Illinois School Board Journal November/December 2023

November/December 2023 Vol. 91 No. 6

Integrity Starts with Courage

Now is the Time for Transformative Equity

Equity Edition

DEI and “Sticker Shock”

Front Page Educational equity means that every student has access to the educational resources and rigor they need at the right moment in their education, and students’ needs are not going unmet due to race, ethnicity, dominant language, disability, gender, sexual orientation, religion, family background, and/or family income.

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This issue of the Illinois School Board Journal — November/December 2023 — centers on issues on Educational Equity and its companions of diversity, inclusion, belonging, and leadership. We are once again reminded that we are all on an equity journey, and we are all different stages of that journey.

But we also are realizing that the journey itself keeps changing.

Gloria Ladson-Billings, Ph.D. is a renowned scholar, developer of culturally relevant pedagogy theory, Professor Emerita and former Kellner Family Distinguished Chair of Urban Education at the University of Wisconsin-Madison, and author of The Dreamkeepers: Successful Teachers of African American Children, a critically acclaimed book that is now in its third edition.

In a keynote address at the first Equity Symposium sponsored by the Illinois State Board of Education, Ladson-Billings spoke to the changing journey and the four – yes four – pandemics that the education community as a whole and today’s students in particular are coping with: COVID-19, of course; the George Floyd murder and the reckonings in its aftermath; the economic downturn that is most severely impacting women and children; and climate change, which is the top concern of young people today.

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Ladson-Billings seeks to find a “ray of hope” as we seek equity in education during and through these pandemics. She cites The Pandemic Is a Portal by Arundhati Roy, “Historically, pandemics have forced humans to break with the past and imagine their world anew. This one is no different. It is a portal, a gateway between one world and the next. We can choose to walk through it, dragging the carcasses of our prejudice and hatred, our avarice, our data banks and dead ideas, our dead rivers and smoky skies behind us. Or we can walk through lightly, with little luggage, ready to imagine another world. And ready to fight for it.”

This Journal shares several perspectives on the equity journey ahead. Our collaborators at the Latino Policy Forum discuss serving newcomers and addressing barriers to learning, a two-part series starting on page 14.

Don Parker, Ed.D., opens a series, “Be The Driving Force for School Leader Integrity to Promote Equitable Leadership in Schools,” focusing on four crucial characteristics of leaders of integrity: courageous, ethical, collaborative, and action-oriented, “as it relates to fostering a more equitable educational environment.” Find the first installment on page 21.

On page 29, James Harden, Ed.D., brings to readers the idea of “Sticker Shock” and DEI in the arenas of communication, finance, and transportation.

Also, on page 11, IASB’s Associate Executive Director for Field and Equity Services, Nakia Hall, Ed.D., asks “Are we truly seeing the results we desire to see? In order for an action or initiative to be impactful it must be transformative. It must change something from its original state to a better state. It must be a notable change that has brought about substantive growth and evolution.”

Equity voices are amazing.

For this Journal, we garnered so much interest in contributions on equity, we’ve had to save some of it for another time. I thank all these contributors for sharing their time and talents, and encourage readers to take their words to heart. No matter where you started or where you are now, the journey continues, with rays of hope, initiatives for action, and opportunities for transformation.  Theresa Kelly Gegen is Director of Communications/Editorial Services at IASB and Editor of the Illinois School Board Journal. You can reach her at tgegen@iasb.com.

Table of Contents COVER STORIES

11 Transformative Equity Now!

By Nakia Hall

At the core of Diversity, Equity, and Inclusion is equity – the concept of giving each and every student what they uniquely need to gain growth, access, and opportunity.

14 Ensuring Success for Newcomer Students

By Alaynah Garibay and Rebecca Vonderlack-Navarro Latino Policy Forum

How can school districts support newcomer students? Discover ways school officials can address barriers to learning.

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Be Courageous: Crucial Characteristics of Leaders of Integrity, Part I

REGULAR FEATURES 2 Front Page 4 From the Field

FAQs about Board Self-Evaluations

7 Advocacy Angle

Resolutions Process Guides IASB Advocacy

By Don Parker

The first in a series of articles exploring the multifaceted ways that leader integrity impacts school equity, and it starts with courage.

9 Legal Matters

Addressing and Avoiding DEI Sticker Shock

33 Practical PR

29

Resources for Teaching Native American Experience and History Quality Communication is an Equity Initiative

By James Harden

A challenge to school board members to move beyond comfort levels and prioritize DEI goals that are advantageous for school communities.

July/August 2019 Vol. 87 No. 3

Kara Kienzler, Associate Executive Director Theresa Kelly Gegen, Editor Bridget Kusturin, Advertising Manager Jennifer Nelson, Copy Editor Katie Grant, Design and Production Matt Schultz, Design and Layout

38 Milestones 39 Insights

ILLINOIS SCHOOL BOA R D JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of Sc hool B oa rd s, 2921 Ba ker Dr ive, Springfield, Illinois 62703-5929 (217) 5289688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 60148-6120 (630) 629-3776.

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

Non-member subscription rate: Domestic $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.

November/December 2023 • 3

From the Field

FAQs about Board Self-Evaluations

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By Perry Hill IV, Ph.D.

IASB Field Services Director Perry Hill IV provides insights and answers to questions about board self-evaluations.

Q: What is a Board Self-Evaluation?

A board self-evaluation is a means by which a board and/or a governance team (or the board-superintendent collective), pauses, reflects, and examines essential elements of itself, such as board structures and the quality of team functionality. A board self-evaluation serves as a vehicle in which a board and/or a governance team can critically examine its strengths and challenges while crafting adjustments that promote continuous board/team improvements.

A board self-evaluation can, also, aid a board in gathering perceptions of all board members, fostering dialogue, improving the board’s understanding of its role and decision-making processes, strengthening team relations, enhancing board structures and processes to increase productivity, and identifying next steps for board learning and growth.

Q: How Does a Board know if a Board Self-Evaluation is Needed?

A board should, collectively, determine if a need exists to participate in a board self-evaluation. This

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need may be based on a desire to gather any of the information discussed above. Although addressing an internal challenge can, and often is, part of it, a board does not need to be in crisis for a board self-evaluation to be needed. The evaluation also helps a team foster dialogue and increase productivity.

Q: What Does Illinois Law Say about Boards Conducting Board Self-Evaluations?

Illinois law provides an exception to the Open Meetings Act that permits a board to conduct a board self-evaluation in a closed session (or executive session) meeting for set purposes. Specifically, this Illinois law appears in 5 ILCS 120/2(c)(16) and it states that a board may enter closed session for: Self-evaluation, practices and procedures or professional ethics, when meeting with a representative of a statewide association of which the public body is a member.

For IASB members, the verbiage “representative of a statewide association of which the public body is a member” authorizes IASB Field Services Directors to officially facilitate the session(s) within a closed (or executive session) meeting.

Q: Should a Board Post a Meeting Denoted as a Board SelfEvaluation if it is Called a Retreat?

A board must abide by the Open Meetings Act whenever a gathering of the board occurs with a majority of a board-quorum to discuss public business, any exchange of views and ideas among school board members that pertains to the affairs of the board. Regardless if a board assembles for a meeting that is called a Retreat, a Workshop, a Board Self-Evaluation, or any other meeting descriptor, the meeting must be posted in accordance with the Open Meetings Act in Illinois law.

Q: How Long is a Typical Board Self-Evaluation Session?

A typical timespan for a half-day board self-evaluation session is up to four hours, but a Field Services Director can work with a requesting board to develop a workshop within a requested, abbreviated, and reasonable timespan. Some boards opt to request a full-day board self-evaluation session spanning over four hours and/or multiple days.

Q: How Frequently Should a Board Commit to Conducting a Board Self-Evaluation?

The frequency when a board conducts a board self-evaluation is

determined by each board. some boards engage in, at least, an annual board self-evaluation to ensure the board is regularly assessing its efficiency and/or addressing any challenge that may hinder optimal board performance. Some boards engage in a more frequent schedule of board self-evaluations to ensure that they maintain optimal functionality as a board and governance team.

Q: Are there different types of Board Self-Evaluations? Yes, there are multiple types of board self-evaluations from which a board can select. some of the available types include: • Starting Right • Board Governance Review • Myers-Briggs® Team • Customized Board Self-Evaluation (crafted from dialogue with the requesting board) Q: Might a Board SelfEvaluation be conducted to address a decorum issue involving the board?

Yes, a board self-evaluation may be conducted to address a decorum issue involving the board. Decorum issues typically link to differing interpretations of professional ethics or matters related to inconsistencies/absences of specific protocols. As such, this topic qualifies as an Open Meetings Act exception specified under statute 5 ILCS 120/2(c)(16). IASB Field Services Directors conduct such topical sessions in closed (or executive) session and foster dialogue with the full board to determine the “next steps” beneficial for the board team and the advancement of the district.

IASB Administration and Staff

As of October 15, 2023 OFFICE OF THE EXEC. DIRECTOR Kimberly Small, Executive Director Jeremy Duff y, Deputy Executive Director/ General Counsel Tulsi Srinivasan, HR Director Chris Montrey, Admin. Assistant ADMINISTRATIVE SERVICES Jennifer Feld, Chief Financial Officer/Associate Executive Director Karen Faith, Assistant Business Manager Camille Gillette, Specialist III Ruth Ann Ferris, Receptionist Sally Kimmel, Receptionist OFFICE OF GENERAL COUNSEL Jeremy Duff y, General Counsel/Deputy Executive Director Maryam Brotine, Assistant General Counsel Debra Jacobson, Assistant General Counsel Ummehani Faizullabhoy, Assistant Director Michael Ifkovits, Legal Assistant Karis Li, Legal Assistant

POLICY SERVICES Angie Powell, Associate Executive Director Nicholas Baumann, Director John Fines, Director Garth Minor, Director Tammie Ng, Director Breanna Rabacchi, Assistant Manager Emily Tavernor, Assistant Manager Tasha Levy, Admin. Assistant Jennifer Robinson, Admin. Assistant Tayler Heidbreder, Specialist GOVERNMENTAL RELATIONS Mary Ellen Buch, Director Barbara Hobrock, Director Mike Stevens, Director Alie Wagner, Admin. Assistant MEETINGS MANAGEMENT Carla S. Bolt, Director Natalie Duke, Assistant Director

BOARD DEVELOPMENT Lori Grant, Associate Executive Director Sandra Kwasa, Director Kathryn Bulava, Assistant Director Rhonda Cass Mackiney, Assistant Director Haylie Noltensmeier, Admin. Assistant Linda Zulaski, Admin. Assistant EXECUTIVE SEARCHES Patricia Sullivan-Viniard, Director Tim Buss, Consultant Jim Helton, Consultant Dave Love, Consultant Alan Molby, Consultant Vic Zimmerman, Consultant Mary Torgler, Admin. Assistant INFORMATION TECHNOLOGY Chris Lawton, Director Patrick Shea, Assistant Manager FIELD AND EQUITY SERVICES Nakia Hall, Associate Executive Director Reatha Owen, Senior Director Patrick Allen, Director Arlana Bedard, Director Perry Hill IV, Director Laura Martinez, Director Natalie Williams-McMahon, Director Yolanda Chavez, Admin. Assistant Nancy Johnson, Admin. Assistant Chelsea Reimann, Admin. Assistant Cindy Rispens, Admin. Assistant Shantel Rotherham, Admin. Assistant Miranda Sexton, Admin. Assistant Gretchen Watson, Admin. Assistant COMMUNICATIONS Kara Kienzler, Associate Executive Director Theresa Kelly Gegen, Director Heath Hendren, Director Jennifer Nelson, Director Isaac Warren, Assistant Director Bridget Kusturin, Admin. Assistant PRODUCTION SERVICES Katie Grant, Director Matt Schultz, Graphic Designer Jeff Armbruster, Print Shop Operator/Graphics

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

November/December 2023 • 5

Q: What is the difference between board self-evaluations and other IASB workshops/ sessions?

Board self-evaluations are meetings where the focus centers on the unique structures and processes of a specific board necessary for it to optimally function.

These structures and processes can, also, extend to specific practices and procedures or professional ethics of a specific board. Some examples of structures and processes a board may opt to explore via dialogue, creation, and/or refinement include board protocols, board-superintendent communication expectations, board decorum standards, identifying personality types, and assessing board adherence to its roles using an online survey tool.

Other IASB workshops (which are not board self-evaluations) approach a wider array of school board governance topics using a more general focus, rather than focusing on unique areas of need by a specific board. A list of all in-district workshop options is available on the IASB website.

Q: Who should a board contact to schedule/plan a Board Self-Evaluations?

The board president and/or the superintendent should contact an IASB Field Services Director to inquire about, schedule, or plan a board self-evaluation for the full board/governance team. The team should have discussed the need for a board self-evaluation, prior to initiating contact with an IASB Field Services Director, and concurred (through such means as consensus) with being a workshop participant. The list of IASB Field Services Directors (sorted by division-affiliation) is accessible on the IASB website. Contact your IASB Field Services Director to discuss the purpose of the meeting, the process for the meeting, and the desired timeline(s) for completion. IASB staff will make every effort to meet the specific needs of your board. The process usually begins with establishing a date for the in-district session. The board (generally through the superintendent and board president) and IASB discuss and select the best format for the board self-evaluation meeting.  Pery Hill IV, Ph.D., is Field Services Director for the Illinois Association of School Boards, covering the Egyptian, Illini, Shawnee, and Wabash Valley divisions.

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IASB Board of Directors As of October 15, 2023 PRESIDENT Simon Kampwerth Jr. VICE PRESIDENT Mark Harms IMMEDIATE PAST PRESIDENT Thomas Neeley TREASURER Tim Custis ABE LINCOLN Christopher Gordon

NORTH COOK Alva Kreutzer

BLACKHAWK Jeff Johnson

NORTHWEST Chris Buikema

CENTRAL ILLINOIS VALLEY Tim Custis

SHAWNEE Sheila Nelson

CHICAGO PUBLIC SCHOOLS Jianan Shi CORN BELT Nick Sartoris DUPAGE Thomas Ruggio EGYPTIAN Lisa Irvin ILLINI Kimberly KenileyAshbrook KASKASKIA Linda Eades KISHWAUKEE Robert Geddeis LAKE Marc Tepper

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.

Advocacy Angle

Resolutions Process Guides IASB Advocacy

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By Mary Ellen Buch

To affect change for K-12 public education, members can advocate.

Each year, school board members have multiple chances to advocate for the good of public education in our state, working with the Illinois Association of School Boards (IASB).

One option is to take part in the annual process to update position statements which then determine the legislative topics that the IASB Governmental Relations team will prioritize. A Call for Resolutions is sent out every April and each member district has the opportunity to make their voice heard by proposing an idea, through a resolution, to create or make changes to current Position Statements.

The IASB Resolutions Committee consists of one member from each division. In addition, the IASB vice president serves as chair of the committee. In 2023 the committee met in early August to make recommendations on each of the nine submitted resolutions. Submitting districts provided testimony to the committee, and after in-depth discussion on each resolution, the Resolutions Committee made recommendations on each of them.

Submitted resolutions this year, and the Committee’s recommendations, include • Fremont SD 79 (Delegate Assembly Mail-In Voting) Recommend Do Not Present • Wilmette SD 39 and Wheeling CCSD 21 (Schools as Polling Place Choice) Recommend Do Not Present • Pleasantdale SD 107 Industrial Construction) Recommend Do Not Adopt • Naperville CUSD 203 (Fully Fund IDEA) Recommend Do Not Present • Homer CCSD 33C (School Resource Officer Funding) Recommend Do Adopt • Mercer County SD 404 (Bus Driver Regulations) Recommend Do Adopt • Warren THSD 121 (Suicide Prevention Education) Recommend Do Not Present • Geneseo CUSD 228-Alternative (Safe School Funding) Recommend Do Not Adopt • Unity Point SD 140 (Employment History Review) Recommend Do Not Adopt Per the IASB Constitution, the committee then has three options.

It can recommend “do adopt,” “do not adopt,” or “do not present.” A

“do adopt” recommendation goes to the Delegate Assembly floor for a vote. In the case of a “do not adopt” recommendation, the appeals process begins, and the submitting member may appeal to the Resolutions Committee.

The Committee can also exercise its prerogative to determine that a proposal will not be presented to the Delegate Assembly for consideration with a “do not present” motion. In this scenario, the resolution would not move forward in the process and would not be subject to the appeals process. Reasons a resolution might receive a “do not present” recommendation include a few districts being affected by the resolution, a duplicate of a current Position Statement, or the Resolution committee not being the correct pathway for the proposal.

After the August meeting, the Resolutions Committee Report was created and sent electronically to members. This document lists all the resolutions submitted and the school district’s analysis, as well as the Resolutions Committee analysis and its recommendation for each submission.

Illinois school boards are tasked with reviewing the document at their September and October board meetings to discuss how they will November/December 2023 • 7

vote on each proposed resolution.

At this time, the board should also determine which board member will represent the district at the Delegate Assembly (held in November) to vote on the resolutions. That member must be registered prior to the Delegate Assembly, and pick up credentials at the Joint Annual Conference in order to vote on the floor of the Delegate Assembly.

On the Friday of the Joint Annual Conference, the Resolutions Committee meets to discuss any appeals and prepare for the Delegate Assembly, which takes place the next morning.

At the Delegate Assembly, only registered, credentialed delegates sit in the voting section of the room. Credentials are handed out to registered delegates before

the assembly and include a dated delegate pin and a brightly colored card with their school district name on it. Along with voting on the resolutions, this meeting includes the annual business meeting and the election of IASB officers.

After the Delegate Assembly, IASB mails the updated Constitution and Position Statements booklet to all board members. In addition, the IASB Governmental Relations team begins planning for the upcoming legislative session and sets legislative priorities using the updated Position Statements.

The adopted resolutions become Position Statements which provide direction for advocacy and carry the weight of the delegates behind them to direct

and inform Association legislative priorities. The IASB Board of Directors prefers to focus advocacy on a limited number of issues that are the most impactful to the full membership, which unite the membership, and that help position the Association for legislative success.

By participating in the Resolutions Process, you, as a part of your full school board, can advocate for your local school district as well as other districts across the state.  Mary Ellen Buch is Director of Governmental Relations for the Illinois Association of School Boards.

The 2023 Delegate Assembly is November 18. Resources associated with this article, including the IASB Advocacy Core Values, are available at iasb.com/Journal.

Understand Governance, Increase Your Influence IASB’s The Basics of Governance course available 24/7 at the Online Learning Center Developed to provide board members and superintendents with an overview of effective school board governance.

• • • •

Identify the role and work of the school board.

Distinguish board work from that of the superintendent and staff.

Understand how each member relates to the full board.

Recognize effective board and board member best practices.

To learn more contact onlinelearning@iasb.com, or Linda Zulaski, (630) 629-3776, ext. 1212

8 • Illinois School Board Journal

Legal Matters

Resources for Teaching Native American Experience and History

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By Maryam Brotine

Beginning with the 2024-2025 school year, Public Act 103-422 requires that every public school social studies course about American history or government include a unit of instruction on the events of the Native American experience and Native American history within Illinois and the Midwest “since time immemorial” – which is no small feat! Specifically, the unit must include: 1. The contributions of Native Americans in government and the arts, humanities, and sciences; 2. The contributions of Native Americans to the economic, cultural, social, and political development of their own nations and of the United States; 3. A description of the large urban Native American populations in Illinois, including the history and experiences of contemporary Native Americans living in Illinois; 4. The genocide of and discrimination against Native Americans; 5. Tribal sovereignty; 6. Treaties made between tribal nations and the United States; and

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The circumstances around forced Native American relocation.

There is some flexibility built into the law. First, school boards are given discretion to determine the minimum amount of instructional time that qualifies as a unit of instruction. Second, the unit of instruction may be integrated as part of the units of instruction already required for U.S. History or for Holocaust and Genocide Study.

How are schools to develop such a robust Native American curriculum?

Though neighboring states like Wisconsin and Minnesota have similar curricular requirements, we can only ask to borrow so much, because Illinois curricula must be specific to the Native American experience in Illinois. The Illinois State Board of Education (ISBE) is charged with developing instructional materials related to Nos. 4 and 5, above, in consultation with members of the Chicago American Indian Community Collaborative, a network of 16 organizations and programs dedicated to meeting the needs and improving the conditions for Native Americans in the greater Chicagoland area. But ISBE has until January 1, 2025, to develop its instructional materials and make them available.

In the meantime, where can schools find other resources for teaching the Native American experience and history? While there is no ready-made curriculum ripe for picking, there are plentiful resources right at your fingertips and possibly even in your backyard. Here is a sampling.

Education-Specific Resources

• Native Knowledge 360º Education Initiative, Smithsonian National Museum of the American Indian – Provides educators and students with new perspectives on Native American history and cultures. Features educational materials, virtual student programs, and teacher training that incorporate Native narratives, more comprehensive histories, and accurate information to enlighten and inform teaching and learning about Native America.

• 15 Resource for Teaching Native American History and Culture, International Society for Technology in Education (ISTE).

• Native American Education in Schools: Panel Discussion, Chicago Public Library, September 27, 2023.

November/December 2023 • 9

Legal Matters • Illinois Early Learning Project – Resource page on teaching and learning about Native Americans.

• Native American Art Teacher Resources, Hood Museum of Art, Dartmouth College.

• National Native American Heritage Month – For Teachers, National Endowment for the Humanities.

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Illinois Historical Sites

• U.S. Dept. of Agriculture Forest Services – Webpage discussing native tribes of Southern Illinois.

• Illinois Dept. of Natural Resources – Webpage highlighting and linking to nine Native American sites in Illinois, from Apple River Fort in the northwest to the Kincaid Mounds in the southeast.

• Rockford Park District – Webpage discussing Native American heritage sites within the Rockford Park District.

Illinois Museums

• Field Museum, Chicago: Native Truths: Our Voices, Our Stories – A new permanent exhibit, Native Truths: Our Voices, Our Stories was created with the guidance of an advisory council of 11 Native American scholars and museum professionals, and in partnership with 130 collaborators representing over 105 Tribes. Hear from Native American and Indigenous 10 • Illinois School Board Journal

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people telling their own stories through words, music, dance, and art.

Illinois State Museum, Springfield: The Arrival of Native Nations (11,700-4,000 years ago) Mitchell Museum of the American Indian, Evanston – Founded in 1977, one of a handful of museums across the country focusing exclusively on the histories, cultures, traditions, and arts of Indigenous people from the United States and Canada.

Champaign County History Museum, Champaign, Indigenous Illinois: The History of American Indian Tribes in and Around Champaign County.

Hauberg Museum, Rock Island Trickster Cultural Center, Schaumburg

Native American Studies at Illinois Higher Educational Institutions

• Illinois State University, Native American Studies.

• Northern Illinois University Digital Library.

• Northwestern University, Native American and Indigenous Initiatives.

• University of Illinois, Native Oral History • University of Illinois at Urbana-Champaign, American Indian Studies Program.

• Southern Illinois University-Edwardsville, Native American Studies.

Articles

• “How will a new Illinois law help with teaching the history of Native Americans in the state?” (August 10, 2023), News Bureau, University of Illinois at Urbana-Champaign.

• “Why aren’t there any federal Indian reservations in Illinois?” (December 10, 2021), WBEZ. • “American Indians in Chicago struggle to preserve identity, culture and history” (August 13, 2012), Chicago Tribune.

Books and Book Lists

• An Indigenous Peoples’ History of the United States by Roxanne Dunbar-Ortiz.

• An Indigenous Peoples’ History of the United States for Young People by Roxanne Dunbar-Ortiz and adapted by Jean Mendoza and Debbie Reese.

• The Heartbeat of Wounded Knee: Native America from 1890 to the Present by David Treuer.

• The Heartbeat of Wounded Knee (Young Readers Adaptation) by David Treuer and adapted by Sheila Keenan.

• One Book, One Chicago, Chicago Public Library has curated lists of Native American heritage book recommendations for kids, teens, and more.  Maryam Brotine is Assistant General Counsel at the Illinois Association of School Boards. Links to the resources mentioned in this column can be accessed via iasb.com/journal.

Cover Story

Transformative Equity, Now!

By Nakia Hall

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When I wrote, “From the Field: Lessons Learned in Leadership” for the January/February 2021 Journal, we were fresh into COVID-19, building that plane while flying it, and learning leadership lessons that would impact us for years to come.

We were unaware of what was lying ahead, unsure of whatever mandate or executive order was coming next, and at that moment still oblivious to the ultimate impact COVID-19 would have on all of us, especially our students.

Two-and-a-half years later, we are coping with and recuperating from

the highest-ever levels of student chronic absenteeism and learning loss, and the exacerbation of issues that were already prevalent pre-COVID. So what have we truly learned, in this triad of years, as COVID-19 remains as the voice of a softly roaring lion? It has not completely gone away, and we can still feel and hear the impact of its voice, even as we gain more distance from it.

One thing has been made crystal clear — we can’t do things the same as before. The lingering student needs prior to March 2020 are not only still lingering, but are forever

permeated in school improvement plans, grant applications, and school report cards. Think about this — if, as is said, insanity is doing the same thing over and over while expecting different results — we don’t have much of a choice. The time is overdue to become more intentional with decisions, strategies, and policies. Our two-and-a-half years have taught us that change is not only inevitable but should also be transformative.

As our state continues to pave a clear road toward the championing of educational equity, we should know that we are in the right place at November/December 2023 • 11

the right time. As we see DEI leaders, DEI-related initiatives, DEI-associated words, and DEI-saturated books banned in other states, we can celebrate the fact that doing what’s humane and right for students in Illinois is not only celebrated but also preserved. And at the core of Diversity, Equity, and Inclusion is equity – the concept of giving each and every student what they uniquely need to gain growth, access, and opportunity.

We are one year into the Equity Journey Continuum, developed by the Illinois State Board of Education in a strategic plan that puts equity at the forefront of student success. Many districts have developed Diversity, Equity, and Inclusion plans, and at times it seems we are saying all the right things and checking all the right boxes.

But is it enough? Are we truly seeing the results we desire to see?

In order for an action or initiative to be impactful it must be transformative. It must change something from its original state to a better state. It must be a notable change that has brought about substantive growth and evolution.

I am a firm believer in the thought that leadership starts at the top. Leaders set the tone and direction of navigation. They are in the driver’s seat, allocate the resources necessary for the trip, and enter the destination address into the school governance-style GPS: Goals and Policies System.

Board members help set the direction of the district through policies and goals developed with the help of the superintendent. If you want to have a robust approach to creating an equitable education system, it starts with you. The official Oath of Office for Illinois school board members tells us why.

Following what you committed to doing when you took office helps bring transformative equity. School board members in Illinois took that oath to do the following: “As part of the Board of Education I shall accept the responsibility for my role in the equitable and quality education of every student in the school district;” The Oath of Office makes it clear that every school board member in Illinois not only has a role to play in equitable and quality education for every student in their

district, but to do so is a pledge made by each school board member when taking office. This acknowledges that the responsibility does not only rest with superintendents, administrators, and teachers, but also with the school board members who make impactful decisions that affect students every day.

“I shall strive to work together with the district superintendent to lead the school district toward fulfilling the vision the board has created, fostering excellence for every student in the areas of academic skills, knowledge, citizenship, and personal development.”

It is the responsibility of every school board member in Illinois to work to have an effective, collaborative relationship with their superintendent that will lead to actions that move the district closer to its vision. No matter the stated vision, everyone’s goal should include excellence for every student.

Adapting and adhering to equitable practices helps to ensure this.

“I shall strive to ensure a continuous assessment of student achievement and all conditions affecting the education of our children, in compliance with State law;”

IASB Resources for Educational Equity IASB offers multiple supports for school boards and superintendents navigating their transformative equity journey. The Equity: An Educational Imperative workshop can be conducted for your district by directors in our Field Services Department. This workshop helps the leadership team address equity through the lens of leadership roles and responsibilities, and helps the team grow in foundational knowledge of equity.

The Equity Immersion, held at the Joint Annual Conference, is a full day of learning, connecting, and

12 • Illinois School Board Journal

gaining equitable support through speakers, table talks, breakout sessions, and program vendors.

IASB also offers an Equity Resource list full of tools for your equity toolbox including lists of books, videos, podcasts, articles, and more to help you on your journey. This list can be accessed on the IASB website.

For more information on what IASB has to offer and how you can access these supports, contact Yolanda Chavez, at ychavez@iasb.com or contact an IASB Field and Equity Services Director.

It is the responsibility of every school board member in Illinois to monitor district progress, to be knowledgeable of district and community issues, and to work with their superintendent to help create goals that address these issues. Part of those goals should be to ensure that the needs of students and communities are being met in an equitable manner.

“I shall foster with the board extensive participation of the community, formulate goals, define outcomes, and set the course for (said school district);” Part of creating participation opportunities for the community is first understanding the diverse needs of the community and moving toward ways and opportunities to help the community not only feel included, but to actually be included. Equitable practices, procedures, and policies help move diversity to inclusion.

“I shall assist in establishing a structure and an environment designed to ensure all students have the opportunity to attain their maximum potential through a sound organizational framework;” A sound organizational framework begins with sound leadership.

Boards that focus on the IASB Foundational Principles of Effective Governance help to create a sound organizational framework by: 1. Clarifying the district’s purpose. This helps drive the direction toward success and puts everyone on the same page, traveling in the same direction. Everyone should be clear concerning district equity priorities, why they are needed, and how they will be executed.

2. Connecting to the community. As the Oath of Office states, extensive participation of the community is valued. This connection should be twoway, with the board engaging with, learning of, and learning from the community.

Additionally, the community should have the opportunity to share their diverse thoughts and needs with the board.

3. Employing a superintendent. Employing a superintendent is just the beginning of district-level leadership. A board that employs a superintendent and has a cohesive and collaborative relationship built on trust and effective communication can work in partnership to identify the needs of all students and address diversity, equity, and inclusion issues in the district. Creating a strong leadership team that can help bring about transformative and impactful change to the district is key.

4. Delegating authority. A board should be able to trust its district leadership team and delegate the superintendent to execute the work and vision of the district. To see equity initiatives come to pass, the board and superintendent must know their unique roles and responsibilities and initiate them with fidelity.

5. Monitoring performance.

To understand equitable progress, a board should

monitor performance.

Board members should be knowledgeable about progress made towards goals and have candid, meaningful conversations with the superintendent concerning outlined initiatives.

6. Taking responsibility for itself. Boards that hold themselves accountable, both as a whole and individually, value learning and growing in their understanding of why creating an equitable learning environment is imperative for the success of all students.

“I shall serve as education’s key advocate on behalf of students and our community’s school (or schools) to advance the vision for (name of school district);” Educator and author Anthony Muhammad, Ph.D., stated that “equity can never become a reality in education if it’s viewed as charity instead of professional obligation.”

School board members and superintendents have a professional obligation to reach students where they are, with unique and distinctive needs.

Utilizing resources and supports, collaborating with entities in the community, and continuing learning and growing lays the foundation for educational equity success.

Remember, as we travel this equity journey, that change is not only inevitable, but should also be transformative.  Nakia Hall, Ed.D., is Associate Executive Director for Field and Equity Services at IASB. Resources associated with this commentary can be accessed via iasb.com/equity.

November/December 2023 • 13

Cover Story

Ensuring Success for Newcomer Students

By Alaynah Garibay and Rebecca Vonderlack-Navarro, Latino Policy Forum

T

This article is the first of a two-part series that explores ways schools can support newcomer students.

Newcomers is an umbrella term for newly arrived foreign-born students. These students typically do not have mastery of the English language and their families may be unfamiliar with the U.S. school system. This article provides an overview of terminology along with suggestions for initial ways in which schools can support these students. The second article, to

14 • Illinois School Board Journal

appear in the January/February 2024 issue of the Illinois School Board Journal, highlights “voices from the field” where various district leaders throughout Illinois share the ways they are meeting the needs of newcomer students.

Throughout American history, there have been waves of immigration. Whether families come to Illinois for political or economic reasons, these newcomer students share some common characteristics. Once they enroll in

school many will qualify as English Learners and will need customized instruction to achieve academic success. In addition, they have more social and emotional needs than the typical English Learner.

With appropriate supports, as explored in this article, these students can thrive.

Understanding the Population

Some key terms are helpful for school leaders to understand when newcomers enroll in the

school district. Often the students and their families are sponsored by churches or nonprofit organizations.

• Newcomer: A school-aged child who was born abroad and immigrates to the United States. Often the immigration experience is prompted by a political situation, but it can also be for economic reasons.

• Refugee: A student who, because of conflict and war, is displaced from their home country. Typically they spend time in a temporary refugee camp where they apply for protection before immigrating to the United States.

• Asylee: A student who applies for asylum protection after immigrating to the United States due to political circumstances in their home country, where, if they were to return, they could face persecution.

• Intermittent schooling: A student’s formal education has been disrupted for political or economic reasons.

There may be gaps in their academic skills as well as a limited ability to communicate in English.

Serving Newcomers and Addressing Barriers to Learning

Newcomers to the United States come from diverse

backgrounds. For some students, the family decided to immigrate to the United States in hopes for a better life. Others are undergoing strife and stress in the home country and may have been stationed in a refugee camp for a time. No matter the circumstances, the educational environment in the United States may seem foreign and even frightening for some students and their families. The emotional stress experienced by students can begin to create barriers to learning.

Newcomers typically have deep social and emotional needs for a sense of safety and security.

Depending on the student’s unique situation of migration to the United States, there may be factors within the home or school system that present barriers to the student being available to new information and learning. When an individual feels unsafe, the tendency is to shut down. Academics can suffer until the student is able to acclimate in a healthy manner. Specific experiences often impede learning for students new to the United States and ideas for implementation to support students, including the following.

Overcoming Social-Emotional Stressors

Sense of grief or loss. In situations where a student was quickly moved out of their home country without having been consulted, they may enter a stage of grief over the loss of familiar surroundings, foods, sounds, and language. Finding ways to allow the student to express feelings of loss can be beneficial. This is often done through acculturation classes, cultural presentations, oral retellings, or November/December 2023 • 15

in writing assignments. Having a caring adult listen to the student’s sense of loss provides the first step toward developing a sense of security. Teachers, social workers, or community volunteers who speak the student’s home language are crucial to this process.

Feeling overwhelmed. The new school environment can present

challenges to a newcomer who might come from poverty and/or a refugee camp. The sheer size of the building, the cafeteria, and the amount of noise and stimulation can be taxing on students who have not developed a sense of security.

Help comes by creating a plan for the first three-to-six months of acculturation, and integration is a sound way to support students and

to minimize the extra load on teachers. Considerations for the plan: • Providing a space within the school where a newcomer is able to make the fewest number of transitions within a school day.

• Consider a smaller space for breakfast and lunch.

• Assign helpful adults or student ambassadors who

Diego’s Story In 2000, school districts in DuPage County were experiencing waves of immigrant and refugee children from parts of Central America, Mexico, and Africa. One was a boy who we will call Diego. He was 12 years old and in sixth grade when he arrived in the United States. He came from a small town in a rural part of Mexico where he and his family had lived on a working farm near his grandmother. The family had livestock and Diego was involved in their daily care.

Just prior to his arrival in West Chicago, he lost his older brother in a tragic situation. His mother decided it was no longer safe to stay in Mexico and quickly made arrangements to migrate north to stay with family. It happened rapidly, and Diego was not consulted about the move. According to Diego, one moment he was in his home country surrounded by friends, family, the farm, and the culture he knew. The next day he felt traumatized by new sights, sounds, and language of his new U.S. environment. He did not have time to process his emotions. Diego was trying to navigate his sense of loss, language and cultural barriers, and a new educational environment.

Fortunately, the school district offered a six-month Welcome Center Program where Diego’s needs could be assessed and addressed to form a transition plan for him to gradually become ready to navigate the local middle school. In the first weeks, Diego’s academic skills were assessed in his native language

16 • Illinois School Board Journal

of Spanish. All the teachers he encountered in the Welcome Center had experienced immigration firsthand. He was assigned a social worker to help him with his social and emotional needs. The social worker also supported the family to access resources, including the local food pantry, housing assistance, and medical care.

The Welcome Center offered a curriculum that was focused on literary, mathematics, English as a Second Language, and acculturation classes. The setting was small, providing students with a safe space to learn important everyday tasks: managing belongings in a locker, class schedules, and eating in a smallscale version of a school cafeteria. Opportunities for questions and support were offered in the form of an acculturation class. Students were encouraged to share their stories while they learned about customs and traditions in the United States. Diego often wrote letters to his grandmother back home, encouraging her to look after the livestock on the farm. He told her how much he missed and worried about them.

When Diego began to feel safe, he was able to begin to perform academically. Within six months, he was successfully moved to the local middle school that was prepared to receive him as a student. His teachers were informed of his needs and there was a plan in place to continue the support services for him.

At the end of the first grading period, Diego was performing so well that he made the honor roll. 

are consistently available to maximize support for the newcomer.

Lack of resources. Many families immigrating to the United States may lack financial resources and support in navigating life in this country. Affordable housing, utilities, and food are necessary for students to have their basic needs met at home. Parents who do not have mastery of the English language may lack the support necessary to secure resources in the community. When stress exists at home, students can show up at school with a sense of anxiety.

• Collaborate with local community or church organizations who are knowledgeable about community services for housing, food, and medical

support. Develop a resource guide with the information in multiple languages.

• Assign specific staff to assist families. Some districts have social workers, parent liaisons, or community volunteers who can become part of the trusted support network.

• Explore whether the student qualifies as homeless and can receive resources under the federal McKinney-Vento Homeless Assistance Act. Overcoming Academic Barriers

Academic Assessment of Skills.

Younger students entering school within the preschool to second grade span may have an easier time integrating into the school setting.

The curriculum in the early grades is concrete and has lots of visual

support. Most young children given social and emotional support will be able to adapt to a setting where instruction is in their home language. Students who enter the U.S. school system after second grade are more likely to have disparities in their academic skills. Some may be advanced in mathematics or literacy when presented with tasks in their home language.

Others may have experienced intermittent schooling or extended time in a refugee camp, thereby experiencing gaps in learning.

• Consider developing an academic assessment in the home language for students entering as newcomers after second grade. The assessment should include mathematics, oral retellings, and gathering of writing samples.

November/December 2023 • 17

• Use the results of the assessment to form a six-month plan to accelerate learning where needed.

• Acceleration may involve extended-day learning, summwer school, and/or tutoring for newcomers. Along with local dollars, these expenses are eligible for Federal Title I and III funding.

Home Language Instruction.

Studies have shown that English learners benefit from instruction in their home language. This is especially true for newcomers who must overcome socio-emotional barriers, progress academically, and master the new language of English.

Educators must consider ways that instruction in core content areas can be made available to the newcomers.

18 • Illinois School Board Journal

• Bilingual Education Teachers are a critical component of a well-designed instructional program for newcomers.

• Paraprofessionals who speak the students’ home language can provide an extra layer of academic support.

• Native language tutors recruited from the community can also serve to provide explanations in the home language, this can be an especially useful strategy to support newcomers who speak low-incidence languages.

Accelerated Survival ESL and Acculturation Classes. In the first few weeks of a program, newcomers will need to develop survival English. They will need to understand some of the

re-occurring language used in the school setting, e.g. “Where is the bathroom?” “Is it time for lunch?” “I don’t feel well.” Daily English as a Second Language classes are a key component of a six-month plan. In addition, culture is an entry point to personalizing learning for a student. Students are curious about aspects of American culture they experience at school and in the community.

• Ensure that qualified teachers are offering daily ESL classes.

• Focus on developing receptive language and oral language first. Give simple one-step directions that incorporate a lot of visuals and develop conversational skills.

success. These students arrive with important cultural assets and strengths. With the proper support, these students can thrive and become important contributors to school life and the broader community. 

• Supplement with quality ESL software programs that allow for individual students to practice listening and speaking.

• Allow for an instructional time where students have an opportunity to inquire about local culture and process their experiences. Examples of this might be holidays and celebrations, school dances, sporting events, or extracurricular opportunities.

• Build oral presentation skills where students can discuss their home culture and country.

School leaders are in the unique position of lending support to newcomers who arrive in the community. It is important to ask the administration about the social and emotional support and academic programs available in the district.

In Diego’s case, there were many ways in which the school district contributed to his lasting success. The Welcome Center Program was the beginning of his journey where he was met by qualified and caring teachers. The social worker supported him and his family by connecting them to resources available in the local community.

His academic program was carefully planned to ensure his success in subject matter and English. When his initial phase was well underway, plans began to acclimate him to the middle school he would attend. He went on some short school visits and was introduced to his future teachers. When he later transitioned to the school, he displayed confidence in himself and a newfound resilience that extended into other areas of his life.

As school leaders in your own community, it is important to consider ways to ensure newcomer

Alaynah Garibay, M.Ed., is a Senior Consultant for the Latino Policy Forum. She has more than 35 years’ experience working with English Learners and newcomers in various Illinois school districts and at the Illinois State Board of Education. She recently co-authored the “Illinois English Learner Handbook” and provides technical assistance to various stakeholders on practices and policies to support the academic achievement of linguistically and culturally diverse students. Of her many accomplishments, she is proud to be the school leader who launched the newcomer program in West Chicago SD 33 Rebecca Vonderlack-Navarro, Ph.D., is the Director of Education Policy and Research at the Latino Policy Forum. The vision of the education department is that Latinos and English Learners from early childhood through college receive equitable educational opportunities leading to economic prosperity. To accomplish this, Vonderlack-Navarro leads a team that concentrates its efforts on promoting quality bilingual education programming, equitable access to early childhood programming that is responsive to language and cultural difference, quality parent engagement, and promoting Latino college access and completion. Resources for this article can be accessed via www.iasb.com/journal.

November/December 2023 • 19

Cover Story

Be Courageous

Crucial Characteristics of Leaders of Integrity, Part I

By Don Parker

I

I recall a time during the spring of 1987, right as the weather was breaking and spring was springing, when my dad wanted to spend some father-and-son time with me. I was 12 years old. We hopped into his blue 1975 Chevy Caprice. This car was also 12 years old, but for a car, 12 was not youthful. My dad drove us to downtown Chicago, where we walked around and looked at the skyscrapers. We had a great time.

For the ride home, my dad decided to take the scenic route along Lake Shore Drive where, as luck would

have it, we struck a pothole — a common occurrence.

The frequent use of salt to melt winter snow and ice, coupled with the heaving of the earth below from freezing and thawing, damages the asphalt and creates potholes. As my dad continued to drive, squeaks, squeals, and grinding noises emanated from the car. I asked him what was wrong. He said that given the speed that he was driving and the jarring force the pothole delivered, the Chevy’s chassis might be damaged. A damaged chassis

is serious trouble. This is the car’s framework. It houses or supports the engine, transmission, driveshaft, differential, running gear, and suspension. Just as with other parts of a vehicle, the chassis and its various components can wear out over time or become damaged in an accident.

If a chassis is bent, the car’s moving parts no longer operate smoothly. Instead, they may bump or rub noisily together. Besides forming the base for literally everything attached to it, the chassis plays a distinct part in determining how the car rides November/December 2023 • 21

Cover Story and can make or break a vehicle’s ability to handle and perform well in a variety of situations.

Just like the chassis is the integrity and foundation for every other major part of a vehicle, a leader’s integrity is their make-or-break feature for the district, the school, its teachers and staff, and its students.

The difference, though, is that while outside forces deliver the blows that may weaken a car chassis’ integrity, weak human integrity delivers the blows that damage schools. Just

as a damaged chassis disrupts the smooth operation of a vehicle’s moving parts, a leader’s damaged integrity disrupts the smooth operation of their school’s moving parts.

Leaders often are faced with the choice of doing what they know is necessary to increase equity or succumbing to the pressure of those who prefer the status quo.

Suppressed equity in a school can bleed into the community, affecting industries, work opportunities, and more. Leadership integrity — a strong and principled human chassis, if you will — is vital if you are to be the driving force that not only aspires to but also achieves educational equity.

In the diverse and rapidly changing educational landscape, the 22 • Illinois School Board Journal

role of school leaders in promoting equity has never been more critical.

Within this context, leader integrity emerges as a powerful force that shapes the very essence of equitable practices and outcomes. Leader integrity serves as the foundation on which equitable practices are built. When school leaders possess integrity, they demonstrate a deep commitment to ethical principles and values, fostering an environment where fairness and justice prevail.

Their unwavering commitment to doing what is right, even in the face of challenges, inspires and emboldens others. The presence of leader integrity cultivates courage, enabling teachers, staff, and students to stand up for equity, challenge inequitable practices, and promote inclusivity.

In addition, leader integrity influences ethical behavior within the school community. Ethical leaders serve as role models, guiding others to make principled decisions that prioritize equity and fairness.

By consistently aligning their actions with their values, leaders foster a culture of ethical conduct among staff and students. This culture, in turn, enhances trust, cooperation, and a shared sense of responsibility, creating a fertile ground for collaboration and collective action in pursuit of equity goals.

This article is the first in a series that explores the multifaceted ways that leader integrity impacts school equity. Drawing on research, real-world examples, and practical insights, we will examine the dynamic interplay between leader integrity, courage, ethical behavior, collaboration, and actions. By understanding the pivotal role of leader integrity, school leaders can

harness its transformative power to create inclusive, just, and equitable educational environments for all learners.

Leader integrity plays a crucial role in enhancing school equity because it establishes trust, promotes fairness, and guides decision-making processes. When school leaders demonstrate integrity, they align their actions and decisions with ethical principles and values. This consistency builds trust among staff, students, and the broader school community, which is fundamental for fostering an equitable environment.

A 2010 study by Anthony S. Bryk, Penny Bender Sebring, Elaine Allensworth, Stuart Luppescu, and John Q. Easton found that school leaders with integrity positively impacted the school climate and contributed to improved student outcomes, particularly for marginalized and disadvantaged students. The study emphasized the significance of ethical leadership in creating equitable educational opportunities.

Furthermore, leader integrity influences fairness in the distribution of resources, opportunities, and support within a school. By upholding ethical standards and values, school leaders are more likely to make decisions that prioritize equity and avoid favoritism or bias. This commitment to fairness can lead to the allocation of resources and support that address the diverse needs of students and ensure equal access to quality education.

To make transformational changes to increase equity in schools, principals must recognize and make meaning of the historical

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and ongoing impacts of discrimination and inequities in school systems. A majority of K–12 public school students in the United States are students of color, according to the National Center for Education Statistics. Expectations about the responsibility of school leadership teams to create an inclusive culture are constantly evolving, identifying new tasks for a job already loaded with responsibilities. In 2020 and beyond, protests over police violence against people of color brought heightened awareness to a centuries-long issue of racial inequality in the United States.

Schools can be part of the solution, making it vital that they not only welcome diversity in the classroom but also demonstrate to students how to navigate an increasingly racially, ethnically, and socioeconomically diverse society. The good news is that equity efforts are on the rise in schools. It is exhilarating to see the results of the efforts of equity advocates. Increasing equity is changing the trajectory of students’ futures.

School leaders with integrity take responsibility for their actions. They practice seeing, engaging, and acting in ways that build empathy and commitment. They foster healing and increased agency. They activate equity, justice, and belonging.

Instead of turning a blind eye, they make inequities visible and disrupt unproductive discourse along with unjust practices and policies. These actions require discovering new ways to engage and build equity within their communities.

The series will focus on the four crucial characteristics of leaders of integrity: (1) courageous, (2) ethical, 24 • Illinois School Board Journal

(3) collaborative, and (4) action-oriented, as it relates to fostering a more equitable educational environment.

Courage emerges as a significant aspect of school leader integrity as it empowers leaders to challenge inequitable systems, confront biases, and advocate for marginalized students. Ethics also play a vital role in school leader integrity, guiding their decision-making processes to ensure fairness, justice, and

Courageous

inclusivity in educational practices.

Collaboration becomes a significant factor as school leaders actively engage stakeholders, including teachers, students, and families, to collectively address equity issues and co-create solutions that promote a more equitable school community.

Lastly, the intentional actions school leaders take can demonstrate their commitment to dismantling barriers, implementing inclusive policies, and fostering equitable practices for the benefit of all students. We start with courage.

increase by the day, it’s still the case that in order to create a positive educational environment, administrators must be willing to stand up against policies that they feel are not helpful for their students, rising against both local, state, and national interests as needed. Dissenting opinions must essentially be expressed, even in the face of the administrators’ own superiors.”

Most school leaders would agree with this sentiment in principle.

But in practice, it is difficult and even daring to go against your boss

Doing this work is not easy; it often goes against the grain. Many people work in environments where they see inequities but must “go along to get along.” Matthew Lynch explains that school leaders must show personal courage, which is one of George Marshall’s eight principles of ethical leadership. He writes: “While it seems that the challenges that schools are facing

or your superiors when the fate of your evaluation and sometimes your career is at risk. The fear of losing your job for doing something unpopular, even though it’s the right and ethical thing to do, is a real challenge to a leader’s integrity.

Some districts, communities, states, and municipalities do not embrace equity and take solace in their position of power and privilege.

It sounds easy when someone says, “Just do the right thing,” but inequity is layered at so many levels that it can be physically and mentally draining. School leaders who lead with integrity spend countless hours figuring out how to address others’ dispositions while maintaining positive regard from those they work with and for. Lynch further writes, “What is best for students and staff must be placed ahead of

the needs of the individual leader.

In this case, the public interest is understood to be the interest of the school community and the stakeholders therein. Their opinions and needs should always precede the self-interests of the school leader.”

In the article “Future of Education: Leading for Equity,” Emily Boudreau gives advice to school leaders on how to be bold in leading for equity and summarizes an interview that was a part of the Harvard Graduate School of Education’s Future of Education series. During this panel discussion, senior lecturer Jennifer Cheatham, a former superintendent in Madison, Wisconsin, and now co-chair of the Public Education Leadership Project, moderated a conversation between superintendents Brenda Cassellius of Boston Public Schools;

Joseph Davis, superintendent of the Ferguson-Florissant School District; and then-Chicago Public Schools CEO Janice K. Jackson.

They all offer insights and inspiration on how to keep working toward racial equity.

Brenda Cassellius advises leaders to be bold, saying, “We have to stop waiting and putting it to the next generation. Someone has to stand up and be courageous. We need to rally everybody. This is coordinated, all-hands-on-deck work, because schools can’t do it alone.”

Cassellius encourages leaders to step up and take on the responsibility of moving equity work forward and adds: “Kids aren’t going to get what they need if you don’t stand in the gap for them and if we don’t put together the connections for their

November/December 2023 • 25

families. We allow this to happen generation after generation for poor children, especially for poor children of color, and poor Black children.”

Speaking on this same issue, Janice Jackson asserts that leaders need to call out equity explicitly.

“If leaders want to advance racial justice and eliminate systemic inequities, they need to make that a clear goal, one that educators at all levels are working toward and using to guide decisions,” Jackson says.

“What I’ve done in my role is not only name equity as a focus explicitly because, although it’s always been a part of the work we’ve done here in CPS, it wasn’t called out explicitly. Now, it’s called out in our mission and vision for the district, in our strategic plan where we identify specific goals towards equity.”

In Chicago, Jackson created an equity office to address fundamental, systemic barriers to success.

Davis also recognizes that there’s an intangible and almost unmeasurable quality to success and growth in racial equity work. Recognizing that many people and communities carry hurt and anger because of racism and injustice, he shares that learning to feel empathy and build connection between people is key.

“We need to teach forgiveness.

Forgiveness can’t be forgotten, because so many of us have been wronged in so many different ways, and we carry that toxicity with us.

We need to learn to forgive people so we can move on, and that allows you to engage and to grow in ways you couldn’t before. Those in positions of power need to be ready to take up the call to action and be ready to set an example in this 26 • Illinois School Board Journal

work. It may not be your fault, but it is your fight.”

School leaders are like airline pilots. Airline pilots don’t hop on an airplane to fly themselves to a destination. Their job is to safely transport passengers to where they want to go. School leaders must put their interests aside while focusing on the interests of students, parents, staff, and community members.  Don Parker, Ed.D., is a transformational keynote speaker and professional development provider.

He specializes in SEL, supporting teachers to build trusting relationships with students, restorative practices, trauma-informed practices, and improving the culture and climate of schools to enhance students’ and

teachers’ feelings of belonging. He is a former principal and the author of the books Building Bridges: Engaging Students At-Risk Through the Power of Relationships and Be the Driving Force: Leading Your School on the Road to Equity. Dr. Parker is also a speaker at the Equity Immersion at the 2023 Joint Annual Conference. Look for another installment in the Crucial Characteristics of Leaders of Integrity series in the next Journal.

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Cover Story

Addressing and Avoiding DEI Sticker Shock

By James Harden

I

It has been stated that there should never be “taxation without representation” and that “budgets are moral documents.”

These quotes relate to the historical importance of the concept of equity and have remained relevant for hundreds of years. In relation to public schools in Illinois, a portion of school district funding comes from the local taxpayers. School board members serve as the elected stewards of the public interest and pass policies

directly related to the spending of the public’s money. Prior to taking office, every school board member vows to “accept the responsibility for my role in the equitable and quality education of every student in the school district…” according to the Oath of Office in the Illinois School Code (105 ILCS 5/10-16.5).

When governing a school district, it is easy to fall into traps of historical quotes and foundational rhetoric. The great challenge for every school board member who

has vowed to create “equitable and quality” opportunities for “every student in the school district,” is to look their voting constituents in the eye and say, “Your personal agenda may not match the promise I made when I took the Oath of Office.” Additionally, unless school board members fully understand the definition of “equitable” and can conceptualize an “equitable system,” there may be a wide chasm between the oath and the daily implementation.

November/December 2023 • 29

In short, after making a “promise to the public” and knowing that all community members pay taxes, what actions should a school board member consider when the data indicate that the vast majority of Advanced Placement courses, dual-enrollment opportunities, and accelerated/ honors curriculum are reserved for wealthy, white, young men?

Further, what are the hidden costs and commitments necessary to create equitable advancement opportunities for every student?

Sticker Shock: (noun) Astonishment and dismay experienced on being informed of a product’s unexpectedly high price.

While the benefits of Diversity, Equity, and Inclusion (DEI) are well-documented, the reality of “Living the Oath” by creating an equitable system can create what we might coin “DEI Sticker Shock.” In this article, we raise awareness and challenge school board members, educators, and community members to move beyond their comfort levels and prioritize DEI goals that are not only morally imperative, but also ultimately advantageous for our school communities and the people we serve. Educators understand that curricular success and systemic change are dependent on high-quality operational structures which are often overlooked. This article examines the three operational considerations that must be addressed if a school district truly values and is committed to creating equitable opportunities for all students: communication, finance, and transportation.

30 • Illinois School Board Journal

DEI and the Communications Department

While the academic and social aspects of DEI are widely acknowledged, it is equally important to examine the impact on a variety of operational departments. School districts are accountable to the communities they serve and must regularly review how they are serving the children of the community.

When taking on initiatives that may be politically charged, or controversial, districts must remain in front of the public to guide the communication and messaging.

Though every school district may not have a formal communications department, there must be available leadership and agreed-upon messaging as it relates to DEI. Without such messaging, false narratives may be shaped and created causing community-wide Sticker Shock and resistance to DEI initiatives.

Effective communication about DEI initiatives includes the sharing of updated laws, policies, and initiatives with the broader community. Research has shown the importance of transparent communication to build trust and engage stakeholders that may or may not have students currently in schools. As a result, communications departments will have to devote targeted resources, collaborative opportunities, and time to address DEI-related topics.

For instance, community forms, meetings, and activities celebrating diverse perspectives will build community value for DEI initiatives.

Further, ongoing and proactive communication from school district officials will be instrumental

in preventing a “manufactured crisis” from community members who do not support the need for DEI-related initiatives. Understanding that visual representation matters, the communications department will also have to be poignant in making sure all district communication materials, including flyers and social media posts, include pictures and symbols from every demographic group living in the school community.

DEI and the Finance Department

The nature of school funding and spending is unique and often misunderstood by those who are not trained in school finance.

Though finance departments are not directly “academic” in nature, finances impact every facet of a school district, including prioritizing, budgeting, and the financing of DEI initiatives. DEI implementation often requires changes in hiring practices, training, and compliance measures, all of which can incur additional expenses. For example, hiring practices must be adjusted to promote diversity and may take longer than expected. In relation to supporting students, when more students are identified for advanced coursework, additional teachers must be hired and trained to teach and support these students. Additional specialized DEI trainings, such as Cultural Competency, for all staff members will impact budget allocation and can be an obstacle to fiscal transparency, especially in communities that challenge the need for DEI initiatives.

Another unforeseen hurdle is the increase in state and federal

reporting specific to DEI compliance. For example, school districts in Illinois provide annual demographic and finance reports to the Illinois State Board of Education (ISBE) and the U.S. Department of Education Office of Civil Rights (OCR). Though no additional funds are provided to school districts, these reports regularly call for additional time or personnel specific to ensuring compliance.

These additional tasks may strain the resources and capacity of the finance department.

Long-term DEI efforts require ongoing planning, budgeting, and transparent conversations.

Research by Linda Darling-Hammond has shown that while there may be initial costs associated with DEI implementation, the longterm benefits far outweigh these expenses. To avoid Sticker Shock in finance, rather than presenting DEI as an expenditure, it must be presented as being the best investment we can make in our greatest community assets, our children.

Improved student outcomes, a more inclusive school culture, and reduced disparities contribute to a more prosperous educational environment and have a positive impact on communities.

DEI and the Transportation Department

After employee salaries, transportation is a second major expenditure for a school district.

Transportation is also a daily public showing of how well certain aspects of a school district operate. At the start of each school year, addressing transportation concerns is regularly added to the

agenda of school board meetings.

Recent research suggests that DEI efforts may pose additional and unexpected challenges within a district’s transportation department and ultimately create a form of DEI Sticker Shock for the board of education. These challenges include staffing, single-school specialized programs, and school-choice programs designed to “diversify” a school’s student population.

No school district is immune to staffing shortages in the transportation department. Further, being fully committed to DEI means a school district must remain intentional about recruiting and retaining a diversified staff. Sticker Shock can be created when a board is not aware of the financial costs and opportunity costs associated with promoting diversity in hiring practices.

Studies conducted within the last decade conclude that DEI initiatives require specialized training for transportation staff, including bus drivers and maintenance personnel, to ensure that hiring processes remain fair, inclusive, and free from implicit biases. This training can be costly but remains paramount as our bus drivers are often the first and last school official a student sees daily. Many specialized programs, such as Special Education or Multilingual Services, are grant or federally funded, however, they have a tremendous impact on the routing and transporting of the entire student body. This form of Sticker Shock is not necessarily based on finances, it is based on opportunity costs and perception.

School districts often reserve special programs for school buildings conducive to the needs of the specified students. For example, if there is an elementary school that has a second floor, but no elevator, then a student with physical limitations may be assigned to a school that can meet their physical needs. Additionally, districts may limit multilingual services to one or two campuses within the district. Though these practices enhance the opportunities for students and schools, they can cause unforeseen transportation issues as the services may be provided at a school on the west side of town, but the student needing the services may live on the east side of town. Ultimately, this creates a need for specialized bus routes, time, and drivers to meet the needs of the students.

A third cause of DEI Sticker Shock related to transportation is much more ethical in nature. By chance, school districts in diverse communities are often impacted by housing patterns. Traditionally, there is a “good side” of town and a side that is less desirable. School districts regularly work to ensure schools are not “identifiable” by a de facto segregation housing pattern. As an illustration, if there is a housing complex that is predominantly inhabited by low-income families, many school districts are careful to create student assignment plans that ensure there is not a “low-income school.”

This may be morally aligned with the spirit of DEI but can easily become a political challenge and hard to sustain, as frequently low-income students depend on November/December 2023 • 31

district-provided transportation and have extensive bus rides to get to a school in another community. Contrary, districts place magnet programs in low-income areas with the hope of attracting students whose families do not depend on the school for transportation. School boards must regularly assess housing trends and data to ensure schools remain balanced, while simultaneously reviewing transportation routes to ensure schools are not demographically balanced on the back of our lowest-income families.

The work itself is not difficult, however having public conversations about change can be problematic.

The impacts of DEI initiatives are rarely linked to transportation

departments. To successfully ensure every student is given equitable access to the highest quality of education, school boards must be intentional about keeping conversations about transportation, student assignment, and specialized programming in the forefront of discussions. By strategically investing, leveraging available resources, and emphasizing the long-term benefits, school districts can navigate these challenges and reduce the Sticker Shock community members may feel.

As we face the challenge of DEI Sticker Shock, board members must keep in mind the oath they took before entering the office. More importantly, everyone must understand that investing in Diversity, Equity,

and Inclusion is an investment in our future. School boards have a unique opportunity to lead by example, demonstrating their commitment to the well-being and success of every student. By aligning priorities with DEI goals and leveraging available resources, we can create a more equitable and inclusive educational environment for all.  James Harden, Ph.D., is the Executive Director of Engagement & SocialEmotional Learning with Champaign CUSD 4. Known as a motivator, he is a speaker on education and leadership. Dr. Harden will be presenting at the Equity Immersion at the 2023 Joint Annual Conference.

Resources associated with this article can be accessed via iasb.com/Journal.

Using technology to enhance your board effectiveness • PRESS – Access the Policy Reference Manual and periodic PRESS Issue updates.

• PRESS Plus – Update your local board policy manual with customized PRESS Issue updates accessed through a password-protected online dashboard.

• School Board Policies Online (SBPOL) – Web-publish the board’s policy manual at a publicly available link.

• Administrative Procedures Online (APOL) – Communicate the district’s administrative procedures manual at a link shared internally with administrative staff.

• BoardBook® Premier – Streamline the preparation, distribution, and publishing of board information and materials.

To learn more, visit www.iasb.com/policy or contact IASB Policy Services today!

(217) 528-9688, ext. 1126 or 1119; etavernor@iasb.com or brabacchi@iasb.com

32 • Illinois School Board Journal

Practical PR

Quality Communication is an Equity Initiative

By Jesse Chatz and Natalie A. Nash

I

In recent years, school districts across the country have made significant strides in acknowledging the importance of equity within their educational systems. Equity statements, often found in district policies, serve as declarations of intent to provide equality of opportunity for all students regardless of their background. However, merely drafting these statements is not enough; they must transcend the realm of performative gestures and evolve into actionable plans deeply rooted in stakeholder engagement, data analysis, accountability, and, most importantly, effective communication.

Recent data suggests that equity statements, even the most well-intentioned, often fall short of creating tangible change within school systems.

For a statement to be truly effective, it must involve genuine engagement with students, parents, teachers, and community members. By including diverse voices and perspectives, school districts can gain valuable insights into the specific needs and challenges faced by various communities.

Providing open, welcoming, and transparent communication, sharing a message that everyone has a seat at the table, can create and accelerate engagement by those who will be directly affected by a school district’s decisions.

Quality communication serves as the linchpin of any successful stakeholder engagement initiative.

Here’s how it can empower your school community: 1. Fostering Trust: Regular and honest communication fosters trust between school administrators, teachers, students, and parents/guardians. When stakeholders believe that their concerns are heard and respected, they are more likely to actively participate in the education system.

2. Encouraging Inclusivity: Quality communication ensures that information is accessible to everyone, regardless of background or language proficiency. This inclusivity is vital for engaging diverse communities, including those with limited English proficiency or disabilities.

3. Empowering Parents/ Guardians as Partners: Parents/ guardians play a crucial role in a child’s education. Clear communication channels empower adults to actively engage in their child’s learning journey, leading to a more supportive and enriching educational experience. School and district messaging should make it clear to parents how vital it is for them and their children to feel a sense of belonging to their school community.

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

4. Amplifying Student Voices: Students, too, benefit from effective communication. When they are encouraged to express their thoughts and concerns, they feel valued and are more likely to actively participate in their education, leading to improved academic performance and personal development.

5. Building a Sense of Community: Quality communication helps in building a sense of community within and around schools.

When parents, teachers, and students feel connected and informed, they are more likely to collaborate on various initiatives, creating a positive and supportive learning environment. Actively listening to the concerns of your school community and creating mechanisms for feedback says that you are interested in establishing a meaningful dialogue.

When evaluating a school’s communication practices, it is important to consider all dimensions of diversity. Here is a non-exhaustive list of key questions that district leaders should ask themselves when communicating with their community: Who am I communicating with? The message to families may sometimes be different than the message to stakeholders at large. Consider your audiences and tailor your communication to them. This helps to create a culture of belonging among the different groups.

November/December 2023 • 33

Can our community understand this information? Does it need to be translated? Technology tools can be used to translate messages (and dialects) instantly for parents. It is worth the investment.

Is our tone of voice welcoming and open? Sometimes communicators get bogged down in jargon or just overwhelmed with synthesizing and sharing complex information or data.

It is important to always consider tone and provide your stakeholders with clear, concise, and accessible information.

How do your stakeholders receive information? In the era of social media and 24-hour news, information is available at any time and anywhere. It is important to evaluate how your stakeholders want to receive their information. Do they need an app? Should you send a text

message? Is your email too long? Do you have images to help with reading comprehension?

Who are we showcasing/highlighting and how often? Families need to see themselves, their children, and their peers in your school district to feel welcome and accepted. Are you only using images of a certain group of people? Do you measure who is being represented and how often? It is imperative for districts to provide windows and mirrors for their students, staff, and families.

Ultimately, no school district will ever achieve perfection when it comes to communicating with its stakeholders. However, to create lasting change and foster truly equitable learning environments, school districts must prioritize genuine engagement with stakeholders and implement quality communication strategies. By doing

so, they can harness the collective wisdom, energy, and commitment of their communities, creating a shared vision of equity in education that is not just words on paper but a lived reality.  Jesse Chatz is the Director of Communications and Sustainability for Skokie SD 69 and Morton Grove SD 70. He serves as Co-Vice President of Equity for the Illinois Chapter of the National School Public Relations Association (INSPRA). Natalie A. Nash is the Director of Public Relations for the Illinois State Board of Education.

She serves as Co-Vice President of Equity for the Illinois Chapter of the National School Public Relations Association (INSPRA) and is co-author of the book, The Communicating Principal: Practical Strategies for School Leaders.

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34 • Illinois School Board Journal

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Service Associates Directory Appraisal Services INDUSTRIAL APPRAISAL COMPANY Building and fixed asset appraisals for insurance and accounting purposes.

Oak Brook (630) 575-0280

Architects/Engineers ARCON ASSOCIATES, INC. Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture, and environmental consulting.

Lombard (630) 495-1900; www.arconassoc.com; sjmattes@arconassoc.com BERG ENGINEERING CONSULTANTS, LTD. Consulting engineers.

Schaumburg (847) 352-4500 BLDD ARCHITECTS, INC. Architectural and engineering services for schools. Decatur (217) 429-5105; Champaign (217) 356-9606; Bloomington (309) 828-5025; Chicago (312) 829-1987 www.bldd.com CORDOGAN CLARK & ASSOCIATES Architects and engineers.

Aurora (630) 896-4678; www.cordoganclark.com; Tpowers@cordoganclark.com DEWBERRY ARCHITECTS INC. Architects, planners, landscape architecture, and engineers.

Peoria (309) 282-8000; Elgin (847) 695-5840 DLA ARCHITECTS, LTD. Architects specializing in preK-12 educational design, including a full range of architectural services, assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services.

Itasca (847) 742-4063; www.dla-ltd.com; info@dla-ltd.com DLR GROUP Educational facility design and master planning. Chicago (312) 382-9980; dlrgroup.com; mengelhardt@dlrgoup.com

ERIKSSON ENGINEERING ASSOCIATES, LTD. Site Planning/Studies, Civil Engineering, Traffic/Transportation, Landscape Architecture. Grayslake (847) 223-4804; Chicago (312) 463-0551; Mokena (708) 614-9720 FARNSWORTH GROUP, INC. Architectural and engineering professional services.

Normal (309) 633-8436 FGM ARCHITECTS, INC. Architects. Chicago (312) 942-8461; Oak Brook (630) 574-8300; O’Fallon (618) 624-3364; St. Louis (314) 439-1601; Milwaukee, Wisconsin (414) 346-7282 www.fgmarchitects.com GREENASSOCIATES, INC. Architecture/construction services.

Deerfield (847) 317-0852; Itasca, (847) 317-0852 Springfield HEALY BENDER PATTON & BEEN ARCHITECTS Architects/Planners.

Naperville (630) 904-4300; www.healybender.com; dpatton@healybender.com HURST-ROSCHE, INC. Architecture, engineering, planning, and interior design. Hillsboro (217) 532-3959; East St. Louis (618) 398-0890; Marion (618) 998-0075; Springfield (217) 679-1671; www.hurst-rosche.com JMA ARCHITECTS Full service professional design firm specializing in K-12 educational design, construction management, strategic/ master planning, health/life safety compliance, building commissioning, and interior space design.

South Holland (708) 339-3900; www.jmaarchitects.com; allison@jmaarchitects.com KLUBER ARCHITECTS + ENGINEERS Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers.

Batavia (630) 406-1213

IASB Service Associates are businesses which offer 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 effective 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

November/December 2023 • 35

PERKINS&WILL Architecture, educational planning, programing, master planning, re-referendum services.

Chicago (312) 755-0770 mark.jolicoeur@perkinswill.com; aimee.eckmann@perkinswill.com; rick.young@perkinswill.com RICHARD L. JOHNSON ASSOCIATES, INC. Architecture, educational planning.

Rockford (815) 398-1231; www.rljarch.com STR PARTNERS Architectural, interior design, planning, cost estimating, and building enclosure/ roofing consulting.

Chicago (312) 464-1444 STUDIOGC ARCHITECTURE + INTERIORS StudioGC is passionate communityminded partner, committed to creating imaginative and well-designed facilities.

StudioGC offers innovative planning, programming, architectural, interior design, and cost estimates.

Chicago (312) 253-3400 TRIA ARCHITECTURE An architectural planning and interior design firm that provides services primarily to school districts in the Chicagoland area with an emphasis on service to their clients, and their communities.

Burr Ridge (630) 455-4500; www.triaarchitecture.com WIGHT & CO. A fully integrated design, engineering, and construction firm that partners with education leaders to create progressive, inspiring, and sustainable learning environments, while helping to manage risk and provide accountability in the delivery of work. Darien (630) 969-7000 WOLD ARCHITECTS AND ENGINEERS Specializing in Pre-K-12 educational design including master planning, sustainable design, architecture, mechanical and electrical engineering, quality review, cost estimation and management.

Palatine (847) 241-6100

Building Construction BOLLER CONSTRUCTION CO., INC. Construction Manager and General Contractor specializing in building and renovating schools.

Waukegan (847) 662-5566

36 • Illinois School Board Journal

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 effectively.

Effingham (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 offer 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 efficient.

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 efficiency; reduce operations costs; and maximize the lifespan of critical assets.

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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; offers a full range of school bond underwriting services, including capital needs financing and debt refinancing.

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

Chicago (312) 461-7895 GORENZ AND ASSOCIATES, LTD. Auditing and financial consulting.

Peoria (309) 685-7621 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

Human Resource Consulting ACCURATE BIOMETRICS Live scan fingerprinting for Illinois and FBI background checks. Live scan system sales and placement. Managed services for data security and compliance. Itasca.

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

Effingham (217) 342-3042; www.bushuehr.com; steve@bushuehr.com

Insurance THE SANDNER GROUP Insurance program management, marketing & claims services for workers’ compensation, property & liability.

Chicago (800) 654-9504

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

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Other ECRA GROUP Superintendent searches, board and superintendent workshops.

Arlington Heights (847) 318-0072 GRAND CANYON UNIVERSITY Grand Canyon University is committed to elevating education and offers degree programs, as well as continuing education courses for aspiring teachers, current educators, administrators and policymakers. Phoenix, Arizona.

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

November/December 2023 • 37

Milestones

Harold A. Baker, 93, died September 18, 2023. He had served on the Champaign CUSD 4 Board of Education and was a federal judge for 44 years.

Robert J. Banghart, 90, died September 1, 2023. He was a member of the school board for Calhoun CUSD 40.

Vernon L. “Red” Blackert, 90, died August 25, 2023. He had served on the Annawan CUSD 226 school board.

Karen Carney, 73, died September 24, 2023. She was a long-time volunteer and a 10-year member of the board of education for School District U-46 (Elgin), including time as president.

Ronald J. Childs, 88, died August 17, 202. He served on the Annawan CUSD 226 Board of Education.

Charles “Laine” L. Comerford, 85, died September 8, 2023. He was a member of the school board for the Oxville school district in Scott County.

Donna Marie Doberstein, 79, died August 20, 2023. She was a past member of the school board for Wilmette SD 39.

Kenneth Frick, 89, died August 9, 2023. He had served on the school board for the Allerton-Broadlands-Longview school board in Champaign and Vermillion counties.

Glenn E. Fritz, 92, died July 30, 2023. He was a member of the Union SD 81 Board of Education in Joliet.

Jim Funderburk, 84, died September 9, 2023. He served on the school board for Winthrop Harbor SD 1.

George H. Germann, 91, died September 24, 2023. He was a member of the school board for Woodlawn SD 209.

38 • Illinois School Board Journal

Maurice Gordon, 93, died August 22, 2023. He was a member of the Rantoul THSD 193 Board of Education.

Tim Hasamear, 76, died August 18, 2023. At the time of his passing he was a member of the school board for Collinsville CUSD 10.

George E. Heagle, 75, died September 8, 2023. He had served on the Donovan CUSD 3 school board.

Larry Honzel, 85, died August 19, 2023. He had served on the Geneseo CUSD 228 Board of Education.

Keith Hoskins, 73, died August 15, 2023. He was a member of the board for the Carmi school district in White County Robert Charles “Bob” Hunt, 91, died September 27, 2023. He had served on the school board for the Alexis district in Warren County.

Gloria Jenkins, 86, died September 29, 2023. She was a member of the school board for Rochelle CCSD 231.

Ford Chester “Chet” June, 77, died August 23, 2023. He was a member of the Joliet THSD 204 Board of Education.

Keith Kniss, 90, died August 22, 2023. He had served on the board for the Lanark school district in Carroll County.

Robert Frederick Marten, 81, died September 4, 2023. He had served on the Ottawa ESD 141 school board.

Dick M. Maulding, 69, died September 7, 2023. He was a school board member for Casey-Westfield CUSD 4C. Harold Meisel, 98, died August 12, 2023. He had served on the Dimmick CCSD 175 school board.

Donald “Mitch” Mitchell, 82, died September 24, 2023. He was a member of the board of education for Washington SD 50.

Kenneth Moll, 96, died September 11, 2023. He was a member of the board for the Shannon school district in Carroll County James L. Newkirk, 93, died August 10, 2023. He was a past member of the Naperville CUSD 203 school board.

Barrett R. Peterson, 78, died July 16, 2023. He had served on the board of education for Wheeling CCSD 21.

Kirk William Randles, 80, died September 8, 2023. He served on the Oswego CUSD 308 Board of Education.

Phillip Bruce Reed, 80, died September 16, 2023. He was a school board member for Martinsville CUSD 3C. Gary Gene Rull, 83, died September 7, 2023. He had served on the Bunker Hill CUSD 8 Board of Education.

Ernest L. Schrock, 102, died August 3, 2023. He was a member of the school board for the Westmer school district in Mercer County.

Francis C. Verbout, 81, died September 12, 2023. He served on the Rock Falls SD 13 Board of Education.

Owen Clifford Wavrinek, 79, died September 4, 2023. He was a member of the school board for Indian Prairie CUSD 204.

E. Clifton “Bud” Wilson, 93, died September 14, 2023. He was a past member of the board for School District U-46 (Elgin).  Please send submissions for Milestones to communications@iasb.com.

Insights “[Florida’s anti-trans] laws are already deeply impacting her child, [Kimberly] Reynolds said. She’s hoping to get her family to Illinois as soon as she can. Illinois is a sharp contrast to many states across the nation, where anti-trans policies are playing out in schools. Here, state law protects students from discrimination on the basis of their gender identities. Students must be permitted access to bathrooms, locker rooms, and sports teams aligning with their identities, according to state guidance. … But packing up and leaving isn’t realistic for everyone. For many families, the options are limited to wherever is closest.”

— “Illinois becomes magnet for transgender students seeking protections in school, health care,”

by Max Lubbers, Chalkbeat Chicago, August 29

“It’s an ominous phrase that is top of mind for many school district officials: the ‘funding cliff.’

This refers to the imminent end of

billions of dollars in federal COVID relief money that schools have been relying on during the pandemic.

‘The feds pushed a lot of money into the K-12 system,’ said Lori Taylor, an education finance researcher at Texas A&M University. ‘Now the districts are being weaned off of that funding — they’re losing that shock absorber, that cushion.’ This has educators and experts nervous: the money might be gone before students have fully recovered academically and could lead to painful layoffs and other budget cuts. Some schools have already begun cutting back on recovery programs including tutoring, summer school, and extra staff, like college advisors. “ — “Schools face a funding cliff. How bad will the fall be?” by Matt Barnum, Chalkbeat, September 13, 2023.

“Coronavirus has made the mighty kneel and brought the world to a halt like nothing else could.

Our minds are still racing ... trying to stitch our future to our past and refusing to acknowledge the rupture.

But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves.

Nothing could be worse than a return to normality. … Historically, pandemics have forced humans to break with the past and imagine their world anew. This one is no different. It is a portal, a gateway between one world and the next. … We can choose to walk through it, dragging the carcasses of our prejudice and hatred, our avarice, our data banks and dead ideas, our dead rivers and smoky skies behind us. Or we can walk through lightly, with little luggage, ready to imagine another world. And ready to fight for it.”

— “The Pandemic Is a Portal,” by Arundhati Roy, as reprinted in Rethinking Schools and quoted at the ISBE Equity Symposium, October 4, 2023.

November/December 2023 • 39

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