IASB Journal September October 2022

September/October 2022 Vol. 90 No. 5

Listen & Speak Civil Discourse in Troubled Times

Reconnect with Community Engagement

Amplifying Student Voice

Front Page

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This issue of the Illinois School Board Journal aims to improve conversations. In these pages you will find encouragement and methods to lift your own voice, and also discover ways to better listen to the voices of others — students, peers, and the community.

Across the nation, conversation is in crisis. Boards of education are facing conflict: during public comment, on social and traditional media, at the proverbial but unavoidable “grocery store conversations,” during student protests, parent protests, and community protests. Issues that boards of education have previously found routine have been contorted and magnified. Issues that have never before been board work are on the table.

And tensions run high. If you, as a board member, are feeling this, you are not alone. Remember why you started, remember your goals, and understand that it’s not personal.

When presented with a conversational challenge, deploy critical thinking skill questions: Who is most directly affected? What is another perspective? Where can we get more information? When would this be a solution, and when would it cause a problem?

Why is this relevant to our work?

2 • Illinois School Board Journal

And how does this help us meet our goals?

Civil discourse, as defined for our purposes, is “conversation intended to improve understanding.” Read more about the continuous course of civil discourse in “From Boardroom, to Classroom, and Back,” starting on page 16.

On page 20, learn about how “the landscape continues to shift for elected officials and the public institutions they oversee, and the public taxpayers they represent,” in a piece

by Patrick Mogge entitled “A Time to Reflect and Reconnect.”

Conversation may be in crisis, but today’s students are more adept at this than we give them credit for — indeed, they are better at this than we are. We can learn from them in unexpected ways.

A 2022 IASB webinar, “Student Voices on K-12 Education in Illinois,” featured members of the Student Advisory Council of the Illinois State Board of Education. The group of impressive students and IASB staff discussed, among other things, their engagements with their boards of education. As the students discussed appreciating the ability to contribute to the conversation, one student took the next logical step.

“Hearing voices is not the same as implementing ideas,” said Araha Uday, then a senior at Schaumburg High School in Township HSD 211.

As thoroughly as we encourage listening, Uday is correct. Hers is a next-step lesson in conversation that students bring to the table. Uday and her cohort were able to bring their voices to the table, contributing valid ideas, and the district used their ideas to respond to challenges within the schools.

Uday wasn’t talking about board work, but we can apply her comment to the governance team.

Discover more on student voice by reading “ Amplifying Student Voice with a Seat at the Table,” by Jadon A. Waller from CUSD 308 in Oswego, starting on page 10.

If your district has an experience with student voice that you’d like to share, please reach out. We hope to continue this conversation in a future issue of the Journal.  Theresa Kelly Gegen is Editor of the Illinois School Board Journal and can be reached at tgegen@iasb.com.

You can view the “Student Voices” webinar via the resources link at iasb.com/journal/.

Table of Contents COVER STORIES Seat at the Table: 10 AAmplifying Student Voice

By Jadon A. Waller

Oswego CUSD 308 provides opportunity for student voice on a larger platform.

14 Amplifying Their Voices

REGULAR FEATURES

By Jadon A. Waller

Comments on the importance of listening to the student voice, shared by student leaders.

Discourse: From Boardroom, 16 Civil to Classroom, and Back

2 Front Page 4 Leadership Letter

IASB Continues on Its Equity Journey

5 From the Field

Which Type of Goal Setting Works for Your School Board?

By Theresa Kelly Gegen

Boards of education are experiencing firsthand the difficulties of civil discourse in today’s polarized climate.

20

Engaging with the Community: A Time to Reflect and Reconnect

By Patrick Mogge

How do boards facilitate their engagement with the community as well as their communications as individuals and as an entity?

7 Legal Matters

First Amendment Decisions Impact Public Schools

23 In Case You Missed It (ICYMI)

Student Involvement in the DecisionMaking Process

24 Practical PR

Steps for Reducing Incivility at Board Meetings

30 Milestones 31 Insights

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

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

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

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

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

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

September/October 2022 • 3

Leadership Letter

IASB Continues on Its Equity Journey

By Thomas E. Bertrand

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The tumultuous past three years underscored the importance of flexibility and adaptability. With conditions changing — sometimes rapidly — organizations were forced to be nimble while facing the challenge of delivering vital services in new and innovative ways. Schools proved this could be done — and so did organizations like IASB. Meeting the challenges would not have been possible without a capable, dedicated staff.

The Illinois Association of School Boards (IASB) depends on an effective, highly skilled workforce to carry out its mission — 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.

“This commitment also ensures that IASB’s programs and services meet the needs of diverse boards of education that rely upon the Association ... ” IASB’s commitment to promoting diversity, inclusion, and equity is critical to allowing the Association to attract and retain employees with the skills, expertise, diversity of thoughts and backgrounds, and experiences needed to effectively serve its members.

This commitment also ensures that IASB’s programs and services meet the needs of diverse boards of education that rely upon the Association in service to nearly two million public school children in Illinois.

4 • Illinois School Board Journal

In 2021 the Association launched its own internal plan to support equity, diversity, and inclusion.

The plan, developed with input from IASB staff and approved by the Board of Directors, outlines goals and strategies for continuing to build a workforce that will deliver outstanding service to members. It includes these goals. ◦ Demonstrate leadership commitment and accountability through policy and practices, messaging, and behavior that advances diversity, equity, and inclusion priorities.

(IASB Strategic Plan Priority: 6a, 6b) ◦ Cultivate a supportive, welcoming, safe, and inclusive work environment that allows employees to feel connected to the organization’s mission and contribute to their full potential.

(IASB Strategic Plan Priority: 6a) ◦ Pursue a comprehensive strategy to recruit, retain, and develop a high-performing staff drawn from all segments of society.

(IASB Strategic Priority: 1b, 6a) This plan will advance the strategic priorities of IASB by increasing the Association’s collective capacity through this commitment to promoting diversity, inclusion, and equity.

We recognize that every organization may be at a different point in this important journey as we move forward. I look forward to celebrating our progress.  Thomas E. Bertrand, Ph.D., is Executive Director of the Illinois Association of School Boards.

From the Field

Which Type of Goal Setting Works for Your School Board?

By Perry Hill IV

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Goal setting stands as an early act in which a governance team (i.e., a school board and superintendent collaborative) should engage. This act and its outcome ensure a unilateral direction for the governance team as it pursues alignment and excellence for the school district.

The governance team — particularly the school board — serves as an initiating entity for any goal-setting session. Coupled with this responsibility, the tasks necessary to derive relevant “ends” outcomes

Some boards may employ engagement options such as surveys, forums, ad hoc committees, and other options outside of the regular board meeting. Many school boards couple these engagement options with the use of a goal-setting session referred to as “inclusive goal setting.”

This involves identifying all community groups and selecting a representative from each group who will be invited to a special board meeting addressing the task of goal setting.

“Both approaches demand that the school board weigh community standards and priorities to make decisions beneficial for the district-at-large as well as the general public good. ” (i.e., core values, mission, vision, goals) involve widening team perspectives to pinpoint varied community standards as well as local education priorities. Such a widening of perspectives entails the school board intentionally and strategically engaging the community through two-way communication.

At this board meeting, an IASB Field Services Director will facilitate a workshop session that enables the governance team to join each invited representative in detecting community standards and priorities for education in pre-selected district areas.

Regardless of the number of attendees, and inclusive of the

governance team, these activities will yield key deliverables befitting the ends outcomes sought by the governance team.

Inclusive goal setting is one of two types of goal-setting sessions available to a governance team/district.

The second goal-setting type available is called “exclusive goal setting.” This session involves a school board opting to initiate goal setting with only governance team members, and perhaps select district personnel, in attendance. This is the only distinction between an exclusive and an inclusive goal-setting session. The session is still facilitated by an IASB Field Services Director, and both session processes and activities are designed to yield ends outcomes, same as the inclusive goal-setting option.

Notably, the school board rationale for an exclusive session versus an inclusive session should not stem from a hope of swifter completion, a belief in simpler execution, or a desire to elude levels of public transparency. After all, goal setting sessions — exclusive and inclusive — must transpire within open school board meetings in full September/October 2022 • 5

compliance to all Open Meetings Act requirements. The school board rationale for exclusive goal setting versus inclusive goal setting mostly hails from a school board’s determination that ongoing and/ or recent engagement communication with all community groups has already equipped the school board with sufficient information to accurately develop district ends without direct public participation in session activities.

Both goal-setting approaches have merit. Both approaches reflect a board acting on an early responsibility of governance.

Both approaches take into consideration community standards and priorities. Both approaches demand that the school board weigh community standards and priorities to make decisions beneficial for the district-at-large as well as the general public good.

A school board must weigh which approach best works. Is the best approach inclusive goal setting, which offers community engagement and in-the-moment feedback with the governance team working alongside the community to devise a direction for the district? Is the best approach exclusive goal setting, which involves retrieval/utilization of community feedback by the governance team to devise a district direction with indirect public participation? Each school board must decide its own preferred approach.  Perry Hill IV, Ph.D., is a Field Services Director for the Illinois Association of School Boards for the Egyptian, Illini, Shawnee, and Wabash Valley Divisions.

6 • Illinois School Board Journal

IASB Administration and Staff As of August 15, 2022

OFFICE OF THE EXECUTIVE DIRECTOR Thomas Bertrand, Executive Director Tulsi Srinivasan, HR Director Chris Montrey, Admin. Assistant

GOVERNMENTAL RELATIONS Shelly Bateman, Associate Executive Director Zach Messersmith, Director Deanna Sullivan, Director Mary Ellen Buch, Admin. Assistant

ADMINISTRATIVE SERVICES Jennifer Feld, Chief Financial Officer/Associate Executive Director Karen Faith, Assistant Business Manager Patrick Shea, Assistant Manager, Technology Camille Gillette, Specialist III Ruth Ann Ferris, Receptionist Sally Kimmel, Receptionist

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 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

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 Ummehani Faizullabhoy, Assistant Director Michael Ifkovits, Legal Assistant

BOARD DEVELOPMENT Dean Langdon, Associate Executive Director Sandra Kwasa, Director Kathryn Bulava, Assistant Director Rhonda Cass Mackiney, Assistant Director Haylie Noltensmeier, Admin. Assistant Linda Zulaski, Admin. Assistant COMMUNICATIONS Kara Kienzler, Associate Executive Director Theresa Kelly Gegen, Director Heath Hendren, Director Jennifer Nelson, Director Isaac Warren, Assistant Director Bridget Kusturin, Admin. Assistant PRODUCTION SERVICES Katie Grant, Director Toby Chiles, Lead Print Shop Operator Jeff Armbruster, Print Shop Operator/Graphics

POLICY SERVICES Angie Powell, Senior Director Tammie Ng, Director Nicholas Baumann, Director Staff emails: First initial and last name Boyd Fergurson, Director Breanna Rabacchi, Assistant Manager preceding iasb.com Emily Tavernor, Assistant Manager John Fines, Admin. Assistant Tasha Levy, Admin. Assistant Jennifer Robinson, Specialist

Legal Matters

First Amendment Decisions Impact Public Schools

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By Debra Jacobson

In a term filled with many controversial cases, the U.S. Supreme Court issued several decisions addressing First Amendment rights in the K-12 setting. Board members and administrators should be aware of these rulings because they may provide guidance on issues that arise in their own districts.

employees during a period of downtime on the job, even when in the presence of students, will run afoul of the U.S. Constitution. For boards that subscribe to PRESS, this case will be discussed in the fall issue in the footnotes of sample policy 6:255, Assemblies and Ceremonies.

Kennedy v. Bremerton High School

The Houston Community College’s Board of Trustees adopted a public resolution issuing a “disciplinary censure” against one of its elected trustees, David Wilson, for conduct “not consistent with the best interests of the College” and “not only inappropriate, but reprehensible.”

Specifically, Wilson publicly complained of ethical and bylaw violations by the board, arranged robocalls to constituents of certain trustees to publicize his views, hired a private investigator to determine the residency of a trustee, and filed multiple lawsuits against the board, costing it considerable sums of money to defend.

Wilson challenged the board’s censure of him in court, claiming his First Amendment free speech rights were violated when the board issued the “disciplinary censure” against him. Wilson did not claim the contents of the censure resolution were false or defamatory. The Court dismissed his claim, finding that the board’s mere verbal censure did not rise to the level of an “adverse action” necessary to obtain relief. The Court noted this country’s long tradition of publicly censuring lawmakers for their misconduct, stating that elected officials are expected to “shoulder a degree of criticism about their public service.”

The Court held that the board’s censure against Wilson was not actionable because it did not deter Wilson, also an elected official, from exercising his own right to speak. Nor did the censure deny Wilson any privilege of his office or prevent him from doing his job as a board member.

This case affirms that formal censure is a tool that boards can use in the (hopefully) rare instance that a board

This case involved a football coach at a public high school who had a practice of praying at the 50-yard line immediately following each game. The district dismissed the coach after he failed to comply with a directive to stop praying on the field, because he was still on duty and his conduct could be viewed as the district endorsing religion, which would be a violation of the First Amendment’s Establishment Clause. The Establishment Clause prohibits the government from establishing an official religion.

The majority of the Court held that the coach had a right to engage in the prayer. Even though the coach’s religious conduct was highly visible to those attending games, the court ruled that he was engaged in a “brief, quiet, personal religious observance doubly protected by the Free Exercise and Free Speech Clauses of the First Amendment.” The Court found that the coach’s prayers were private speech and must be allowed because coaches were generally permitted to briefly attend to personal matters after games. The district could not apply a different standard to religious speech during that brief period.

The dissenting justices found the coach’s conduct to have a coercive effect on students, especially in light of Kennedy’s history of inviting and leading students in prayer before and after games. The dissent noted the coach’s prayers were anything but “quiet,” as he invited media and others to a game to bear witness to his 50-yard line prayer. This decision suggests that boards that have a policy or practice of prohibiting private, “quiet” prayer of

Houston Community College System v. Wilson

September/October 2022 • 7

member is “behaving badly.” Boards should work with their board attorneys in crafting any sort of censure resolution. Board members also need to keep in mind that this case was limited to censure of public officials, and that, depending upon the facts, a board reprimand issued in response to the speech of an employee or student may be a violation of that individual’s First Amendment rights.

Shurtleff v. Boston

A Christian group sued the City of Boston after it denied its request to fly the group’s flag for a community event on a flagpole outside of Boston’s City Hall. The city denied the request because it was concerned it would be promoting religion in violation of the Establishment Clause of the First Amendment. The case turned on the question of whether the private group’s flag was government speech. If so, then the city could control the content or viewpoint of the flag. However, the Court held the flag was not government speech because the city had a well-established history of allowing groups to raise flags for various events on a third flagpole outside City Hall (including a pride flag, local bank flag, and many more), and it had never denied a group’s request before the Christian group.

The city also had no policy regarding the content of flags.

Based on these facts, the Court found the city had opened a “public forum” for outside groups to engage in private speech by displaying flags, therefore, it could not discriminate against flag applicants based on religious viewpoint.

Although this case did not involve a school, the same non-discrimination principle applies to boards that decide to open their facilities for use by outside groups. If a school board allows community organizations to use school facilities, state law requires the board to adopt a policy that prohibits the use of the facilities if the use will “interfere with any school functions or the safety of students or school personnel or affects the property or liability of the school district.” (105 ILCS 5/10-20.41). Including this standard in a policy creates what is known as a “limited public forum,” which allows a board to exercise some control over access, but like the City of Boston in this case, a board cannot deny a group use of school facilities based upon its viewpoint. Boards that subscribe to PRESS can learn more about outside group access to school facilities by consulting sample policy 8:20, Community Use of School Facilities, and the information in its footnotes. Debra Jacobson is Assistant General Counsel for IASB.

8 • Illinois School Board Journal

IASB Board of Directors As of August 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.

Cover Story

A Seat at the Table: Amplifying Student Voice

By Jadon A. Waller

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Many school districts in Illinois have created opportunities for students’ voices to be heard. We know that students’ voices are imperative to the work that we are doing, so we must hear from them. More often than not, teachers are encouraged to solicit feedback from students so that teachers can reflect on their practices to best meet the needs of their students. In Oswego CUSD 308, our students’ voices are given a seat at the table with school board members and district administrators. Many students throughout the school district have lived experiences and opinions about how we

10 • Illinois School Board Journal

can improve to make the school district more inclusive and equitable for all students. Superintendent John Sparlin, Ed.D., along with the school board, developed a Superintendent Student Advisory Committee. The Committee includes three seniors and two juniors from Oswego and Oswego East High Schools, with two Student Ambassadors attending, reporting, and participating in each school board meeting. Colton Sannito, a senior from Oswego High, and Aanya Roy, a junior from Oswego East, carefully and thoughtfully conveyed the desires and recommendations of all

high school students throughout the school district.

Trusting the Process

The Superintendent Student Advisory Committee began last school year with the purpose of determining the best way to learn the desires and priority concerns of CUSD 308’s high school students. The five members created a student survey that asked students to rank areas that heavily impacted their quality of life in school. The survey was broken down into four categories: Academic Focus, School Structure, Social Climate, and

Student-to-Student Interactions.

The results of the survey were then disaggregated and from there, the students found impactful information. Here are the top results that aided in the committee developing a focus for the 2021-2022 school year: • Academic Focus: The amount of homework and how it impacts mental health • School Structure: Clarity from administration on how discipline is handled based on race, identity, and sexual harassment • Social Climate: Increase in representation of LGBTQIA+ and BIPOC cultures within the schools • Student-to-Student Interactions: Sexual harassment needs to be addressed

In addition to learning about the students’ priority needs, the survey also helped the district learn that out of the nearly 3,000 students who participated in the survey, almost 20% indicated that they are a part of the LGBTQIA+ community. The results of the survey sparked discussion within and between the committee, district administration, and school board. It was clear that students know what they need and they also recognize another need: For the educators and leaders guiding them to listen.

One student, Jayla Poindexter, now a senior at Oswego East and member of The Student Coalition, expressed that “it’s important to listen to students’ voices because students know themselves better than the adults making decisions do. We

know what we need best. It’s especially important to listen to voices from historically marginalized groups because they are underrepresented most of the time. Their voices are going to be heard less because there are less of them around.”

Many students felt heard and seen because of the committee’s survey. For the committee, it heightened the importance of following through for their peers.

Taking Action

The Superintendent Advisory Committee decided to focus on the priority student-to-student interaction concern of sexual harassment. There was much conversation about students’ mental health and how the committee could contribute to the

September/October 2022 • 11

improvement of that through this focus on sexual harassment.

The committee began the YPAR (Youth Participatory Action Research) process. The students researched articles and qualitatively determined patterns and themes, but realized they still needed to hear more from their peers. Thus, they developed a second survey broken down into three categories: Student Educational Awareness About Sexual Harassment, Student Safety and Reporting, and Sexual Harassment and Mental Health. The results of this survey allowed the committee to develop a Sexual Harassment Action Plan that will be implemented in the 2022-2023 school year. Plus, the students were able to review the current Sexual Harassment Policy to add additional language that is student-friendly. Here are highlights from the Sexual Harassment Action Plan: • Creating a Safe Space Ambassador Teacher Committee for both high schools, with indicators for their classroom doors • Developing a Staff and Parent University to train and provide important information regarding sexual harassment and how to support students • Expanding social worker support through increase of educational awareness via Google classroom; use of QR codes throughout the school to provide information and support; and a student brochure covering safety, education, and reporting • Working with Student Services building and district administrators to collaborate and 12 • Illinois School Board Journal

communicate to support the increases in structures put in place • Providing, to all students, an opening message led by the social workers in each building Arriyana Franklin, a senior from Oswego High School, shared “My time serving on the Superintendent Student Advisory Committee for Oswego CUSD 308 was nothing short of an honor. At first, I did not recognize that my role on the committee came with so much empowerment for my community until I saw how many of my peers, mostly Black and Brown, came to me with their concerns within their high schools in hopes that I could make a change.

“I made it a priority to speak for my school,” Franklin continued, “Because voices from my walks of life have been overshadowed in the past. I am so excited to witness the platform be given to other students with interest in making a change and using their voice.”

Many students from historically marginalized groups utilized each inquiry as an opportunity to be heard.

The Student Coalition

Not only did District 308 create space for students’ voices at the school board level, but the district was also challenged to create a student committee for Diversity, Equity, and Inclusion to amplify students’ voices.

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As the Director of Diversity, Equity, and Inclusion, I felt it imperative to create a space for students’ voices to be heard throughout the community; especially voices from marginalized groups that might not typically be heard. The Student Coalition is composed of 22 students from different cultural backgrounds, religion, gender identity, access to academics, and socio-economic status.

This group of students was recommended by teachers, engaged in an application process, and then began meeting in early 2022. The students came together to share their experiences; engage in training on diversity, equity, and inclusion; and to ultimately find their voice as co-conspirators for each other. The students put together an event called “Amplify.” This group

The CUSD 308 Superintendent Student Advisory Committee.

participated as a panel by developing questions they always wanted to share their answers to. In addition to the panel, many students, including a “True Colors” club for LGBTQIA+ students, shared their stories through skits, poetry, speeches, music, and art. Through Amplify, The Coalition touched

Photo courtesy of the author.

educators, building and district administrators, school board members, peers, and community members. Their stories pressed the importance of being a part of a school community, being seen in the classroom, and being valued though their needs do not always align with the societal standards

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September/October 2022 • 13

and norms that are historically in place.

Our district has learned so much from our students. They have shown us that they know what they need and they want to work together with all of us to make sure that structures are in place to ensure student safety, that classrooms are rigorous and provide access to various perspectives, that who they are and who they desire to be is seen as

valuable and important, that their gender, identity, socio-economic status, culture, race, and aptitude for learning is intentionally recognized by the community, board members, district and building leaders, their teachers, peers, and their families.

Our students are courageous and ready to tackle issues together.

They see how policies and practices impact them and they want to be heard so they can be successful life

learners. They want to learn and have an understanding of how the world works so they can be civically responsible. They want the opportunity to be an essential part of how we make decisions for our students.

They deserve all of the seats at the table.  Jadon A. Waller, Ed.D., is Director of Diversity, Equity, Inclusion, and Family Engagement at CUSD 308 in Oswego.

Amplifying Their Voices

Comments on student voice, shared by student leaders from CUSD 308 and collected by Jadon A. Waller.

“Amplify made me realize how feeling misheard or unseen in a district is normal. I think our district has made strides with trying to listen to the students, but Amplify made me realize that we still have a lot of a way to go.”

– Naima Morris “As a young Pakistani-Muslim child, I felt like it was difficult for me to fit in with the rest of my classmates. Joining the AMPLIFY Committee gave me a chance to speak about my feelings and meet others with similar backgrounds. It made me realize that I am not alone and hopefully my experiences help others feel more comfortable about themselves too.”

– Faryal Imtiaz “It is necessary that we listen to students’ voices, especially those from historically marginalized groups because I found that in many instances when schools, companies, etc. try to be more diverse and ‘celebrate’ other cultures/ identities it usually ends up backfiring. Many times, the people trying to make these changes are not a person of color or a part of the culture they are trying to ‘celebrate’ and end up portraying them in a stereotypical and negative manner. These celebrations embody white societal norms rather than the actual culture and identity.

Listening to student voices from all backgrounds guarantees that the inclusion is accurate and makes a positive difference.”

– Fayrouz Abdelmaguid

14 • Illinois School Board Journal

“Acknowledging student voices ensures a more successful attempt at accomplishing what needs to be done. If there is action to be taken in a school setting, listening to those who are active in such settings allows the process to go smoothly. School administrators’ knowledge can only go so far. A student’s perspective can offer different mindsets on certain issues. Each student is unique, and some can offer different views depending on their experiences, specifically marginalized groups. Their insight can be incredibly helpful due to being exposed to different cultures and the knowledge that comes along with such. In a school environment, you will find individuals with varied backgrounds and needs. In order to ensure a perfectly accommodating environment, listening to and getting the opinions of those in historically marginalized groups will achieve an accepting and powerful community.”

– Laila Abouhaiba “It is important to always be listening to student’s voices, especially those from marginalized groups, because most of the time these voices are rarely heard. We need to strive to change this, and listen to those in need, and we will also be able to understand everyone’s perspectives on many different issues. I also think listening is just as important as speaking out in a lot of situations because we are able to address/see multiple perspectives, including those of marginalized groups, that some haven’t considered before.”

– Mihira Krothapalli

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Cover Story

Civil Discourse

From Boardroom, to Classroom, and Back

By Theresa Kelly Gegen

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Civil discourse is, practically speaking, a conversation intended to improve understanding. When we engage in civil discourse, we study a problem, examine for understanding the arguments on all sides, and discuss and deliberate to seek solutions.

Civil discourse is, philosophically speaking, a conversation intended to promote the greater good.

These days, dialogue across differences can often be difficult to navigate. A board of education is expected to adopt and enforce all policies necessary for the management and governance of the public schools of the district. The board studies the needs of students and the community and bases its decisions on those needs.

Once upon a time, school boards could typically sidestep hot political topics by focusing on the needs of students and the community. Today, even at the local level, just about anything is a political topic. In Illinois and throughout the nation, boards of education are experiencing firsthand the difficulties of civil discourse in today’s polarized climate. The firestorm of political battles reaches into coping with coronavirus, educating with equity, and plenty of questions of curriculum, has the education

16 • Illinois School Board Journal

community on edge. Boards of education are on alert.

When differences happen within the board, conversation to improve understanding is critical. Civil discourse as a skill is vital to public education. When differences happen between the board and its community, there is even more at play.

“Civility isn’t just an optional aspect of our system of government — it is an essential component of democracy,” wrote Lawrence S. Feinsod, Executive Director of the New Jersey School Boards Association in a column for the Newark Star-Ledger.

The civility aspect of civil discourse starts with the idea of politeness, but if it’s only politeness, discourse stalls. If it’s only impoliteness, discourse stalls. Civil discourse calls for discussion and deliberation.

Back to School

The simple, sunshiny, semi-spiritual All I Needed to Know I Learned in Kindergarten is a list of rules to live by, written by Robert Fulgham in the 1980s. It started as a blurb in a church bulletin, grew into a bestselling book, and became an international phenomenon. Times have changed — and certainly

kindergarten has changed — since the book was published in 1986.

But some of the rules are more apt and necessary to civil discourse in school board work today than they were when we were in kindergarten, or even three very short, yet extremely long years ago.

“Play fair,” we learned in Kindergarten. “Clean up your own mess. Don’t take things that aren’t yours. Say you’re sorry when you hurt somebody. When you go out into the world, watch out for traffic, hold hands, and stick together.”

Further along in the academic career of an Illinois public school student are mandated civics courses. Since 2016 for high schoolers, and as of 2020 for middle-grade students, every public school in Illinois must include at least one semester of civics education, “which shall help young people acquire and learn to use the skills, knowledge, and attitudes that will prepare them to be competent and responsible citizens throughout their lives,” according to Public Act 099-0434, which continues, “Civics course content shall focus on government, institutions, the discussion of current and controversial issues, service learning, and simulations of the democratic process.” Here we see

what we learned in kindergarten developing into a foundation for civil discourse.

Chicago Public Schools builds further upon this foundation through the Department of Social Science and Civic Engagement, which oversees resources to promote civic life across the district.

The department has an element of coursework titled “Structured Academic Controversy: Deliberation in a Democracy,” which calls for “deliberation, not debate.” Students first define deliberation and are presented an issue. In groups, students consider the issue from one perspective, then switch. They form their own opinions, then share them. If there is agreement, they develop a policy. If there is disagreement, “… they should work to build consensus and find a common ground on which they might agree and create a policy from that” according to the summary for teachers. “This is very difficult and can be frustrating for students.

Remind them that our democracy needs to find a way to deal with important issues even when people have very different and very strong opinions -- otherwise our government would never work.”

This will sound familiar to members of effective school boards.

The lessons students learn in the classroom — to get along, to be competent and responsible citizens, and to engage in civil discourse — are applicable everywhere in the education arena.

Bridging the Divide in the Boardroom

Especially for school boards, civil discourse for understanding

and finding solutions requires mutual respect, the ability to listen, and the wisdom to know what can and can’t be done in the moment.

The Code of Conduct for School Board Members states “I will respectfully listen to those who communicate with the board, seeking to understand their views, while recognizing my responsibility to represent the interests of the entire community.”

Noting that conflict is inevitable, Amanda Ripley, author of High Conflict: Why We Get Trapped and How We Get Out, discusses “looping for understanding,” which means re-wording and reflecting what someone says back to them, and asking if that was correct.

“Listening and checking for understanding is probably the single best way to keep conflict healthy,” Ripley says. “That’s why it is practiced by everyone who navigates high conflict with grace.

Wherever you find a wise minister, psychologist, salesperson, or hostage negotiator, you will find someone who knows how to loop, even if they don’t call it that.”

For this to work in the boardroom, the parties need to be aware of the role of the board.

One key is this: Not every matter is a board of education matter.

Governance — setting goals and direction, establishing policy — is the work of the board. Management is the work of the administration. More often than not, a school board member will redirect questions and concerns to an appropriate point in the chain of command.

This presents challenges, both to community members who wish to

be heard, and school board members who wish to be responsive.

A second key is to take care.

Don’t worry if the board seems to be giving away time, attention, and “oxygen” to issues you would rather not. This is the point of public comment.

A third key is this: Public comment at a school board meeting is not for debate. The public speaks and the board listens. This, too, presents challenges to community members who wish to be heard and school board members who wish to be responsive. Public comment is required by law in Illinois and “subject to reasonable constraints.”

Boards develop policies and procedures for public input. These policies can include • When, on the agenda, the public comment period appears; • What an individual must do to participate (e.g. signing in prior to the meeting); • A time limit on the public comment period and/or; • A time limit on how long any one individual can speak.

These procedures are meant to ensure that board meetings run smoothly and permit the board to conduct the business that is on the agenda for that meeting. An effective board applies its policies consistently.

In a perfect world, stakeholders wishing to speak before the board of education would familiarize themselves with the board’s standards for public comment, and the board will acknowledge that speaking before the board is not in a comfort zone for most individuals. All parties, from board members to parents stepping into September/October 2022 • 17

the space for the first time, must realize that public comment is the time for the board to listen, not debate or decide. In these times, it can be an emotional challenge for a board member to not reply. It can be equally challenging for a member of the public to not receive a reply at the meeting.

Said IASB Executive Director Thomas Bertrand in the September 2021 Leadership Letter, “Impassioned community members sometimes try to engage the board in debate involving a contentious topic. It is generally not productive to debate attendees about a topic during the public comment portion of school board meetings. ... Instead, at the appropriate time

provide information and correct misinformation.”

Plan for the Challenges of the Times

Disruption has been a facet of public education for decades, and many boards of education are facing it now. A focus on the issues as they pertain to the school district is wise, although difficult these days.

Remember, that the loudest voices aren’t necessarily representative of the full community. Be prepared to listen to all the voices and make it clear that you are listening.

To help board members with keeping discourse civil, the IASB Online Learning Center offers a course called Managing Difficult

DIVISION MEETINGS Invest one evening, gain benefits throughout the year for yourself, your school board, and your district.

R

Attend an IASB Division Meeting at a location near you! Division Meetings provide

opportunities for networking, professional development, peer recognition, participation in Association governance, and learning about IASB resources.

Mark your calendars now!

Public Comment: How to KEEP CALM. Members taking the course will, through a series of hypothetical scenarios, learn how boards can effectively manage difficult public comment periods.

KEEP CALM is an acronym for eight principles for boards to keep in mind if public comment turns difficult. These include planning ahead, enforcing the meeting rules, and empowering fellow board members.

To help community members understand civil discourse and the board, IASB has a new publication, “How School Boards Work: The Role of the Board of Education in the Community,” for districts to share with their communities. It covers the work of the board of education and how community members “can help ensure local decisions about education programs align with your community’s needs.”

Ripley notes in times of conflict, many people just want to be heard.

She says, “When people feel understood, they trust the other person to go a little deeper and keep trying to get it right.”

Civil discourse expects everyone to play fair and to be competent and responsible citizens. It requires practice. At its best, there aren’t winners and losers. There is listening, empathy, and understanding.

There are potentially, ideally, and hopefully solutions. Thinking intentionally about civil discourse, to build consensus and find a common ground, is vital to local education communities. 

Visit www.iasb.com for a complete list of events and locations.

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

18 • Illinois School Board Journal

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Cover Story

Engaging with the Community: A Time to Reflect and Reconnect

By Patrick Mogge

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The past several years have brought a new level of engagement by the public with Boards of Education and other public institutions and governing bodies. From tense discourse and resignations by elected officials to a new level of attention and advocacy by passionate parents and others focused on what they believe is suitable for the students, the landscape continues to shift for elected officials and the public institutions they oversee, and the public taxpayers they represent.

Growing share of Americans say they use YouTube; Facebook remains one of the most widely used online platforms among U.S. adults

% of U.S. adults who say they ever use ...

100% 80

YouTube

60 40 20

Defining Roles

When viewing community engagement through the lens of school public relations, there are different levels of potential ownership regarding who communicates what information, when, and to whom.

Teachers and building-level administrators and staff; superintendents and district-level administrators and staff; individual board members, and the board of education itself all send and receive communications to various audiences. Each group holds a specific role in who does the communicating and connecting and what the message is to ensure their particular stakeholder group is felt, heard, and connected with 20 • Illinois School Board Journal

81

Facebook

69

Instagram Pinterest LinkedIn Snapchat Twitter WhatsApp TikTok Reddit Nextdoor

40 31 28 25 23 23 21 18 13

‘12 ‘13 ‘14 ‘15 ‘16 ‘17 ‘18 ‘19 ‘20 ‘21 Note: Respondents who did not give an answer are not shown. Pre-2018 telephone poll data is not available for YouTube, Snapchat, and WhatsApp; pre-2019 telephone poll data is not available for Reddit. Pre-2021 telephone poll data is not available for TikTok. Trend data is not available for Nextdoor. Source: Survey of U.S. adults conducted Jan. 25-Feb. 8, 2021.

“Social Media Use in 2021,” Pew Research Center

the organization. Traditional school communications and community engagement programs may include websites, newsletters, social media channels, and media relations to convey messages to various audiences. Parents may engage through the traditional means of advisory committees and parent organizations that support the aims of the school, district, or extracurricular program.

Many school districts have communications or family and community engagement staff members assigned to produce a district communication and community engagement program. But how do boards facilitate their engagement with the community as well as their communications as individuals and as an entity?

A Broader Reach and Context

Social media and other online platforms have enabled new constituencies to form and translate into direct advocacy and action. No longer are the individuals that impact locally elected boards only from the community, but potentially the state and nation. Single-issue groups can form instantly and begin to influence the dialogue and work of a public body. The exponential growth across all social media platforms will continue as new technologies emerge, which can create opportunities.

According to the “Social Media Use in 2021” report by the Pew Research Center, approximately seven in ten Americans use at least one social media site. YouTube and Facebook lead with 81% and 69%, respectively but use by age and other demographics varies. For example, the majority of those age 18 to 29 use Instagram and Snapchat, while approximately half use Tik Tok. Half of those 65 and older use Facebook and YouTube. Beyond the traditional communication and community engagement tactics, governing bodies can consider what messages are generally received depending on the platform. For example, in addition to providing remote access to watch their proceedings, live-streamed meetings can create viral moments, and online communities can thrive by creating their niche media to share thoughts and ideas with like-minded individuals.

This presents an opportunity to reflect on what has been occurring in the broader community and examine the roles of individual board members and the board as an entity. It can review current community engagement activities and analyze what they

might be able to do differently to facilitate two-way communication in this new, ever-changing environment.

Individuals and organizations can use various tools to analyze the environment in which they operate.

For example, a SWOT analysis (Strengths, Weakness, Opportunities, Threats) is traditionally utilized to analyze an organization’s internal operations to understand better how it can improve. Likewise, a PESTLE analysis (Political, Economic, Social, Technological, Legal, Environmental) tool can be used by an organization to analyze the external factors impacting and influencing its operations and decision-making.

The findings of these types of tools can help individuals, boards, and the organization as a whole review what

works and what doesn’t, as well as begin to anticipate what might be over the horizon as local, state, and national community dynamics continue to change and evolve.

Constituencies, Communities, and Categories of Connecting

As part of the analysis, it is useful to identify the potential constituencies of the communications and community engagement program to design the goals to improve two-way communication and overall engagement. Using common definitions of audiences, stakeholders, and the various publics the organizations are attempting to engage can provide clarity. For example, parents, students, staff, and community members are typically the initial audiences

September/October 2022 • 21

and stakeholders that school districts consider engaging.

By defining and reviewing each of the categories of a board’s community engagement program, it could potentially develop new or refreshed strategies to engage not only with parents, students, and staff but community members and those with a vested interest in a specific topic or issue of mutual concern. Upon review and reflection, the board could then prioritize its tactics into several categories, including, but not limited to, board meetings and workshops; traditional and social media presence and engagement; visits with students, staff, and classrooms; engagement at school and district events; advisory committees and councils established to inform and solicit feedback; engagement with the broader community such as serving in local civic

22 • Illinois School Board Journal

organizations or meeting with other elected officials; and the overall communications program. Integrating these strategies and tactics with the district- and school-level communications and community engagement program provides a fuller picture of how the board, district, and schools are connecting with the various community members and the potential outcomes of the engagement.

Board members volunteer time and talent to serve the community, and the past several years have brought unforeseen challenges and opportunities. When individual board members and the board as a whole engage the community, it benefits the district and supports its overall goals. One of the six foundational principles of effective board governance in Illinois, as outlined by the Illinois Association of School Boards,

is that the board “connects with the community.” What that connection looks like will continue to evolve as new technologies and issues enable renewed dialogue among the governing body. Reviewing the board’s engagement goals and the current environment it is operating in allows it to develop a plan to move forward in proactive ways to serve the community and create new opportunities for open communication about what is best for the students, staff, parents, and the public they serve. Patrick Mogge is a communications and community engagement professional who holds a master’s degree in public policy from the University of Chicago and master’s degree in school business management from Northern Illinois University. He is licensed to teach and as a CSBO in Illinois.

ICYMI

Student Involvement in the Decision-Making Process

By Astrid Rodrigues, Principal, Queen Bee School District 16 Presenters: Lane Abrell, Ed.D., Superintendent; Kathy Baxter, Ed.D., School Board Member; Treasa HowardCollins, School Board Member; and Kevin Kirberg, School Board President, Plainfield CCSD 202

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Plainfield CCSD 202 serves approximately 25,000 PK-12 students from the communities of Bolingbrook, Crest Hill, Joliet, Lockport, Naperville, Plainfield, Romeoville, and unincorporated Will and Kendall counties. The district strives to ensure that all students learn, achieve, and grow to their maximum potential.

The district has initiated a Student Ambassador program, where students share their perspectives with administrators and board members.

Administrators and board members then factor these perspectives into the decision-making process on learning initiatives in the district.

The Student Ambassador program began in 2018 with the goal of improving the school district’s quality of decision-making by providing student insight and perspective to the school board and district administration. The district also wanted to develop leadership skills in its students, build lifelong commitment to the role and responsibilities of community citizenship, and teach students the complexities of political decision-making.

During the first year of the program’s implementation, one student from each of the district’s four high schools was selected to be the student ambassador for the school.

The student ambassadors focused on projects such as transition of

students who are English Language Learners and assisting freshman students as they integrated into high school. In the next school year, the student ambassadors advocated for bringing test preparation classes to the school and waiving final examinations for all students during the coronavirus pandemic.

The student ambassadors represent the student voice to district leadership, but decisions are made by the school administrators.

The school ambassadors hear perspectives of a diverse body of students by organizing high school leadership council meetings with other students, presidents of the various clubs, and captains of various athletic teams.

School administrators meet with the student ambassadors once a month to discuss ideas shared by the students and determine the next

ICYMI (In Case You Missed It) features panel reports from the 2021 Joint Annual Conference.

Reporters are participants in the Educational Administration Intern program, a collaboration of IASB and the Illinois Council of Professors of Educational Administration.

ICYMI

steps, if any, for implementation.

The ambassadors periodically meet with the school board as well.

The Student Ambassadors shared that they like to be able to voice their concerns or the concerns of other students so that the district can make informed decisions. They also shared that they like to have two-way communications between their school administrators, board members, and students. CCSD 202 board members shared that they feel that it is important to hear from students and understand their perspectives.

The district plans on increasing the number of students involved in the student ambassador program.

They would also like to increase the diversity of the student ambassadors to get perspectives from various academic achievement levels.

Through the implementation of the Student Ambassador program, School District 202 has demonstrated its commitment to actively seeking input from its student body and factoring those inputs into the decision-making process. The school district’s actions show its commitment to the district’s mission — preparing learners for the future.  Astrid Rodrigues, Ed.D., is Principal of Queen Bee School District 16 and was a participant in the Educational Administrator Internship program at the 2021 Joint Annual Conference.

September/October 2022 • 23

Practical PR

Steps for Reducing Incivility at Board Meetings

By Faith Behr

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Public education is facing a crisis unlike anything in decades and it’s not going away soon. Fanned by the pandemic, enrollment is down, absences are up, and many students are facing academic and social deficits. There aren’t enough teachers, aides, or bus drivers.

Students are anxious, parents are angry, and who knows what the next phase of COVID will bring.

Sadly, much of this turmoil ends up in the Board room.

How do we keep these issues from turning into skirmishes at Board meetings? How do we keep community discourse civil?

According to a recent report from the national League of Cities, more than 80% of local government officials have experienced some form of harassment, abuse, or violence while in office over the course of the pandemic.

Sadly, this type of discourse in public meetings has far-reaching effects. Negative comments and hostile environments can derail or prolong school board meetings and discourage other community engagement. This incivility may cause boards to shorten public comment time, shut down speakers, and drop a second public comment time. All that does is inflame the public and create more mistrust. Further, it impacts the ability to attract high-quality administrators, teachers, and staff.

24 • The Illinois School Board Journal

So how do we maintain civil discourse while maintaining public access and ensuring the safety of board members and staff? Most of the work is in planning ahead.

Create Expectations for Public Comment

Explain the boundaries and expectations for public comment at the start of the meeting. Most who attend board meetings aren’t familiar with local government and how it works. Create a handout or a video to explain how your board operates, the rules for public comment, and why civility is important to model (our children are watching!). The board president should read a similar statement about expectations for public comment, including explaining the purpose of the meeting and why the board doesn’t always respond to questions during the meeting. It’s also beneficial for boards to tell a speaker at the dais that an administrator will follow up with them, if possible, in oneto-two days about their question or concern.

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

Model civility

Civility at the board table always matters.

• Model civility and kindness to fellow board members • Collaborate and operate as a team • Demonstrate honesty and integrity in every action • Practice active listening • Always follow public comment rules equally for everyone • Create a code of conduct I also recommend that boards create a set of norms, a code of conduct, or rules of decorum for themselves and attendees at public meetings. These documents set expectations for how school board members and attendees should conduct themselves at meetings.

Common elements could include: • Treat everyone courteously • Be inclusive • Show respect • Take responsibility • Give consideration to all viewpoints • Focus on the issues and avoid personalizing debate • Disagree agreeably and professionally The norms can include provisions against behavior by commentors or attendees that provoke violent behavior or disturb the orderly management of the meeting. Adopting

a policy can also allow for enforcement measures such as warnings, ejections from meetings, or even suspension from government buildings. This too should be read prior to public comment.

Another helpful tool is a document posted on the web and publicized widely, including to staff, that details the chain of command. It would chart who on staff to address with a question or when reporting a concern, and who to address when escalating that concern. That way, fewer questions may end up at the board table.

hot-button issues or a town hall yearin-review, coffee with the superintendent, bagels with the board, and other type of public input. It’s important that families and community members feel heard, especially during difficult times. These engagement sessions can often offset negative comments at board meetings. If you purposefully and regularly communicate and engage with your community over the long term, you will grow a culture of mutual respect and trust.

Surveys and digital tools are another way to obtain stake holder feedback, and when used regularly can capture a baseline of satisfaction and track improvement over time.

Prioritize Connections and Relationships

Survey Results can be Leveraged to Show Support

Chart a Chain of Command

During these tumultuous times, priority should be given to building bridges and relationships. Provide opportunities for community engagement and input outside of school board meetings. Consider deploying public engagement efforts on

Survey results can be an effective tool to show public support behind the district and its initiatives. It can also put negative comments into perspective. Remember that you, as board members, may be hearing from a small, vocal minority. An Axios

survey showed that 71% of parents believed that their school district did a good or very good job in managing education during the pandemic; and 10% did a poor job. You’re likely hearing from that 10% minority.

Strive for Consensus or Agree to Disagree

There is a human condition called “splitting” or creating a “we” vs. “them” mentality. When we do this, we tend not to listen, to not build bridges nor to seek to understand.

When we have this black-and-white thinking, we tend not to look for common solutions. As elected leaders, we need to listen to people’s complaints and try to understand what might be fueling them. When constituents make negative or hostile comments to your board, this is the time to be open-minded, embrace diverse points of view and work for the common good. It’s time to strive for a win-win and seek consensus.

There always will be critics of public schools and school boards. Increasingly, some of it is political and some of it is intentionally destructive.

However, most people are speaking out of frustration. We need to identify and demonstrate constructive, respectful conversations and acknowledge that others are coming from different experiences and expectations. That way we can have better and more civil outcomes, and ones that don’t spill over into social media and other places in the community.  Faith Behr is Principal/Consultant with Behr Communication, a public relations/public affairs firm serving public schools. To learn more visit BehrCommunications.com.

September/October 2022 • 25

Milestones

Continued from page 30

Anne Stevens Martin, 86, died May 19, 2022. She had served on the boards of education for Glencoe SD 35 and New Trier THSD 203.

Lynn L. Parker, 69, died July 1, 2022. She served on the Pawnee CUSD 11 school board.

Barbara Guy Rinnan, 92, died December 27, 2021. She was a past member of the school board for Oak Park ESD 97 and was honored for her service by the Illinois State Board of Education.

Rodney L. Rogers, 65, died July 7, 2022. He was a past member of the Clinton CUSD 15 school board.

26 • Illinois School Board Journal

Gerald Duncan Runyon, 86, died July 24, 2022. He served on the school board for Deer CreekMackinaw CUSD 701.

Colette Sawyer, 61, died July 1, 2022. She served on the Wood River-Hartford ESD 15 Board of Education.

Thomas Lewis Scott, 82, died June 28, 2022. He served on the Decatur SD 61 Board of Education.

Philip G, “Bud” Spies, 78, died May 30, 2022. He was a former member and president of the school board for Bond Co CUSD 2.

Clarion E. Swenson, 96, died July 10, 2022. He served on the Sandwich CUSD 430 Board of Education.

Elizabeth A. Thompson, 92, died June 6, 2022. She served on the Central CUSD 4 in Ashkum.

Harry E. Vonholt, 89, died July 14, 2022. He served on the Central CUSD 3 in Camp Point.  The Illinois Association of School Boards appreciates contributions to the Milestones section of the Journal. Please send Milestone information to communications@iasb.com.

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

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

Palatine (847) 241-6100

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

Waukegan (847) 662-5566 CORE CONSTRUCTION SERVICES OF IL., INC. Professional construction management, design-build, and general contracting services. Peoria (309) 404-4700; COREconstruction.com; mikaylavincent@coreconstruction.com

28 • Illinois School Board Journal

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; amanda.bohnert@smwilson.com TRANE HVAC company specializing in design, build, and retrofit.

Willowbrook (636) 305-3600

Computer Software, Supplies, Services COMPUTER INFORMATION CONCEPTS, INC. Infinite Campus student information System and Finance Suite, and Tableau Data Visualization/Analytics.

Greeley, Colorado (312) 995-3342 EDMENTUM We provide fully digital curriculum and assessment tools for educators to utilize in K-12 classrooms to establish blended and personalized environments and advance student learning.

Bloomington, Minnesota (952) 832-1570 COMMON GOAL SYSTEMS, INC. We offer cloud-based software solutions for student information management, student registration, state reporting, financial management and payroll, parent communication, scheduling, gradebooks, report cards, and more.

Elmhurst (630) 592-4200; www.common-goal.com

Consulting 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

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

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

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 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 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

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

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

Insurance PREVENTIVE HEALTH PARTNERS, SC Offer onsite vaccine services. We offer flu and other adult wellness vaccines including COVID-19. We also offer travel medicine advice and vaccines to students traveling abroud. Lake Bluff; llinois (312) 641-6228 and Wisconsin (262) 240-1031 THE SANDNER GROUP Insurance program management, marketing & claims services for workers’ compensation, property & liability.

Chicago (800) 654-9504

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

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

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

September/October 2022 • 29

Milestones

In Memoriam

Alfred E. Arnold, 91, died June 1, 2022. He was a past member of the school board for Brimfield CUSD 309.

Ramona Mae Bauman, 93, died June 16, 2022. She served on the board of education for Harvard CUSD 50.

Ed Behrens, 86, died June 16, 2022. He served on the board for the Western school district in Bureau County.

Warren Eugene Borchers, 96, died July 2, 2022. He was a member of the board of education for Washington SD 52.

Cynthia Joan Brown, 79, died June 12, 2022. She served on the McHenry HSD 156 Board of Education.

Robert J. Butler, 85, died July 13, 2022. He had served on the school board HomewoodFlossmoor CHSD 233.

Bernard “Bert” Martin Clark, 78, died July 18, 2022.

He was a member of the board of education for Morrisonville CUSD 1.

George Andrew Dallmier, 90, died July 25, 2022. He served on the school board for the Sainte Marie school district in Jasper County.

30 • Illinois School Board Journal

Derwood L. “Woody” Derickson, 85, died July 10, 2022. He was a past member of the O’Fallon CCSD 90 school board and also served on the McKendree University Board of Trustees for 16 years.

Millard J. “Bud” Devine, 93, died July 19, 2022. He served for many years on the Rockford CUSD 205 Board of Education.

William J. “Bill” Doyle, 75, died June 24, 2022. He served on the school board for the Kelvin Grove school district in Will County.

Sarah E. Emerson, 86, died July 8, 2022. She served on the Marshall CUSD 2C Board of Education.

Don Erickson, 95, died June 24, 2022. He was a past member of the school board for ROWVA CUSD 208.

Glenn Estensen, 76, died June 11, 2022. He served on the Newark CHSD 18 school board.

Charles W. Foster, 85, died June 8, 2022. He served on the board for the Shabbona school district in DeKalb County.

Alma “Louise” Garner, 83, died July 25, 2022. She served on the board of education for

the Divernon school district in Sangamon County.

Christy Genzel, 92, died June 18, 2022. He served on the board for the Buckley-Loda High School district in Iroquois County.

Edwin M. Gerber, 80, died June 22, 2022. He was a past member of the school boards for Yorktown Township and Annawan CUSD 226.

Janet Mary Hardwick, 67, died July 24, 2022. She served on the board of education for the Virginia CUSD 64 district.

Gerald B. “Jerry” Harweger, 85, died June 4, 2022. He served on the Buckley school board in Iroquois County and was involved in consolidation to PaxtonBuckley-Loda CUSD 10.

Kenneth LeRoy “Ken” Hill, 91, died May 30, 2022. He served on the school board for Dixon Unit SD 170.

Gerald Dean Liggett, 86, died July 19, 2022. He was a member of the board of education for the Caitlin school district in Vermillion County. continued on page 26

Insights “Any increase in hope is a decrease in burnout.”

– A Conversation with Nathan Eklund, Vital Network, July 7, 2022

“During these tumultuous times, priority should be given to building bridges and relationships. Provide opportunities for community engagement and input outside of school board meetings. ... It’s important that families and community members feel heard, especially during difficult times.”

“Steps for Reducing Incivility at Board Meetings,” Practical PR

by Faith Behr. See page 24

“The best way to protect your organization’s reputation is to build up a foundation of trust and transparency over time. That’s fine pre-crisis — but what about after the damage to your image has

already been done? First step: Get organized. Unite key stakeholders early and identify the problem before you rush to solve it. Not all crises demand immediate action.

Some do. Bringing your people together can prevent impulsive behaviors from making the problem worse. Don’t be afraid to get support, either. A trusted outside advisor can provide clarity for you and your team members during a stressful, confusing time.”

– Julie Sickel, Senior Content Strategist, OnWrd & UpWrd, The Association 100, July 2022

“These times are not easy, and they probably require more thought and deliberation into what we have done naturally for a while. Collaboration was a clear function when things were good.

It is probably a more necessary

endeavor now that things are stressed. … Collaboration is more than cooperation … For it to rise above cooperation, we must have taken part in the development of the action or desired solution, from its conception, as a group, with joint ownership and common-owned desire for success.”

– “How Do We Collaborate When Tensions Are Running High?”

by Sean Slade, Education Week Opinion, August 4, 2022

“[L]istening is just as important as speaking out in a lot of situations because we are able to address/see multiple perspectives, including those of marginalized groups, that some haven’t considered before.”

– Mihira Krothapalli, as quoted in “Amplifying Student Voice with a Seat at the Table,” by Jadon A. Waller.

See page 10

September/October 2022 • 31

NON-PROFIT PRST STANDARD US POSTAGE PAID ILLINOIS ASSOCIATION OF SCHOOL BOARDS

2921 Baker Drive Springfield, Illinois 62703-5929 Address Service Requested