Illinois School Board Journal, May/June 2022

May/June July/August2022 2019 Vol. 90 87 No. 3

Extracurriculars Offer Opportunity

Safe Participation After Concussion

Who’s Next for Your Board?

Front Page

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You may never know the magic of a moment until it becomes a memory.

While attending my daughter’s performance at the IHSA Organizational Music Contest in Taylorville in April, I was moved to tears.

The performance was so beautiful, and I was a proud parent. I was grateful that the event could take place at all, given the months of separation we’ve endured. I was reminded that there is a place for everyone in the arts and despaired when I realized that children who most need such a place might never experience it.

I also recalled one of my own high school music contests. I believe it was at Millikin University, decades ago. It was our first contest after our eccentric, demanding, feared, and adored band director, Mr. Tony Mazzara, passed away. We had a new director who lasted that one school year.

It’s fair to say we were childishly, collectively, grievingly rough on Mr. Mazzara’s replacement. For the first time, we felt unprepared for contest. Dressed in black tuxedos with ruffled shirts and red cummerbunds, we assembled, tuned, and awaited our turn, under hot, bright stage lights in an

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otherwise pitch-dark auditorium.

I recall a long wait. A very long wait. Someone said, and soon we all whispered, that Mr. Mazzara was with us. And so we played. We played as if we were playing for him and with him. We played as well as we ever had and made the most gorgeous music we could.

Afterwards, as I tend to do, I wept.

But on that musical and magical night, my bandmates and the director did, too. It was a moment, beautiful, tragic, unforgettable, and brought to us by the arts.

This issue of the Journal celebrates extracurricular activities.

There more than we can mention – matches, musicals, meets, and marches; clubs, competitions, and contests; dances and dojos; esports, ensembles, and etcetera – and these extracurriculars are vital to and for our kids.

A few of my fondest memories as a sports parent are of Illinois Elementary School Association (IESA) events. The 2012 cross country meet in Normal where there was a flooding rain all morning, but they ran the races eventually, hundreds of kids covered in mud up to their waistbands and not minding a bit. Three nights of road trips for the 2019 volleyball

regional in Bethalto, where a team discovered itself. And the regional championship in Jacksonville the following year, which that same team won, but the rest of the tournament was lost to coronavirus.

As school board member and IHSA Assistant Director Matt Troha says in a commentary in this issue, “I simply encourage you to recognize how important these sport and activity programs are to our students and be sure to reflect on how you can best support them.”

Realizing that most don’t require encouragement in this arena, I hope school board members in Illinois support and enjoy the full measure of the magical moments extracurriculars hold for their communities, schools, and most of all, students. Fair warning, if you are nostalgic, tenderhearted, prone to crying for any reason, love a good story, or have seen the impact of these times on kids, this issue of the Journal might get you emotional. These are not tears of tragedy, frustration, or despair, but the tears of nostalgia, heart, and hope.  Theresa Kelly Gegen is Editor of the Illinois School Board Journal.

Table of Contents COVER STORY Concussions: 15 Student-Athlete Policy, Protocol, and Play

By Dan Naumovich

In the decade since Return to Play guidelines for schools and student-athletes post-concussion were established, the student-athlete support community has worked to respond.

COMMENTARY

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Beyond the Madness, IHSA Offers the Unforgettable

By Matt Troha

The extraordinary value that participating in schoolbased sports and activities offers includes students with better grades, less absenteeism, and less likely to get in trouble, plus the positive physical, social, and mental benefits that participation presents.

Thrives for Students’ 12 Music Schools, Lives, and Futures

By Darcy Nendza and Madeline Wood

When the school board invests in the music program, it is investing in creativity, collaboration, and connection. For many students, it’s the reason to come to school and a way to connect with the school community.

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 Jeff Armbruster, Typesetting

REGULAR FEATURES 2 Front Page 4 Leadership Letter A Lesson for School Board Members

5 Legal Matters

Trauma: Define, Identify, and Respond

8 From the Field

Leading Towards the Future

20 Practical PR

Extracurriculars: An Important ‘Extra’

26 Milestones 27 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 $18 per year. Foreign (including Canada and Mexico) $21 per year.

Publication Policy IASB believes that the domestic process functions best through frank and open discussion.

Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB. Copyright © 2022 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.

May/June 2022 • 3

Leadership Letter

A Lesson for School Board Members

By Thomas E. Bertrand

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Over the past two years I have often turned to reading to find meaning in what was happening in our world and to understand the challenges of school board service.

In his book, The Hero Code, Admiral William McRaven recounts the story of the Boston Massacre. How can an event that occurred over 200 years ago offer a lesson about school board service?

— fearful that they may be hung along with the soldiers. No one, except John Adams.

Despite the potential consequences for his personal and professional reputation, John Adams took the case and defended the soldiers in court. He believed that by honoring the rule of law, Americans would prove themselves worthy of self-rule.

In the end, the jury found the

“School board members are frequently confronted with situations that put their own self-interest and preservation in conflict with doing the right thing. Following what you know to be right is hard.”

On March 5, 1770, a mob of 300 colonists surrounded and threatened a group of British Redcoats. When tensions escalated the soldiers fired on the mob, killing five colonists. Bostonians demanded justice and threatened to hang the soldiers. A trial was ordered but there was one problem.

No one would take the case and defend the British soldiers 4 • Illinois School Board Journal

Redcoats not guilty by reason of self-defense. It was Adams’ willingness to put the interests of justice above his personal interests and reputation that solidified his reputation as a man of uncompromising integrity.

The lesson of John Adams lives on today. School board members are frequently confronted with situations that put their

own self-interest and preservation in conflict with doing the right thing. Following what you know to be right is hard. It is hard to go against herd tendencies and take a position that may cost you your seat in the next election. It is hard because you are human. You are forced into untenable positions because good and evil, right and wrong, are always in conflict.

But you do it. We are grateful for your service, for your integrity, and for your steady hand at a critical time.

I know that we have more challenging days ahead as we emerge from this pandemic and focus on academic recovery and mental health support for our students and staff. But I have hope that tomorrow will be better than today. That hope is due in large part to the leadership of so many dedicated public servants serving on school boards at a historic time.

Thank you for your service to your communities, schools, and students.  Thomas E. Bertrand, Ph.D., is Executive Director of the Illinois Association of School Boards.

Legal Matters

Trauma: Define, Identify, and Respond

By Maryam T. Brotine

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In the past year I have had the privilege of serving on the Illinois State Board of Education’s Whole Child Task Force (WCTF), created by Public Act 101-654 at the height of the coronavirus pandemic. This was a time when existing systemic inequities that disproportionately impacted students and communities along the lines of race, income, language, and special needs were starkly exposed.

The legislature noted that prior to the pandemic, students faced “significant unmet physical health, mental health, and social and emotional needs” due to the cumulative effects of trauma and toxic stress, which include adverse childhood experiences, systemic racism, poverty, food and housing insecurity, and gender-based violence. As we have learned too well, these cumulative effects were exacerbated by the pandemic.

To address students’ health and social-emotional needs, the WCTF was charged with “establishing an equitable, inclusive, safe, and supportive environment in all schools for every student in this State.”

Where could we begin with such a tall order? Fortunately, the legislature identified our starting point: Create common definitions of a trauma-responsive school, a trauma-responsive district, and a trauma-responsive community.

As stated in Recommendation No. 1 of the WCTF final report, “common language is crucial for mutual understanding” and “will provide clarity and support the sharing of information, best practices, and resources.”

Common definitions are especially important for school boards and school employees because training related to trauma is or soon will be required in three ways: 1. Currently, mandated reporter training required by the Abused and Neglected Child Reporting Act

must include training on responding to a child in a trauma-informed manner. All district employees are mandated reporters. See sample PRESS policy 5:90, Abused and Neglected Child Reporting.

2. Section 10-22.39(b) of the School Code requires that at least once every two years, school districts train licensed personnel and administrators who work with students in grades K-12 to identify the warning signs of mental illness and suicidal behavior in youth and on appropriate intervention and referral techniques. See sample PRESS policy 7:290, Suicide and Depression Awareness and Prevention. Effective January 1, 2023, Public Act 102-638 adds trauma to the list of required training topics, and training regarding the implementation of trauma-informed practices will satisfy the trauma training requirement.

3. Beginning in the fall of 2023, the professional development leadership training (PDLT) required for all school board members by Section 10-16a of the School Code must include training on traumainformed practices for students and staff. See sample PRESS policy 2:120, Board Member Development.

Despite these training requirements, there are currently no statutory definitions of trauma or what it means to be trauma-informed or trauma-responsive at any level. The School Code sections noted above outline what training in trauma-informed practices may include, such as “the recognition of and care for trauma in students and staff” and “the effect of trauma on student behavior and learning.” But what happens if your district’s definition of trauma differs from the May/June 2022 • 5

neighboring district’s definition? Or – more confusingly – what if different definitions of trauma are used within your school district? Can you imagine the miscommunication and missed opportunities that would result if school board members were trained on one definition of trauma while school personnel were trained on a different definition?

After months of research, discussion, and deliberation, the WCTF developed the following common definitions.

Trauma is defined according to three Es: Event, Experience, and Effects. Individual trauma results from an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life-threatening and that has lasting adverse effects on the individual’s functioning and mental, physical, social, or emotional well-being. Collective trauma is a psychological reaction to a traumatic event shared by any group of people. This may include but is not limited to community violence; racism and discrimination; and the lack of essential supports for well-being, such as educational or economic opportunities, food, health care, housing, and community cohesion. Trauma can be experienced by anyone, though it is disproportionately experienced by members of marginalized groups. Systemic and historical oppression, such as racism, is often at the root of this inequity. Of note, symptoms may vary at different developmental stages and across different cultural groups and different communities.

Trauma-responsive learning environments are learning environments developed during an ongoing, multi-year long process that typically progresses across the following three stages: 1. A school or district is “trauma aware” when it: a. Has personnel that demonstrate a foundational understanding of a broad definition of trauma that is developmentally and culturally based; includes students, personnel, and communities; and recognizes the potential effect on biological, cognitive, academic, and social-emotional functioning; and b. Recognizes that traumatic exposure can impact behavior and learning and should be acknowledged in policies, strategies, and systems of support for students, families, and personnel.

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IASB Board of Directors As of April 15, 2022

PRESIDENT Simon Kampwerth Jr. VICE PRESIDENT Mark Harms IMMEDIATE PAST PRESIDENT Thomas Neeley TREASURER Tim Custis ABE LINCOLN Christopher Gordon

NORTHWEST Chris Buikema

BLACKHAWK David Rockwell

SHAWNEE Sheila Nelson

CENTRAL ILLINOIS VALLEY Tim Custis

SOUTH COOK Joyce Dickerson

CORN BELT Nick Sartoris DUPAGE Thomas Ruggio EGYPTIAN Lisa Irvin ILLINI Michelle Skinlo KASKASKIA Linda Eades KISHWAUKEE Robert Geddeis LAKE Marc Tepper NORTH COOK Alva Kreutzer

SOUTHWESTERN Mark Christ STARVED ROCK Jim McCabe THREE RIVERS Liz Campbell TWO RIVERS Tracie Sayre WABASH VALLEY Mandy Rieman WEST COOK Carla Joiner-Herrod WESTERN Sue McCance SERVICE ASSOCIATES Mark Jolicoeur

The vision of the Illinois Association of School Boards is excellence in local school board governance supporting quality public education.

The mission of the Illinois Association of School Boards is to Light the Way for its members by developing their competence and confidence through a robust toolkit designed to build excellence in local school board governance, including • Premier training experiences; • Networking opportunities for mutual support; • Valuable benefits, pooled services, information, and expertise; • Advocacy on behalf of public education; and • A platform for a strong collective voice on common interests and concerns.

2. A school or district is “trauma responsive” when it progresses from awareness to action in the areas of policy, practice, and structural changes within a multi-tiered system of support to promote safety, positive relationships, and self-regulation while underscoring the importance of personal well-being and cultural responsiveness. Such progress may: a. Be aligned with the Illinois Quality Framework and integrated into the continuous improvement process of a school or district as evidence to support allocation of financial resources; b. Be assessed and monitored by a multidisciplinary leadership team on an ongoing basis; and c. Involve the engagement and capacity-building of personnel at all levels to ensure that adults in the learning environment are prepared to recognize and respond to those impacted by trauma.

3. A school or district is “healing centered” when it acknowledges its role and responsibility to the community, fully responds to trauma, and promotes resilience and healing through genuine, trusting, and creative relationships. Such schools or districts may: a. Promote holistic and collaborative approaches that are grounded in culture, spirituality, civic engagement, and equity; and b. Support agency within individuals, families, and communities while engaging people in collective action that moves from transactional to transformational.

A trauma-responsive community is a community that recognizes the trauma within it and leverages individual, family, and collective strengths along with local resources – including schools, health and social service providers, and faith and civic organizations – to remove barriers and provide safe, supportive, empowered, trustworthy, and collaborative environments that value the history, culture, and diversity of all individuals within the community. This approach identifies multi-generational impacts and contributions, dismantles inequities embedded into community systems and policies, leverages peer relationships, and involves cross-agency and cross-sector collaboration in efforts

to educate and build resilience with prevention, treatment, supports, and social justice.

To address students’ health and socialemotional needs, the WCTF was charged with “establishing an equitable, inclusive, safe, and supportive environment in all schools for every student in this State.”

Whole child means using a child-centered, holistic, equitable lens across all systems that prioritize physical, mental, and social-emotional health to ensure that every child is healthy, safe, supported, challenged, engaged, and protected.

It is no accident that the first recommendation of the WCTF is for these definitions to be universally adopted across Illinois, and we can start by incorporating them into the School Code and the Abused and Neglected Child Reporting Act. Afterward, there are 29 more WCTF recommendations for your consideration. The recommendations are quite extensive – impacting every individual and system that interacts with K-12 students across all settings, from the classroom to the pediatrician’s office to the courthouse. That is deliberate because, as eloquently stated by educator Alex Shevrin Venet in Equity-Centered Trauma-Informed Education, “creating an ecosystem of equity-centered trauma-informed practices will require systems change and collaboration across disciplines.”

As a board member, you are in a prime leadership position to spearhead such systems change and collaboration and to uniquely and creatively tailor it to meet your community’s needs. How will you and your district continue working toward equitable, inclusive, safe, and supportive environments for all students in your district?  Maryam Brotine is Assistant General Counsel with the Illinois Association of School Boards. To read the Whole Child Task Force Final Report and discover further resources, visit the Journal’s resources page at bit.ly/MJ22JRes.

May/June 2022 • 7

From the Field

Leading Towards the Future

By Laura Martinez

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It’s hard to imagine that the next school board member election is less than one year away. Do you remember when you were a new board member?

We all know the importance of helping newly seated board members understand their role and learn about the district, but is there anything that board members can do now, to help potential future board members? Everyone on a board wants to be effective, and Foundational Principle of Effective Governance 6 guides us that part of that is ensuring continuity of leadership, even in the face of board turnover. This means having agreed-upon board protocols and working together

Many times I’ve heard from board members, when asked why they are on their board, that “so and so said I should run/pushed me into it.” Current board members understand what it means to be on a board, be one of seven votes, work as a team, and keep governance as their most important job, rather than any one personal agenda item.

So naturally, current board members have an eye out for people in the community who might make good board members.

Does this seem like stacking the deck? Well, not when you consider that on an effective board, all board members are there for the same reason: Educating the district’s children while being fiscally respon-

One of the greatest ways to engage your community (and recruit future board members) is communityinvolved strategic planning.

to have a positive board culture.

What it also means is keeping an eye out for potential future board members. Who knows better what it takes to be a board member than a current board member?

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sible. With that shared vision and goal, board members are working together towards the same thing, and not working against each other. By no means does this squelch individual board members’ ability

to express opinions. Everyone has different life experiences, education, and backgrounds, and those things are important to bring to the table.

Board members have debate and deliberation based on these differences, but still toward the same goal.

Being aware of possibilities for future board members, and actively recruiting them, is part of a board’s job. Embedded in Foundational Principle 2, Connecting with the community, is one of the best ways to do this: While the board is telling the district’s story, it should also be noticing who is particularly receptive, interested, and intrigued by it.

I would venture to say that part of telling the district’s story is telling the board’s story – what does the board do? What happens at board meetings? What is the board responsible for? Help the community understand the board’s job, why decisions were made, and how they can get involved. Are your board meetings the only place someone from your community can see what it’s like to be on a board? Your website, social media output, and newsletters are great ways to inform your community about how the board works. Make sure your committee meetings are publicized, too, because these can

give people a deeper look into how things work.

Extra effort must be made when it comes to people who are in your community but not involved in the district at all. You want to hear from them, too, and they could also make good board members. One of the greatest ways to engage your community (and recruit future board members) is community-involved strategic planning.

You can never have too many supporters and advocates, so find ways to keep the really engaged community members involved even after the plan is approved.

Another way the board can help attract candidates is to make sure the district’s values, mission, and vision are clear, as we learn from Foundational Principle 1. You should be proud of those, they are part of your district’s identity, and people should know what they might be getting into (in a good way).

I can’t stress enough the importance of having a positive board culture. Not only does it help the current board do its work and reflect positivity through the district, but also, good candidates want to be on effective boards that have a positive board culture and are well-run.

Are you on the lookout for the next board member? The election cycle for the 2023 school board elections begins in the fall of 2022.

There is never a bad time, but now is a particularly good time, for current board members to reach out to people in the community who might make good board members.  Laura Martinez is Field Services Director with the Illinois Association of School Boards for the Kishwaukee, Northwest, and Lake Divisions.

IASB Administration and Staff As of April 15, 2022

OFFICE OF THE EXECUTIVE DIRECTOR Thomas Bertrand, Executive Director Tulsi Srinivasan, HR Director Chris Montrey, Admin. Assistant MEETINGS MANAGEMENT Carla S. Bolt, Director Natalie Duke, Assistant Manager EXECUTIVE SEARCHES Thomas Leahy, Director Tim Buss, Consultant Jim Helton, Consultant Dave Love, Consultant Alan Molby, Consultant Patricia Sullivan-Viniard, Consultant Mary Torgler, Admin. Assistant OFFICE OF GENERAL COUNSEL Kimberly Small, General Counsel/Associate Executive Director Maryam Brotine, Assistant General Counsel Debra Jacobson, Assistant General Counsel Bridget Trojan, Assistant Manager Ummehani Faizullabhoy, Admin.

Assistant James Wagner, Admin. Assistant

GOVERNMENTAL RELATIONS Shelly Bateman, Associate Executive Director Jennifer Blackman, Director of Advocacy and Outreach Zach Messersmith, Director Andrew Proctor, Director Deanna Sullivan, Director Mary Ellen Buch, Admin. Assistant FIELD AND EQUITY SERVICES Nakia Hall, Associate Executive Director Reatha Owen, Senior Director Patrick Allen, Director Lori Grant, Director Perry Hill IV, Director Laura Martinez, Director Dee Molinare, Director Yolanda Chavez, Admin. Assistant Jenny Harkins, Admin. Assistant Nancy Johnson, Admin. Assistant Chelsea Reimann, Admin. Assistant Cindy Rispens, Admin. Assistant Shantel Rotherham, Admin. Assistant Gretchen Watson, Admin. Assistant BOARD DEVELOPMENT Dean Langdon, Associate Executive Director Sandra Kwasa, Director Rhonda Cass Mackiney, Assistant Director Peggy Goone, Assistant Manager Nesa Brauer, Trainer Linda Zulaski, Admin. Assistant

POLICY SERVICES Ken Carter, Director Angie Powell, Director Nicholas Baumann, Consultant Boyd Fergurson, Consultant Breanna Rabacchi, Assistant Manager COMMUNICATIONS Kathryn Bulava, Admin. Assistant Kara Kienzler, John Fines, Admin. Assistant Associate Executive Director Emily Tavernor, Admin. Assistant Theresa Kelly Gegen, Director Heath Hendren, Director ADMINISTRATIVE SERVICES Jennifer Nelson, Director Jennifer Feld, Isaac Warren, Assistant Director Chief Financial Officer/Associate Bridget Kusturin, Admin. Assistant Executive Director Karen Faith, Assistant Business PRODUCTION SERVICES Manager Katie Grant, Director Patrick Shea, Assistant Manager, Toby Chiles, Lead Print Shop Operator Technology Jeff Armbruster, Print Shop Camille Gillette, Specialist III Operator/Graphics Ruth Ann Ferris, Receptionist Staff emails: First initial and last name Sally Kimmel, Receptionist preceding iasb.com

May/June 2022 • 9

Commentary

Beyond the Madness, IHSA Offers the Unforgettable

By Matt Troha

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Just minutes after Glenbard West High School cemented its legacy as one of the best boys basketball teams in state history, its players exited the floor at the State Farm Center in Champaign chanting “Scales Mound! Scales Mound! Scales Mound!”

The newly minted IHSA Class 4A champions were just a few weeks removed from playing a game – televised on ESPN and their only loss – against a high school from California that included Lebron James’ son. Yet, for all the star power on a team featuring players who are committed to play college basketball for the Fighting Illini, Gonzaga, and Princeton among others, West’s focus shifted to paying respect to the players from the tiny high school of 70 students in northwest Illinois who had placed third in Class 1A two days prior. As it turns out, Glenbard West and Scales Mound shared a tournament hotel, and the teams bonded there, leading Scales Mound to show up donning West gear for both Hilltopper contests in Champaign.

It was a heart-warming moment seeing kids being kids, and a fantastic reminder of why the 1,091-day gap that the pandemic created between IHSA Boys Basketball State Final

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tournaments was so gut-wrenching for so many.

The high school basketball state tournaments in Illinois are known as America’s Original March Madness, and to be blunt, they are a big deal. But as we like to say in the IHSA office, every IHSA sport and activity has its own Super Bowl. It is our goal to make the State Finals an unforgettable experience for every student, whether they participate in cross country, bass fishing, dance, or chess. We offer 41 sports and activities, so I won’t list them all, but you get the point.

It’s what we strive to do as a staff, but it’s also not all that we do.

Ultimately, we recognize that a relatively small percentage of student-athletes in the state will have the chance to participate for the state finals, let alone have a state champion medallion dangling from their neck.

The reason we work to make these opportunities possible is because we know the extraordinary value that participating in schoolbased sports and activities creates for those involved. The data continues to show that students who are involved in school-based programs get better grades, miss less school, and are less likely to get in trouble. Not to

mention all the positive physical, social, and mental benefits that participation presents. We recognize that school can be tough for many kids and that extracurriculars can be the carrot that helps keep them engaged and eligible.

But beyond that, think about all the social media clips surrounding high school sports that have left tears welling up in your eyes over the years. A student manager with special needs suiting up and scoring a touchdown, a basketball player with a torn ACL being allowed to get a bucket on senior night, or countless communities rallying together around their high school teams following a tragedy.

High school sports and activities are an extension of the classroom, and empathy, resiliency, compassion, and teamwork are being taught there every day.

No one in our office would ever argue that a Regional plaque or a State Championship trophy are more important than the health and wellness of our communities. We have all seen the impact of the pandemic in our own ways and would never minimize or trivialize it. We did however, work voraciously behind the scenes to try and bring back participation

in high school sports and activities in any way possible during the pandemic. We understood the potential toll that not having these programs, and all the aforementioned positives they provide, could have on students and felt like we had mitigations that could allow them to be conducted safely.

We experienced varying levels of success in that pursuit, making the past two school years two of the most difficult in the IHSA’s 100+ year history.

The 2021-22 school year has been a bit of renaissance in that regard, not quite a return to complete normalcy, but a huge step in the right direction.

Over the past two years, I often found myself reflecting on my own high school experience, and specifically how my head football coach Dan Sharp and position coach Dave Douglas were the two most influential adult figures in my life next to

my parents at that time. I sincerely believe that the life lessons I learned from being in the orbit of those two men (not that they all sank in immediately) have helped me become a better person, parent, employee, and now board member.

When I started my school board term, a former board member quipped to me that it was universally understood that school board meeting crowds and correspondence grow exponentially any time that sports or food are being discussed (I think it is safe to add masks to that unofficial list now as well).

Coaching at the high school level is harder than it’s ever been before.

We ask more of our coaches and the unrealistic expectations created by the expanse of travel and AAU programs have led to exacerbating parental pressures. Many of these

coaches are also teachers, and I don’t think I need to tell you what the past two years have been like for them.

Thus, as fellow school board members, I simply encourage you to recognize how important these sport and activity programs are to our students and be sure to reflect on how you can best support them.

Building programs with strong positive leaders who instill character and confidence in your students is a winning formula, even if every season won’t end in a state championship. And who knows, like Scales Mound, you may still end the year with fans chanting your name.

Matt Troha has served as an Assistant Executive Director for the Illinois High School Association since 2008 and was elected to the Board of Education for Heyworth CUSD 4 in April 2021.

May/June 2022 • 11

Commentary

Music Thrives for Students’ Schools, Lives, and Futures

By Darcy Nendza and Madeline Wood

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Please take a moment and think about how much music is present in everyday life. Events such as weddings, funerals, assemblies, football games, graduations, and even presidential inaugurations have components of live music. Recorded music is omnipresent in the car, stores, work, and home.

Schools with strong music programs connect students with this important piece of the human experience through both study and creation.

There are competing priorities in a school district. The pressure of finite resources makes each decision of the school board a statement on the focus of the district’s work.

When the school board chooses to invest in the music program, here is what they are investing in: Creativity. As the world changes at a rapid pace, students will continuously need to reinvent themselves for future opportunities. Music teaches students how to put together learned skills into a completely new form, unheard before. Taking pieces of knowledge and combining them with new ideas will be paramount for student success.

Collaboration. Music is created by groups of people. Those people

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must work in concert toward a common goal for any performance or rehearsal to be successful. Teaching students how to work as a group is a vital role of the school. Today’s world tends to be divisive on many topics. Music teaches us that people with different opinions on many topics can come together in harmony to create something beautiful.

Connection. Each student brings different experiences and expectations to the school day.

Music gives many students a reason to come to school and a way to connect with the school community.

Giving students a well-rounded education allows for all students to find their place and reveals a district’s commitment to a complete curriculum.

Once the school board has committed to supporting high-quality music education in the district on a philosophical level, what concrete actions can be taken to follow through?

Budget support. The board can make sure that music education is well-supported in the district budget. Music educators should have access to funds to provide the necessary curriculum, equipment, maintenance of that equipment,

and to provide students with outside opportunities to grow their music education.

Attend music programs in the district: From kindergarten singa-longs to elementary performances to band, chorus, and orchestra concerts, there are many opportunities for board members to have a presence.

Recognize successful musicians in the district. Solo and ensemble participants, ensemble festival attendance, Illinois Music Honor Society participation, or any other noteworthy event can be recognized at a regular monthly board meeting.

Members of the United CUSD 304 (Monmouth) community offer these thoughts on the importance of music education: “Music is important in many ways,” says Dana Poole, United School Board President. “It develops students’ minds and helps them to learn to memorize. It teaches patience and to work as a team, which will help them in the future with their careers. It is something they can enjoy for the rest of their lives. Fine Arts are important to the board because it makes better students. It gives them opportunities, a chance to be involved, more

responsibility, and they can express themselves. It also gives them more confidence. It is nice to have them play for the school board so they can show us their talents. It would be nice to have the school board members attend concerts to show support for them. The school board members need to encourage the music students by talking to them to show interest in what they are doing.”

Jill Jenks, a member of the United CUSD 304 Board of Education, says, “Music education is important to a great deal of students; as are varying options for non-traditional instruction within the school day.

All students have their gifts, interests, and talents, and it is important as a public school that we provide a

wide variety of places for students to ‘plug in’ and learn throughout their school lives. Some students may find their way with a pencil and paper, some a book, some in the shop, others in the art room, on the ball field or court, and many may find their way in the band or choir room. Each of these places provides a ‘home’ for varying students; a place where a kid can feel like they belong, a place that just fits and feels right.

“As a public school board member,” Jenks continues, “I am convinced that providing the widest available opportunities for our students will always reap dividends.

School is a safe place to learn and try new things, a place to explore

a world that may not be offered to them within the walls of their home. Music education is just one way we can expose students to a lifelong skill and appreciation for a specialized subject. Perhaps more than some other subjects, music surrounds us throughout the course of our lives and has the ability to travel with a student throughout their adulthood. Music education can provide a community that feels like family for students while in school, and it can give students a chance to shine in their own way.

“Like everything within a school, communication is key and the open sharing of what is going on within the music department keeps the school board informed about how much impact and prevalence they are having on the daily lives of their students. Share away and always let the board know the positives. It’s great to see the impact that music can have on a student’s life.”

In a time of strained resources, schools need to look to curricular elements that teach life-long skills.

Music connects all of us and provides those skills to students. It is important for school boards to emphasize the need for high-quality music education for all students.  Darcy Nendza is Executive Director of the Illinois Music Educators Association (ILMEA) and Board President for CCSD 146 School based in Tinley Park and Orland Park. Madeline Wood is ILMEA District 2 President, TeachPlus Fellow, and a Music Educator at the junior and senior high schools at United CUSD 304 in Monmouth. The Journal thanks the authors and Lori Evenhouse from ILMEA for working with the Journal on this piece.

May/June 2022 • 13

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Cover Story

Student-Athlete Concussions: Policy, Protocol, and Play

By Dan Naumovich

E

Elsa Wollet, then a junior defender for the Rochester High School soccer team, was playing in a playoff game in 2021 when she collided with an opposing player.

Wollet was marking the player on a ball that was crossed into the box when the collision occurred, first striking her head on the opponent’s knee and then hitting it on the ground.

“Initially I told myself to keep playing, but eventually I broke down and needed to lay down,” Wollet

says. “When I looked up at the sky, I knew something wasn’t right.”

If this had happened 15 or 20 years ago, Wollet might have been diagnosed with simply having her “bell rung.” A coach may have even put her back in the game at some point, especially if the contest was still tight. Instead, the athletic trainer for the home team and a teammate’s sister, a trainer for another area high school who was attending as a fan, determined that Wollet was unfit for

play. She was also ruled out for the next playoff game, a sectional title match that ended Rochester’s season. And with that, her 11-year soccer career came to an end when Wollet decided to hang up her boots for good.

“I decided not to play my senior year because I was burnt out and my concussion made me nervous, but I still have love for this sport,” she says.

The story is not an uncommon one. According to research May/June 2022 • 15

compiled by the National Federation of State High School Associations (NFHS), around 140,000 high school athletes suffer concussions each year, many of which go unreported.

Although it was quickly apparent to Wollet that she was not able to play, not all concussions are of the bell-rung variety. Some occur during plays with minimal contact. Others may produce symptoms that do not register as serious. But even minor head injuries can have a cumulative effect on an athlete’s health, long after they stop competing.

It has been over a decade now since the NFHS issued Return to Play (RTP) guidelines for schools represented by state high school athletic associations. It requires that a player be removed from play if they experience a loss of consciousness, headache, dizziness, confusion, or imbalance issues. In Illinois, only athletic trainers, physicians, physician assistants and advanced practice nurses certified to practice in the state can clear a player to play after they have exhibited any of these signs.

In 2015, the Illinois legislature took the next step in safeguarding against the effects of head injuries by passing the Youth Sports Concussion Safety Act. Under its provisions, schools must adopt policies consistent with Illinois High School Association (IHSA) guidelines on concussion protocols, and all athletic coaches and marching band directors must complete continuing education courses on how to identify the signs and symptoms of a concussion.

16 • Illinois School Board Journal

“Since the safety of our students is paramount in all that we do, we really had no significant challenges in adapting and adhering to concussion protocols,” says Jarett Kirshner, athletic director at Maine West High School in Des Plaines. “Early on, we had several meetings to make sure that everyone understood the protocols, and how to articulate how they will be followed. There was tremendous administrative support and our athletic trainers and school nurses stepped up to make sure that we met or exceeded the expectations outlined by the protocols.”

Jon Wiezorek is an athletic trainer at Springfield Clinic who has worked as head trainer at Chatham Glenwood High School for the past

12 years. He says they have simplified RTP processes thereby making every student who enters the protocol go through the same process.

It begins after an athlete is free of symptoms for one day. At that point, they can return to physical activity with increasing intensity over the course of several days, which includes participating in a regular practice while remaining symptom-free. At that point, the athlete may be cleared to play again.

“The earliest this can happen would be five days after the 24-hours symptom-free period.

Doing the RTP protocol like this has dramatically decreased our repeat concussions. For example, if the student athlete were to have any symptoms on Monday there

is no way to be cleared to play in a game that same week,” he says.

Wiezorek is at the high school each morning to do injury evaluations, direct rehabs, and assist in strength and conditioning classes. He returns later in the day to cover games and practices.

For the past seven years, he has also been providing secondary coverage at Pawnee High School.

He makes rounds there on Mondays and the athletic trainer for another area high school is there on Wednesdays.

“We sit in on their concussion oversight committee, but the school nurse does most of their return-toplay protocols since we aren’t there on a daily basis,” he says There are currently around 170 students at Pawnee High School, compared to 1,400 at Chatham Glenwood and over 2,000 at Maine West. There was concern that effectively implementing concussion protocols might be impacted by limited financial resources at smaller schools. Stacey Lambert, IHSA assistant executive director who oversees sports medicine, says that resources are not an issue, but finding a qualified athletic trainer can be.

“It’s not a big school/small school problem, but more of a geographical location problem,” Lambert says. “And it’s also not necessarily a southern Illinois thing. There are just a lot of areas throughout the state where athletic training services are very hard to come by. We’ve been working closely with the Illinois Athletic Trainers Association to address this issue and a member of our

Sports Advisory Committee has been added to their board to act as a liaison.”

One way that Illinois has been able to further protect players is by making it mandatory for licensed referees and umpires to complete the two-hour concussion education program as well. Prior to this requirement, a referee might have simply asked a player if they are okay after a particularly hard collision, leaving it to the player to decide whether they could continue play. Now that game officials have been educated on how to identify the signs of concussions, they can stop play and notify coaches that a player needs to come off.

“This has made a huge difference. Coaches and trainers can’t always tell what’s going on from the sidelines, but now you have extra eyes right there on the field who are trained to look after their safety,” Lambert says.

Going from a time when playing through an injury was a measure of toughness, to one where an athlete may be kept out of action simply as a precaution, has required a change in how we think about sports in general. And it can lead to some disgruntled players, parents, and coaches.

“There has been some frustration with that, especially if there isn’t a physician or an athletic trainer at the game that might be able to clear them immediately, so the athlete has to sit for the remainder of the game. But at the end of the day, we have to err on the side of caution, knowing what we know now about the long-term effects of concussions if they aren’t handled properly,” Lambert says.

Increased awareness of those long-term effects, and Chronic Traumatic Encephalopathy (CTE) in particular, has driven much of the concern and action in making sports safer for student athletes. CTE is a degenerative brain disease found in people who have experienced repetitive head trauma. First identified in 1928, it entered the national consciousness in 2005 when it was discovered in the brain of a diseased NFL player.

Since that time, the issue of CTE has become a hot-button issue in intercollegiate athletics, with lawsuits filed against the NCAA and schools such as the University of Notre Dame and Arizona State University by the families of deceased former athletes who were found to have CTE. These lawsuits have some speculating that the liability issues over long-term May/June 2022 • 17

brain injuries may impact schools at all levels, leading them to drop sports with a high risk for these types of injuries.

Lambert said that the IHSA is not hearing such liability concerns from its member schools. Those schools that have discontinued their football programs in recent years did so primarily because of a lack of players – participation in high school football in Illinois dropped by 25% between 1993 and 2018. While safety concerns certainly play a role in the decline, it can also be attributed to a rise in athletes specializing in a single sport or preferring other interests outside of athletics.

“Playing sports has always included an assumption of risk and it is one of the reasons we talk with

18 • Illinois School Board Journal

student athletes and parents about those risks each year and have them sign waivers. The top objective in our athletic programs is to do all we can to protect students from injury. Especially when related to head injuries, those are taken very seriously,” Kirshner says.

In addition to the strict Return-to-Play policies put in place, Illinois high schools are

encouraged to establish Returnto-Learn (RTL) practices based on Centers for Disease Control and Prevention (CDC) guidelines.

A concussion can have a shortterm negative effect on a student’s reading speed, ability to do multistep problems, and overall attention span. The guidelines help ease a student back into a regular learning routine.

“The policies are good. The important next step is to ensure schools are aware of the policies, and that school leaders and staff have access to appropriate education and training on how to create and implement evidence-based return-to-learn protocols,” says Cynthia LaBella, MD, medical director for the Institute of Sports Medicine at Lurie Children’s Hospital of Chicago.

The institute offers a free online course for school administrators, teachers, and other staff on how to implement RTL guidelines. It also has a concussion care team that works directly with schools to implement protocols and provide solutions to facilitate learning. LaBella believes that the overwhelming majority of

schools she has encountered have done a good job with RTL. “Where I see improvements can be made are with schools that have applied a one-size-fits-all approach to implementing RTL protocols, rather than individualizing plans for a particular student, when needed, based on their symptoms or recovery pattern,” she says.

A lot of positive steps have been taken in the 20 years to make high school sports safer. In addition to the increased awareness on concussions, the impacts of COVID, both from the disease itself and the restrictions put in place to slow its spread, have made schools more attentive to the mental difficulties that students are experiencing.

“There is a definite increase in the awareness of the mental struggles an athlete can face being sidelined by their injury whether it be in relation to a COVID policy or an athlete being within a concussion protocol or another type of injury. More resources and partnerships, such as SidelinedUSA, should be explored to educate athletes on the importance of sitting out with such an injury or illness.

Mental health issues have been significant, and we continue to work to support our student athletes,” Kirshner says.

Sidelined USA is a non-profit organization that provides support to student athletes who have suffered career-ending injuries or have other health conditions that force them out of competition. It offers resources to help them adjust physically and mentally to life without competitive sport and connect them with individuals who have overcome similar obstacles.

Illinois boards of education can refer to sample PRESS policy 7:305, Student Athlete Concussions and Head Injuries and Administrative Procedure 7:305-AP, Program for Managing Student Athlete Concussions and Head Injuries, which apply The Youth Sports Concussion Safety Act (105 ILCS 5/22-80). In addition, a Checklist for Youth Sports Concussion Safety Act, revised in April 2022, is available on the IASB website, see note below.  Dan Naumovich is a freelance journalist based in Springfield.

Resources associated with this article can be accessed via the Journal resources page at bit.ly/MJ22JRes.

May/June 2022 • 19

Practical PR

Extracurriculars: An Important ‘Extra’

By Denise Barr

I

If the pandemic has taught us one thing, it’s that we all have a deep need to connect with other people. Our interactions and relationships with others directly impact our social-emotional well-being and are key to mental health. We all experienced limited social activity during the pandemic, whether due to social distancing, quarantine, isolation, or all of the above. Our youth experienced it, too, as schools were forced to close and take teaching and learning online.

During remote learning, most students were able to engage in their education and connect with their teachers and classmates. Still, they did not have an opportunity to experience other parts of a typical school day that may have previously been taken for granted, such as eating lunch with a friend, talking with others in the hallway or in between classes at lockers, or playing with others on the playground.

Besides these personal interactions throughout the school day in a normal school year, students have opportunities to get involved in extracurricular activities after school. Whether looking to gain leadership skills through student council; connect with the community through clubs and honor societies; pursue an interest in books, STEM, music, or the environment; or play a sport for physical activity, students have a wide array of activities to choose from, and all provide

20 • The Illinois School Board Journal

camaraderie with peers and promote healthy growth and development outside the classroom.

Crystal Lake CCSD 47 serves approximately 7,100 students in grades PK-8. The district’s three middle schools currently offer over 70 clubs and activities and 11 sports. If a school doesn’t offer a club or activity, students can start a new club as long as they obtain an adult sponsor.

This is one of the ways the district is fulfilling its mission of “Empowering All Students: Learners Today – Leaders Tomorrow.” Student-led extracurriculars allow for exploration and creative self-expression. Students typically try new things, learn a new skill, and meet people they wouldn’t otherwise encounter.

Bringing students back to our schools this year for in-person learning has been challenging but rewarding. Students and staff seem truly grateful and happy to be back in school. However, we’ve discovered that, while many students have gained skills and experience with technology, maturity is lacking. Students are behind in the interpersonal skills needed to

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

interact appropriately with others or resolve conflict with peers. This is no doubt due to their limited social interactions during the pandemic.

Because of this, it’s more important now than ever for students to take advantage of the many afterschool clubs and activities that schools offer or that they connect with others by participating in activities outside of school. Schools can partner with community organizations to help spread the word to families about these extracurricular programs and activities through electronic backpack programs, such as Peachjar, a program used in our district.

Schools are more than academics, just as students are more than test scores. It’s imperative that schools focus on the whole child and address students’ mental health and social-emotional needs along with academics. For some students, the opportunity to engage in extracurricular activities, clubs, and sports is a “window to the world.” These experiences can leave a lasting impression on students and even change the trajectory of their lives.  Denise Barr is Director of Communications and Public Engagement at Crystal Lake CCSD 47.

Visit the Journal resources page at bit.ly/MJ22JRes to learn about Peachjar and view a video with a spotlight on extracurricular clubs and activities at Hannah Beardsley MS.

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Milestones

Continued from page 26

Glen Rabe, 89, died March 19, 2022. He was a member of the Wyanet Elementary school board from 1966 to 1979.

Samuel T. “Ted” Randall, 84, died March 10, 2022.

He was a past member of the school board at O’Fallon CCSD 90.

David D. Ransom, 86, died February 27, 2022. He was at one time a teacher and later a substitute teacher, and previously served on the Libertyville SD 70 Board of Education and as a member of the IASB Board of Directors.

Ronald Reiland, 79, died February 23, 2022. He served on the board for the Mt. Carroll schools in Carroll County.

22 • Illinois School Board Journal

Alan Ray Reiners, 87, died February 14, 2022. He was a past member of the Hartsburg-Emden CUSD 21 Board of Education.

Shirlen A. Rosenthal, 94, died March 14, 2022. He served 10 years on the Panhandle CUSD 2 school board.

Norman Paul Albert Rowold, 86, died March 10, 2022. He was a member for over 15 years of the school board for Wesclin CUSD 3.

Jacqueline Benson Schechter died March 10, 2022. She was a member of school board for District 111 that facilitated the consolidation of three districts in Highland Park and Highwood to form North Shore SD 112.

Andy Senica, 62, died in March 2022. He was a past member of the Oglesby ESD 125 school board and a member of the LaSalle-Peru and Illinois Valley Community College halls of fame.

Paul Louis Smith, 76, died February 16, 2022. He was a member of the Mount Morris school board in Ogle County.

Donald Taylor, 85, died January 26, 2022. He was a member and president of the Farmer City school board in DeWitt County.

Robert C. Weldon, 85, has died.

He was a past member of the Schiller Park SD 81 Board of Education.

Richard Zimmerman, 92, died March 8, 2022. He was a past member of the Mendota THSD 280 Board of Education. 

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

Oak Brook (630) 575-0280

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

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

Schaumburg (847) 352-4500 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; rmont@cordoganclark.com DEWBERRY ARCHITECTS INC. Architects, planners, landscape architecture, and engineers.

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

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

ERIKSSON ENGINEERING ASSOCIATES, LTD. 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; Pewaukee, Wisconsin (262) 746-125 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) 787-1199; 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; atranter@legat.com PCM+DESIGN ARCHITECTS Provide a full range of architectural services including facility and feasibility studies, architectural design, construction consulting, and related services.

East Peoria (309) 694-5012; www.PCMPLUSD.com; whelmick@pcmplusd.com PERFORMANCE SERVICES, INC. An integrated design and delivery engineering company serving the design and construction facility needs of K-12 schools. Schaumburg (847) 466-7220 PERKINS AND WILL Architects. Chicago (312) 755-0770

May/June 2022 • 23

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; www.wightco.com; bpaulsen@wightco.com WM. B. ITTNER, INC. Full service architectural firm serving the educational community since 1899.

Fairview Heights (618) 624-2080; www.ittnerarchitects.com WOLD ARCHITECTS AND ENGINEERS Specializing in Pre-K-12 educational design including master planning, sustainable design, architecture, mechanical and electrical engineering, quality review, cost estimation and management.

Palatine (847) 241-6100

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

Waukegan (847) 662-5566

24 • 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.

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

Irvine, California (877) 204-1392 EOSULLIVAN CONSULTING Illinois-based EOSullivan Consulting has developed a proven process the helps school districts with community engagement, survey research, messaging, informational campaigns and referendums.

Libertyville (815) 353-1991 ROOM READY Highly qualified audiovisual specialists who specialize in removing the complexity and ensuring that your audiovisual installations just work, both today and in the future.

Normal (309) 261-3794

Environmental Services ALPHA CONTROLS & SERVICES, LLC We deliver energy cost justified solutions that make the learning environment comfortable, secure, and efficient.

Rockford, Springfield, Champaign (815) 227-4000; www.alpaacs.com; jasonv@alphaacs.com 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; smcivor@energysystemsgroup.com GRP MECHANICAL CO., INC. Renovating buildings through energy savings performance contracting to provide the best learning environment.

HVAC, plumbing, windows, doors, and mechanical services.

Bethalto (618) 779-0050 IDEAL ENVIRONMENTAL ENGINEERING, INC. Asbestos and environmental services.

Bloomington (309) 828-4259

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

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

SPEER FINANCIAL, INC. Financial planning and bond issue services.

Chicago (312) 346-3700; www.speerfinancial.com; dphillips@speerfinancial.com

ENGIE SERVICES U.S. Turnkey partnership programs that enable K12 school districts in Illinois to modernize their facilities; increase safety, security and efficiency; reduce operations costs; and maximize the lifespan of critical assets.

Chicago (312) 498-7792; sharon.uslan@engie.com

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

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

RADON DETECTION SPECIALISTS Radon measurements in elementary, middle, and high schools, as well as all DCFS licensed spaces. We service the entire state of Illinois.

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

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

Financial Services

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

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

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 EHLERS AND ASSOCIATES School bond issues; referendum help; financial and enrollment studies.

Roseville, Minnesota (312) 638-5250; www.ehlers-inc.com; tolszewski@ehlers-inc.com GORENZ AND ASSOCIATES, LTD. Auditing and financial consulting.

Peoria (309) 685-7621 ICE MILLER, LLP Nationally recognized bond counsel services. Chicago (312) 726-7127

Human Resource Consulting

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.

Wood Dale (630) 694-8800; www.frankcooney.com; gregory@frankcooney.com

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

Schaumburg (847) 318-0072

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

May/June 2022 • 25

Milestones

In Memoriam Jay William Adams, 70, died February 8, 2022. He was a member and president of the school board for Litchfield CUSD 12 from 1979 to 1985.

Harold B. “Doc” Allen, 90, died February 19, 2022. He was a past member of the Clinton CUSD 15 Board of Education.

Margaret Elaine Autrey, 91, died March 11, 2022. She had served as a member of the school board for Princeton HSD 500 and spent many years in retirement doing overseas service projects.

William Strayer Bach, 84, died February 25, 2022. He served for eight years as a member of the Bloomington SD 87 Board of Education, including a term as school board president.

Stephen R. Ballis, 76, died March 1, 2022. He served on the Chicago SD 299 board from 1989 to 1993 and was the primary architect of the SAVE plan, which proposed ground-breaking reforms.

Calvin W. Baumann, 75, died March 16, 2022. He was a past member of the school board for Warsaw CUSD 316.

Norman Charles “Norm” Brettschneider, 87, died February 1, 2022. He served two terms on the school board for Huntley SD 158.

Roger E. Briggs, 91, died March 14, 2022. He was previously a member of the Argenta-Oreana CUSD 1 Board of Education.

Nancy Cacciatore, 76, died February 12, 2022. She was an eightyear member of the school board for Durand CUSD 322, from which she also graduated as salutatorian.

26 • Illinois School Board Journal

Joel “Ned” Casady, 80, died January 31, 2022. He was a member of the school board for Warsaw CUSD 316, including serving as president, during the 1970s and 1980s.

Everett Christopher, 93, died March 5, 2022. He was a past member of the Ophir school district board in LaSalle County.

Larry Wayne Doty, 61, died February 3, 2022. He was a former school board member for Beecher City CUSD 20.

Richard K. Emerson, 83, died February 20, 2022. He was a member of the Perry School Board in Pike County.

Robert D. Erickson, 90, died January 31, 2022. He was a founding faculty member at Judson College in Elgin, and a board member and president of the school board for District U-46 (Elgin) from 1980 to 1996.

Virginia M. “Jenny” Fox, 67, died February 4, 2022. She was a member of the Perry School Board in Pike County.

Dayton Ladru Franklin, 96, died February 5, 2022. He was a past member and 18-year president of the Herrin CUSD 4 Board of Education.

Robert Geil, 86, died March 8, 2022. He was a past member and president of the school board for Waltham CCSD 185.

Norma M. Hamrick, 96, died March 12, 2022. She was a 73-year resident of Wyanet, a past member of the Wyanet Elementary school board, and a bus driver for the local school system.

Ronald G. Harley, 89, died March 8, 2022. He was a past member of the Bremen CHSD 228 Board of Education.

Robert Charles Helm, 93, died March 25, 2022. He was a past member of the school board serving Chadwick-Milledgeville CUSD 399.

Eleanor R. Lamm, 85, died March 21, 2022. In 1974 she was the first woman elected to the Dakota CUSD 201 Board of Education.

Paul E. Marshall, 72, died March 28, 2022. He was a past member of the school board for Serena CUSD 2.

Barbara J. Milbauer, 82, died February 10, 2022. She was a past member of the school board for Dwight Common SD 232.

George Moate, 93, died February 12, 2022. He was a past member of the Shirland CCSD 134 school board.

Mark Mobley, 60, died February 28, 2022. He had served on the Divernon CUSD 13 Board of Education.

Richard Henry Morse, 94, died March 7, 2022. He was a past member of the Findlay school board in Shelby County.

Melvin J. “Bud” Niekamp, 83, died March 10, 2022. He was a past board member for Quincy SD 172.

Chester Frank “Chet” Palmer, 82, died February 24, 2022. He was a veterinarian in Malta for 35 years and a member of the Malta Township Board of Education in DeKalb County. continued on page 22

Insights “A trauma-responsive community is a community that recognizes the trauma within it and leverages individual, family, and collective strengths along with local resources – including schools, health and social service providers, and faith and civic organizations – to remove barriers and provide safe, supportive, empowered, trustworthy, and collaborative environments that value the history, culture, and diversity of all individuals within the community ... As a board member, you are in a prime leadership position to spearhead such systems change and collaboration and to uniquely and creatively tailor it to meet your community’s needs.”

– “Trauma: Define, Identify, and Respond,” by Maryam T. Brotine. See page 5.

I know that we have more challenging days ahead as we emerge from this pandemic and focus on academic recovery and mental health support for our students and staff. But I have hope that tomorrow will be better than today. That hope is due in large part to the leadership of so many dedicated public servants serving on school boards at a historic time.”

“A Lesson for School Board Members,” by Thomas E. Bertrand. See page 4.

‘“As a public school board member … I am convinced that providing the widest available opportunities for our students will always reap dividends.

School is a safe place to learn

and try new things, a place to explore a world that may not be offered to them within the walls of their home. Music education is just one way we can expose students to a lifelong skill and appreciation for a specialized subject. Perhaps more than some other subjects, music surrounds us throughout the course of our lives and has the ability to travel with a student throughout their adulthood. Music education can provide a community that feels like family for students while in school, and it can give students a chance to shine in their own way.”’

– Jill Jenks, School Board Member, United CUSD 304 (Monmouth), as quoted in “Music Thrives for Our Schools, Lives, and Futures.” See page 12.

May/June 2022 • 27

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