Activist Toolkit

1) What motivates you to seek this office? What makes you qualified to serve? What metrics of success do you plan on holding yourself accountable to? 

My children, family, friends, community and a deeply held value on education for all children, motivate me to work towards a successful and equitable public education system for all Proviso students. I am a lifelong Forest Park resident and I have experienced our Proviso schools through the lens of a student and as a parent. I attended D91 elementary from Jr. Kindergarten thru 8th grade and the realization that most of my graduating class would not be attending the same high school was devastating. That splinter has stuck with me to this day. Now as a parent, my oldest is a senior at Proviso East High School. We have experienced the peaks and valleys of our Proviso high schools and I am determined to do the work that it takes to make our schools, the pillars and foundations of our communities, a viable option for all students of Proviso Township. 

I am qualified to serve as a D209 Board of Education member because I am a proud parent and engaged community member of our district who strives to provide a strong public education to all based on data and student focused initiatives that provide equity and relevance for all, creating a pathway to future success and citizenship, whether that be through college or career. I bring to the board over 15 years of risk management experience, navigating complex interpersonal relationships and a dedicated focus of creating strong working teams and collaborative partnerships, creating committees focused on all aspects relating to student success.

I plan to hold myself accountable by engaging in self-discipline practices that keep me on task, with a student first focus, to complete goals set forth as a school board member.

• As a school board member, I vow to make accountability one of our district's core values.

• As a school board member, I vow to lead by example and provide rational, reasonable, and respectful interactions with all and restore respect and trust with all stakeholders.

• As a school board member, I vow to take ownership over initiatives and expectations and ensure that metrics of success are provided to track growth. 

• As a school board member, I vow to prioritize employee growth and development by building stronger bonds with educators and administration to better our student achievement and success.

• As a school board member, I vow to be trustworthy and restore respectful relationships, focused on rebuilding trust with our students, parents, teachers, administrators, community, and taxpayers.

2) How do you make decisions? How do you handle working with others with whom you disagree?

Decisions I make are based on data gathering, research, communication with all stakeholders, experience-based counsel, and equity impact and outcomes. I pride myself on making decisions that are well informed and researched. Working with others who do not have the same perspective as I do allow for discussion and discourse that challenges us to look outside our purview and consider other points of view. Listening, with intentionality to understand the other person’s point of view, and making sure that everyone has an opportunity to be heard. We must do so with respect and find the common threads that we can build on and come together on for a path forward for our students. 

 3) How will you work to ensure that District 209 provides an excellent educational experience for all its students?

   Resource management is a top priority for improving and providing an excellent educational experience for all. D209 spends only 29% on student instruction, far less than the state average. In the last fiscal year D209’s instructional spending decreased while overall spending increased, this is an alarming trend. Not only do we need resources focused on instruction, but we also need to build relationships and stronger bonds with our foundation schools, working together collaboratively to provide continuity in education. Other areas to improve on are respectful relationships with our educators and administration, working in tandem to provide better classroom experiences. With a student focus we also need to lower class size, invest in hiring qualified and diverse teachers and retaining them, and ensure that our buildings are safe by hiring and training adequate security.

4) How would you approach the budgeting process? What is the per student spending on curriculum at Proviso now? What is recommended for best practices for the average student at District 209? How does that spending vary by school (East, West, PMSA)?

The per student spending was around $17,000 last year according to  llinoisReportCard.com. The district also spent $9,000 per student on capital projects and debt service last year. The per student spending varies across the three schools directly related to the percent of low-income students who attend the school. This is appropriate. The district has historically underspent on Student Instruction, so I would look for budgets that prioritize student success and as a result brings us closer to the State average in percent spending on instruction. I would expect a budget that prioritizes human interaction and professional training for teachers over programs and applications that instruct students through automation. Each purchase is evaluated and approved by the board for appropriateness and effectiveness, but the budgeting process is when the administration, and the board, assign actual dollars to the district’s priorities.

5) What would you say to voters who are worried about the tax burden? 

The current tax rate provides sufficient funds to update the facilities and provide an adequate educational experience. With proper management that prioritizes the initiatives that increase educator interaction, enhance the classroom environment and provide necessary classroom resources, we can impact student performance and success without increasing the tax burden.  

6) Special education is mandated by federal law. Recently, District 209 pulled out of its relationship with the Proviso Area for Exceptional Children (PAEC) consortium, to in-house services. How have you tracked the results of that move, and how can District 209 better work to provide an excellent education for students in need of special education?

In February of 2021, Superintendent Henderson recommended to the Board of Education that D209 pull out of PAEC and bring special education services in house. The district did not formally pull out of the Proviso Area for Exceptional Children (PAEC), according to PAEC staff.  I do not currently serve on the board, and as a parent and community member I have not been shown any tracking systems, metrics or performance indicators measuring the success of the in house SPED services at D209. I do however communicate with PAEC employees, D209 employees, parents and students. It is clear based on my conversations with these groups that first of all, special education services are not being met across all three schools, and secondly, D209 is not utilizing PAEC services as much as we should to serve our students.  D209 needs to improve our services to our special education and diverse learner students.  We need to reestablish and mend the relationship between PAEC and the district.  We pay for these services, and we should be taking advantage of the expertise to benefit our students. I would also move to quickly assess where the gaps are with the administrators and the current services and then, bring all key stakeholders to the table to discuss an immediate remediation plan. 

7) Since the 1960s, Proviso high schools have had a tense relationship with the communities that it services, arguably due to issues related to race and class. How do you propose to better educate all community members and ensure they support our public high schools?

One of the most important things we must do in D209 is build our parent-school relationships. Parent engagement in education is linked to higher student achievement, better student behavior and improved social skills. It is vital to have district leadership in place that is committed to the betterment and success of the Proviso communities. Creating a working group dedicated to increasing parent engagement would be beneficial. As Title I and Title III schools, Proviso East and Proviso West are required to have a Title I Parent Advisory Council (PAC) and a Title III Bilingual Parent Advisory Committee (BPAC) established at each school. Both the PAC and BPAC need support to grow and reach more parents as partners providing pathways for increased parent involvement. We should not only focus on our parents as education partners, but our community leaders as well. Religious leaders, park district leaders, library leaders should all be invited to be involved in discussions about increased involvement and collaboration for our students. Building relationships with our elementary districts and growing our relationships from preschool on to provide smooth transitions and activate parents at all levels.  

8) How do you define equity? Have recent events and discussions in the larger community informed or changed your thinking?

Equity to me is acknowledging that there are systemic biases and working intentionally toward removing those barriers. As a board member, ensuring that resources and supports are in place to give all students the opportunity to succeed. Representation matters, and I am sensitive and understanding of that, and that is why I think it is imperative that we restore collaborative working groups and committees, including an equity committee. This would help ensure that we are giving the same opportunities for all to listen, share, define and influence policy of the district and the impact of those programs and systems on our students. I strive to grow and adjust as I listen and learn. Equity initiatives understand the different needs of our community members and then provide the resources that are just and necessary to ensure successful and fair outcomes for all.

9) Proviso has recently re-invested in its career and technical education curriculum (auto shop, culinary lab, etc.). How can Proviso ensure its investments in these programs are successful and balanced with the needs of students pursuing a career in trade vs those who wish to pursue higher academics?

Career pathways are essential. We have re-invested in state-of-the-art automotive shops and culinary labs but are unable to utilize them to the full extent due to overcrowded classrooms and lack of resources provided under the current administration. Due to Dr. Henderson’s tumultuous contract negotiations and historic teachers strike, D209 lost and continues to lose quality educators. Reduced instructional spending and further elimination of FTE’s by Henderson and the current majority board have left our classrooms overcrowded. In addition, resources such as cooking supplies have not been provided. Our students cannot fully take advantage of these facilities and opportunities if the proper resources are not available. We need to build connections with our strong local unions and ensure we have clear pathways to apprenticeships for students who are interested in going into a trade. Not every student is college bound, and we must make available ample career pathways.

10) A student organization, “Students for a Better Proviso”, has raised concerns about conditions in the school - including a teacher shortage that could impact the ability of students to graduate, overcrowded classrooms, deteriorating buildings, etc. Would you establish lines of communication with students who have concerns and address their concerns? And if so, how would you address their concerns?

First and foremost, listen, with respect and with intention to truly hear and understand the students’ experience.

- Students should feel empowered to share their voice regarding their education and provided with opportunities to engage and be included in improving the educational experience and outcomes for all students and trust that it is a safe space to speak.

- Create a clear structured path and opportunities within our school buildings by supportive administration, that will provide students an effective way to voice concerns and more importantly having their concerns addressed.

- Ensure that Citizens’ Comments at Board of Education meetings are conducted without censorship, harassment, and demeaning comments.

- Include the student voice in board of education meetings through Student Achievement Committees that will partner, engage, and empower our student voices.

11) The School Board’s primary responsibility is oversight of the Superintendent. What criteria will you use to evaluate the success of District 209 Superintendent James Henderson?

The school board evaluation of the superintendent is critical to the board and superintendent relationship and the ultimate success of our district’s schools. The school board employs and should hold annual evaluations of the superintendent to hold that person accountable for district performance and compliance with written board policy and to assess the need for professional development. Effective school board members develop and maintain productive relationships with the superintendent and the employment relationship should be based on mutual respect and a clear understanding of the roles, responsibilities, and expectations. The relationship between the school board and the superintendent should be grounded in a thoughtful employment contract, job description, procedures for communications, and ongoing assessment. The board has an obligation to provide the superintendent with opportunities for professional growth and ensure that the superintendent has the skills necessary to lead the district. The criteria used to evaluate the success of Superintendent Henderson should be based on key performance indicators in his current contract, job description and responsibilities and the metrics that were decided as performance indicators (whether they are qualitative or quantitative). The evaluation of each goal and expectation should be based on data and informed opinion to avoid personal biases.

 12) As elected public officials, school board members have fiduciary responsibility to the school district and have an obligation to provide financial oversight and accountability. Superintendent Henderson has been asked to repay $91,000 in alleged improper spending to his previous district in Mississippi, which is now under state financial oversight; an audit found material weaknesses in internal financial controls. Please discuss District 209’s internal financial controls. What (if any) structural changes need to be made in order to guarantee District 209’s fiscal soundness and integrity?

The current district 209 internal finance controls are questionable, at best. The district went a year without filling the position of CFO. Now after hiring a CFO, he is leaving after less than a year of employment and D209 will once again be without a CFO, which is one of the most important employment positions in our district. District 209 also dismissed the Financial Oversight Panel at Henderson’s behest in 2021. The last District 209 auditor quit. The community sees extravagant purchases on the monthly bill lists, un-itemized credit card spending and unpaid bills from years ago suggesting that the district does not know how to properly pay bills in a timely manner. The bill list is presented in an arcane format which obfuscates the details and diminishes transparency. We need a financial audit from an outside neutral organization, and we need to reinstate a finance board committee. Proper governance of the district funds is an essential part of the school board members’ responsibility and ensuring that our finite district resources are properly invested to benefit our students is of the utmost importance.

13) District 209 has had a contentious relationship with its teachers and is facing a shortage of teachers exacerbated by a nationwide shortage of teachers. Please discuss how the district could bring more teachers, proficient in working with students from a wide array of backgrounds, into the classroom.

To attract and retain quality educators the district first must re-establish respectful working relationships and positive work environments. The district leadership must be committed to working with, not against, our Proviso teachers and commit to funding our classrooms. District leadership and teachers must align their goals because the current structure of administration demanding increased student performance from teachers while simultaneously reducing instruction resources is not effective for student learning.

14) There has been a lot of discussion locally and nationally about the presence of police in school buildings. What is your vision for a safe school environment? How do police officers in the schools relate to that vision?

A safe school environment starts with expectations and support from all stakeholders, parents, teachers, school staff, administration, and community. Since the pandemic we have seen an increase in mental health needs in our youth. Mental health is very closely tied with school safety. Our schools need to have fully staffed social workers who have manageable caseloads and can identify students that need mental health resources and provide them with the guidance needed. We need restorative justice initiatives and programs, with proper training and consistent administration in our schools. In addition, we need to ensure that we have adequate security staff that is provided training including de-escalation techniques. We also must build stronger parent engagement relationships because parents are partners in their child educations. Police officers in the form of SRO’s is something that I would like to have community input on. The decisions involving police in our schools should be a larger informed discussion. I see the value in having trusted School Resource Officers in our buildings if the community agrees. SRO’s can build positive bonds with students and police in their communities.

15) What lessons learned from the pandemic’s early years do you believe will continue to be applicable to the ways that schools operate?

I think one of the biggest lessons we have learned from the pandemic and the ways schools operate is that in-person instruction cannot be replicated successfully in a remote environment. 

16) Public schools have been faced with deciding whether to remove books from their shelves if a parent or group of parents deem the content to be inappropriate, too controversial or objectionable. How would you handle this issue and how should District 209 handle this question?

I do not support students losing access to literature. Books in our school classrooms, school libraries and part of the school curriculum were selected by educators and librarians as part of the intentional educational literature offered for student learning. This issue highlights the importance of having a degreed, experienced library staff employed by the district. If this does become an issue that D209 will need to address at the school board level, I think listening to the community concerns would be important and identifying and addressing the root concerns. 

17) Do you see a role for the Board in ensuring that the climate at District 209 schools is welcoming to students in minority populations, whether racial, religious identity, LGBTQ, etc.? How are the schools assessing the experience of students now? What specific actions or policies would you propose?

Creating safe, nurturing environments built on respect for all is everyone’s job in our schools. Top to bottom, respect must prevail, and be inclusive of all. As a board member we can start by creating a safe climate at our board meetings and be examples for our students. To my knowledge, there is no measure or assessment of the student experience, except for the 5 Essentials Survey. Policies and programs such as a hotline for students, regular building and district wide surveys, peer counseling centers at each school, a student board member, and a student services committee would allow the students to have a voice and be heard.  

18) A new report issued by the Centers of Disease and Control found that in 2021, very large numbers of students experienced poor mental health. Twenty-two percent of students seriously considered attempting suicide and ten percent attempted suicide. Our District has had many tragic losses in the past few years to suicide. These feelings were found to be more common among LGBTQ+ students, female students, and students across racial and ethnic groups. What can D209 do to address this trend?

Mental health needs to be a priority for our Proviso students and as the mental health needs of our students rise, so do the role of our educators. As a board of education, we need to ensure that the resources necessary to meet the rise of mental health issues in our youth are available and fund the initiatives to ensure we have proper support and staff to address it. If we are not addressing mental health, we are not meeting the educational needs of our children. It is essential that Proviso East, Proviso West and PMSA are fully staffed with social workers, school counselors and provide mental health training to all teachers, staff, and administrators. School should be a safe place for all, and encouraging a culture of acceptance and respect is crucial.

19) In 2015, sitting board members were challenged because they sat on the Board while not personally sending their high school age children to D209 schools. Where do you stand on a person sitting on a Board of Education but not sending their own kids to that school, especially during the term they are seeking election for?

Where to send your child to school is a personal family decision. I value public education because it enables our communities’ children to develop their full potential, which enables our communities to flourish. Public education is both to help individuals learn and grow and to create a successful and prosperous society. Our underperforming Proviso schools have been a source of frustration and mobility issues for our communities, and I do not judge parents for making private school or home school choices if that is what is right for their families. I am dedicated to strengthening our public schools to be a viable option for all students.