1.      In ensuring a safe learning environment for LGBTQ+ students, what resources have you used so far to inform your policy? What organizations would you ask for help? Who are the experts you will call on to help in emergency situations relating to LGBTQ+ students, staff, teachers, and parents? What District 65's policies address LGBTQ+ youth, staff/employees, and educational topics? Do you have suggestions for board policy to alter, enhance, or amend current policies?

I start off as a lifelong liberal Evanstonian, whose close family members are very in touch with LGBTQ+ issues much more in depth than I.  My mother and sister are very involved and have been involved for decades in the LGBTQ+ rights movement where even 40 years ago, my mom’s church in Evanston (at the time Wheadon UMC) was one of the first, and most vocal, reconciling congregations in the Northern IL UMC Conference.  Now it is a normal thing in Evanston, but back then it wasn’t and that is the environment which I was raised in from a very young age. 

As to specific policies related to education and the experience of students and or individuals working at schools, I am newer to those policies and their repercussions and it is something I will have to get studied up on if I do win one of the vacant board seats.  One resource I will look into for learning in this area would be the organization Evanston Pride and its members, as I think it is helpful to use the resources we have already locally. 

2.      How familiar are you with the district’s policy around LGBTQ+ youth? What questions or further learning do you have? How familiar are you with the district’s policy around LGBTQ+ staff members and employees? What questions or further learning do you have?

I am not deeply familiar with the district’s policy for LGBTQ+ Youth.  I know that there are principals of Gender Support and available plans if that is desired and a Commitment to Equity and Non-Discrimination.  Equity Week is something that has been done in the past but I believe it has been altered or eliminated based on the questions you have posed here. 

As addressed below, federal funding issues aside I would be interested to learn more about the discussion of Equity week and the design of the curriculum.  I would also be interested to dig in more to what challenges we have in the district with our LGBTQ+ students and what information there is regarding how well (or challenges) to their learning, mental health, and other outcomes and any trends that can be tracked back to any board policy or curriculum changes. 

3.      LGBTQ+ identities and the concept of inclusion have been under attack in public discourse. How will you remain committed to supporting these students and families and not just in a statement or stand alone policy? What are three specific actions you will take as a board member to support LGBTQ+ identities and principles of inclusion?

Specific actions I would take as a board member would be: to examine the feasibility of bringing back equity week, making sure that there is proper consideration about bathrooms and related spaces when doing redesign or upgrades to existing and future buildings, and closely monitoring the deployment and effectiveness of inclusivity training for all people that are representing D65 in our buildings and through our programming. 

4.      How will you respond to the problem that the schools do not have sufficient gender neutral bathrooms to serve the gender non-conforming and trans student population? Currently, teachers actively tell their gnc and trans students to use bathrooms which do not align with their gender, even though we know this directly exacerbates body dysphoria and leads to increased suicidal thoughts in the student body. Where will inclusive facilities be placed in an infrastructure priority list by you as an incoming board member? What is more important to address? What can wait?

One of the big issues facing the board is the almost $200 million in deferred maintenance to our buildings.  As we address needed upkeep and upgrades to our buildings, I think the issue of bathroom space for trans and gnc students will be a question I raise to make sure consideration is given to the number and availability of these spaces and the convenience of these spaces in terms of normal usage.  For example, in Nichols, the only bathroom is inconveniently located on the 1st floor and can’t be used between classes if you are to be on time for your next class.  As a board member it is not my role to micromanage the placing of rest rooms or other spaces, however it is my role to make sure that it is a key part of the planning and these issues are being considered and facilities are improved on by the administration. 

5.      The use of pronouns has been co-opted and politicized of late. What can you, and D65, do to educate our community in the importance of pronoun respect and introductions? What can you do to educate the community on the reality that pronouns are a part of speech and despite being politicized and weaponized, are not political?

Freedom of speech is a bedrock of our system of values and our freedoms.  Freedom of speech is the ability to choose how you are addressed is freedom of self-determination and people should acknowledge people’s choices in this regard.  I would be public about that. As a Board member, I would be focused on the freedom to learn for all students, regardless of gender identification.  In that role I will be focusing on the effectiveness and viability of D65 schools first and foremost. 

6.      D65 students encounter many adults throughout their day in addition to their teachers. How can you as a board member ensure queer students feel safe and supported in their identity throughout these interactions? How will you ensure that school staff abides by LGBTQ+ inclusive policies?

I think this question is in part answered below in your question about inclusivity training for staff, volunteers and teachers.  This is part of the answer a policy and practice of inclusivity training for staff and volunteers that focuses on the safety of LGBTQ+ persons in D65 buildings and programs.  It is important to note that focusing on protective factors for LGBTQ youth (as in accepting/supportive adults), we can dramatically improve outcomes relating to self-harm and suicide for LGBTQ+ youth. According to one study, LGBTQ youth who reported “one or more accepting adults in my life” had a 40% reduced rate of attempted suicide. Just one accepting adult can improve outcomes for these young people.

As a board member it is difficult “to ensure” as the boards role is oversight and policy review, not policy implementation or school operations, however the board does have a role in reviewing incidents that happen in our schools and making sure positive feelings of inclusivity  and belonging are trending up, while negative incidents are trending down.  And to make this a frequent point of review and questioning for the superintendent. 

7.      Will you commit to creating a board policy to demand inclusivity training for staffers and volunteers beyond teachers? What accountability measures will you use if your administration doesn't meet your inclusivity training goals?

I agree that inclusivity training should be for all staff and not just teachers and commit to supporting such a policy.  We can express the value of inclusivity in this way.  As with all policies brought before the board, we can check on the success and challenges that the district has encountered in implementing a policy in our frequent meetings with administrators and through committee work.

8.      Do you agree with the district decision to eliminate focused equity weeks? In the past, the district devoted a week to LGBTQ+ visibility. A wonderful curriculum still exists. Would you encourage the administration to bring back that week of instruction and celebration? Do you feel the current plan of integrating lessons into the whole year has been done with fidelity across grade levels and schools? Do you feel that the current curriculum is inclusive and represents people in this community? 

The timing of this question is tricky because of the situation with the Trump administration and the potential to withhold federal education funding if school districts support what is viewed by DC as DEI policies.  I can’t commit to continuing with the instruction weeks until we are clear on the consequences of that stance.  We are facing large deficits at D65 and need to weigh any decision that could cost the district millions more in funding from federal sources carefully. 

Maybe there would be a way to use current curriculums or to celebrate in a scaled back fashion so as to not violate any new edicts from the Dept. of Ed or to let this issue cool off and revisit it after a time.  At this point I’m not sure as these are relatively new developments.  I know the severity and intensity of this as in my current position at the US Dept. of Labor the administration has called for a complete review of all grants and is looking for DEI related goals and disguised DEI related language.  This is a very serious issue. 

9.      Given the current financial situation, how will you make sure that training on this topic is still a priority for the district? How would you instruct the superintendent to ensure all schools are equally supporting LGBTQ+ kids, staff and families? What sort of trainings would you recommend?

I can’t recommend any specific trainings (however, I would reach out to my sister on this issue as she is an expert on LGBTQ+ inclusionary trainings).  I should also say here, in investigating this topic, my wife Angela was instrumental in her work through their DEI Council to bring this kind of training to The Mather and has partnered with the Center on Halsted.  I have been aware of this organization for many years and I believe they have an incredible training department. 

I would prioritize that we continue to be an increasingly welcoming place for all students, regardless of background and strive to be a place of belonging for our staff and students.  I am committed to continue to prioritize funding for training and further learning on principles and practices of inclusivity at District 65. 

10.  This comment/question was submitted in the community wide call for questions for this forum-“In what ways is this topic important in the education of my children? I believe parents at home should take care of that topic not in schools.”

When addressed by a community member who wants to keep LGBTQ+ topics out of the classroom, what would the first three sentences of your reply email be?

An important part of learning at public school is socialization, empathy, building and developing social skills.  I think it is important for our students to know and learn about who our neighbors are and how they might be different and similar to you.  To learn about each other is to ultimately learn about our common humanity, how our lives are interwoven in our community and are part of one human family.