Hot Topics
The purpose of this page is to address topics frequently raised in District 220.
Updates to this page will be ongoing leading up to elections on April 4th.
No, this is not true.
March 16, 2020: By order of the governor, schools were closed to in-person learning with students remaining in remote learning through the end of the school year.
August 2020: The school year started in remote learning for most, with students returning for 2 weeks in October before, due to high Covid-19 cases, returning to remote learning.
January 2021: Schools reopened to in-person learning. In order to be in compliance with State of Illinois, Illinois State Board of Education and local health department rules regarding 6’ distancing and numbers of people gathering in one space, students returned to an A-B schedule.(Due to less students wanting in-person learning, some neighboring districts were able to allow more students to return.) This continued through June 1 of the 2020-2021 school year.
August 2021: School opened for unrestricted in-person learning for the 2021-2022 school year.
Source:
No.
Superintendent Dr. Robert Hunt confirmed at the August 16, 2022 school board meeting, Gender Queer is only available to high school students via the BHS library.
Source:
Barrington 220 Board of Education Meeting August 16th, 2022 1:15:20
A note on campaign finance reporting per the Illinois State Board of Elections
The Illinois State Board of Elections Guide to Campaign Disclosure
A candidate, individual, groups of persons or any organizations, political or otherwise, are not required to file until they reach $5000 in donations or expenditures.
Who must file?
The Illinois Campaign Disclosure Act applies to candidates, individuals, groups of persons or any organizations, political or otherwise, who:
Have accepted contributions or made expenditures or independent expenditures in excess of $5,000 within a 12-month period in support of or in opposition to a candidate or candidates for public office, or any question of public policy to be submitted to voters.
A PAC or Candidate who meets these requirements must file a report any time a committee receives a contribution of $1,000 or more from a single source within 5 business days. However, if a committee participates in an election they must be filed within 2 business days during the 30 days leading up to that election.
Quick links to financial reporting of board candidates:
Barry Altshuler https://illinoissunshine.org/committees/39040/
Diana Clopton https://illinoissunshine.org/committees/39024/
Katey Baldassano https://illinoissunshine.org/committees/36395/
Leah Collister-Lazzari https://illinoissunshine.org/candidates/47017/
Leonard Munson https://illinoissunshine.org/committees/36395/
Matt Sheriff https://illinoissunshine.org/committees/36395/
Nelda Munoz https://illinoissunshine.org/committees/39047/
Sources: The Illinois State Board of Elections Guide to Campaign Disclosure
As stated on the Barrington 220 Library and Procedures document:
“Barrington 220 School Libraries provide a resource-rich environment that empowers personal excellence in each learner, teaches students to become effective users of information and technologies, fosters a love of reading, and promotes lifelong learning.”
A complete explanation of D220’s library procedures including collection management procedures and re-evaluation of materials can be found here:
Barrington 220 Library Procedures.docx
Why does this matter?
It is important to know this information because understanding the purpose and mission of school libraries and their procedures can provide insights into the types of materials that are available to students, the criteria used to select and remove materials, and the overall goals and values of the school district.
This knowledge can be helpful in evaluating the quality and relevance of the resources available to students, and can inform discussions about curriculum, diversity, censorship, and intellectual freedom in education. Additionally, having an understanding of these procedures can help ensure that school libraries are operating in accordance with best practices and legal guidelines.
No. The overwhelming majority of neighboring IL districts voted to keep Gender Queer accessible.
A book review committee put the book through the review process when a complaint was filed. The book review committee and the administration’s recommendations were to keep it available to high school students. The board discussed the book at a meeting and narrowly voted to retain the book, 4 to 3.
You can see the discussion here:
https://www.youtube.com/watch?v=YbmjMgSwVOo
How was this book handled in other districts? Is District 220 the only district that kept this material?
What grades have access to the book?
Superintendent Hunt has confirmed that only high school students have access to the book, both electronically and in person. Any parent can request their student not check the book out of the BHS library.
Is it possible to make it so that my child can NOT check this book out of the library? How does one “Opt Out”?
Yes. A parent may fill out a Curriculum Objection form to restrict materials from their child. Furthermore, parents have the ability to inspect any instructional material as written in the BOE policy 7:15, Student and Family Privacy Rights:
“Parents/guardians have the right to inspect any instructional material used as part of their child’s educational curriculum pursuant to Board of Education policy 7:15, Student and Family Privacy Rights.
Persons who believe that curriculum, instructional materials, or programs violate rights guaranteed by any law or Board policy should file a complaint using Board policy 2:260, Uniform Grievance Procedure. Persons with all other suggestions or complaints about curriculum, instructional materials, or programs should complete a Curriculum Objection form. A parent/guardian may request that his/her child be exempt from using a particular instructional material or program by completing a Curriculum Objection form.”
ADOPTED: July 1, 2001
REVISED: December 20, 2016; September 21, 2021.
Source:
https://boardpolicyonline.com/?b=barrington_220
https://patch.com/illinois/across-il/banned-books-week-what-titles-have-been-removed-some-il-schools
District 220’s department of Teaching and Learning is responsible for the implementation of the curriculum review process.
Per the D220 Teaching & Learning webpage, “The purpose of Curriculum & Instruction Review is to develop or adopt research-based, up-to-date, rigorous, high-quality curriculum and instructional models while expanding our knowledge as professionals to make informed, collaborative decisions about teaching and learning.”
There are four stages of the Curriculum and Instruction review process which is on-going:
Stage 1: Research and Plan
Stage 2: Develop
Stage 3: Implement
Stage 4: Monitor and Refine
Details about D220's curriculum review process can be found here on the D220 Teaching and Learning web page.
The Barrington 220 Elementary Core Curriculum Review Cycle Timeline from 2022-2029 can be viewed here.
Instructional materials are reviewed annually.
The Board approved the 2023-24 instructional materials report, which is the district’s annual list of core instructional materials that are being used in classrooms. The memorandum documenting this can be found here.
Yes. A parent may fill out a Curriculum Objection form to restrict materials from their child. Furthermore, parents have the ability to inspect any instructional material as written in the BOE policy 7:15, Student and Family Privacy Rights:
“Parents/guardians have the right to inspect any instructional material used as part of their child’s educational curriculum pursuant to Board of Education policy 7:15, Student and Family Privacy Rights.
Persons who believe that curriculum, instructional materials, or programs violate rights guaranteed by any law or Board policy should file a complaint using Board policy 2:260, Uniform Grievance Procedure. Persons with all other suggestions or complaints about curriculum, instructional materials, or programs should complete a Curriculum Objection form. A parent/guardian may request that his/her child be exempt from using a particular instructional material or program by completing a Curriculum Objection form.”
ADOPTED: July 1, 2001
REVISED: December 20, 2016; September 21, 2021.
Source:
District 220 Policy Manual
SEL stands for Social and Emotional Learning, which is a framework for supporting the development of social and emotional competencies in students and staff. It involves teaching students the knowledge, skills, and attitudes they need to understand and manage their emotions, establish positive relationships, and make responsible decisions.
In public schools, SEL is typically incorporated into the school's curriculum and instructional practices. This can include explicit instruction in SEL skills and concepts, as well as integrating SEL into other subject areas, such as language arts, math, and science.
The specific competencies that are taught through SEL can vary, but typically include skills related to self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. For example, students might learn how to identify and regulate their emotions, understand and respect different perspectives, and communicate effectively with others.
Research has shown that SEL can have a positive impact on student outcomes, including improved academic performance, better social relationships, and increased resilience and well-being. By supporting the development of social and emotional competencies, schools can help students to be more successful in all aspects of their lives, including academic achievement, career readiness, and personal fulfillment.
Why does this matter?
In 2010, District 220 implemented a 10-year strategic plan called Vision 2020, which indicated SEL as a priority. The death of five students to suicide over a three year period (2007-2010) was influential in this decision.
Since then, Social Emotional Learning has continued to be a priority for District 220, including Educational Equity, which is an ISBE (Illinois State Board of Education) strategic priority.
Yes.
The 2019 Illinois Report Card shows the most current achievement data for Illinois schools.
This latest report card demonstrated that Illinois’ achievement on the National Assessment of Educational Progress remained flat from 2009 to 2019.
The Illinois State Board of Education (ISBE) 2020-2023 strategic plan addresses the “staggering achievement gaps” via an emphasis on Educational Equity as a lens/lever to close the gaps.
As stated in ISBE's 2020-2023 Strategic Plan, "Strategies and Related Success Measures" will include:
2.1.1 Support schools to address the social and emotional needs of students, educators, and staff impacted by COVID-19 by providing them with high-quality professional development.
2.1.2 Support district implementation of policy and guidance to promote students’ safety and wellbeing, including non-discrimination and inclusion.
2.1.3 Adopt culturally responsive teaching and leading standards for educator preparation programs.
2.1.4 Support implicit bias training through professional development in schools and classrooms.
2.1.5 Embed the history and accomplishments of historically underrepresented groups (e.g., Latino/a, African-American, LGBTQ) in the Illinois Social Science Learning Standards.
Read the entire ISBE strategic plan here.
The state has provided the Equity Journey Continuum, an informational tool for districts to track their progress. Through the lens of equity, the tool analyzes a continuum of district-level data points to make that data more useful for improving outcomes for all students.
How District 220 currently scores on the Equity Journey Continuum:
Why does this matter?
The state has identified that District 220 has small gaps in each of the three goal areas. Within its strategic plan, Framework 220, District 220 has indicated plans to continue prioritizing Educational Equity efforts. Learn more about how Framework 220 addresses Educational Equity
Yes. Here it is:
Board of Education Equity Statement
We recognize, embrace, and defend the identities, abilities, and voices of our
diverse school community. As a Board of Education, we value the multiple
perspectives of our students, parents, faculty, staff, and administration. We
commit ourselves to support an equitable and inclusive learning environment for
all stakeholders.
The Board of Education will direct the administration to operationalize its
commitment to advancing racial equity. We will encourage the use of high-impact
and district-wide strategies that address day to day organizational culture, build
institutional capacity, leverage our workforce, apply community engagement
practices, and focus on internal processes and procedures to eliminate systemic
barriers.
The Board of Education will be equitable, inclusive, transparent, respectful, and
impactful in how we serve and engage with students, parents, faculty, staff, and
the administration. To be clear, hate has no place in Barrington 220 schools and
harassment, bullying, or intimidation of any kind will not be tolerated.
Why a commitment statement?
The Board of Education wants to fully understand and appreciate the richness
and diversity of who we are as a school community while recognizing a history of
racial inequities that have taken place within our country and school system.
Source: https://drive.google.com/file/d/1ErRpfDtI07pWjv4CgWIBwF3pJpolxPJ8/view
This Equity Statement was approved by six board members (one person was not in attendance) on November 17, 2020 and verbally affirmed by all seven of the current board members in 2021.
District 220’s last strategic plan, “Vision 2020” was a 10 year plan created in 2009, which began as a vision of the year 2020, when the kindergartners of 2008 would enter their graduating year at Barrington High School. Key strategic values that arose from the plan include: global connections, innovative technology, individualized learning, healthy & environmentally sustainable schools, optimal time for learning, and social & emotional learning.
During the 2021-22 school year, more than 4,000 district stakeholders engaged in the strategic planning process called Framework 220. District 220 is currently in the middle of the planning process, and will present to the board for final approval in June 2023.
Learn more on the Framework 220 page.
Why does this matter?
The final strategic plan will be voted on by the new board.
No, the District 220 School Board has not approved or adopted SB 818, the Keeping Youth Safe and Healthy Act.
The District 220 board discussed and communicated SB 818 at the following board meetings and newsletter:
- July 12, 2022 Board of Education Meeting: Superintendent Dr. Hunt announced the administration does not recommend adoption of the curriculum associated with SB 818. Board agrees to have the policy committee review policy 6:60 and report back at the August 16 Board meeting.
(You can listen to the discussion about SB 818 beginning at 7:46 in the Board meeting video and again beginning at 2:41:39.)
- July 14, 2022 Board of Education Newsletter: https://myemail.constantcontact.com/Board-of-Education-discusses-Senate-Bill-818.html?soid=1134684026588&aid=hlZ-ZNFeSEA
- August 16, 2022 Board of Education Meeting: Superintendent Dr. Hunt again reaffirms the policy committee and administration do not recommend adoption of the curriculum associated with SB 818. You can listen to the discussion about SB 818 at 41:38 in the Board meeting video.
A Political Action Committee (PAC) is a type of organization that is created for the purpose of raising and spending money to influence elections and public policy. PACs can be formed by individuals, corporations, labor unions, and other groups, and they are subject to certain legal restrictions on their fundraising and spending activities.
PACs can support candidates for public office or political parties, or they can advocate for or against specific policy issues. They can do this by running advertisements, making campaign contributions, conducting research and polling, and engaging in other types of political activities.
PACs are regulated by the Federal Election Commission (FEC) in the United States, and they are required to register with the FEC, file regular reports on their fundraising and spending activities, and comply with certain rules regarding the sources and amounts of their contributions.
PACs are a common and influential feature of the political landscape in the United States and are often used by interest groups and other organizations to promote their agendas and influence public policy.
Why does this matter?
To avoid conflicts of interest, many states and school districts have established rules and regulations that limit or prohibit the use of PAC funds to support school board members. Additionally, many school board members choose to voluntarily disclose their campaign contributions and refrain from accepting donations from PACs to avoid the appearance of impropriety.
Reports on fundraising and spending activities for candidates can be found here.
The Illinois Association of School Boards (IASB) released their 2022 Resolutions Committee Report, addressing this issue.
Included in this report was the following underlined language:
7.07 Election Schedules School Board Elections nonpartisanship
IASB strongly believes that school board candidates should not solicit, accept, or receive either a donation or financial contribution from special interest groups, political action committees or political parties.
At its meeting on November 15, 2022, the Barrington 220 school board discussed this proposal and all seven board members agreed to support the amendment. Watch the discussion at the 1:55:49 mark in the meeting.
Sources and additional information:
• Position Statements of the Illinois Association of School Boards
• IASB Resolution process and what happens after a board votes on each year’s resolutions.
Why does this matter?
School board members are non-partisan representatives. Accepting contributions from political parties, political action committees (PACs) or special interest groups can raise questions about the candidate's integrity and motives. This can undermine public trust in the election process and the school board as a whole. By avoiding contributions from these sources, candidates can demonstrate their commitment to serving the public without bias and without being beholden to any particular interest.
No, the Teachers Union’s donation to the referendum effort does not create a conflict of interest for school board members. The Barrington Education Association (BEA) actually donated funds to the “Yes for Barrington 220’s Future,” a group formed and run by community members, not board or staff members.
- The District 220 School Board agreed to place a $147 million dollar capital referendum question on the March 17, 2020 ballot.
- Yes for Barrington 220's Future was formed by a group of local community members to support the referendum.
- IPACE is the Illinois Political Action Committee for Education, the political action committee established by the Illinois Education Association (IEA) and the Barrington Education Association (BEA) are members.
- The IPACE donated $50,000 to Yes, for Barrington 220’s Future, the referendum advocacy group formed by local community members.
- No current board members were part of Yes, for Barrington 220’s Future nor did they receive any funds from the group. In addition, board members and school administration were not involved in requesting the donation which was done by community members.
- A referendum of this type legally limits the spending of this approved referendum to facility related projects. None of these funds can be spent on staff salaries or benefits, so teachers received no financial benefit from its passing.
- Thus, there is no conflict of interest.
District 220 schools have less administrators per pupil than the state average.
District 220 Student to Administrator ratio: 169:1
State of Illinois Student to Administrator ratio: 147:1
View District 220's scorecard to view more metrics.
No. We found the following explanation from District 220's website under Referendum FAQs.
"With our previous bond debt being paid off, we have a unique opportunity to fund these investments while lowering property taxes. Currently the average homeowner in the district pays approximately $602 per year for referendum debt from the previous capital campaign in the late 1990s. As that debt rolls off in 2020 and 2021, property taxes will go down. The cost of the current referendum is approximately $527 per year, which means that if the public approves this referendum their property taxes will decrease an average of $75 per year while still providing additional funding to improve our schools."
Learn more on the Money Matters page
Read the full Referendum FAQs document
When budget cuts have been made in the past, District 220 has cut: teachers, coaches, middle school sports teams, and curricular programming such as music, library, school psychologists, and support staff.
While it is not possible to forecast exactly how future budget cuts will impact District 220, common consequences of budget cuts to public education can include:
- Class size increases, reducing individualized attention & instruction
- Teacher layoffs
- Fewer resources like textbooks, computers, and other educational materials
- Curriculum cuts, including extracurricular programs
Why does this matter?
Continued investment in our programming helps District 220 maintain a standard of excellence that has wide-reaching impact on both student success and economic growth and development for the community at large.
As described in the name, Barrington Community Unit School District 220 is a unit district. This means the district educates students from Pre-K through 12th grade, or for a student in the district’s Special Education Transition program, the age of 22. The Barrington Community Unit School District 220 was established in 1973.
Features of a unit district:
- Continuity of curriculum from one level to another - no student enters 6th or 9th grade with an unfair curricular advantage. All elementary schools, and both middle schools in the district, follow the same curriculum.
- The district can address academic gaps within the 12+ years a student is in the district.
- There is only one taxing entity vs. multiple taxing entities that occur in a dual district.
Dual districts have separate districts for elementary and high school that exclusively educate K-8 and 9-12 students, respectively. Dual districts rarely collaborate on curriculum, resulting in students from one elementary district arriving at the high school with a different educational experience than another feeder district.
Districts 211 (Fremd, Conant, Hoffman Estates, etc.), 214 (Wheeling, Elk Grove, Buffalo Grove, etc,), Stevenson, and New Trier are examples of high school districts and only serve high school students and those enrolled in those district transition programs.
Why does this matter?
As a unit district, D220 offers a consistent and equitable educational curriculum from kindergarten through high school graduation. Additionally, the unit district model enables an efficient allocation of resources and provides a wide range of academic and extracurricular programs to meet the needs and interests of all students. It also reduces redundancy in administration.
Sources:
https://www.barrington220.org/our-district/about-barrington-220
https://ilga.gov/legislation/ilcs/fulltext.asp?DocName=010500050K11E-10
As the corporate entity charged by law with governing a school district, each school board sits in trust for its entire community. The obligation to govern effectively imposes some fundamental duties on the board:
1. The board clarifies the district purpose.
As its primary task, the board continually defines, articulates, and re-defines district ends to answer the recurring question — who gets what benefits for how much? Effective ends development requires attention to at least two key concerns: student learning and organizational effectiveness.
2. The board connects with the community.
The school board engages in an ongoing two-way conversation with the entire community. This conversation enables the board to hear and understand the community’s educational aspirations and desires, to serve effectively as an advocate for district improvement, and to inform the community of the district’s performance.
3. The board employs a superintendent.
The board employs and evaluates one person — the superintendent — and holds that person accountable for district performance and compliance with written board policy.
4. The board delegates authority.
The board delegates authority to the superintendent to manage the district and provide leadership for the staff. Such authority is communicated through written board policies that designate district ends and define operating parameters.
5. The board monitors performance.
The board constantly monitors progress toward district ends and compliance with written board policies using data as the basis for assessment.
6. The board takes responsibility for itself.
The board, collectively and individually, takes full responsibility for board activity and behavior — the work it chooses to do and how it chooses to do the work. Individual board members are obligated to express their opinions and respect others’ opinions; however, board members understand the importance of abiding by the majority decisions of the board.
Source:
Illinois Association of School Boards Principles of Governance
