David Dejanovich: 2021 candidate for Glenbard High School District 87

Eight candidates are squaring off for four, 4-year seats on the Glenbard High School District 87 board in the April 6 election. They are newcomers David Dejanovich of Glen Ellyn, Cyndi Covelli of Lombard, Nicole Dawson of Glen Ellyn, and Kermit Eby of Lombard, and incumbents Robert (Bob) Friend of Lombard, Jennifer M. Jendras of Glen Ellyn, Mireya Vera of Lombard, and Judith Weinstock of Glen Ellyn.

They responded to a Daily Herald questionnaire seeking their thoughts on some of the most pressing issues facing the district.

Below are Dejanovich's responses.

In-person early voting with paper ballots begins Feb. 25 at DuPage County Fairgrounds Building 5, 2015 Manchester Road, Wheaton. In-person early voting with touch-screen voting begins March 22 at locations throughout the county. Learn more at www.dupageco.org/earlyvoting/.

Eight candidates for four, 4-year terms

Bio

Town: Glen Ellyn

Age: Not given

Occupation: Not given

Civic involvement: Volunteer at local food banks, church activities, coached park district students and mentor for leadership.

Q&A

Q: Why are you running for this office, whether for reelection or election the first time? Is there a particular issue that motivates you, and if so, what is it?

A: I am running for election for the first time. I have lived in Glen Ellyn for 6 years and moved here in part due to the quality of the school system. My wife, Amy, and I have two children, one attends D87 and the other is in sixth grade. I have coached youth sports through the park district and volunteered as a Sunday school teacher at the church we attend. My family and I enjoy the tradition of volunteering at Feed My Starving Children and People's Resources Center in Wheaton.

I am running because I think it is important for the school board to have a diverse set of skills and experience. I'm motivated to ensure the best possible education experience for all students. This includes inclusion, analyzing curricula, education programs and prioritizing how money should be spent. I have reached out to community organizations on how we can collaborate, for example college scholarships for our lower socioeconomic students.

I have implemented organization structural change to provide focus and better allocate resources to accelerate growth. I will take this experience and find ways that we can allocate existing budget into needed resources to help the students.

Q: How would you grade the current school board on its response to the pandemic? Why?

A: The pandemic has been such a disruption to schools and unanticipated. I think initially the response may have been prudent given the lack of information. However, we now know that schools are a very limited environment where any spread has occurred. I am concerned about the emotional and social well-being of children. There is an increase in the socioeconomic lower income during COVID in our communities and many of these children count on programs in the school to supply them with the much-needed nutrition which is important to learning.

COVID-19 crisis has taken a psychological toll on people of all ages, but one group especially affected is teenagers. School closures and enforced social distancing have cut off many teens from major means of psychological support, putting them at higher risk of developing anxiety and depression. We need to have this as a high priority.

We have many residents in our community and businesses who are very compassionate about helping and have communicated some great thought-provoking ideas. I would like to open an online forum with community involvement, parent/student participation, teacher and staff experience communicated and where thoughts can be explored safely, and change can occur.

Q: How do you view your role in confronting the pandemic: provide leadership even if unpopular, give a voice to constituents - even ones with whom you disagree, or defer to state authorities?

A: I can be proactive and plan to respond in a flexible way to a public health concern. School districts can refine their business operation response plans. School administration, including health services leadership, must be involved in the planning process, which includes partnering with local public health authorities, updating infectious disease pandemic plans, and sharing essential communication strategies. School nurses are critical members of the planning team as well.

Disagreement is a natural part of the boardroom process. In fact, it's an integral element in decision-making. Diversity of thought helps board members analyze their options from varying angles which ultimately helps make better choices, collectively.

If I know that I may disagree on a topic, I will prepare ahead of time, try to develop some statistical or visual aids that might be able to help others understand how I came to my personal conclusion. Knowing that other board members can't read my mind, I would walk them through the thought process and will help to build success of the communication. Also, listening to other opinions and being courteous and allowing them to fully communicate their thoughts so that I can understand what is important and why.

Q: Did your district continue to adequately serve students during the disruptions caused by the pandemic? If so, please cite an example of how it successfully adjusted to continue providing services. If not, please cite a specific example of what could have been done better.

A: I appreciate what the board has started in District 87 in navigating the pandemic. We are in a year with COVID-19 and feel that we are not adequately addressing very concerning statistic about the decline of performance in certain students, mental health of students/teachers/staff. The school closures may result in several negative consequences, such as child-care providers loss of jobs and wages, parent's inability to return to work, and the children's diminished educational, social, and nutritional opportunities.

In the beginning of the 2020-21 school year, parents and students received a survey asking how it was going with the remote learning and if students needed any resources. Initially, there was a quick reply to our request. Later, the survey didn't continue, we weren't asked for any feedback and there was a lack of resources. We were unaware of the peer mentoring program; it would be good to have a resource page for parents to find quick resources where they could go for help. I find many times the local Facebook pages, emails have better communication and transparency than the school's communication. This is an area that needs improvement so the community can have a place to get answers directly from the school.

Q: Do you have a plan on how to safely and effectively conduct classes in the spring? What have you learned from the fall semester that you would change in the spring?

A: I feel transparency is important for families to make the decision whether to send or keep their children home. Transmission of COVID-19 through schoolchildren is very low. Private and some public schools have proved the success of students/teachers returning to in-person learning. We have the saliva testing, Thermax temperature check, contact tracing and CDC guidelines keeping a 6-foot distance where possible.

• The spring class sizes are small as parents/students have made the choice to opt in for remote or in-person classes

• If the fall has more students coming back to full time in-person learning than cohorting and alternating or staggered schedules could be explored

• No sharing of objects between students and teachers/PE

• Students, teachers, and staff following all steps to protect themselves and others at all times including proper use of face masks, social distancing, and hand hygiene

• Regularly scheduled and consistent (i.e., at least daily or between uses) cleaning of frequently touched areas

• Allowing students to eat lunch, safe distance- open windows. Sanitize after the area was used.

• We need to explore summer school options, including College of DuPage for our students that want additional education and for those at-risk children.

Q: What is your position on allowing high school sports to continue during the pandemic? Be specific.

A: Illinois is in Phase 4, we've seen the opening of sports. District 87 is following IHSA guidelines as it pertains to play. Sport organizers outside of schools have safely put in policies and procedures to keep the children, coaches and spectators safe. I feel schools could implement these practices smaller groups and shorter rotating times. Wearing face masks, using hand sanitizers, facilities following cleaning guidelines that are published on restore Illinois. I believe District 87 should allow limited spectators for indoor sports and outdoor sports would have more spectators that can attend. Some District 87 schools have decided to allow masked spectators at sporting events, this is a good first step.

U.S. Department of Health & Human Services/Centers for Disease Control cites mental health visits increased sharply beginning in mid-March 2020 (week 12) and continued into October (week 42) with increases of 24% among children aged 5 to 11 years and 31% among adolescents aged 12 to 17 years, compared with the same period in 2019. Physical activity releases naturally uplifting endorphins reduces the stress hormone, and stimulates norepinephrine, which improves mood. When children and teens get their exercise through organized sports, in-person PE, the benefits can go beyond these chemical reactions.