IASB Journal May/June 2025 by IASB Publications

May/June 2025

Vol. 93 No. 3

July/August 2019 87 No. 3 NEW BOARD MEMBER INFORMATION

Front Page

TTo all of the newly elected school board members in Illinois, I offer congratulations and a warm welcome.

The Illinois Association of School Boards offers this issue of the Illinois School Board Journal as one of the many ways your Association can help you begin to understand your roles and responsibilities, develop your leadership talents into board work skills and abilities, and advocate for public education. If you are a returning member, thank you for your continued service. This issue may help you reflect on what school boarding felt like when you started, and how far you’ve come since.

The school board’s responsibilities as trustee for the community are unique and essential to both district and community. School board service has many facets, from the smallest preschoolers and kindergartners with their pintsized backpacks to the enormity of democracy itself.

Local boards of education play a pivotal role in maintaining and strengthening the foundations of democracy. As the primary governing body of public education at the local level, school boards influence the quality, accountability, and accessibility of education, shaping the future of each child, every community, and society as a whole. Elected

school boards represent the community’s interests and are accountable to the public. Participation in local governance is a fundamental characteristic of democracy, because it empowers citizens to shape the policies that affect their lives.

Democracy is the big picture of where you are now. It’s quite a responsibility!

But it’s not the only one, of course. School board members are responsible to the children their schools serve. People who serve on school boards do so for a variety of reasons, and the focus of those reasons is the students, all students, who attend public schools in Illinois. For every decision you make, you want to ask the question, “What’s best for our students?” It’s going to be both that simple, and that complicated. Remember the PK and K little ones on their first days. They learn and grow and become the high school graduates that we send off into the world with lessons they’ve learned and potential they bear, which their schools help nurture and develop.

In between the magnitude of democracy and those little backpacks is the actual work you will do: Determining what your community wants for its schools and making it happen involves engaging the community, goal setting, decision-making,

delegating, policy-making, monitoring progress, and lots of meetings.

You can discover lots about how to do all of that from IASB, and we look forward to working with you. You can also learn from your leadership team how all of that is done in district you serve. And, for certain, you’ll learn a lot about the work by doing it.

IASB’s Foundational Principles of Effective Governance outlines the fundamental duties on the board. I’ll close here with Principle 6 to think about as you start your journey: The board takes responsibility for itself. The board, collectively and individually, takes full responsibility for board activity and behavior — the work it chooses to do and how it chooses to do the work. Individual board members are obligated to express their opinions and respect others’ opinions; however, board members understand the importance of abiding by the majority decisions of the board.

Again, welcome and congratulations — and good luck with your new responsibilities! 

Theresa Kelly Gegen is Editor of the Illinois School Board Journal and Director of Editorial Services for IASB. If you’d like to share your thoughts with the readers of the Journal, please email Theresa at tgegen@iasb.com.

Compiled by Theresa Kelly Gegen

Everyone was new once, so, as is tradition, we asked experienced board members for some words of wisdom and recollections from their time as new board members.

By Phil Pritzker

By Lori R. Motsch

By Asha Amore Brown and Diallo Telli Brown

Kara Kienzler, Associate Executive Director

Theresa Kelly Gegen, Editor

Bridget Kusturin, Advertising Manager

Jennifer Nelson, Copy Editor

Katie Grant, Design and Production

ILLINOIS SCHOOL BOARD JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929 (217) 528-9688. 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.

Periodicals Postage Paid at 2105 E Cook St. Springfield, IL 62703

POSTMASTER: Send address changes to Illinois School Board Journal, 2921 Baker Drive, Springfield, IL 62703-5929.

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 © 2025 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.

OMove Forward with Confidence

Kimberly A. Small, J.D.

On behalf of IASB staff, I would like to extend a warm welcome to you as a newly elected member of your local school board! We are thrilled to have you join us in the vital work of supporting and shaping the future of public K-12 education in your communities and for the almost two milli on students in Illinois’ public schools.

Your decision to serve your community in this vital role demonstrates a deep commitment to ensuring every student has access to a quality public education. As you step into this position, I imagine you may feel excited, and at the same time a bit overwhelmed, by the challenges and opportunities ahead. We want you to know that you are not alone. IASB is here to support you and your fellow board members every step of the way, equipping you with the training, skills, and resources needed to excel in your new leadership role.

Understanding Your Role

As a school board member, you will play a critical role in shaping the future of public education in your local district and have the opportunity to advocate for

public education. Your responsibilities include:

• Setting policies that guide the district’s mission and goals.

• Overseeing the budget to ensure fiscal responsibility.

• Hiring and evaluating the superintendent.

• Advocating for the needs of students, families, and educators.

• Engaging with the community to build trust and transparency.

To help you navigate these responsibilities, IASB invites you to explore our range of resources and professional development opportunities designed to deepen

your understanding of governance, policy, and advocacy.

Building Essential Skills

Effective school board members bring a combination of strategic thinking, collaborative leadership, and a commitment to student success. Your Association, IASB, provides training and workshops that focus on:

• Governance and Policy Development: Learn how to create policies that align with district goals and comply with state and federal regulations.

• Budget and Finance Management: Develop the skills

needed to oversee district finances and ensure resources are allocated equitably.

• Superintendent Relations and Evaluations: Understand best practices for maintaining a productive and accountable relationship with your district’s superintendent.

• Community Engagement and Communication: Build strong relationships with families, educators, and community stakeholders to foster transparency and trust.

A first step for your board is the Starting Right workshop, a board self-evaluation that begins with a review of the board’s role in effective governance and continues with a discussion of board expectations for communications, board/superintendent relationships, meetings, and more, all towards becoming a high-performing team. Discover this and all IASB workshops at www.iasb.com.

Access to Valuable Resources

IASB is ready to provide you with resources and support to help you stay informed and effective:

• Online Learning Platforms: Access webinars and guidance documents designed to fit your personal schedule.

• Networking Opportunities: Including the Joint Annual Conference and Division Meetings, join fellow board members to network, learn, and share experiences and best practices.

• Information and Expertise: Keep informed on the public education issues of the day on

IASB Administration and Sta

As of April 15, 2025

OFFICE OF THE EXECUTIVE DIRECTOR

Kimberly A. Small, Executive Director

Jeremy Du y, Deputy Executive Director

Chris Montrey, Executive Assistant HUMAN RESOURCES

Tulsi Srinivasan, Director

DIVERSITY, EQUITY & INCLUSION SERVICES

Maryam Brotine, Director INFORMATION TECHNOLOGY

Chris Lawton, Director

Patrick Shea, Assistant Manager

OFFICE OF BUSINESS SERVICES

Jennifer Feld, Chief Financial O cer and Associate Executive Director

Karen Faith, Assistant Business Director

Camille Gillette, Specialist III

Ruth Ann Ferris, Receptionist

Sally Kimmel, Receptionist

EXECUTIVE SEARCHES

James Helton, Associate Executive Director

Carmen Ayala, Consultant

Matt Brue, Consultant

Tim Buss, Consultant

Dave Love, Consultant

Alan Molby, Consultant

Patricia Sullivan-Viniard, Consultant

Victor Zimmerman, Consultant

Mary Torgler, Admin. Assistant

OFFICE OF GENERAL COUNSEL

Jeremy Du y, General Counsel

Maryam Brotine, Associate General Counsel

Debra Jacobson, Associate General Counsel/PRESS Editor

Megan Mikhail, Assistant General Counsel

Ummehani Faizullabhoy, Assistant Director

Michael Ifkovits, Legal Assistant

Karis Li, Legal Assistant

GOVERNMENTAL RELATIONS

Sarah Miller, Associate Executive Director

Bobby Johnson, Director

Mike Stevens, Director

Alie Wagner, Admin. 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

Tayler Heidbreder, Admin. Assistant

Jennifer Robinson, Admin. Assistant

Alyssa Sutton, Specialist

OUTREACH, TRAINING & EVENTS

Lori Grant, Associate Executive Director

OUTREACH & TRAINING

Patrick Allen, Director

Arlana Bedard, Director

Kathryn Bulava, Director

Perry Hill IV, Director

Laura Martinez, Director

Natalie Williams-McMahon, Director

Yolanda Garcia, Admin. Assistant

Nancy Johnson, Admin. Assistant

Chris Lockwood, Admin. Assistant

Cindy Rispens, Admin. Assistant

Shantel Rotherham, Admin. Assistant

Miranda Sexton, Admin. Assistant

Gretchen Watson, Admin. Assistant

TRAINING DEVELOPMENT

Sandra Kwasa, Director

Rhonda Cass Mackiney, Assistant Director

Mary Ellen Buch, Admin. Assistant

Linda Zulaski, Admin. Assistant EVENTS MANAGEMENT

Carla S. Bolt, Director

Natalie Duke, Director Designee

Haylie Noltensmeier, Assistant Manager

Jacqueline Keysear, Specialist

COMMUNICATIONS & PRODUCTION SERVICES

Kara Kienzler, Associate Executive Director

eresa Kelly Gegen, Director

Heath Hendren, Director

Jennifer Nelson, Director

Isaac Warren, Director

Dara Merino, Assistant Director

Bridget Kusturin, Admin. Assistant

PRODUCTION SERVICES

Katie Grant, Director

Je Armbruster, Print Shop Operator/ Graphics

the IASB website, and read about better meetings, school finance, education law, and more with books from the IASB Bookstore.

• Policy Support and Legal Guidance: Stay informed about legislative changes and policy updates that uniquely affect your district.

Advocacy and Legislative Support

Your status and experience as a local elected official carry a lot of credibility with the Illinois General Assembly and members of Congress, and that makes you a powerful advocate for public education. IASB works diligently at the state and national levels to advocate for resources that support student achievement, evidence-based funding, and local control. We keep you informed about legislative developments and provide resources to help you engage effectively with policymakers. This year, IASB’s legislative priorities focus on:

• School Safety: Establishing statewide guidance, addressing student discipline issues, and ensuring ethical AI use in education.

• Local Control and Flexibility: Reducing unnecessary mandates and reviewing and recommending needed changes to high school graduation requirements to better align with student needs.

• Adequate State and Federal Funding: Advocate for consistent state and federal funding for both the Evidence-Based Funding formula and mandated categorical services that

are funded outside of EBF, such as transportation and special education.

You Are Part of a Strong Network

By joining the ranks of school board members across Illinois, you become part of a passionate and dedicated community committed to doing what’s best for the kids in our public schools. We foster collaboration and knowledge-sharing so that you can learn from the experiences of others and contribute to the collective success of all students.

Moving Forward with Confidence

As you begin your journey as a school board member, remember

that you don’t have to navigate this path alone. IASB is here to support and empower you with the tools and knowledge needed to make informed decisions, govern with confidence, and positively impact your district. We look forward to serving you and your governance team and supporting your success.

Congratulations on your election to the school board and thank you to everyone for your service — together, we are making a difference! 

Kimberly A. Small, J.D., is Executive Director of the Illinois Association of School Boards. Learn more about the resources and support your Association offers at www.iasb.com.

TThe Illinois Association of School Boards is pleased to welcome you to the world of school board service. We acknowledge that there is a lot to learn and hope we can play a role in getting you off to a strong start.

One way IASB assists all school board members, and new members especially, is through Online Learning, which got a major refresh over the past few months, just in time for the wave of newbies joining their boards of education for the first time.

Since 2016, IASB has worked with Freestone as its Learning Management System (LMS), chosen because it was marketed to be compatible with our Association Manage-

Anytime, Anywhere Learning

By Sandra Kwasa and Linda Zulaski

of products for our more than 5,000 board members.

In 2020 when the pandemic hit, all training went online and we were able to offer our members “access anytime, anywhere.”

And now, 98% of our approximately 1,200 new board members register for the state mandated training through IASB’s Online Learning Center every two years. We offer the most complete and efficient way for new school board members to meet state requirements for training as they begin school board service.

IASB offers a New Board Member Online Training Bundle, designed to meet the needs of recently elected school board members. Three

"We offer the most complete and efficient way for new school board members to meet state requirements for training as they begin school board service."

ment Software (AMS), NetForum. At the time, we had limited technical expertise and a small user base. We would experience a few bumps and bruises along the way. However, with patience, perseverance, and communication, we were able to collaborate with Freestone and develop a suite

comprehensive courses deliver everything a new board member needs to get started on the road to success.

The bundle includes

• Basics of Governance, a highly recommended course that will help any board

member 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, and discuss effective board and board member best practices. Basics of Governance leads to high functioning districts and makes a positive impact on student learning.

• Open Meetings Act Training focuses specifically on the law as it applies to school board meetings and members. This course meets the state-mandated requirements for OMA training (5 ILCS 120/1.05).

• Professional Development Leadership Training (PDLT) and Performance Evaluation Reform Act (PERA) Training for School Board Members includes instruction in education and labor law, financial oversight and accountability, fiduciary responsibilities, trauma-informed practices, and, new for 2025, improving student outcomes. In addition, it includes training on PERA evaluations for school board members who will participate in a vote on a dismissal based upon the Optional

Alternative Evaluation Dismissal Process. This course enables board members to meet state-mandated training requirements (105 ILCS 5/10-16a, 105 ILCS 5/2416.5; 23 Ill. Admin. Code §51.235).

There’s more. IASB offers on-demand courses in leadership and board work via Online Learning. Frequent webinars, free to members, cover a variety of topics. Livestreams, including “IASB Welcomes You to the Board” are on the agenda for new board members, as are Waypoint Webinars for new board members in the spring and summer. Plus, we are looking forward to a new event, Super Saturday, in September. Stay tuned for details on that!

You can find more information on all of this at www. iasb.com/newmember and www.iasb.com/online-learning. We look forward to meeting you, and until then, we are happy to assist with your learning anytime, anywhere. 

Sandra Kwasa is IASB Director of Training Development and Linda Zulaski is the Administrative Assistant for Training Development.

IASB Board of Directors

As of April 15, 2025

PRESIDENT

Mark Harms

VICE PRESIDENT

Tracie Sayre

IMMEDIATE PAST PRESIDENT

Simon Kampwerth Jr.

TREASURER

Marc Tepper

ABE LINCOLN

Christopher Gordon

BLACKHAWK

Je Johnson

CENTRAL ILLINOIS

VALLEY

Tim Custis

CHICAGO PUBLIC SCHOOLS

Carlos Rivas, Jr.

CORN BELT

Nick Sartoris

DUPAGE

omas Ruggio

EGYPTIAN

Lisa Irvin

ILLINI

Kimberly KenileyAshbrook

KASKASKIA

Linda Eades

KISHWAUKEE

Robert Geddeis

LAKE

Marc Tepper

NORTH COOK

Alva Kreutzer

NORTHWEST

Chris Buikema

SHAWNEE

Sheila Nelson

SOUTH COOK

Joyce Dickerson

SOUTHWESTERN

Heather LoBue

STARVED ROCK

Austin Taylor

THREE RIVERS

Liz Campbell

TWO RIVERS

Lisa Schwartz

WABASH VALLEY

Mandy Rieman

WEST COOK

Janice Roeder

WESTERN

Sue McCance

SERVICE

ASSOCIATES

Stephen Nelson

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.

Embracing Educational Equity

By Maryam Brotine, J.D.

EEquity /e-kw ǝ -tē/ noun

The word equity is tossed around frequently in our current political climate, at least when it appears in an abbreviated form as “E” alongside its sister words diversity and inclusion within acronyms like DEI. What is this three-syllable word really about? Why does it cause such a stir? The Merriam-Webster dictionary defines equity as “fairness or justice in the way people are treated.” That seems straightforward — shouldn’t it be something we can all agree on?

This isn’t a trick question: The answer is yes!

In Illinois we can, to some extent, let all those acronyms vying for national headlines just float away on their blustery political winds. We need not be distracted by them because we know that — regardless of what administration occupies the federal executive branch and regardless of our own personal feelings about acronyms, Illinois public school boards are committed to equity and quality in K-12 education.

We know this because the Illinois State Board of Education (ISBE) measures Illinois public school districts based on equity.

We also know this because your board member oath states “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” (105 ILCS 5/10-16.5). As a result, you, valued school board member, are obligated to address equity within your district.

Think about it — your district already has a reason to pursue educational equity and has probably had this reason since its inception. What is it? Look at your district’s vision or mission statement for a starting point. It likely says something like “Preparing our

students to learn, grow, and reach their greatest potential” or “Our students will become successful, engaged, lifelong learners.” I guarantee it does not state “Preparing some of our students to learn, grow, and reach their greatest potential” or “Our select few students will become successful, engaged, lifelong learners, and good luck to the rest of you!”

IASB also gives you a reason to pursue educational equity. Since October 2018, IASB has defined educational equity as follows: 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.

Within this definition, the list of factors that appears after the phrase “not going unmet due to” could go on and on. We simply do not have space to list every factor that affects students’ needs. Some people may dispute the factors listed above and argue that others should be listed instead. That discussion is for another time. The key point is that if students’ needs are unmet, it is the responsibility of school boards, working with their broader educational community — administrators, educators, staff, parents, community organizations, etc. — to identify those needs and work to meet them. Or, as simply stated

by ISBE Superintendent Dr. Tony Sanders, we need to “mind the gap.”

Illinois has a steady hand in ISBE, which is unequivocally committed to educational equity and has been for years. ISBE’s equity statement prominently appears right after its vision and mission statements, providing that “Illinois has an urgent and collective responsibility to achieve educational equity by ensuring that all policies, programs, and practices affirm the strengths that each and every child brings within their diverse backgrounds and life experiences, and by delivering the comprehensive supports, programs, and educational opportunities they need to succeed.”

(ISBE 2024-2027 Strategic Plan, p. 4. )

ISBE’s equity statement is not just fancy words on a website. ISBE has put its statement into action by annually assessing and

reporting every public school district’s equity metrics through the Equity Journey Continuum (EJC). ISBE states that the goal of EJC, which has appeared on all districts’ Illinois Report Cards since October 2022, is to encourage action around equity. The EJC does this because it is data-driven, and data points can show your board where the gaps exist. Once you know where the gaps exist, you are empowered to act to reduce them. If you can see the gaps, you can see what needs work and resources.

The EJC snapshot that is public-facing on your district’s Illinois report card gives a broad, 30,000foot overview of your district’s equity journey. The EJC measures three areas for large, moderate, small, or minimal gaps: 1) student learning, 2) learning conditions, and 3) elevating educators. Think of these measures as three legs of a table. Your table

will be most stable and robust when all three legs have minimal gaps. If your table is wobbly because one leg has a larger gap than the other, then you know

Discovering this why (as well as the why behind the why) is the hard part and takes a lot of digging. Your arms will get sore and your fingernails will get dirty as

... [Y]our board member oath states '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'.

you need to bolster that leg to stabilize it. You won’t know how to stabilize your table just by looking at the public-facing EJC. But, as a board member, you have access to the detailed data that underlies the EJC. This is important so that you can dig deeper to see where the gaps come from and ask, “Why do those gaps exist?”

you dig, but you will be driven to keep digging so long as you keep your own why for embracing educational equity in mind. So, what is your why? Take a moment to think about it. For many of us, our why is a who, a group of beloved young people we think of when we want to see the promise of quality education fulfilled.

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Keep your why close to your heart and your hands will keep going. To learn more about the EJC, tune into IASB’s webinar “Advancing Equity in Education: The Equity Journey Continuum on the Illinois Report Card.” The live webinar is June 5 and it will be available after for on-demand viewing. Representatives from ISBE, the Illinois Council of School Attorneys (ICSA), and school board members discuss the evolution of the EJC, including how EJC scores are calculated, what you can learn from your EJC data, and how you can use it to tell your district’s story. 

Maryam Brotine, J.D., is Director of Diversity, Equity & Inclusion Services for IASB and the Association’s Associate General Counsel.

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NEW BOARD MEMBER

INFORMATION

Words of Wisdom for New Board Members

Compiled by Theresa Kelly Gegen

EEvery other year, boards of education across the state welcome new members, and IASB and the Illinois School Board Journal present information for new board members. It’s become a tradition to ask current board members to offer some words of wisdom to the newbies.

This year, 15 school board members answered the call — and two questions — about the role of the school board member. We thank them all for their time and willingness to help out. Be it

mentoring, networking, sharing, or chatting, a hallmark of school board members in Illinois is their genuine willingness to help each other out.

Everyone was new once, so we asked:

What’s the one thing you wish you had known before you started your school board service?

“Every single new board member felt inadequate and unprepared

before their first few meetings. It’s a long process to become comfortable with the system.”

— Chip Braker

“School board service isn’t just about attending meetings and making decisions; it is about listening to students, teachers, community members, and often navigating many differing opinions. Understanding the importance of communication, patience, compromise,

and building trust are the keys to a successful tenure.”

— Pam Capes

“Your reason in becoming a school board member will have little bearing of the duties of a board member. Your important voice is one of seven.”

— Laurie Christophersen

“Teachers in your district are passionate about sharing what’s happening in their classrooms. Keep the dialogue with them open, ask questions, and share their stories with your fellow board members and administration team.”

— Jason Farrell

“I wish I knew developing relationships with fellow board members could be very challenging, as different personalities and hidden agendas can impact the effectiveness of the board and the success of the district.”

— Synathia Harris

“Superintendents have more duties than I imagined. An understanding of that role would have been good to know prior to being part of a group that directs their priorities.”

— Norman Johnson

“I didn’t realize when I first started on my board how important the role is and how much influence we really have, not just in our own school district but in the community.

For years I had been a part of committees and commissions in my village where we dealt with one small topic that in the end would be made official by those higher up such as a mayor or trustees. Being a board member I found out what we decide as a board is just as important as what those officials do. We vote on policies and procedures that affect students, teachers, and staff while sometimes dealing with difficult matters, such we did during the pandemic and probably will be dealing with during this new federal administration. It can be a very hard and time-consuming job at times, but I’ve found it to be mostly very rewarding.”

— Shawn Killackey

“The complexities of the roles, the community, the school board, and the superintendent. It would have helped me navigate through the difficult times in the beginning of my service. Over the years, the training helped me and gave me the understanding that I needed.” —Dora King

“Soon after we became board members, we learned to differentiate between the “what” and the “how.” The “what” is decided by the board. The “how” is implemented by the staff and administration. Board members should avoid getting into the weeds of daily management.”

— Renee Klass

Thank you to our experienced board member respondents!

Synathia Harris Calumet Public SD 132

Jason Farrell Moline-Coal Valley SD 40

Pam Capes

Sterling CUSD 5

Chip Braker Forrestville Valley CUSD 221

Dora King North Chicago CUSD 187

Kim Miller Wauconda CUSD 118

Joanne Osmond Lake Villa CCSD 41 and Past IASB President (2017-2019)

Shawn Killackey Fremont SD 79

Norman Johnson Somonauk CUSD 432

Nick Sartoris, Pontiac THSD 90 and Member of the IASB Board of Directors

Odie Pahl Gurnee SD 56

Laurie Christophersen Emmons SD 33

Diana Bird Harvard CUSD 50

Renee Klass Kildeer Countryside District 96

Lourdes Chapa Wauconda CUSD 118

“The school board has three jobs. Maintain a balanced budget, hire and fire the superintendent, and policy. Beyond that the work of the school board is to trust your leadership, create a partnership with your superintendent, and celebrate the hard work of your students and staff. Stay off the dance floor (meaning day-today operations) and remain in the balcony.”

— Kim Miller

“Serving on the school board requires continuous learning and a commitment to read in depth about a diverse set of topics that cover the operation as well as the educational services needed by students. It isn’t a one meeting a month commitment, but a continuous commitment to achieving greatness as a team with educators and volunteers working collaboratively. It is important to know that your voice matters.”

— Joanne Osmond

“Acronyms are used heavily in this business, so much so, that I don’t think veteran board members even realize it. It takes time to get comfortable with this.”

— Diana Bird

“I wish I understood how important it was to be part of one voice when dealing with community members. It does not mean that your individual thoughts are not important. However, talking with the

community and respecting my fellow members needs to be a balance and at times it can be difficult.”

— Odie Pahl

“I wish I had known that I would be in that role for over 20 years. You get a great sense

of responsibility, accountability, and accomplishment for doing what is best for students, teachers, and your community. The COVID pandemic pushed everybody to the limits but made us stronger in the end. I applaud every school board member, ever, and appreciate their commitment and service to their community.”

— Nick Sartoris

“The one thing I wish I’d known before starting on the school board was how challenging it would be to balance all the competing perspectives and opinions that come at you from every direction. You walk in, thinking you

Selected Acronyms for School Board Members (there are more!)

National Education Organizations

AASA – American Association of School Administrators

ASBO – Association of School Business Officials

ASCD – Association for Supervision and Curriculum Development

CCSSO – Council of Chief State School Officers

COSA – Council of School Attorneys

COSSBA – Consortium of State School Boards Association

DOE – Department of Education

NEA – National Education Association

NSBA – National School Boards Association

NSPRA – National School Public relations Association

State Education Organizations

AIRSS – Association of Illinois Rural and Small Schools

IARSS – Illinois Association of Regional Superintendents of Schools

IASA – Illinois Association of School Administrators

Illinois ASBO /IASBO – Illinois Association of School Business Officials

IASSE – Illinois Association of Supervisors of Special Education

IBAM – Illinois Balanced Accountability Measures Committee

IEA – Illinois Education Association

IESA – Illinois Elementary School Association

IFT – Illinois Federation of Teachers

IHSA – Illinois High School Association

INSPRA – Illinois Chapter of the National School Public Relations Association

IPA – Illinois Principals Association

ISBE – Illinois State Board of Education

LEA – Local Education Agency

LUDA – Large Unit District Association

ROE – Regional Offices of Education

SAC – Student Advisory Council to the State Board of Education

SCSDD – Superintendents’ Commission for the Study of Demographics and Diversity

State and National Testing and Monitoring

ACT – American College Testing

AP – Advanced Placement

IAA – Illinois Alternative Assessment

IAR – Illinois Assessment of Readiness

IRC – Illinois Report Card

NAEP – National Assessment of Educational Progress

PSAT/NMSQT -- Preliminary SAT/National Merit Scholarship Qualifying Test

ELL – English Language Learners

EJC – Equity Journey Continuum

SAT – Scholastic Assessment Test and Suite of Assessments

SEL – Social and Emotional Learning

SES – Supplemental Educational Services

SIP – School Improvement Plan

SRC – School Report Card

Legal Terms

ADA – Americans with Disabilities act

EEO – Equal Employment Opportunity

EEOC – Equal Employment Opportunity Commission

FERPA – Family Education Rights and Privacy Act

FLSA – Fair Labor Standards Act

FMLA – Family Medical Leave Act

FOIA – Freedom of Information Act

HIPAA – Health insurance Portability and Accountability Act

IDEA – Individuals with Disabilities Educational Act

IELRA and IIELRB – Illinois Educational Labor Relations Act/Board

ILCS – Illinois Compiled Statutes

ISSRA – Illinois School Student Records Act

JCAR – Joint Committee on Administrative Rules

LRA – Local Records Act

OMA – Open Meetings Act

OSHA – Occupational Safety and Health Act

PERA – Performance Evaluation Reform Act

PTELL – Property Tax Extension Limitation Law

Classroom and Curriculum Terms

EL – English Learners

CTE – Career and Technical Education

FAPE – Families and Advocates Partnership for Education

FAE – Free and Appropriate Education

IEP – Individual Education Plan

RTI – Response to Intervention

Financial Terms

ADA – Average Daily Attendance

ASE – Average Student Enrollment

CPI – Consumer Price Index

CPPRT – Corporate Personal Property Replacement Tax

EAV – Equalized Assessed Value

EBF – Evidence-Based Funding

ESSER/ARP – Elementary and Secondary School Emergency Relief Fund (federal COVID relief programs) via the American Rescue Plan Act.

OEPP – Operating Expense per Pupil

IMRF – Illinois Municipal Retirement Fund

TIF – Tax Incremental Financing districts

TRS – Teachers’ Retirement System

understand what needs to happen. Still, you’re suddenly caught between what parents want, what teachers need, what administrators are pushing for, what taxpayers will accept, and most importantly, what’s best for the kids. I realized that making a real difference means seeing the bigger picture and working with others — even when we don’t always agree. Accepting that you can’t make everyone happy was probably the toughest lesson. The learning curve is steep, too — school finance, curriculum standards, facility management — and there is so much to understand that isn’t obvious from the outside. I also wish I’d known how important it is to build relationships with

fellow board members early on. Developing those relationships takes time and trust, especially with people who might see education issues differently than you do.”

— Lourdes Chapa

Every year our respondents are generous with their time and wisdom. One theme is evident no matter what the timing is, or who the respondents are. The true role of a school board member sometimes surprises people when they encounter the work for the first time, either as a community member or a new board member. It’s important to understand the difference between governance (setting policy and vision) and management (administration and day-to-day operations). The board

of education is responsible for setting goals and making high-level decisions while the superintendent and staff handle day-to-day operations.

What is your top advice for new board members?

“Take time to settle into your board role. Schools operate by policy and most decisions

Make Policy a Priority

New board members are encouraged to become familiar with the district’s current board policies and learn about how policy is determined and managed in the district. IASB offers a full range of services and tools designed to meet the unique policy needs of your school board, starting with PRESS — Policy Reference Education Subscription Service. PRESS is the IASB policy and procedure information and updating service. This subscription service has two com- ponents: the Policy Reference Manual, an encyclopedia of sample policies and procedures, legally referenced and footnoted; and periodic update issues. PRESS is an essential tool for keeping your board policy and administrative procedures manuals up-to-date. Both the Policy Reference Manual and the periodic update issues are available to subscribers online. IASB Policy Services to districts include Policy Manual Customization, the PRESS Plus full-maintenance policy update service, School Board Policies Online, the Administrative Procedures Project, and Administrative Procedures Online. Learning more starts with your board’s policy manual and from there explore more at www.iasb.com/policy.

are based on how a policy impacts your individual district. Become familiar with your board policies and you will be able to answer the question; “Do we have a policy?”

— Laurie Christophersen

“The information you will get is overwhelming and takes time to digest and get up to speed.”

— Diana Bird

“Don’t feel you have to be perfectly informed on every topic in order to be an effective board member. That’s an impossibility. It is perfectly ok during your first few board meetings to 1. Vote your gut and/or 2. Abstain.”

— Chip Braker

“Take your time. Abstaining from voting is ok. It takes about a year to really get a feel for how the local school board works.”

— Pam Capes

“Remember that you represent the entire district, not just one neighborhood, school, or special interest group. Your decisions should benefit all students across the district. When facing pressure from vocal stakeholders with specific agendas, it’s important to listen to their concerns and consider how your decisions might impact them while keeping the broader district’s needs in mind. Remember why you sought this position — to improve educational outcomes for students. When you fully understand your role and responsibilities, you can help create positive change for all students in your district.”

— Lourdes Chapa

“Don’t make promises to fix problems with members of the community. Board members help connect shareholders with proper administration officials who can help them with any issues. Setting an unrealistic expectation that you can solve their problems leads to conflict

quickly with community members.”

— Jason Farrell

“Please serve with integrity by prioritizing students, collaborating as a team, staying transparent, continuously learning, and actively engaging with the community. Being an effective leader can help you to be a successful board member.”

— Synathia Harris

“Please take all available training for school board members so you can learn the relationship between the superintendent and the school board members. Schedule time with your superintendent to get to know them and build trust. Embrace respect and trust for your fellow board members. Keep your personal feeling in

Mandated Training for New Board Members

Illinois law mandates that all school board members complete training requirements as part of their board service.

Open Meetings Act (OMA) — Learn the law as it applies to school board meetings and members. Per 105 ILCS 120/1.05, every newly elected or appointed school board member must complete this training within 90 days of taking the oath of office.

Professional Development Leadership Training (PDLT) and Performance Evaluation Reform Act (PERA) Training for School Board Members — Review education and labor law, financial oversight and accountability, trauma-informed practices, and fiduciary responsibilities, plus PERA evaluations for

check as you start your school board work. Remember that you represent your community as you keep the needs of the school district your number one priority.”

— Dora King

“This is a marathon, not a sprint. It may be two or more years before you see all of the recurring items that your board will be addressing. Engage in conversations early on and ask clarifying questions. The sooner you know the “why,” understanding the “how” will become easier.”

— Norman Johnson

“When I was first elected to my board of education eight years ago, I remember I was told by my Board President

school board members who will participate in a vote on a dismissal based upon the Optional Alternative Evaluation Dismissal Process. Student outcomes content is included for new board members in 2025. Per 105 ILCS 5/10-16a, every new school board member elected or appointed must complete this training within the first year of the first term.

IASB offers the mandated OMA and PDLT/ PERA courses, bundled with a recommended Basics of Governance training, in a New Board Member Training Bundle (Online). Learn about the bundle and the range of both fee and free offerings, and discover the first year “Roadmap to Success” at www.iasb.com/newmember.

that it would take my entire first year on the board to get my footing and to know what was expected of me. He said that during that first year I would learn what I can and cannot do as a board member and he was correct. During my first year I learned how board meetings are run using Robert’s Rules of Order, making motions, seconding the motions, limiting conversation to among the board while not falling into debates with the public; I learned of things like the Open Meetings Act where no more than two board members can converge on district business outside an official meeting, being it in person, on the phone or even online; I also learned that the board

determines the “what” on running a district but the superintendent takes care of the “how” with the “balcony and dance floor” analogy. Many newly elected board members have an idea what they can do, but it’s that first year that they find out what their responsibilities really are.”

— Shawn Killackey

“While there may be discussion and a difference of opinion among board members, once a decision is made, speak with one voice. The board president should speak on behalf of the board so that the message is clear and the same to the community. Also, when making a decision, ask yourself if the

decision is best for kids. That is the guiding principle.”

— Renee Klass

“Spend your first year listening to seasoned board members, asking questions to your leadership, and taking as many sessions as you can at the conference. Your first year should be all about learning and understanding. If you don’t know, ask. Knowledge is power.”

— Kim Miller

“Approach your service with an open mind and willingness to learn and grow. Having a growth mindset is essential to always serving with the understanding that what our students need now, and in the future, always comes

first. Focusing on students’ needs and not our own agenda enables us to provide value to the process and the outcomes.”

— Joanne Osmond

“Make sure you build relationships with fellow board members. Learn who they are and why they are on the board. There is a climate that may be long standing and it is important to acclimate and build trust. Ask questions, ask a lot of questions. Be ready to collaborate.”

— Odie Pahl

“Know your “why” on running for office and as a board member. Stick to your “why” but not to the point of disrupting the process of being a board member. Remember, an effective board member listens most and

offers advice on what the issue is. The biggest part of being a school board member is listening and understanding/learning on the issues that you vote on. The more you are informed on the issues, the more informed decision you will make. You’re a school board member, not for the money but, to make a change and ensure all the opportunities are available to benefit all students as they leave your school. I truly believe that being a school board member is the purest form of democracy.”

— Nick Sartoris 

Theresa Kelly Gegen is Editor of the Illinois School Board Journal. Thanks to the school board members who responded to our questions with their wisdom. More information is available at www.iasb.com/newmember.

School Board Service: A Personal Journey from Infancy to Veteran Status

By Phil Pritzker

AAt the beginning of your school board service, whether through election or appointment, there is an incredibly steep learning curve since everything is new. It is normal that when you first begin on your journey, you are mainly concerned and naturally focused on how your own children are being treated and that they are afforded every opportunity available to them to succeed. Your personal village of friends and neighbors are so supportive and rightly proud of you and believe you will make sure that their children similarly receive the same treatment as your children.

There is an entire new alphabet of information with which to become familiar. There is ISBE, OMA, Title 1 and Title 9, and then there are IASB, IASA, IASBO, IPA, NSBA, COSSBA and so on and so on. Indeed there is an entire new language of information to acquire. And quickly you wonder if you will ever be able to capture and retain all the new jargon. And eventually, you will.

During the first four to eight years, you are slowly but most assuredly acquiring the knowledge and vital experience you need through the various professional development opportunities. At the same time you also begin to network and compare experiences on issues with other board members. You join your

own board colleagues going to seminars and workshops and get inspired by the variety of speakers and other leaders who express their appreciation for your decision to be of service to the students in your community.

A true highlight of your board service is being able to award your own child with their certificate at their eighth-grade promotion from middle school or their diploma from their high school graduation. This is time for photo ops with family resulting in a well-deserved tear in your eye, if not your child’s eye: they will probably squirm while you hug them in front of the entire assembly. It is a time that underscores, in a very human way, your decision to be of service as a school board member.

Following the heart-warming satisfaction of participating in promotion/graduation ceremonies with the delightful experience of embarrassing your child, the question soon comes as to whether or not it is time to now step aside after your second or third term on the board? Or is it the thought that without your own child in the district, are you feeling a more open and unencumbered ability to truly be objective in all the decisions

coming forward? With the knowledge gained from both in-district governance workshops and outside of district seminars and other learning opportunities, do you feel like you can contribute a more thorough and positive stewardship for the district?

Looking ahead and knowing that the district will be facing some tough situations and more complex issues which may be still ahead, more questions begin to emerge for you. Issues like potential boundary changes for your neighborhood schools, changing junior high to a middle school conceptual approach, adding onto buildings for space issues or actually building a new school, going for a tax rate referendum, and selecting a new superintendent to guide the district. Do you now feel a strong gravitational pull to continue your service to help provide a more experienced and valuable contribution to add to these upcoming challenges?

As you decide to continue your service as a very seasoned veteran, are you still feeling relevant for your colleagues and the district? Aside from providing institutional knowledge on the variety of topics along with a definite “big picture” perspective, you also relish the opportunity to mentor the younger members on your board. Are you feeling the pull to continue to provide the special culture and character of the district

which you have played a vital role in establishing?

For my journey and in looking back on 36-years of local service, I have found it amazing:

• That time has passed so quickly, going from the newest to the longest-serving member in our District;

• Relishing the number of eager students that have learned and matured during my tenure, and the absolute thrill of shaking the nervous and sweaty hands at promotion ceremonies;

• The incredible talent from the professional teaching, support, and administrative staffs that I have had the absolute privilege and pleasure of working with and getting to know;

• The seemingly insurmountable issues that through respective

collaboration with colleagues and staff were addressed in a positive manner;

• The opportunity to learn from over two dozen similar-minded volunteers during my tenure who were all eager to serve the students in our district; and,

• The incredible privilege to have been able to also serve the almost 6,000 school board member volunteers from the 849 districts across the state for a decade on the IASB Board of Directors and the opportunity to serve a twoyear term as president of IASB and help to underscore the need for local control of public education governance.

In my final reflections on my personal journey, I have just two pieces of advice to offer for board members to consider. The first is

to take advantage of all that IASB has to offer for your own personal growth in service and for that of your district. The second is to be open to networking with those members from small or large districts from anywhere in the state of Illinois — we are all dealing with such similar issues and you never know where a golden nugget of information and inspiration may be found.

For me, it has been an incredible 36 years, and I wish school board members old and new from across the state the very best of journeys. 

Phil Pritzker, at the time of this publication, was a member of the Wheeling CCSD21 Board of Education, serving since 1989. He is a former member of the Board of Directors and President of IASB from 2015 to 2017.

The Hardest Goodbye A Superintendent’s Tribute to a Special Board Member

By Lori R. Motsch

SSaying goodbye is something superintendents should be used to. Many of us started our careers in classroom education, where farewells were an annual ritual. Each year, we watched another class move on, sending them off with well wishes and the hope that we made an impact. But just as every teacher has that one special class that tugs at their heartstrings, superintendents also experience goodbyes that feel especially difficult.

One of the hardest is saying farewell to a valued board member who has been a steadfast leader, a trusted advisor, and a champion for our shared vision of student success.

Board members come and go, as terms expire and elections shift leadership, but every once in a while, we work with someone who truly leaves a lasting mark. Maybe it’s a longtime board member who has been a pillar of the district, bringing wisdom and continuity. Or maybe it’s a board member who stood by your side through difficult decisions, supporting you through the challenges of leadership.

For me, that person is the board president who gave me the life-changing phone call to tell

me I had been chosen for my first superintendent role. Over the past five years, we have navigated challenges together, grown as leaders, and built a partnership rooted in trust and respect. The gratitude I feel is immeasurable, and the loss of their presence on the board will be deeply felt.

As I prepare to welcome new board members, I do so with excitement for the future but also with a heavy heart. I know that transitions bring fresh perspectives and new opportunities; however, I will never forget the incredible gift this board member gave me — their unwavering support, their belief in my leadership, and their commitment to our students.

For superintendents and fellow board members facing a

similar goodbye, take a moment to acknowledge the impact that special board member had on your journey. Express your appreciation, share your memories, and let them know how much they mattered. Their leadership may be coming to an end, but their influence will remain long after they step away from the board table.

Who is your such leader? Mine is outgoing New Lenox SD 122 Board President Rhonda Starklauf, and I am grateful to her for her service, support, and leadership.

In the ever-changing world of education, it is important to honor those who have made a difference. And as hard as goodbyes can be, they remind us of the deep connections we form in this work. These connections shape us, inspire us, and leave us better than we were before. 

Lori R. Motsch, Ed.D. has been the Superintendent of New Lenox SD 122 since 2020, bringing decades of dedication to education in the district. Motsch has served as a teacher, principal, and human resources administrator and holds a Doctorate in Educational Leadership. Her research on iPad use for early reading intervention is featured on the Jolly Learning website.

Board President Rhonda Starklauf and Superintendent Lori R. Motsch presented with SuperEval at the 2024 Joint Annual Conference.

Exploring Student Experiences and Improving Outcomes for Black Children with Autism: Part II

By Asha Amore Brown and Diallo Telli Brown

AAutism Spectrum Disorder (ASD) is a developmental disorder that affects how individuals communicate, behave, and interact with the world. Black students face systemic barriers that delay diagnosis and intervention. These barriers include implicit biases held by educators and healthcare providers, inequitable access to healthcare and educational resources, and a lack of cultural competence in diagnosing autism within diverse populations.

In the March/April 2025 Journal , we opened this series with an introduction and a look at preparing teachers for working with black students with autism. Here, the Journal presents Part II, which looks at cultural competence among educators and staff.

This series lays the foundation for understanding the challenges and systemic inequities that Black students with autism face in K-12 education and delves into specific recommendations and actionable steps for educators, policymakers, and families to address these disparities.

Why Cultural Competence Matters

Cultural competence refers to the ability of educators, school staff, and administrators to understand, communicate with, and effectively interact with individuals from diverse cultural backgrounds.

For Black students with autism, cultural competence is a corner stone of equitable education. It allows educators to recognize the unique ways autism may manifest in these students while accounting for cultural norms that influence behavior and communication.

Despite its importance, many educators and school staff lack the training necessary to approach autism through a culturally sen sitive lens. This knowledge gap perpetuates disparities in diagnosis and support for Black students, who are often misidentified or overlooked entirely when exhibiting signs of autism.

The Role of Implicit Bias

Implicit bias significantly impacts the way educators perceive and interpret student behavior. For example, a white student exhibiting repetitive movements or challenges with social interaction may prompt an educator to consider autism as a potential explanation. However, when similar behaviors are observed in a Black student, they are often misinterpreted as defiance, inattention, or behavioral problems. This discrepancy can lead to disciplinary actions rather than a referral for evaluation.

Research has shown that Black students are disciplined at disproportionately high rates compared to their peers. These disciplinary actions often begin as early as preschool,

addressing implicit bias through targeted training, schools can mitigate these disparities and ensure that Black students are accurately identified and supported.

Recommendation 1: Training for Educators and Staff

Cultural competence training is a critical first step in addressing disparities in autism diagnosis and support. Effective training should focus on the following key areas:

1. Understanding Cultural Norms: Educators need to understand how cultural backgrounds shape behavior, communication, and social interaction. For example, in many Black communities, direct eye contact with authority figures may be considered disrespectful, while in other cultures, it is viewed as a sign

of attentiveness. Recognizing these nuances helps educators avoid misinterpreting culturally influenced behaviors as signs of autism or behavioral issues.

2. Recognizing Implicit Bias: Educators must be aware of their own biases and how these biases influence their perceptions of students. Role-playing scenarios and case studies can help teachers identify and challenge their assumptions.

3. Engaging Families: Schools must equip educators with the tools to communicate effectively and respectfully with Black families. This includes understanding the historical mistrust of institutions in many Black communities and building relationships based on transparency and mutual respect.

4. Promoting Inclusive Classrooms: Training should also include strategies for creating inclusive environments where all students feel valued and supported. This involves integrating culturally relevant teaching materials and fostering a sense of belonging for students with autism.

Building Ongoing Professional Development

While a single workshop can spark awareness, lasting change requires ongoing professional development. Schools should partner with organizations that specialize in cultural competence and autism to provide year-round training opportunities. One resource is Diallo Brown’s ebook, The 5 Do’s and Don’ts to Consider While Developing a Culturally Relevant Organization. This guide

offers practical steps for creating inclusive systems that benefit diverse student populations.

Culturally Responsive Practices in Action

Cultural competence extends beyond theoretical knowledge — it must be put into practice. Some actionable strategies include:

• Using Strength-Based Approaches: Focus on what students can do rather than what they cannot. This shift in mindset helps educators see the potential in every child.

• Incorporating Student Voice: Allow students to share their perspectives and experiences. This fosters a sense of agency and helps educators better understand their needs.

• Celebrating Diversity: Schools can host events, such as multicultural nights or autism awareness campaigns, that highlight the strengths and contributions of all students.

Investing in cultural competence yields significant benefits for Black students with autism and the broader school community. These benefits include:

1. Improved Identification and Support: When educators understand how autism presents in diverse populations, they can make more accurate referrals for evaluation and provide targeted interventions.

2. Stronger Family Engagement: Culturally competent educators build trust with families, leading to increased collaboration and better outcomes for students.

3. Reduced Disciplinary Disparities: Addressing implicit bias helps prevent the mislabeling of Black students as disruptive or defiant, reducing rates of suspension and expulsion.

A Vision for Change

Creating culturally competent schools requires commitment, resources, and collaboration. By prioritizing training for educators and staff, schools can dismantle systemic barriers and create environments where Black students with autism are valued and supported.

This transformation is not just a moral imperative — it is an educational one. When schools invest in cultural competence, they create equitable systems that benefit all students, regardless of race, ethnicity, or ability. 

Asha Amore Brown is a student at Northeastern Illinois University studying Sociology with plans to study Speech and Language Pathology in graduate school. Her father and coauthor is Diallo Telli Brown, Ed.D., a public school administrator at ZionBenton THSD 126 in Lake County.

This co-authored series provides a comprehensive approach to addressing disparities in autism diagnosis and support for Black students in K-12 to college education settings, offering specific recommendations that can be implemented by educators, schools, and policymakers to create a more inclusive and equitable educational system. Look for additional articles in the series in upcoming issues of the Journal. Resources associated with this piece can be accessed via www.iasb.com/Journal.

A Strong Start The Power of Communication and Engagement when Onboarding New Board Members

By Erika Krehbiel

IImagine a student walking into class on the first day, eager yet nervous. They’re handed their first test. If they earn an A, they gain confidence, engage more in class, and build momentum. But if they get a failing grade, doubt takes over, making it harder to catch up and participate fully.

A strong start matters. Just like students, new board members thrive when they are set up for success from day one. Thoughtful onboarding ensures that instead of playing catchup, they are empowered to lead, engage, and make a lasting positive impact on the district.

A strong start that prioritizes clear communication and active engagement helps new board members feel confident and connected. When new members are welcomed, informed, and encouraged to ask questions, they quickly find their voice.

Proactive onboarding is not just a formality; it is a game-changer. A well-structured onboarding process should prioritize these objectives:

• Build trust with the community.

• Encourage collaboration between the board and district leadership.

• Enhance board effectiveness and decision-making.

• Foster a culture of accountability and continuous improvement.

Here are the actionable steps districts can take to support new board members through strategic communication and engagement.

Building Trust Through Open Communication

New board members should work to establish trust with parents, staff, students, and the wider community. An intentional communication strategy can facilitate this. Trust is built through sharing of information, responsiveness, and an openness to feedback. When board members are seen as accessible and well-informed, they gain credibility and can foster meaningful relationships within the district community. This foundation of trust is essential for effective leadership and decision-making.

• Host a meet and greet for new board members. Provide an opportunity for board members to engage with community members, hear community perspectives, and introduce themselves in an informal setting.

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

• Develop a Board Member 101 Packet. Include the district’s mission, vision, strategic plan, and information about current initiatives to ensure new board members can speak confidently and accurately about the district.

• Implement a regular board update communication. Weekly or bi-weekly updates from the superintendent keep board members informed, allowing them to answer questions and concerns effectively.

Strengthening BoardAdministration Collaboration

Strong relationships between board members and district leadership lead to more effective board work. When board members and administrators communicate openly and frequently, they develop mutual respect and an understanding of their shared goals. Establishing these connections early helps new board members feel more comfortable in their role and encourages collaboration.

• Organize an orientation with district leadership. Schedule oneon-one or small-group meetings with the new board members and the superintendent as well as key administrators to build foundational relationships.

• Schedule school tours. Arrange visits to schools, classrooms, and

district facilities so board members can see firsthand how their decisions could impact students and the schools overall.

Enhancing Board Effectiveness Through Continuous Learning

Effective board governance requires members to be well-informed to make sound decisions. A commitment to ongoing education and professional development helps board members stay up to date with best practices, legal requirements, and evolving educational trends. When board members are informed they are more confident in their role and contribute more effectively to board discussions and decision-making.

• Provide a library of resources. Offer digital or print materials covering board policies, legal responsibilities, meeting procedures, and district goals.

• Host listening sessions. Encourage board members to gather feedback through community forums, focus groups, or committee of the whole meetings as a way to engage on timely topics.

• Create conversation opportunities. Provide opportunities for board members to host monthly coffee and conversation sessions, attend school and community events, and represent the school district at community organization meetings.

Fostering Accountability and Growth

Accountability and continuous improvement should be central to a board member’s role. Providing opportunities for reflection helps board members grow in their position and make a greater impact. By

embracing a culture of self-assessment and recognition, board members remain motivated and committed to their responsibilities.

• Set clear board norms. Establish meeting norms and a commitment to ongoing learning and engagement. Communicate this information to the community for clarity through print and digital communications.

• Encourage self-assessment and reflection. Provide structured opportunities for new board members to evaluate their understanding and effectiveness throughout the year.

• Celebrate milestones and contributions. Recognize board members for their service and growth through public

acknowledgments, awards, or community spotlights.

Just like a student who thrives with encouragement and guidance throughout the school year, new school board members succeed when they receive ongoing support beyond their first meeting. Effective onboarding is more than a one-time orientation; it is a sustained commitment to open communication and meaningful engagement by the district in support of the board of education. 

Erika Krehbiel is Chief Communications Officer for Glen Ellyn School District 41 and an Illinois Chapter of the National School Public Relations Association (INSPRA) Board Member.

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LEGAT ARCHITECTS, INC.

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

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

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

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&WILL

Architecture, educational planning, programing, master planning, re-referendum services. Chicago (312) 755-0770 mark.jolicoeur@perkinswill.com; aimee.eckmann@perkinswill.com; rick.young@perkinswill.com

RICHARD L. JOHNSON ASSOCIATES, INC.

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

STR PARTNERS

Architectural, interior design, planning, cost estimating, and building enclosure/ rooﬁng consulting. Chicago (312) 464-1444.

STUDIOGC ARCHITECTURE + INTERIORS

StudioGC is passionate communityminded partner, committed to creating imaginative and well-designed facilities. StudioGC o ers innovative planning, programming, architectural, interior design, and cost estimates. Chicago (312) 253-3400.

TERRA ENGINEERING, LTD.

TERRA is a woman Business Enterprise (WBE) ﬁrm certiﬁed with the City of Chicago and Illinois CMS systems, providing Transportation + Tra c Engineering; Municipal + Structural + Electrical + Construction Engineering; Site Development + Landscape Architecture + Recreation and Athletic Facility + Land Use Planning; Land Surveying; and GIS services. Chicago.

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.

BYRNE & JONES SPORTS CONSTRUCTION

Turnkey Construction of all outdoor athletics facilities, including synthetic turf and natural grass ﬁelds, running tracks and tennis courts. Bridgeton, Missouri.

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; LTritsch@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

SERVPRO TEAM WOLFE

Servpro Team Wolfe specializes in the cleanup and restoration of commercial properties after a ﬁre, smoke or water damage. Assist schools in developing a recovery plan to put things back to preloss condition quickly and e ectively. E ngham (314) 502-1337.

S.M. WILSON & CO.

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

TRANE

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

Computer Software, Supplies, Services

COMMON GOAL SYSTEMS, INC.

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

COMPUTER INFORMATION

CONCEPTS, INC.

Inﬁnite Campus student information System and Finance Suite, and Tableau Data Visualization/Analytics. Greeley, Colorado (312) 995-3342.

EDMENTUM

We provide fully digital curriculum and assessment tools for educators to utilize in K-12 classrooms to establish blended and personalized environments and advance student learning. Bloomington, Minnesota (952) 832-1570.

Consulting

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.

SCHOOLS OF ILLINOIS PUBLIC COOPERATIVE

Consulting: SIPC is a non-proﬁt procurement coop for IL schools. Membership is free and at-will. SIPC negotiates best pricing on behalf of members for building and grounds management, operations, maintenance, improvements, janitoral, energy projects, waste management. Carbondale.

Environmental Services

ALPHA CONTROLS & SERVICES, LLC

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

ENGIE SERVICES U.S.

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

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

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.

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

Financial Services

BERNARDI SECURITIES, INC.

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

BMO

BMO'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.

RAYMOND JAMES

Bond Financing Services. Chicago.

SPEER FINANCIAL, INC.

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

STIFEL

Full service securities ﬁrm providing investment banking and advisory services including strategic ﬁnancial planning; bond underwriting; referendum and legislative assistance. Edwardsville (800) 230-5151; noblea@stifel.com

WINTRUST FINANCIAL

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

Human Resource Consulting

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. E ngham (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.

O ce Equipment

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

Other

ECRA GROUP, INC.

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

MILLER, CANFIELD, PADDOCK AND STONE, P.L.C.

Miller Canﬁeld acts as bond counsel, disclosure counsel and underwriter's counsel to a broad range of entities across Illinois. Chicago.

Milestones

In Memoriam

Delbert Bent , 94, died February 12, 2025. He had served on the Liberty CUSD 2 Board of Education.

Richard G. Branch , 88, died March 3, 2025. He was a past member of the school board for Monticello CUSD 25.

Dale Brown, 95, died February 27, 2025. He had served on the Oakford Board of Education in Menard County.

Stanley Droege , 92, died February 12, 2025. He served on the Johannisburg Board of Education in Washington County.

Patricia Farrer , 86, died March 24, 2025. She was a past member of the school board for Lemont-Bromberek SD 113A.

Glen Gullikson , 77, died March 16, 2025. He had served on the board of education for Fox River Grove CSD 3.

Warren Edward Hadley, 87, died February 14, 2025. He was a past member of the Geneseo CUSD 228 and was a founding member of the Geneseo Endowment for Excellence in Education.

Richard Hatzer , 84, died March 29, 2025. He was a longtime member of the Cornell CCSD 426 Board of Education.

Jack D. Hill , 86, died March 7, 2025. He was a past member of the school board for Marion CUSD 2 and was in leadership in the Illinois community college system.

Roger Hodel , 82, died February 17, 2025. He was a graduate of and school board member at Roanoke Benson CUSD 60.

Rodney V. Hogan, 96, died March 15, 2025. He had served on the Riddick Board of Education in Kankakee County.

John Howard, 97, died February 22, 2025. He had served on the school board for Mt. Vernon SD 80.

Todd Jameson, 68, died February 25, 2025. He had served on the Potomac CUSD 10 Board of Education.

Larry Keeler, 83, died February 10, 2025. He served on the Robinson CUSD 2 school board and two terms as mayor of Flat Rock.

Jake Knapp , 36, died February 11, 2025. At the time of his passing, he was a member of the Eureka CUSD 140 Board of Education.

Robert E. Lehmann , 81, died March 5, 2025. He was a past member of the Girard Board of Education in Macoupin County.

Harold “Hal” Lindstrom, 95, died February 26, 2025. He had served on the school board for Valley View CUSD 365U.

Robert Mariage, 93, died March 28, 2025. He served on the Oakwood CUSD 76 school board.

Pattie J. Marx, 78, died February 2, 2025. She was a member of the Genoa-Kingston CUSD 424 school board and educational foundation, and founding member of the Genoa-Kingston PTO.

Bill Meinhart, 74, died February 5, 2025. At the time of his passing, he was a member and vice president of the Jasper Co CUSD 1 Board of Education.

John Myers, 80, died February 24, 2025. He had served on the school board for Carmi-White Co CUSD 5.

Paul M. Nelson, 81, died March 25, 2025. He had served on the Atkinson Board of Education in Henry County.

Gary O’Neal , 73, died February 3, 2025. He served on the school board for Norris City-Omaha-Enfield CUSD 3.

John Shular, 101, died March 15, 2025. He had served on the school board of Dixon Unit SD 170.

Daniel “Danny” Stephens, 80, died February 19, 2025. He served on the Edinburg CUSD 4 Board of Education.

William Turnbull , 84, died March 16, 2025. He had served on the Sparland Board of Education in Marshall County.

Janice Viernow, 85, died March 17, 2025. She was a lifelong educator and served on the school board for Sherrard CUSD 200.

Thomas Vogelsang, 71, died February 8, 2025. He was a past member of the school board for Gifford CCS 188.

James “Jim” Ward , 80, died February 26, 2025. He had served on the Urbana SD 116 school board, as president of the American Education Finance Association, and as associate editor of the Journal of Education Finance

Charles Wiechmann, 91, died March 3, 2025. He served on the Germantown Hills SD 69 Board of Education. 

The Illinois School Board Journal accepts contributions to Milestones from districts and friends. Please send obituary information to communications@iasb.com.

At its core, excellence in local school board governance is about ensuring that every student has access to a quality public education. It is about making strategic decisions that have a lasting impact on students, teachers, and the entire community. As you continue your work, remember that your governance is the key to shaping the future of education in your district.

“Leadership Letter: Governance Starts with Heart,” by Kimberly A. Small, J.D., IASB Journal, December 2024.

IASB’s Foundational Principles of Effective Governance provide school boards with a framework for leading with integrity, vision, and accountability. Central to these principles is the board policy manual, which

offers clarity, structure, and consistency in guiding the board’s work. Regularly revisiting and updating policies ensure that they remain aligned with the district’s evolving needs. Effective governance is a continuous process of reflection, adaptation, and leadership — rooted in principles that guide districts toward success.

“Policy Page: Tying Board Policy to the Foundational Principles of Effective Governance,” by John Fines, IASB Journal, December 2024.

How does all this rah-rah-goodgovernance rhetoric balance with the reality of board work? Fair question. Here’s some practical advice to focus on: Determine what you can do individually to prepare for each meeting. Figure out how much information you

need to know and stay within that amount. Schedule events, such as superintendent evaluations and goal-setting conversations on the board’s annual calendar. Accept that extra meeting time might be needed to improve the functioning of the board. Schedule a workshop or a board self-evaluation. Prioritize the goals the board and district will prioritize this year, or this quarter. The most important things are to work together as a board, keeping in mind the balances of board work and staff work, and to maintain your focus on the big picture.

“On Outreach & Training: Focus and Balance,” by Laura Martinez, IASB Journal, December 2024.

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