Activist Toolkit

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

My husband Dave and I have lived in Oak Park with our two children, currently Beye fourth  graders, for over eight years. We choose Oak Park after an extensive search across multiple  Chicago suburbs. It is now more than a place to live; it is our home and our community. We  have gained so much from this community that I would like to give back. I have nearly three  decades of experience in education research and resource development with a focus on  science, technology, engineering, arts, and mathematics (STEAM) to contribute. My career has  included classroom research with the Education Development Center’s Center for Children and  Technology and practical implementation and leadership at Shedd Aquarium, the Chicago  History Museum, and the Adler Planetarium. More than that, after working in the ever-changing  field of technology, I have experience collaborating with experts to forecast the breadth of  future possibilities and then developing plans and flexible resources to meet the needs of all  possible scenarios within a budget. In these uncertain times, this skill would be valuable both  to prepare for the next school year and to develop long-term plans to allow us to move beyond  the effects of the pandemic. 

2. What are the three biggest challenges or opportunities you expect District 97 to face in the coming years, and how would you work with your colleagues to address these challenges or realize these opportunities?

The most immediate challenge facing the District is to prepare for the 2021-22 school year.  While we can be hopeful that vaccines will bring numbers down, it would be unwise to neglect  planning for contingencies where precautions are still needed. It is important to convene the  pandemic planning team to review what has been done this year and find improvements for the  next. A second, related challenge will be moving beyond the effects of the pandemic. We will  need to work collaboratively with staff, administration, and community organizations to address  the academic and mental health needs of students and families. The Board is critical in both of  these processes, setting priorities and ensuring that all needs are met. Finally, ongoing  inequities reflected in student data must be addressed. The District was in the midst of  implementing its new equity policy during the 2019-20 school year when the pandemic started.  While the work has continued, it is of necessity taking different form than planned; it is  important to do a status check to ensure the District continues making progress. As we search  for a new superintendent, it is critical that one of the criteria be experience with similar  implementation. 

3. How will you balance competing interests, such as your own deeply-held values and opinions, input from District staff and fellow board members, and diverse views from the community? How would you describe your leadership style and your decision-making process generally? 

Over the course of my career, the focus of my job has frequently been to facilitate  conversations, listen attentively, reflect back what I have heard for clarification, make  connections, and recommend actions based on analysis of that information. I was also charged  with reconciling recommendations across multiple stakeholders, who often had seemingly contradictory needs and priorities. It is a task I enjoy; I’m a careful listener, I like building a  shared understanding, and I love making connections and finding solutions. I recently  employed these skills to help the Beye community provide focused feedback during its  principal search, and I look forward to the opportunity to bring them to bear for the District.  Additionally, developing multimedia resources in museums required the ability to work  collaboratively across departments and process information from experts outside of my areas  of proficiency. Content specialists, education staff, marketing experts, and the multimedia  team, for example, all needed to work together to achieve a successful result. I believe that a  good leader helps the team set or understand priorities, works with them to interpret those  priorities into workable projects, facilitates collaboration, and then focuses on making sure that  necessary resources are available and other distractions are minimized.

4. What values would you bring to the budgeting process? What changes do you favor in the process by which the District conducts its budgeting and fiscal planning?

When I served as Director of Media at the Adler Planetarium and over the course of my work at  nonprofits, I managed many tight budgets and learned to make the most of collaboration and  community resources to accomplish as much as possible within funds available. I did this by  matching budgets with the goals and priorities set by the museum and my department as well  as looking for ways to combine efforts across departments to share cost. An important  additional consideration was to look beyond the current budget, loosely planning the next  several years. While future budgets weren’t set in stone, they did allow for more robust fiscal  planning — looking at what expenditures now would support meeting priorities in the future,  what would entail ongoing costs, and what might be eliminated in favor of more economic  long-term solutions, for example. Especially in the wake of the pandemic, which has left many  more financially insecure families in the District, it is important to be fiscally prudent with our  expenditures and make sure that every dollar counts. I would like to see increased cross governmental collaboration via iGov in budget development. 

5. How will you balance the community's desire to decrease the property tax burden with the need to maintain the quality of our schools, create an equitable learning environment for all students, and address facilities issues?

A budget, as is often rightly noted, is a moral document. It shows what the people who  developed it prioritize more clearly than any other document. What is often overlooked is that it  is a moral document in relation in incoming funds as well as outgoing. We chose, as did so  many other families, to move to Oak Park because we wanted to live in a community of  diversity, including economic diversity. If the property taxes continue to rise at current rates, I  am concerned that we will no longer have that diversity. In an ideal world, I would love to see  Illinois revise how schools are funded as a whole — the reliance on property taxes has many,  many flaws. However, aside from lobbying in Springfield, the Board does not have jurisdiction  over that aspect. The only control the Board and District have is to do their best to keep the  budget within means of residents. To that end, I believe it is important start with the core  priorities of the District — a positive learning environment for all students that is equitable,  inclusive, and focused on the whole child — and review budget items stringently within that  lens. 

6. 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?

My understanding of concerns related to special education in District 97 are largely anecdotal. I  have heard frustration particularly around initial access and inconsistent implementation, which  is concerning. This has varied widely with the type of accommodations needed. That said, I  have also heard good feedback about the Beye team-taught early elementary blended  classrooms which have been set up to better support specific special needs within a regular  classroom environment. I am aware that this is an issue where I need to invest more time; in  fact, I looked to see if there were upcoming parent-guardian meetings recently, and I admit to  being disappointed to learn that 2020-21 meetings are still listed as “coming soon.” With  approximately 13% of District students needing special education support, it is important to  ensure regular, open dialogue rather than relying solely on individual meetings and feedback,  which can be isolating. To that end, my first step to ensure that needs are being met will be to  review existing data and understand why these meetings are no longer happening. Once  meetings are re-established, I will make a point of attending. 

7. How do you define equity? Have recent discussions in the larger community informed or changed your thinking? 

I have observed that the term “equity” is often used with a variety of definitions, as it suits the  person defining it, which is problematic. I define equity as providing resources and support  with the recognition that we don’t all start from the same place or face the same barriers. In the  United States, it is critical to continue by acknowledging that historical and ongoing systemic  racism in particular are behind many of those barriers. The District has correctly defined equity  in the school setting as “the systematic fair treatment and full inclusion of all students,  especially those who have historically been underserved in public education settings.” The  second part of that definition is critical: To achieve equity will require addressing the historical,  systemic and structural inequities with intention, not as an afterthought. I stand in support of  the continued implementation of the District 97 Equity Policy. As a white woman, I believe there  is rightly extra onus placed on me to listen, pay attention, support, and revise my thinking on  equity. I continually challenge my assumptions, reading articles and books that challenge my  thinking and listening to those who point out inequities in our community. 

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

The most important way to solicit feedback is to be present. By that, I mean Board members  have to be out in the community, attending events, and demonstrating they can listen to earn  the trust of those who are experiencing Oak Park differently. As a college sophomore at  Wellesley, I participated in the first-year Boston scavenger hunt by wearing a bright red t-shirt  with a question mark and “Ask Me” written on it. It was surprisingly effective; I answered many  first-year and tourist questions that day. Board members should be visible at school events  beyond PTO meetings. They need to be visible and available when families are available, and  then they need to follow up on what they are hearing. Beyond that, there are many other more  practical barriers when seeking out feedback: time and place being two of the most obvious.  One of the outcomes of the pandemic is that everyone has become more accustomed to  connecting virtually, both asynchronous and synchronously. It’s not enough, however, to just  offer those means of communication. You have to build trust and make the effort to proactively  seek feedback in a way that shows you value its importance. 

9. How should the District assess its policies and progress with respect to the opportunity gap? As a Board Member, how will you determine whether the District is succeeding?

Academic assessment numbers provide one data point, but they do not provide enough. It is  why they are so controversial and generally disliked — they only tell part of the success or  failure story, but they are frequently used as if they are the only measure. There is a need to  gather qualitative data, preferably over a significant period of time. If the District is to address  the opportunity gap in a meaningful way, we have to see how interventions and changes are  playing out over time and across stages — early elementary to elementary, elementary to  middle school, middle school to high school, and ideally beyond. To develop those  interventions and changes, the District needs to continue efforts to seek out best practices and  expertise from across the country as well as sharing lessons learned across schools within the  District. 

10. District 97 has taken some steps to move away from policing and surveillance in schools toward restorative justice, mental health supports, and other services in schools. Do you feel these moves have been successful? Why or why not? What work do you believe remains to be done in this area?

Honestly, it is too soon to tell if it has been successful or need revising. The first specific steps  to move away from policing and surveillance and towards restorative justice in the middle  schools were taken in 2019-20, which means that the process was interrupted. Any existing  data should be reviewed, but a school year with more freedom of movement and interaction  will be required to determine whether or not it has been successful. Nationally, we can see that it  is a promising idea based on the results in other communities. However, Oak Park needs to  continue to collect data, analyze, and, as needed, refine implementation. 

12. District 97 Board members share responsibility for oversight of the Collaboration for Early Childhood. Do you support this example of intergovernmental cooperation? Are there other types of intergovernmental cooperation that you would support?

I am very supportive of the Collaboration for Early Childhood. Education doesn’t start with  kindergarten. The years prior to entering formal schooling with District 97 are critical. We know  this; research has demonstrated its importance again and again. With its highly effective  support of families with young children, the Collaboration demonstrates brilliantly why and how  intergovernmental cooperation can be a powerful force for good. Education also doesn’t stop  at the end of the school day or after 8th grade. To foster truly exceptional education in Oak  Park, the District and the Board need to coordinate and collaborate with all governmental  agencies providing services to students and their families as well as with their future home for  learning, District 200. Aside from looking for crossover and savings in budgets, I would love to  see collaboration in programming and expansion of crossover programming. For example, Oak  Park Public Libraries ensure that each child gets a library card in collaboration with the  elementary schools. How else can resources and services be mutually beneficial? The Park  District provides places for students to hold special activities. What projects could be  developed to see students taking a more active role in the environment? 

12. Educational and business leaders have begun to use a "cradle-to-career" framework when talking about education. Please discuss the role of District 97 within the “cradle-to-career” framework.

As noted above, education is lifelong. It’s not something that starts at kindergarten and  certainly not something that ends when the student reaches 8th grade. Existing District 97  collaborations to address pre-kindergarten years are critical to excellence in developing lifelong  learners. Curriculum that prepares students for ongoing learning in high school and beyond,  including introduction of the vast array of career opportunities available, is also important. Of equal or perhaps even greater importance, the District needs to foster a love of learning and  curiosity in each student to carry them across formal schooling and into a fulfilling career.

13. What lessons learned from the implementation of remote and hybrid learning during the pandemic do you believe will be applicable going forward, even after the pandemic abates?

There are many lessons to be carried forward from remote and hybrid learning. The first is that  our educators are adept at developing meaningful activities using technology. From creating  audiobooks with student writing to developing content-rich web pages, the meaningful use of  technology has expanded dramatically this year. Additionally, we’ve seen that children can be  instrumental in supporting technology in the classroom, building confidence, leadership skills,  and abilities needed to succeed. I’ve heard about examples of both from across the District,  and I hope to see them continue. I would also like to see the District explore a permanent  remote option. Some parents and students have expressed an affinity for remote learning; this  shouldn’t be ignored as it could support a variety of needs. On a pragmatic level, we’ve  learned that healthy spaces are important and we need to maintain our infrastructure. Finally,  while many districts ran headlong into the digital divide, Oak Park required minimal changes to  ensure that all students were connected. While I understand that school devices at home can  cause friction, better that the friction be addressed — and it should be addressed — than take  away the opportunity to meet the needs of all students. 

14. Do you see a role for the Board in ensuring that the climate at District 97 schools is welcoming to students in minority populations, whether racial, religious identity, LGBTQ, etc.? What specific actions or policies would you propose?

I believe it is critical that the Board be proactive in establishing and maintaining a welcoming  climate. I mentioned earlier the importance of being out in the community; this extends to  being present at events and meetings organized by minority populations. It is important to  listen, to be available to answer questions, and to build the trust needed for questions to be  asked. It is equally important to make sure that the policies set by the board are thoughtful and  responsive to what we hear. I also believe strongly that it is the role of the Board to publicly and  actively condemn hostile acts in the community. Over the time that we have lived in Oak Park,  we have seen swastikas and racial slurs defacing public property, a brick with racist and  threatening language thrown at a local business, and highly inflammatory and hurtful language  used by a public official towards a Muslim member of our community. While these are  thankfully outliers in the community, they do exist and can’t be brushed under the carpet. To do  so is hurtful and makes us complicit. I state unequivocally that all such acts are hateful and not  welcome in our community.

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