers in high-need areas; Make teacher training more affordable; Extend the helpful changes allowing substitute and retired teachers to fill gaps. TOMORROW: Address the educator pipeline as a continuum; Expand opportunities within classrooms for educator positions; Establish a robust teacher recruitment system in Illinois; Strengthen the state’s educator prep programs through increased transparency; Develop a statewide repository to share best practices.”

— Excerpted from “Educator Shortage Survey Fall 2022 Administration for the 2022-2023 Academic Year,” from the Illinois Association of Regional Superintendents of Schools (IARSS).

“Social studies teacher Anne-Michele … created the school’s Global Citizenship class. But after watching the live footage of the U.S. Capitol insurrection in disbelief, Boyle found herself rethinking her approach to the class. She scrapped her lesson plans for February and spent the entire month focused on media literacy. Among her goals: to help her juniors and seniors discern fact from fiction, identify credible sources of news, and spot misleading information. … This past fall, a first-of-its-kind Illinois law requiring all high schools to teach students about media literacy went into effect. Groups such as the Illinois Media Literacy Coalition — a collective of educators, librarians, academics, and others — rallied to help schools with the rollout of the law, which gives educators a lot of flexibility about what and how much to teach and includes no resources for professional development.”

— “After Jan. 6, this Chicago social studies teacher dug into media literacy and misinformation,” by Mila Koumpilova, Chalkbeat Chicago, January 5, 2023.

“At the end of lunch in every Evanston/Skokie School District 65 school, students sort their waste into landfill, recycling and compost bins, stacking their compostable trays on the side. Making composting part of students’ daily routines was no small feat. After a decade of work, District 65 Sustainability Coordinator Karen Bireta said all buildings in the district began composting in December. During the last academic year, students composted 77,955 pounds of food, eliminating more than 34 metric tons of carbon emissions by keeping waste out of landfills. After working to rapidly expand the program over the past several months, Bireta said she is excited to see the new composting system’s impact on students within and beyond the lunchroom.”

— “After shifting fully to composting in lunchrooms this December, District 65 students are incorporating sustainability into their daily routines,” by Lily Carey, The Daily Northwestern, January 12, 2023.

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