Angela L. Blatner: 2025 candidate for Wheaton Warrenville Unit District 200 board

Bio

Office sought: Wheaton Warrenville Unit District 200 board (Vote for 4)

City: Wheaton

Age: 55

Occupation: Pediatric physical therapist

Previous offices held: District 200 board member since 2021

Why are you running for this office? Is there a particular issue that motivates you?

I have followed and been a part of our community's education system for over 29 years, first as a resident and then as a parent. My children have reaped the benefits of a top-notch education implemented by exceptional teachers. Three of our children are graduates of District 200; the fourth is currently a student in the district.

I realized many years ago that, when the time was right, I wanted to contribute to our great district. Four years ago, the time was right, and I began serving on the board.

I bring experience and knowledge of child neurological development. I advocate for children and their families. I love and respect the amazing educators of District 200.

I embrace effective communication, including truly listening and acknowledging the validity of differing perspectives, as well as participating in respectful discussion. I am detail-oriented and capable of learning quickly. I support creative problem-solving. I love our district and want to continue to be part of making it unique, strong, valuable, and successful for every member of the community it serves.

Most importantly, I will always be an advocate for all children, and that is the driving force of why I serve on the board.

What is the role of the school board in setting and monitoring the curriculum?

The district has a process by which curriculum choices are selected (or developed), piloted, and, ultimately, chosen. The school board requires the process to be followed, seeks community input, and is responsible for approving final selections. The board receives feedback along the way — from development to implementation — and has the ability to ask questions, as well as to offer input.

Are there curriculum issues within the district that you feel need particular attention from the board?

Our district has made significant progress in implementing strong reading and math curriculum over the past several years. My one suggestion is to be ever mindful of adapting the math curriculum to be less language-heavy for struggling readers.

In taking a look at a much broader picture, the adoption of Common Core standards by the state of Illinois in 2010-13 has likely contributed to the decline in student performance (state and nationwide) that was observed prior to the pandemic. There are standards under Common Core that are developmentally (neurologically) inappropriate for developing brains.

For example, the standards for kindergarten reflect expectations beyond what is developmentally appropriate. Moving the former academic expectations of first grade onto kindergartners whose brains are not developmentally ready can cause frustration and stress, both of which are known to inhibit brain development — and lead to a weak foundation for future neural (brain) connections.

More so, diminishing the importance of play-based learning on the developing young brain can lead to learning problems and anxiety. It would be prudent for the State to examine and revise these standards.

How do you view your role in confronting policy or curriculum controversies: provide leadership even if unpopular, give a voice to constituents — even ones with whom you disagree, or defer to state authorities?

Both the development of policy and choosing curriculum occur after a process is followed. The process includes thoughtful inquiry and collaboration, as well as seeking feedback and input from the community.

When a controversy arises regarding policy or curriculum, the board as a whole can choose to reexamine what is being challenged. I am always willing to listen to the perspectives of others and, if appropriate, take a closer look to determine if there might be a better solution for our students.

Describe your experience working in a group setting to determine policy. What is your style in such a setting to reach an agreement and manage school district policy? Explain how you think that will be effective in producing effective actions and decisions for your school board.

I have served on District 200’s school board for the past four years. Setting policy is a primary duty of the board. In working with any group, I want to hear all perspectives — even when they conflict with my own.

I have demonstrated the ability to ask questions — even tough and uncomfortable ones. Curiosity and challenge are healthy. Achieving the best for our students and community only comes through hard and thoughtful work.

While I find that the pace of implementation or change can seem incredibly slow, there is value in being thorough and deliberate. I often remind myself of the necessity of the process as I tend to be more outcomes-driven in my thinking. Both respecting the process and placing value on the outcome are necessary to yield success.

What is your assessment of the school district's diversity and equity efforts? Do you support the continuation or enhancement of such programs, of would you rather see them diminished. Please explain your reasoning.

The district strives for all students to have their needs met and to have a successful academic experience. Supports are put in place to assist students in achieving optimal learning and growth. Teachers work to be aware of issues that influence each individual student and strive to provide an excellent, safe, relatable, and engaging learning environment.

Teachers and staff must ensure that every student feels welcome and safe. Building administrators must ensure the same for staff.

What makes you the best candidate for the job?

The driving force of why I serve on the board is to work toward providing every single student with a successful academic and school experience.

Our district has accomplished a great deal over the past four years while I have been on the board. However, I will remain reluctant to ever “pat myself on the back” for the accomplishments of the board and the district for the following reasons.

First, as a board member, I am not “in the trenches” doing the hard work. That is done by our teachers, staff, students, and parents.

Second, I cannot pat myself on the back until I am confident that every single one of the district’s 11,493 students is successful and that there is not one student “slipping through the cracks.” If I can pat myself on the back, that would mean that every single student is successful and flourishing. And, my work would be done.

What’s one good idea you have to better your district that no one is talking about yet?

I would like to see our district reconsider its current “no zero” grading system at the high schools. As the grading system currently stands, the minimum grade a student can receive on an assignment is 40% — meaning that a student who does not do any work will receive a 40%.

Students who make a minimal effort (i.e. put their name on the paper) will receive a 50%. This grading system also ushered in a reduction in the emphasis on practice and homework.

While the system was implemented in an attempt to help struggling students, the lowering of expectations was not the answer. The district has a variety of supports in place (and amazing teachers) to help struggling students.