Three new members will be joining the Oak Park District 97 school board this spring, as no incumbents are seeking reelection. Voters in the April 6 election will choose from a pool of six candidates to fill those three seats. Early voting begins March 22.
The candidates include:
Erin Connor, a room parent, PTO mom and Girl Scout leader with 15 years experience in corporate work.
Nancy Ross Dribin, an experienced education research and resource development professional with a focus on science, technology, engineering, arts and mathematics.
Jeremy Duffy, an education lawyer.
Venus Hurd Johnson, a professional in healthcare and pharmaceutical sales.
Jennifer Kovar, a middle-school language arts teacher.
Kate Odom, a child and family clinical psychologist.
Why are you running for election to the school board?
Connor: I was concerned that students that needed in-person instruction wouldn’t be provided with a choice to return to the classroom. During the return-to-school process, it became clear to me that parents and teachers felt outside of the process and that a stronger, more collaborative relationship must be created between District 97 and its stakeholders in order for our schools to be successful and for all students to meet their full potential. I’m action-oriented so running for the board feels more productive than worrying and being frustrated. My children will be in this district for the next eight years and I want to be a part of the solution. I don’t have all the answers, but I am committed to being a good listener, asking lots of questions, being authentic and always bringing parents and teachers into the discussion.
Dribin: My husband Dave and I have lived in Oak Park with our two children, currently fourth graders, for over eight years. We have gained so much from Oak Park, and I believe it is important to give back. With this in mind, I began volunteering at Beye School in the classroom and with the PTO, and two years ago, I joined the district-wide iLearn technology committee. I knew that this was an especially important election. After taking stock of what was at stake and matching board needs with my work experience and expertise, I decided to redouble my commitment to Oak Park and run. I’m running for school board because I believe it is a role of critical importance to our schools and our community. We need a strong board with the expertise required to address the many challenges it will face over the next four years and take advantage of opportunities. My background in education research, technology and non-profit management has given me the skills required to meet this need.
Duffy: As a former middle and elementary school teacher and now as an education lawyer who has worked with school boards and school district administrators across the state, I am constantly called on by members of the community to provide assistance when they have concerns about their children in District 97. It was these experiences that led me to seek office to change the system from within to make sure that all students receive a high quality, equitable education. As a District 97 parent, I care deeply about all students and know that they deserve the best we can offer. Having worked extensively with school systems, I also understand the ins and outs of running a school district and have a firm understanding of how to analyze and make tough decisions in the best interest of students. As a board member, I will bring a much-needed perspective on how to get the job done effectively and efficiently while balancing the interests of various stakeholders.
Johnson: Seeing my parents actively engaged in my education as a child set the stage for me. I have held various roles as a parent leader for the past six years which allowed me an opportunity to positively impact the culture of the school and district community. My heart for service and becoming a board member are consistent with the work I’ve done with the Mann School PTO, the diversity council and PTO Council. As PTO diversity council co-president, I played an influential role in how the current equity policy was developed. My experience with district and board leadership as well as parents and teachers has energized and inspired me to do more. I have the passion and experience to excel and add value to our community by serving as a District 97 board member to ensure that communication between the board, the district and the community remains open.
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Kovar: I am running because I feel my education and community experiences can be valuable to the board. As a National Board certified teacher, I have a depth of knowledge about effective teaching and learning practices that can be valuable in advising and supporting the district as it makes decisions. Beyond the classroom, I have served on district-wide committees around hiring, curriculum, technology, standards-based grading and more. I have served on village board and District 97 school board committees that give me community perspectives on important issues in Oak Park, like equity and inclusion. I believe I bring the right mix of deep experience in education, an attitude of collaboration and a commitment to community engagement to help the board do so.
Odom: I believe that education, and the public education system specifically, can be the place for all children to access the education and resources to achieve their aspirations and potential. When we moved to Oak Park during the summer of 2019, I began learning about District 97 and looking for places I might be able to get involved. I first looked at my child’s school and found they were soliciting for parent representation for the positive behavior intervention and support team. I quickly submitted my interest, noting my previous experience working in schools as a psychologist, consulting with schools on discipline, accessibility and my expertise: trauma-informed classrooms. Since COVID, we’ve seen more mental health crises in our student and school populations than ever before. I hope I can bring my insight, knowledge, experience and expertise regarding how the mental health of both students and adults impact the educational experience to the District 97 community.
What are the biggest challenges currently facing District 97 and what can the school board do to address them?
Odom: Recovering from COVID will be a long-term challenge. Our students were told going to school is unsafe. Some teachers fear for their lives by teaching in person. Yet, soon we expect everyone to return to school. We desperately want the return to school to be relieving, but COVID has deeply changed us. Students lost relationships, missed supports and now understand pandemics as reality. Teachers and parents question security, trust and compassion of peers. Our challenges and opportunities include supporting students with an emphasis on non-academic learning opportunities, support ‘specials,’ increase prosocial programming and enhance social-emotional learning to address increased mental health symptoms. This will mean transparency, collaboration and inclusive communication.
Kovar: Few would have predicted the effects of a global pandemic on schools, so the biggest challenges District 97 will face in coming years may evolve. In the very near term, navigating our schools back to full in-person learning as quickly as health and safety will allow. We know that perspectives in our community about this are not uniform. We must continue to listen to all voices and strike the best balance we can. Perhaps the single most consequential responsibility of the board is hiring a superintendent. My goal would be to hire a leader with great passion for and dedication to students and to equity, a commitment to building relationships within the community and exemplary communications skills. The hiring process will allow the board to tackle the challenge of building greater trust between the school district and the community.
Johnson: A challenge for District 97 is to address the longstanding opportunity gap for vulnerable students by maintaining a focus on equity initiatives. The pandemic has made inequities in education even more prominent and we need to prioritize getting resources to students who need them. As a board member, I want to see a critical evaluation of outcomes and resource utilization to determine needs for change. Another challenge is community engagement. I want to ensure diverse voices are heard by going out into the community and engaging in sincere conversations with stakeholders. We also need to reduce discord, misinformation and distrust by providing the rationale and background information on decisions impacting our students and families. Every year, the board is challenged of delivering high-quality education with more services, but within the same budget. Going over expenses, reducing vendor utilization and looking for shared cost opportunities will be an ongoing charge for any board member.
Duffy: District 97 has a number of challenges ahead including: guiding the district out of the COVID-19 pandemic, focusing on student outcomes including closing the achievement gap, promoting sound organizational and professional structures and leveraging resources to ensure an excellent education for all students while lessening the burden on taxpayers. These issues also present opportunities for the district to develop plans to meet the needs of our diverse students with an equity-focused lens. In order to guide the district beyond the COVID-19 pandemic, the district will need to think creatively, rely on science and plan effectively to return to school in the fall while providing alternative options for students who may not be able to return. The district must continue to focus on the challenges presented by the achievement gap, including learning loss during the pandemic, and create specific plans to address the needs of student groups who are not meeting growth targets. District 97 will need to focus on hiring an effective, results-oriented, data-driven and equity-focused superintendent. The District must continue to carefully review its resources to determine how to provide an excellent education for our students while also addressing the [tax] burden.
Dribin: The most immediate challenge facing District 97 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 past 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. Beyond the pandemic, ongoing inequities reflected in student data and the related opportunity gap must be addressed. We can’t claim excellence in education until we can claim it for all students. The district was in the midst of implementing its new equity policy when the pandemic started. While the work has continued, it is of necessity taking a different form than planned. It is important to do a status check to ensure the district continues making progress.
Connor: The most pressing challenge is creating solutions around safely returning students to in-person school to maximize instruction time. Addressing this challenge will directly impact two areas that require immediate attention; equity and the opportunity gap and learning loss. The creation of multiple return-to-school scenarios for both elementary and middle schools, for the remainder of this school year and next, must be a major focus. The district must prioritize providing consistent schedules for elementary students. The middle schools’ focus must be returning students to the classroom more frequently and with a focus on curriculum. Closing the opportunity gap and focusing on equity must continue to be high priority. District 97 has done important foundational work but must collaborate with teachers to develop plans and create pragmatic solutions to better support the students behind the opportunity gap statistics in the classroom. Learning loss is a real concern for parents, and District 97 won’t be able to design programs to support students and “catch them back up” if we don’t have an accurate measure of where our students are at academically. Testing must take place before the end of the school year so parents and teachers have an apples-to-apples comparison of how students have grown since the onset of the pandemic and to highlight areas of strength and concern.
What is most in need of change or improvement in the district and what do you think the board can do to facilitate this?
Connor: Transparency and communication between District 97, teachers and parents must improve in order for our school district to function optimally. Throughout the return to in-person process, it was clear that parents and teachers felt outside of the process and were engaged in a way that lacked meaning and authenticity. As a board member, I will keep parents and teachers at the forefront of discussions, not only so that they feel like valued and respected partners, but also so the best ideas come to the table.
Dribin: It is impossible to achieve excellence in education without exceptional communication between key stakeholders. Administration, teachers, staff, caregivers and students all have to be on the same page for policies to be implemented to the best effect. I believe that this is currently one of the district’s weakest points. Lack of communication can result in a lack of trust and a breakdown of community that can be devastating to a district. There is much the board can and must do to help improve it. The board can ensure that everyone is easily able to find and access critical information and data, such as implementation plans and associated metrics. It can increase communication and transparency around decisions made by the board and district to stave off an information vacuum, which can unfortunately be filled by misinformation and rumor. Finally, when interviewing for a new superintendent, the board can make demonstrated communication skills, with all stakeholders, a key criteria for hiring.
Duffy: As I have been campaigning, I keep hearing a recurring theme. All stakeholders, whether it is parents, teachers, teachers’ assistants, other staff or community members, want better communication around what is going on within District 97. The board should hold the superintendent accountable towards achieving annual, measurable goals around effective stakeholder communication and community engagement. This should also include the superintendent forming a committee or engaging in focus groups with various stakeholders to best determine how to reach them, how often to reach them and the level of detail they would like to see in communications. The superintendent can then prepare an effective communication plan to address the community’s communication and engagement concerns. As a board member, I will make myself available to speak with community members regularly and encourage the administration to consider non-traditional forms of communication and community engagement.
Johnson: As a school district, our process for change and adaptation needs to be faster and more flexible for identified needs or challenges. If the current plan is not resulting in student progress, we need to make immediate changes with resources and services as soon as possible. Students are only with us for nine years and a ton of growth happens in that time. Having a better sense of urgency would allow the district to help students to reach their greatest academic potential. The multi-tiered systems of support delivery model is an important tool the district is using to meet student needs. As a board member, I would look at how we can make global changes faster and identify the need for changes earlier. A sense of urgency is critical to making effective gains for kids who have fallen behind grade level.
Kovar: Closing the opportunity gap among District 97 students is the most pressing need in our community. We simply must ensure that the learning experience of Oak Park’s students of color is exemplary at all levels and in every respect. The board’s role is to always keep the district’s equity policy and the work to implement it top of mind in all of its decision-making, its support and oversight of district administration and its engagement with the community. Relentlessly implementing the district’s equity policy, and rigorously evaluating its effectiveness, will enable us to accomplish the “mission of creating a positive learning environment for all students that is equitable, inclusive and focused on the whole child.”
Odom: Collaborative communication and transparent decision making within the district is an area in need of improvement for those directly involved in the schools and the greater Oak Park community, both to build trust and improve efficiency. Oak Park is a strong community with a wealth of expertise and willingness to support the schools. The board’s responsibilities include clarifying the district’s purpose, connecting with the community and monitoring performance. Through more effective communication strategies (participating in open dialogue with community members, publicizing discussions regarding decision making and demonstrating how data was influential in decision making) the board would be taking more accountability for itself and the district, thereby creating a more inclusive and collaborative partnership.
Should the board vote on education plans when it comes to how many hours or days per week students learn remotely?
Odom: Yes, as representatives of, and elected by, the community, the board should have a vote on educational plans/schedules. It is the responsibility of the board to connect with the community to understand the issues that contribute to such decisions. Then, using this understanding, the board can provide administration direction. It is the administration and staff responsibility to determine the “how.”
Kovar: In general, the board’s role is limited to supporting and guiding the superintendent in policy and strategic planning. It can also be a conduit for public sentiment and of course should always be looking out for the best interests of our students. At the same time, as a board member, I know much of the decision-making is in the hands of the experts who serve as leaders in the administration.
Johnson: If there is a policy about education plans, then a vote is required as one of the board’s responsibilities. Regarding the specifics of the education plan, the board would hear the detailed recommendations from the administration and any other content experts to ensure we are providing the absolute best for District 97 students before voting on any policies.
Duffy: I think the board should have input in this area, however, there is some tension around this issue because state law specifically requires that the superintendent and not the board of education approve plans for remote learning. The board may not have the final vote, but they should have input. In order to do that, it is critical that the board have a strong working relationship with the superintendent, so that the superintendent and board members can communicate about this issue and the board’s input can be taken into account as the superintendent decides on the final plan.
Dribin: The board’s role is to clarify the district’s purpose. They delegate to the superintendent and their staff how to implement related policies, with oversight to ensure performance measures are being met. In this particular instance, state law requires that the superintendent approve remote learning plans, not the board, and the state determines what student hours are required by the district. I believe it is appropriately left up to the district administration, as education professionals, to determine how to use those hours to best meet the needs of our students. It is up to the board to review outcomes to see if changes are warranted and to communicate to the administration if concerns are being raised by the community.
Connor: The third trimester schedule for elementary and middle schools was just announced, but District 97 needs to continue to monitor changing protocols and guidelines and adjust plans accordingly. As a board member, I would ask questions about how we can safely maximize in-person instruction time with the goal of ensuring students’ proficiency or mastery of current grade-level curriculum and preparedness for next year’s curriculum. I feel that the current middle school schedule isn’t providing students with adequate in-person instruction time and should be revisited. The board plays a critical role in holding district leadership accountable to balancing actual risk with the educational needs of our students.
When should full-time in-person learning resume at the school?
Connor: I believe we should be planning now for a return to full-time in person learning for the fall. We will need to have a hybrid plan to fall back on and a full-remote option for students who might not be ready to return to the classroom. The pandemic dynamics have changed dramatically since six months ago and will continue to change over the next six months. Several schools in the area are returning to full-time in-person learning this school year and we can learn from their experiences. District 97 must approach this challenge by thinking big and imagining what conditions might be in the fall, as opposed to limiting creative problem solving based on how things are currently.
Dribin: The short answer: Full-time in-person learning should resume when the data and relevant experts say it should resume. The longer answer: Right now, it is looking promising to resume next fall, but it would be imprudent to not plan for a variety of responses. Even if the consensus is that in-person school can restart, without a vaccine for the younger children in our district, there will be some who need a remote option and some precautions will still need to be taken. The district needs to take time now and at the beginning of the summer to review and assess the 2020-21 school year. As options, plans and even unknowns and variables are identified, they need to be clearly communicated to the community.
Duffy: Full-time in-person learning should resume when the science says that it is safe to do so. With that in mind, I would like to see students return to school full-time in the fall, if it is safe, and this requires that the district administration continue planning from now until then. I would like to see the administration prepare backup plans, so that if the science does not support full in-person learning in the fall, we have a clear plan for an alternative that can be disseminated to families as soon as possible. This will allow parents and students to prepare for whatever the 2021-2022 school year will look like.
Johnson: Returning to in-person learning is a matter of safety for our students, teachers and building staff. I want our students to return to full-time in-person learning as soon as it is safe for everyone. As a board member, I would ask the administration team to continue sharing safety data about in-person public school learning from our surrounding areas, the state and the nation to review and comparison. District 97 is currently offering a successful hybrid learning plan. When the COVID-19 safety experts and admin develop a plan that can safely accommodate more students, we should return to full-time in-person learning.
Kovar: District 97’s top priority in the very near-term must be navigating our schools back to full in-person learning as quickly as health and safety will allow. Yet, since no one could have predicted the effects of a global pandemic on schools, we have to keep reminding ourselves that the situation may evolve. The Board will have to understand that some families may continue to desire remote options. By the fall, teachers will be vaccinated and many family members will be vaccinated. Meanwhile, vaccines may become available soon for older youth, perhaps middle schoolers. Plus, we know so much more now than we did just a few months ago about how to reopen schools safely, with the proper safety measures in place that significantly limit health risks to faculty, staff and students in the buildings – and their families at home.
Odom: The public health, medical field and educational experts have all demonstrated that full-time in-person learning is not only safe, but it is also recommended for the large majority of students. Many schools have already returned to, or have been this entire school year, full-time, in-person learning with no significant safety concerns or outbreaks. I would have liked to see District 97 offer a full-time, in-person return for trimester three, and, as a board member, would work to ensure that this option is available for the 2021-2022 school year.
Are there cost savings you believe the board should be pursuing for the district? If so, in what areas?
Odom: The board can help the district reduce finance/tax burdens by requesting the district work within its means. District 97 is already very well-funded with a healthy reserve fund. The district has already acquired many resources necessary for providing a high-quality educational experience. Using more cost-effective budgeting and spending models will help with cost savings. Let’s ensure we’re utilizing the resources we already have and have invested in before spending on something more.
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Kovar: The values I bring to the budgeting process stem from my experience in the classroom and my understanding of how schools work. I will look at financial decisions with equity, student voice and the impact on teaching and learning top of mind. Whether new monies need to be brought in or existing monies need to be cut, we should always ask: does what we are doing from a budget standpoint work to improve the learning experience for all our students?
Johnson: The biggest expense in the district budget is personnel, so it is hard to cut staff without greatly impacting the quality of education and the teacher-to-student ratio. With that being said, it is critical to review the budget and look for ways to save money. I would look for ways to reduce costs such as reducing the number of consultants currently working in the district or reselling outdated technology. This pandemic has shown our society how to adapt by thinking outside the box. We will have to think more creatively in how to deliver excellent education and services for students within the current budget.
Duffy: The board of education has a duty to be good financial stewards of the district. In doing so, the board must carefully review the budget and determine how taxpayers’ money should be spent to ensure an excellent and equitable education for all students while balancing the interests of a community that pays significant property taxes. In order to save costs, the board must set spending priorities for the administration to carry out, have an expert at the table who can speak to the [financial] impact and assist in creatively planning for future expenditures to prevent our tax base from being overburdened. District 97 should also collaborate with other taxing bodies to identify cost saving measures across entities.
Dribin: My experience with museum budgets leads me to believe that the best course of action is to match district priorities to implementation, review implementation effectiveness using data and then set budget priorities accordingly. If implementation isn’t meeting metrics, then that money should be used elsewhere or saved. I believe it is important to start with the core priority 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. In an ideal world, I would love to see Illinois revise how schools are funded as a whole, 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 maintain focus on the priorities to keep the budget within means of residents.
Connor: As a board member, I would challenge District 97 leadership to approach the budget as if it were their own personal budget. It’s my opinion that District 97 operates with a mindset that they can always ask for more, and as a homeowner whose property taxes have skyrocketed over 20% in six years, it is truly unsustainable. The board must prioritize spending and eliminate waste in order to be more responsible to taxpayers. Most families have had to make difficult financial choices during the pandemic and District 97 should collaborate with teachers to identify what spending isn’t critical to improving the classroom experience for students.
How would you rate how the district has addressed equity and inclusion amongst its diverse population of students. Are you satisfied or dissatisfied with the district’s work?
Odom: The district can be applauded for creating the equity policy and beginning its implementation. It’s too early to see how this policy and other efforts to increase equity and inclusion have performed. However, from my discussions with both administration leaders and families in District 97, the efforts seem to be rooted in strong, evidenced-based interventions, as well as increasing some families’ sense of inclusion. However, there is more current research coming out regarding how the implementation of culturally responsive instruction models is more effective. I am also interested in learning more about how the district performed in providing inclusive educational opportunities for our special education populations.
Connor: District 97 created a comprehensive, transformative equity policy that members of our community should be very proud of. District leadership has done thorough foundational work, including establishing common curriculum and assessments, introducing more rigorous content to students, providing climate and culture and restorative practice training for staff and focusing on students’ sense of belonging at school, that already started to yield results as it relates to tier 3 students who achieved accelerated growth in reading and math. The pandemic and resulting transition to remote learning will undoubtedly impact our progress towards narrowing the opportunity gap, so the board must measure and address learning loss and put programs and supports in place to ensure students are prepared for next year’s curriculum.
Johnson: I have a personal commitment to equity and the work necessary to center equity initiatives in our schools, especially for those underserved students. As a member of the diversity council, we strongly encouraged the administration and board to allow the community a voice in the development and adoption of a comprehensive equity policy. District 97 has a strong equity policy and has implemented several positive strategies to address equity and inclusion. As a board member, I will continue to push the district to use tools and strategies that address inequities and to show outcomes data related to equity initiatives.
Duffy: This is an area in which the district must continue to improve. The district has laid the foundation for fully implementing the equity plan, including rolling out a number of trainings for district staff on equity. I am hopeful that this is already having an impact in our classrooms, however, the district is still waiting on the results of its equity assessments to assist in making these determinations. I think these assessments will provide significant insight into where we need to go moving forward. I also think the district must continue to provide staff with training on equity-related issues. The District should continue to work to streamline its goals around equity, so that there is alignment between the district’s strategic plan, annual superintendent goals, other equity focused goals and each building’s school improvement plan.
Dribin: I would rate the current status as in progress. The district’s equity policy is appropriately ambitious and sets out to provide every child with what they need to thrive. The administration has made progress towards meeting the goals of the policy by building an instructional foundation that facilitates sharing best practices, as well as sharing equity implementation plans with educators and staff. The district was in the midst of implementing plans directly derived from the equity policy during the 2019-20 school year when the pandemic started. While the work has continued, it is of necessity taking a different form than planned. It is important to do a status check to ensure the district continues making progress. While I am satisfied that the district is moving forward, it is imperative that any momentum lost due to the pandemic pulling focus is regained.
Kovar: I commend the district for the great effort put forth in collaboration with community stakeholders to create and launch its equity policy. That was a vital step toward closing the opportunity gap and building a truly inclusive climate and culture throughout District 97 schools. Now the district is working to implement the equity policy through a wide array of programs and policies. While equity is a district policy, I believe that the real work of making equity a reality will take place at the school and classroom levels. I will be satisfied that the district is advancing the equity policy effectively when we have meaningful supports in place for educators to lead the work from the bottom up. This involves furthering and enhancing, where necessary, teacher professional development through professional learning communities where educators can regularly share and learn from each other as well as from experts. Principals can also be key connectors to the community, engaging them in this work.