Activist Toolkit

1. What motivates you to seek this office? What skills, experiences, and perspectives would you bring to the School Board, and why would those contributions be valuable to District 90?

I am running for re-election because I am committed to D90’s mission to inspire and empower all learners to achieve their personal best. I am also running out of a sense of duty to guide the district through these challenging times. Over the past two years, I have learned about the responsibilities of being a board member and have built the necessary relationships to work collaboratively. I have made decisions across a wide range of matters - asking questions, considering multiple perspectives, seeking solutions, and at times, making difficult choices. I have the privilege of being the mother of three children with very different learning profiles. I have a child who receives special education services, a child who would typically be described as a high achiever, and a child who is a hands-on learner. Raising children with very different needs allows me to understand the experiences of a broad range of children and families. My voice remains valuable as we continue to maneuver through the pandemic as well as address the impact of the on-going police brutality and systemic racism in our country. We have all been affected by these events in varying ways. We must consider the impact on our kids in terms of their mental health and academic progress. We are at a point in time when we face many challenges but also tremendous opportunities.

2. What steps will you take to improve and expand community engagement with the District and the School Board?  What is your view on how to involve stakeholders (i.e., District employees, parents, students, community members) in the District’s decision-making processes?

A main function of the board is to operate as a conduit by engaging in a two-way conversation to hear the community desire’s and inform the community of district plans and performance. While we have transitioned to live streaming our BOE meetings which increases access, we must continuously look for additional ways to allow for meaningful engagement. As a district we need to re-institute our community learning and listening sessions that allow for more interaction between stakeholders and board members, increase social media presence, and improve useability of the district website. Hearing from stakeholders is a critical part of the decision-making process and as board members we must actively seek it out, especially from those whose voices are frequently not represented, as well as continue to create community wide opportunities by supporting the formation of committees and utilization of district surveys. We must be willing to have conversations that allow for stakeholders to voice their support as well as concerns. I have willingly engaged in discussions in various ways including: in person, via email, over the phone, as part of committees, and on social media, and will continue this practice as a way to hear from district employees, parents, students and community members. 

3. Who or what is your role model for your approach to governing?

My mother served as a selectman which is the equivalent of a village trustee. Through watching her, I learned the importance of showing up, doing the work, asking questions, and seeking solutions. I saw the importance of being open to divergent viewpoints, the benefit of involving a cross section of stakeholders, the value of working towards consensus, how to respectfully disagree, and be open to critical feedback. I learned the need to understand the scope of my role and responsibilities in order to create operational efficiency and best meet the needs of constituents. I learned the importance of listening and considering new ways of doing things as well as how to employ value-add thinking – asking myself: what am I am bringing to the table that will build on our success. Effective governance, especially in the form of boards, is rooted in relationships and being willing to work well with others towards a shared vision; being humble enough to acknowledge what you don’t know and being willing to admit a mistake. To that end, it is essential to operate with integrity, transparency and collaboratively, which involves knowing when to take the lead, when to follow, and the importance of finesse, especially in challenging situations. 

4. Give an example of a time when you worked to understand a situation or view different from your own.  What helped you to move through that process?  What hindered you as you moved through the process?

As a board member during the pandemic tasked with making decisions regarding in-person and remote learning, I worked to understand circumstances and viewpoints different from my own. When faced with complex situations with a range of needs or points of view, I look to lead with empathy. To seek to understand rather than negate the experiences others. To look for commonalities as a means to move forward. In this instance, it was important to acknowledge the everyone involved had unique situations that were highly personalized based on a variety of factors, that we all have different risk tolerances, and that even within stakeholder groups there was variability. What helped me was remaining open to considering the range of viewpoints while at the same time staying focused on my responsibilities in the process in terms of overseeing and evaluating the work of the superintendent within the context of the ISBE directive and CCPHD and IDPH guidance. What is always the challenge for me is remaining cognizant of the fact that my experience is not universal. Additionally, managing my own mental health, anxieties, and stressors related to the pandemic while being responsible for a such significant and complex decision was a challenge. 

5. What do you feel are the three biggest issues facing District 90, and how do you intend to address them? How will you prioritize among competing priorities? 

First, managing the academic and social emotional recovery related to the pandemic. We are using assessments to determine areas of need, discussing the potential for additional hours of in-person learning, and expanding summer school. Although we have been working on ways to support social emotional needs through the pandemic, the district is convening a committee to formulate plans and partnerships to address short- and long-term impacts. Teachers have also received professional development for trauma informed care from CASEL. Second, D90’s deficit spending. Because our district engages in long term financial planning, the deficit spending was anticipated. The district will continue deficit spending until bonds reach maturity and are sold. Because of the fiscal responsibility and healthy reserves, the district can cover overages but that is not a long-term solution. Other options must be explored.  Third, we must continue to prioritize our work around equity and inclusion. Equity at its core is ensuring that every child is getting what they need to achieve their personal best. We have done foundational work to increase access and opportunity for all learners but must look for where we need a more systematic approach. In evaluating competing priorities, I consider effects on operational efficiences and student outcomes. All decisions must also be made in the context of existing district priorities and plans as well as alignment with the strategic plan. 

6. What do you believe has been the most significant action taken by D90 in recent years, and why? Do you believe the Board acted appropriately?

The Board’s decision to support the adoption of Universal Design for Learning is the most significant action taken in recent years. UDL framework recognizes that we all learn differently and we all benefit from more individualized instruction. It allows for multiple means of expression, representation, and engagement. It allows for students to access materials in different ways and for more flexibility in how they show what they know. It moves away from standardized tests as the primary determinant for how children qualify for higher level classes and allows for classroom work to be a larger part of the decision-making process. The purpose is to remove barriers for learning and increase access and opportunity. It is about meeting each student where they are and helping them make progress towards their personal best. Many of our teachers were are already using UDL strategies in the classroom. The adoption as a district initiative is to support a more uniform application and collaboration. I am proud of our administration and board for looking internally to determine how we can better serve our students by offering more individualized learning.

7. How would you grade the District’s progress with respect to accessibility in recent years? What more work is needed? Please address both physical structures and virtual/information processes.

Needs improvement. Accessibility is about proactively removing barriers to allow for more equitable experiences. While we have made some progress (as examples: adopting curricula that allows for multiple entry points, implementing Universal Design for Learning to increase student voice and choice, increasing co-taught classes at RMS, changing location of in-person BOE meetings to a more physically accessible space, live-streaming BOE meetings, ensuring internet access for all students and staff during remote learning) there is still more work to be done. At times, we as a district are more reactive rather than proactive. For example, RMS did not have fully accessible restrooms until 2020 and it was as a result of student advocacy that frankly should not have been necessary. To increase accessibility, we must seek out voices of those who are typically excluded. Some areas for improvement include: providing interpreters for ESL parents, especially in IEP meetings, increasing co-taught classrooms at the elementary schools, continuing efforts to create a welcoming environment for all D90 families and students, further embracing of UDL framework and philosophies, continued implicit bias training that explicitly addresses disability, creating more accessible playgrounds, and making physical changes to our buildings, recognizing some constraints given age of structures. We must continue to work on addressing the systemic barriers that exist in public education and in our schools that create inequitable experiences for those who are historically marginalized.

8. How can the District best assess the extent to which it is providing a quality education to the children of River Forest?

The district must consider the whole child and our mission to inspire and empower all learners to achieve their personal best. Formal assessments and standardized tests are part of the process; guaranteeing that we are providing a rigorous curriculum that allows our students to make progress towards Illinois Learning Standards. Data sharing with D200 would be useful to determine where students are succeeding and where they need more preparation which will allow D90 to make changes as necessary. Teachers must remain part of the process by serving on committees that evaluate new curriculums and initiatives; piloting them in their classrooms allowing for teacher and parent feedback. Through informal conversations and formal communication, such as surveys, D90 must engage teachers, parents and students to learn from their experiences. Beyond standardized tests, it is important to ask questions like: do kids feel like they belong, is there joy in the learning process, are they engaged in productive struggle, do teachers feel valued and supported, are we focusing on social emotional learning as a foundation to allow for academic success, are we actively working towards a more equitable experience, are kids learning the critical skills they need for their future.  A quality education is more than just test scores. It is about educating the whole child and instilling a growth mindset.

9. If you could create a brand new elementary public school district from scratch, what would it look like?

In creating a brand new elementary public school district, I would prioritize the notion of how to best prepare our children for the modern world. I would look for ways to increase opportunities for critical thinking, problem solving, and student voice and choice. Using one of the main tenants of Universal Design for Learning, I would provide flexible learning environments including collaborative spaces for both students and teachers as well as gross and fine motor spaces within each classroom. I would include technology in ways that enrich student experience including STEAM labs within each classroom and utilize integrated curriculum that also includes social emotional learning interwoven into all subjects. I would hire qualified teachers that are representative of the student body. I would provide all day kindergarten, a functional cafeteria, and fully accessible classrooms and playgrounds. In a completely ideal world, I would develop this school district in an area that is not land locked thereby allowing for the ability to grow over time as the community’s needs change.

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

Racial equity is actively working against the systemic racism which exists in society and institutions. The desired result of such work is that race is not a predictive factor in outcomes. Racial equity involves corrective measures for communities that have been negatively impacted by enslavement, genocide, colonization, and theft of territory. It is the recognition that history impacts current experiences of BIPOC communities and that American society and our institutions favors whiteness. The disproportionate impact of the pandemic on communities of color, the on-going police brutality and BLM protests, the insurrection at the Capitol as well as local incidences of racism, have only served to deepen my commitment to racial equity and the need for our district to continue our work. Much of my views are informed by my lived experience of being part of a multi-racial family. I have also participated in Race Conscious Dialogue and continue to educate myself with readings, conversations with those whose experiences are different than mine, and plan to participate in an upcoming Racial Cross Fit cohort. I will continue to hold myself accountable and work to be anti-racist by acknowledging my white privilege and actively working against biases and racist tendencies that are ingrained within me that at times lead me to center whiteness and engage in microaggressions. 

11. How do you plan to solicit feedback from people who may be experiencing District 90 in a different way than you? What barriers do you believe may exist in this process?

As part of a multi-racial family and as a mother of a child with a disability, I am reminded on a daily basis that there is significant variability in individual’s experiences within D90. A key component in soliciting feedback and reducing barriers is a willingness to listen more and speak less, which is admittedly still a work in progress for me. Additionally, it is critical to believe someone when they share their experience rather than try to justify or negate. The most meaningful feedback is gleaned through relationships built on trust. It is important to consider what voices are not at the table and actively seek them out while avoiding tokenizing or othering. I am lucky enough to have genuine friendships and trusted relationships, some of which have developed through my work with the Community of Congregations, with individuals of different faith traditions, older adults, BIPOC community members, LBGTQ community members, single parent families, individuals with young children, and individuals within the disability community – all of which represent some of differing experiences. I solicit feedback from the community by actively seeking it out from a cross section of people – asking people what is going well and how we can be better. As a district, some of the ways we look to engage individuals is through committee work, school events, parent teacher conferences, and surveys. Barriers can be as simple as how we ask, when we ask, and who is asking which is why is important to employ self-reflection and consider new ways of doing things.

12. Special education is mandated by federal law. How will you set up structures to ensure ongoing concerns of families engaged with special education are addressed? What do you believe are the biggest issues facing families and children with special needs, and how will you work to see their needs are met?

Although D90 has made some progress especially at RMS in the past few years, we must work for more inclusion opportunities for students with IEPs, specifically the expansion of co-taught classes at the elementary schools. We must use data to determine proper interventions and track progress. Based on the last state report card, special education students had the biggest achievement gap in D90. Although our kids with IEPs generally score better than most other districts, the achievement gap is larger than the state average. We have dedicated teachers and access to resources but must still work to change our community mindset around disabilities in terms of looking to empower kids rather than help them. I am serving on the interview committee for the next Director of Special Education and Student Services. It is important to find someone who will work collaboratively with families and teachers and be accessible to those who have questions and concerns. I support the continuation of the partnership with Easter Seals which has been instrumental in evaluating our special education department and making recommendations to bring D90 in line with best practices. I believe we also need implicit bias training for all D90 teachers specifically for disability. I work to see children and families’ needs are met by advocating for high expectations and progress for all our kids. 

13. What is the state of the District’s finances? What changes, if any, would you make to the District’s budget?

As a district, we have prioritized fiscal responsibility while working to efficiently provide a high-quality education. Because our district engages in long term financial planning, we anticipated the current deficit spending and plan to continue deficit spending until we sell bonds in the near future once they are fully matured. Because of our fiscal responsibility and healthy reserves, the district can cover overages at this point but that is not a long-term solution and we need to continuously explore other options. A significant challenge to the budgeting process is the costs of salaries (with modest but competitive raises) and benefits increase year over year at a higher rate than our income increases via the tax levy. We also must consider our teachers’ pensions. The state currently manages and pays teachers’ pensions. This responsibility will likely be transferred to the district in the near future. Because of our strong money management, we have avoided a referendum since 2006. In that time, many districts across the state have had multiple referendums. The next iteration of the board will have to take a hard look at what changes might need to be made and potentially delay certain expenditures in an effort to avoid hastening the need for a referendum. All decisions must be made by considering the impact on operational efficiencies and student outcomes. 

14. The District 90 mission is “to inspire a love of learning and ensure educational excellence for every child.” How do you define educational excellence, and what should be the role of the District in accomplishing this mission? [For incumbents: What actions have you taken in office to achieve it?]

In 2020 D90 updated our mission to inspire and empower all learners to achieve their personal best. For me, our new mission answers the question about how to define educational excellence: it is each student achieving their personal best. The districts role is to lay the groundwork that allows for this; including things like fostering a sense of belonging, utilizing challenging and engaging curricula that will prepare our kids for their future rather than our past, involving teachers in the decision-making process, and keeping up with best practices in education. Some examples of actions I have taken to support this are: 

• Participating in the district’s Inclusiveness Advisory Board

• Advocating for increased inclusion especially via co-taught classes

• Supporting professional development for teachers that allows for increased student voice and ownership in their learning

• Voting for hiring additional math teachers in the middle school to decrease class size and implementing the morning math academy to offer additional supports for students

Students achieve their personal best when we meet them where they are and give them what they need to succeed by creating an environment that encourages critical thinking, voice and choice, and a love of learning.

15. What is your position on providing a full-day kindergarten option in the district? What do you see as the primary benefits and challenges to providing full-day kindergarten? 

All day kindergarten is a when rather than if question. Half day kindergarten is a logistical challenge for many families. The time crunch can at times be challenging for our teachers and for some kids. The discussion should be revisited in the context of other district priorities, initiatives and obligations. The main challenge is the cost. The state currently manages and pays our teachers’ pensions. This responsibility will likely be transferred to the district in the near future. Out of respect for our teachers we must set aside money to fully fund their pensions. D90 is also in deficit spending and we must take that into consideration. Transitioning to all day kindergarten would likely hasten the need for a referendum. My son attended all-day kindergarten and my two daughters attending half day. Both had benefits and challenges for my family and children. For full day, it was beneficial for instruction to be broken up over the course of the day intermixed with play-based learning opportunities. Because the board is accountable to the tax payers of River Forest, it is important to take a critical eye to decisions that involve such large initial and year over year expenditures. Unfortunately, it is a complicated decision but I welcome the opportunity to revisit the discussion.

16. School districts across the US have taken steps to address inequities in their districts. Please give an example of inequity in District 90 and how you propose to address it.

D90 has taken certain steps to address inequities, such as 

• working in consultation with the National Equity Project

• adopting rigorous curriculum that allows for more voice and choice and multiple entry points

• providing implicit bias training

• implementing Universal Design for Learning in recognition that everyone learns differently and giving kids different ways to show what they know

• updating classroom materials to be inclusive and culturally sensitive and responsive

However, there continues to be achievement/opportunity gaps for kids who have been traditionally marginalized. While there are external societal factors that play a role, we can do more and must do more. At this point, it is clear we need a more systematic data driven approach that targets students who need additional supports to achieve their personal best. During the last IASB conference a downstate district was highlighted for using a programmatic approach with wrap around services to help address the achievement gap. It is time for something similar in River Forest in response to the differing experiences and outcomes for students of color, students with IEPs, English as a second language students, and low-income students. And important to note: equity work is not a zero-sum game and it is not about lowering the bar. It is about ensuring educational excellence for all students.

17. Are there any policy considerations you would recommend going forward as a result of the pandemic? Acknowledging the negative impact the pandemic has had, have there been any structural or cultural changes as a result of the pandemic that you think may be beneficial to the District going forward?

In response to the impact on academic experiences during the pandemic, it is essential to offer additional supports and services, especially for younger students. Among other things, it is important to increase targeted supports for early readers (such as something similar to our Kindergarten Intervention Program), expansion of Power Scholars program, and expansion of academic summer school offerings. As a more long-term consideration, it is noteworthy that some students preferred remote learning. It is necessary to think about why that is and what D90 might need to change in order to best support that group of kids in a traditional in-person setting. Although the district recognized the importance of social emotional learning prior to the pandemic, the need to address the mental health challenges associated with the pandemic allows us to revisit and reinvent how we incorporate SEL into the school day. I am hopeful that this will provide an opportunity to improve Advisory at RMS and highlight the importance of social emotional learning as a necessary foundation that helps each child achieve their personal best academically. 

18. What is your understanding of the Board’s past work on gender inclusivity? Do you support gender inclusivity? Please explain. 

I support creating an inclusive, welcoming, and safe environment for all our students – including LGBTQ students. Our teachers previously received training from Lurie Children’s Hospital about how to best support LGBTQ students and learned important steps for creating a more inclusive environment. Board members watched Gender Revolution: A Journey with Katie Couric to better inform themselves specifically about transgender students’ experiences. Following the formation of an ad hoc committee to evaluate other districts’ gender inclusivity policies, D90 passed a policy update in 2018 and developed administrative procedures. The Gender Support plan is filled out together by students, caregivers, and staff and considers things like what pronouns a student will use, who the student’s “go-to adult” will be, how the student’s privacy will be protected, what bathrooms the student will use, and who the student wants to know about his or her gender. Also, the expectation is that the students name and gender pronouns will be respected (even when not in the student’s presence), students should feel comfortable sharing their pronouns in class, and all students are allowed to participate in activities/events in accordance with their gender identity. Students must also feel that they have a valued voice and must see themselves and varying family structures reflected in the curricula and learning materials. It is essential that we continue to seek feedback from students, families, and teachers as well as educate ourselves as a district and as board members on best practices and evolve as necessary. 

19. Educational and business leaders have begun to use a "cradle-to-career" framework when talking about education. Please discuss the role of D90 within the "cradle-to-career" framework.

D90 is focused on preparing our students for their future rather than our past; meaning there is a concerted effort to think about the skills our kids will need to be successful in high school, higher education, and future employment. To that end D90 has adopted curricula and utilizes teaching philosophies that encourages critical thinking, collaboration, communication, content competency, creative innovation, and confidence. Three key areas that are predictors of future success in the cradle-to-career framework are kindergarten readiness, early literacy, and middle grade math. As a district, we must consider expanding our inclusive pre-school program, especially to include other risk factors for eligibility which I believe could significantly reduce future achievement gaps. To support early literacy, we must continue to offer our Kindergarten Intervention Program and reading support and intervention for those who need additional literacy support. We recently adopted Wilson for reading intervention, which is Orton-Gillingham based, and adopted a new phonics curriculum based on teacher recommendations thereby continuing our commitment to strong foundation for literacy. D90 recognized math as a gateway to future success in both high school and beyond and has adopted a rigorous curriculum that allows for a deeper understanding and opportunity to be challenged. Although we have hired additional math teachers for the middle school to reduce class size and approved the roll-out of the morning math academy, we must continue to look for ways to support continued progress in mathematics for our middle school students.  

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[The above answers were supplied on 2/19/21.]