ARTSpeaks/MEAC 2025 Questions to IPSD Board of Education Candidates
Questions for Indian Prairie School District 204 Board of Education Candidates for the 2025 Election on Tuesday, April 1, Responses are listed in alphabetical order by last name.
Question #1
Technological advancements in the evolving science of neuroaesthetics continue to consistently reveal that:
Allison Albert:
Fine Arts courses and programs are essential to a comprehensive education in IPSD204, fostering both academic and personal growth. As a former curriculum writer, I believe curriculum should develop the whole student, not just deliver content. As a dancer and now a dance mom, I’ve seen firsthand how music and movement shape the way we engage with the world, connect with peers, and understand diverse perspectives. The arts serve as a powerful tool for emotional expression, helping students process their own feelings and empathize with others. By integrating Fine Arts from K-12, we provide students with skills that extend beyond the classroom—enhancing communication, adaptability, self-respect, and an appreciation for different cultures and ideas. These programs are not just enrichment but a fundamental part of preparing students to navigate an ever-changing world with confidence and empathy.
Laurie Donahue:
I believe the arts are as important as math, science, reading, etc. in educating our students. I am an engineer, but also a flute/piccolo player. Being in my high school band was one of my most influential experiences and led to life long friendships. I have read many studies regarding the importance of the arts in education and the predominance of highly regarded scientists who also have a hobby related to the arts. I love this quote from Albert Einstein: “Imagination is more important than knowledge.” Participation in arts programs stimulates creativity, imagination, and inspiration- attributes that are beneficial in every future path students will take in life. I want students who pass through our district to be stimulated to find new ways to solve problems and invent possibilities. Involvement in the arts gives them the skills to support this aspiration.
Allison Fosdick:
I absolutely believe the arts are an essential component of a comprehensive public-school education.Given the increase in mental health concerns, it’s more critical than ever that we give our students tools to express themselves and work through their respective experiences. Teaching the arts and providing opportunities to participate in the arts allows students to see the similarities in their shared experiences while making space for individual expression. It teaches our students that they are not alone, and that collectively we are stronger together.
Supna Jain:
Fine Arts courses are essential in developing the competencies outlined in IPSD204’s Portrait of a Graduate. Research shows that creativity, innovation, and critical thinking, skills vital for success, are cultivated through artistic exploration. Students learn to take risks, express ideas, and approach problems from new perspectives through music, visual arts, theater, and dance.
The arts prepare students for the workforce by nurturing collaboration, adaptability, and resilience. Regular feedback helps them grow as communicators and community members, understanding how their contributions impact others.
As a parent, dance teacher, and a lifelong student of music, I've seen firsthand the transformative power of the arts. Both of my boys have flourished in IPSD204’s music programs, gaining technical skills and cultural insights. From classical ensembles to jazz, marching band, and steel drums, their experiences have broadened their horizons and strengthened their confidence.
Our family chose this district for its Fine Arts programs, and I am deeply grateful for their impact. I will continue to advocate for every student’s access to these vital opportunities.
Susan Taylor-Demming:
Fine Arts are a critical component of a students’ academic career from kindergarten through twelfth grade. As young students become engaged with fine arts from early years, individual expression through their personal involvement with visual arts, allows students to take the teacher’s assignment, use their self-reflection and critical thinking to create their artwork, both skills pertinent to all academic work. Elementary school is also the beginning of teamwork and collaboration via the arts. Students are introduced to instrumentation and vocal harmony through choir participation. The ability to work together is wonderfully expressed through fine arts even at the elementary level.
Our middle school arts program is a leader in cultural and inclusivity introduction/appreciation for our students. It is always exciting to attend our middle school choir and band performances and to appreciate various cultural musical selections. My children’s grandparents were always surprised when they would attend a performance and see the global musical influences our children were involved with in their musical experiences in our schools.
And what can we say about our Grammy award-winning high school music programs. The culmination of all earlier years at our high school level is phenomenal. Research validates the significant contribution of the arts to science and mathematical ability, in addition to the arts providing an extremely important outlet from the traditional academic focus for students. The ability to step away creatively, allows students to train themselves to think in different ways, see things from different vantage points, and bring different perspectives back to the traditional academic course work. The arts allow for cognitive enhancement, critical thinking, collaboration, team work, and creativity, which will boost student’s academic success. Well rounded students are more likely to be of interest to collegiate recruiters, as well as to career employment recruiters.
Question #2
As a member of the Board of Education, how will you ensure that all IPSD204 students have access to high-quality arts education classes at ALL grade levels of instruction?
Allison Albert:
As a Board of Education member, I will advocate for policies and resources that ensure all IPSD204 students have access to high-quality arts education at every grade level. This includes prioritizing Fine Arts in curriculum planning, securing funding for arts programs, and supporting professional development for arts educators. I will work to integrate the arts into core learning, emphasizing their role in cognitive development, creativity, and emotional well-being. Additionally, I will collaborate with community partners to expand opportunities for students to engage in the arts beyond the classroom. By ensuring equitable access to music, visual arts, theater, and dance programs, we can provide a well-rounded education that fosters critical thinking, collaboration, and self-expression for all students.
Laurie Donahue:
Education is much more than academics (reading, writing, math…). I believe exposure to quality arts programming is essential to creating well rounded, inspired students. My children had not only an excellent academic experience attending schools in 204, but also participated in outstanding, Grammy award winning, arts programs. My daughter was in the orchesis/dance teams and in chorus. My son was an orchestra member from 5th grade through high school. I recognize the importance of the arts in our students’ education. I would like to see every student involved in arts programming at every grade level. I have consistently advocated to make sure today’s students have an excellent opportunity across elementary, middle and high school level arts programs.
Beyond my school board role, I was in the board of the Indian Prairie Educational Foundation (IPEF) for five years. IPEF was originally founded to supplement and highlight arts programming in the district. The organization sponsors several events within the district showcasing the incredible talent of our students. I not only recognize the importance of the arts in our schools, I am also an active proponent of these programs in 204.
Allison Fosdick:
As a board member, I will vote in favor of strengthening our existing arts curriculum whenever possible. I will fight against the reduction of arts-related funding. Additionally, I will actively support and encourage partnering with local arts organizations to bring accessible, inclusive opportunities and experiences to our students.
Supna Jain:
I’m proud that IPSD204 offers Fine Arts courses at all grade levels, giving students the chance to explore and follow their interests. It's exciting to see the variety of programs available at the elementary, middle, and high school levels. As we continue to build on these offerings, it's important that fees are affordable, there are classes to help students build their skills, and there’s space for everyone who wants to participate in arts classes or clubs. To make sure all students have access, as a board member, I will strongly support the Fine Arts and work to ensure all students have equal access to quality arts education.
Susan Taylor-Demming:
One of the most important outcomes of the passage of the 2024 referendum is that the committed resources for capital improvements will allow other district funds to be used toward direct classroom priorities. Our district has long felt that arts education is an important part of our students’ curriculum and overall education and I will continue to be a strong advocate for our district's belief in the integration of the arts, science, math, and technology, as demonstrated by programs such as SAMS labs, the Invention Project, and Camp Invention. Robotics has also become a mainstay across all levels of our schools, with the district hosting numerous evening and weekend competitions. We see the influence of creativity and self-expression as students incorporate these qualities into their creations.
Our staff has always been imaginative in identifying grant opportunities, and I hope this remains an avenue to unlock increased funding for the arts.
An area I would like to see expanded is access to instrumentation for under-resourced families. For some students, the cost of instruments and private lessons is a barrier to participation in band and/or orchestra. I am committed to exploring innovative solutions to make these opportunities more inclusive. I will always advocate for our arts programs to remain a vital part of our curriculum for all students and will continue to work toward opening possibilities that are not always accessible to some.
Question #3
At an ARTSpeaks community event held at the Crouse Education Center a BIG10 University Assistant Director of Undergraduate Admissions, herself a Waubonsie Valley H.S. graduate, stated: “Over and over again I have seen that the arts create the best students to really thrive and succeed in a collegiate environment. You would be far stretched to find a college admissions counselor who would encourage a student to drop out of the arts.” Current IPSD204 course selection messaging related to Career Pathways elevates the pursuit of career-specific coursework over continued enrollment in Fine Arts courses. How will you ensure that future Career Pathways messaging communicates the proven competitive advantage for students with Fine Arts backgrounds that makes them more sought after by college admissions and the corporate world?
Allison Albert:
If elected as a Board Member, one of my key responsibilities is educating the community about the opportunities available to students in our district. It is essential that Career Pathways messaging highlights not only career-specific coursework but also the proven benefits of Fine Arts education. The arts are not just a career path—they shape how students think, process emotions, and engage with the world. Participation in Fine Arts fosters critical thinking, creativity, collaboration, and problem-solving skills, all of which are highly valued by colleges and employers.
I have personally seen the impact of music education on my own children, from improving memory and patience to enhancing their mathematical abilities. Research consistently supports these benefits, and our messaging must reflect that. By ensuring students and families understand how Fine Arts contribute to academic and personal growth, we can encourage continued enrollment in these courses, reinforcing their long-term advantages in education and future careers.
Laurie Donahue:
School districts are complex. Indian Prairie is the 4th largest in the state with 26,000+ students. As a board member we provide overall direction and oversight for the district. We delegate day to day authority to the superintendent and therefore are not exposed to all activities within 204. While on the Board the district developed a “Portrait of a Graduate” to instill skills for success in our students. Many of the described attributes can be directly associated with arts programming. As a school board member I will continue to emphasize the importance of involvement in arts programming to build successful students. Our Career Pathways should discuss the benefits associated with participating in fine arts courses. Parents should understand the competitive advantage this can provide when pursuing admission to a university or when applying for a job. I will advocate for changes in the Career Pathways to provide clarity regarding the value of taking classes in the arts.
Allison Fosdick:
One new way I believe we should support our students continued enrollment in the Fine Arts is to provide weighted credit for advanced coursework. Students looking for post-secondary education are swimming in an increasingly competitive pool of applicants, and right or wrong, some of that competition comes in the form of GPA. While some senior capstone or AP Fine Arts classes provide the opportunity for weighted credit, most do not—forcing some students to choose between continuing in arts courses or enrolling in a more “GPA” rewarding, career-specific course. I recognize that we don’t want to artificially inflate GPAs—but given the time-commitment, dedication, and rigor of our advanced arts curriculum, I believe we should be rewarding that work with weighted grades just as we do our core classes such as English, Math, Social Studies, and Science. Giving our students academic acknowledgement of the value of the Fine Arts would encourage ongoing participation, and future Career Pathways messaging should reflect this as well.
Supna Jain:
Research shows that Fine Arts programs help students develop important skills that are also taught in career-focused courses and are highly valued by employers. In a world where careers and job demands are constantly changing, it’s important for our district to clearly explain how these programs help students grow. As I mentioned earlier, the Fine Arts help build the skills outlined in the portrait of a graduate, and we need to make sure our communication with parents, students, counselors, and other stakeholders emphasizes how these programs connect to those skills.
In addition to this, it’s important to highlight that students with a strong Fine Arts background have a real advantage. Studies show that these students are more likely to be accepted into competitive colleges because they bring creative problem-solving skills and a unique perspective. Many employers also look for these same skills, such as creativity and adaptability, that are developed through the Arts.
But perhaps most importantly, we need to remember that the Arts are essential to being human. As Jonathan Kurtz, a music teacher from Maryland, said in an article, “The arts are essential because humans are inherently creative beings and must be given opportunities to develop their creativity in order to fully understand themselves and participate in a pluralistic society.” If we want our students to be confident, thoughtful, engaged citizens both in our country and in the world, the Arts play a key role in helping them develop these qualities.
Susan Taylor-Demming:
I feel the important messaging for families to use with their students, is to encourage students to choose the courses that they feel most excited about incorporating into their schedule. So many of our students have such an inclusive and rich academic schedule and enjoy both their combined traditional academic coursework and their electives, often which may be artistic in nature. Our Career Pathways messaging shouldn’t pit one area of coursework against another, it should provide a clear message on what is offered, indicate that these are introduction to one potential career pathway area, and that by no means does every offering need to be incorporated into a student’s overall academic choices to guarantee admission into their chosen college academic coursework. I also would encourage our counseling staff to share the same message. It is important for students to have a variation of courses as part of their schedule. I wouldn’t put that on Career Pathways messaging, I think that is an important part of our overall communication with students, parents in conversations about course selection, but also overall communication about our student’s participation in a varied curriculum throughout their entire academic career.
Question #4
Given that the IPSD204 Percentage of Adequacy (POA) rating of 85% for providing safe and well-rounded learning environments for all students falls short of the state goal, how will you assess the needs of Fine Arts programs when considering the allocation of funds for future facility redesigns and/or the upgrade of instructional equipment?
Allison Albert:
To ensure Fine Arts programs receive the necessary resources, I will advocate for a comprehensive needs assessment that evaluates current facilities, instructional equipment, and student access to arts education. This assessment should include input from Fine Arts educators, students, and community stakeholders to identify gaps and prioritize upgrades.
When considering funding allocation, we must ensure that Fine Arts spaces—such as music rooms, theaters, and art studios—are equipped with modern technology and materials that enhance student learning and creativity. Additionally, equitable access across all schools must be a priority, ensuring every student benefits from high-quality arts education, regardless of location.
By integrating Fine Arts needs into broader district facility and funding discussions, we can work toward increasing our Percentage of Adequacy rating while reinforcing the district’s commitment to a well-rounded education that values creativity, expression, and innovation.
Laurie Donahue:
Operational funding continues to be a concern. With district funding at 85% adequacy, we will continue to look for ways to reduce costs, push back on unfunded new mandates, pursue supplemental grant funding, and identify ways to do more with less. There is a constant stream of discussion at the state and federal levels regarding public school funding that needs our constant advocacy. As shared in previous responses, my comments articulate my experience and understanding that exposure to arts programs is essential to offering a complete educational experience. To offer superior opportunities for students the courses need to be regularly reviewed and updated. I will continue to support the importance of arts programming to build students who have the skills to thrive in the world beyond 204.
Allison Fosdick:
Thanks to our recently passed Bond Referendum, we have already committed to the renovation of the Waubonsie Valley Auditorium which is incredibly exciting! An additional benefit of the funds resulting from the referendum is that it provides the potential to “free up” other district funds to be used for operational needs, such as updating instructional equipment. We as a district have a long history of “doing a lot with a little,” and I don’t expect that to change. Prioritizing resources for our educators to engage our students’ creativity and critical thinking through the arts is important and necessary, even when underfunded. As a board, we are grateful for educators who continue to advocate for their students’ needs and for an administration committed to doing all they can to provide just that.
Supna Jain:
As a Tier 2 district, funded at 85% adequacy, we are careful with how we allocate resources. Even though we spend $2-3k less per student than the state average, we consistently perform well at both the state and national levels. This success is a direct result of prioritizing funding for classroom educators and essential programs like the arts, which contribute to the well-rounded development of our students.
With the passage of the referendum, we now have the opportunity to update and maintain our aging buildings, many of which are over 30 years old. Moving forward, I am committed to ensuring that these funds are used to create modern, secure, and supportive environments where all students, including those in Fine Arts programs, can thrive. For every project brought to the board, I will emphasize the importance of following a thorough process that involves stakeholders in the decision-making. This will help ensure that the needs of our Fine Arts programs are understood and prioritized within the budget and available resources.
I am also pleased that the auditorium at Waubonsie Valley High School is one of the first projects to begin following the referendum. It’s important that all students have access to high-quality facilities, and I will continue to advocate for this across the district.
Susan Taylor-Demming:
All academic programming is critical to our student’s overall success to their tenure in IPSD 204 and that includes Arts programming. As I indicated earlier, I am a firm believer that arts allow for creativity, self-reflection, critical thinking, collaboration, and team work – all skills that are pertinent for individuals in all chosen professions, after the completion of their education. I have indicated one of my prime reasons for running for re-election, is the continued advocacy for a re-evaluation of the way we are impacted as a Tier II district for funding, and I ultimately hope we are able to be at minimum state funding levels per student. In the interim though, I think we are prioritizing the best way we can and feel extremely blessed by the referendum passage. As I seek to make any decisions that will impact our educational environment, my primary lens will always be what is best for the majority of our students and that will always be my prime consideration for the allocation of funds.
Question #1
Technological advancements in the evolving science of neuroaesthetics continue to consistently reveal that:
- sensory-rich environments and activities stimulate learning and improve the retention of information for students of all abilities at all levels
- student involvement in the visual and/or musical arts demonstrably enhances skills in communication, collaboration, critical thinking and creativity
- exposure to the arts as an observer or as a creator enhances social and emotional learning and positive mental well-being.
Allison Albert:
Fine Arts courses and programs are essential to a comprehensive education in IPSD204, fostering both academic and personal growth. As a former curriculum writer, I believe curriculum should develop the whole student, not just deliver content. As a dancer and now a dance mom, I’ve seen firsthand how music and movement shape the way we engage with the world, connect with peers, and understand diverse perspectives. The arts serve as a powerful tool for emotional expression, helping students process their own feelings and empathize with others. By integrating Fine Arts from K-12, we provide students with skills that extend beyond the classroom—enhancing communication, adaptability, self-respect, and an appreciation for different cultures and ideas. These programs are not just enrichment but a fundamental part of preparing students to navigate an ever-changing world with confidence and empathy.
Laurie Donahue:
I believe the arts are as important as math, science, reading, etc. in educating our students. I am an engineer, but also a flute/piccolo player. Being in my high school band was one of my most influential experiences and led to life long friendships. I have read many studies regarding the importance of the arts in education and the predominance of highly regarded scientists who also have a hobby related to the arts. I love this quote from Albert Einstein: “Imagination is more important than knowledge.” Participation in arts programs stimulates creativity, imagination, and inspiration- attributes that are beneficial in every future path students will take in life. I want students who pass through our district to be stimulated to find new ways to solve problems and invent possibilities. Involvement in the arts gives them the skills to support this aspiration.
Allison Fosdick:
I absolutely believe the arts are an essential component of a comprehensive public-school education.Given the increase in mental health concerns, it’s more critical than ever that we give our students tools to express themselves and work through their respective experiences. Teaching the arts and providing opportunities to participate in the arts allows students to see the similarities in their shared experiences while making space for individual expression. It teaches our students that they are not alone, and that collectively we are stronger together.
Supna Jain:
Fine Arts courses are essential in developing the competencies outlined in IPSD204’s Portrait of a Graduate. Research shows that creativity, innovation, and critical thinking, skills vital for success, are cultivated through artistic exploration. Students learn to take risks, express ideas, and approach problems from new perspectives through music, visual arts, theater, and dance.
The arts prepare students for the workforce by nurturing collaboration, adaptability, and resilience. Regular feedback helps them grow as communicators and community members, understanding how their contributions impact others.
As a parent, dance teacher, and a lifelong student of music, I've seen firsthand the transformative power of the arts. Both of my boys have flourished in IPSD204’s music programs, gaining technical skills and cultural insights. From classical ensembles to jazz, marching band, and steel drums, their experiences have broadened their horizons and strengthened their confidence.
Our family chose this district for its Fine Arts programs, and I am deeply grateful for their impact. I will continue to advocate for every student’s access to these vital opportunities.
Susan Taylor-Demming:
Fine Arts are a critical component of a students’ academic career from kindergarten through twelfth grade. As young students become engaged with fine arts from early years, individual expression through their personal involvement with visual arts, allows students to take the teacher’s assignment, use their self-reflection and critical thinking to create their artwork, both skills pertinent to all academic work. Elementary school is also the beginning of teamwork and collaboration via the arts. Students are introduced to instrumentation and vocal harmony through choir participation. The ability to work together is wonderfully expressed through fine arts even at the elementary level.
Our middle school arts program is a leader in cultural and inclusivity introduction/appreciation for our students. It is always exciting to attend our middle school choir and band performances and to appreciate various cultural musical selections. My children’s grandparents were always surprised when they would attend a performance and see the global musical influences our children were involved with in their musical experiences in our schools.
And what can we say about our Grammy award-winning high school music programs. The culmination of all earlier years at our high school level is phenomenal. Research validates the significant contribution of the arts to science and mathematical ability, in addition to the arts providing an extremely important outlet from the traditional academic focus for students. The ability to step away creatively, allows students to train themselves to think in different ways, see things from different vantage points, and bring different perspectives back to the traditional academic course work. The arts allow for cognitive enhancement, critical thinking, collaboration, team work, and creativity, which will boost student’s academic success. Well rounded students are more likely to be of interest to collegiate recruiters, as well as to career employment recruiters.
Question #2
As a member of the Board of Education, how will you ensure that all IPSD204 students have access to high-quality arts education classes at ALL grade levels of instruction?
Allison Albert:
As a Board of Education member, I will advocate for policies and resources that ensure all IPSD204 students have access to high-quality arts education at every grade level. This includes prioritizing Fine Arts in curriculum planning, securing funding for arts programs, and supporting professional development for arts educators. I will work to integrate the arts into core learning, emphasizing their role in cognitive development, creativity, and emotional well-being. Additionally, I will collaborate with community partners to expand opportunities for students to engage in the arts beyond the classroom. By ensuring equitable access to music, visual arts, theater, and dance programs, we can provide a well-rounded education that fosters critical thinking, collaboration, and self-expression for all students.
Laurie Donahue:
Education is much more than academics (reading, writing, math…). I believe exposure to quality arts programming is essential to creating well rounded, inspired students. My children had not only an excellent academic experience attending schools in 204, but also participated in outstanding, Grammy award winning, arts programs. My daughter was in the orchesis/dance teams and in chorus. My son was an orchestra member from 5th grade through high school. I recognize the importance of the arts in our students’ education. I would like to see every student involved in arts programming at every grade level. I have consistently advocated to make sure today’s students have an excellent opportunity across elementary, middle and high school level arts programs.
Beyond my school board role, I was in the board of the Indian Prairie Educational Foundation (IPEF) for five years. IPEF was originally founded to supplement and highlight arts programming in the district. The organization sponsors several events within the district showcasing the incredible talent of our students. I not only recognize the importance of the arts in our schools, I am also an active proponent of these programs in 204.
Allison Fosdick:
As a board member, I will vote in favor of strengthening our existing arts curriculum whenever possible. I will fight against the reduction of arts-related funding. Additionally, I will actively support and encourage partnering with local arts organizations to bring accessible, inclusive opportunities and experiences to our students.
Supna Jain:
I’m proud that IPSD204 offers Fine Arts courses at all grade levels, giving students the chance to explore and follow their interests. It's exciting to see the variety of programs available at the elementary, middle, and high school levels. As we continue to build on these offerings, it's important that fees are affordable, there are classes to help students build their skills, and there’s space for everyone who wants to participate in arts classes or clubs. To make sure all students have access, as a board member, I will strongly support the Fine Arts and work to ensure all students have equal access to quality arts education.
Susan Taylor-Demming:
One of the most important outcomes of the passage of the 2024 referendum is that the committed resources for capital improvements will allow other district funds to be used toward direct classroom priorities. Our district has long felt that arts education is an important part of our students’ curriculum and overall education and I will continue to be a strong advocate for our district's belief in the integration of the arts, science, math, and technology, as demonstrated by programs such as SAMS labs, the Invention Project, and Camp Invention. Robotics has also become a mainstay across all levels of our schools, with the district hosting numerous evening and weekend competitions. We see the influence of creativity and self-expression as students incorporate these qualities into their creations.
Our staff has always been imaginative in identifying grant opportunities, and I hope this remains an avenue to unlock increased funding for the arts.
An area I would like to see expanded is access to instrumentation for under-resourced families. For some students, the cost of instruments and private lessons is a barrier to participation in band and/or orchestra. I am committed to exploring innovative solutions to make these opportunities more inclusive. I will always advocate for our arts programs to remain a vital part of our curriculum for all students and will continue to work toward opening possibilities that are not always accessible to some.
Question #3
At an ARTSpeaks community event held at the Crouse Education Center a BIG10 University Assistant Director of Undergraduate Admissions, herself a Waubonsie Valley H.S. graduate, stated: “Over and over again I have seen that the arts create the best students to really thrive and succeed in a collegiate environment. You would be far stretched to find a college admissions counselor who would encourage a student to drop out of the arts.” Current IPSD204 course selection messaging related to Career Pathways elevates the pursuit of career-specific coursework over continued enrollment in Fine Arts courses. How will you ensure that future Career Pathways messaging communicates the proven competitive advantage for students with Fine Arts backgrounds that makes them more sought after by college admissions and the corporate world?
Allison Albert:
If elected as a Board Member, one of my key responsibilities is educating the community about the opportunities available to students in our district. It is essential that Career Pathways messaging highlights not only career-specific coursework but also the proven benefits of Fine Arts education. The arts are not just a career path—they shape how students think, process emotions, and engage with the world. Participation in Fine Arts fosters critical thinking, creativity, collaboration, and problem-solving skills, all of which are highly valued by colleges and employers.
I have personally seen the impact of music education on my own children, from improving memory and patience to enhancing their mathematical abilities. Research consistently supports these benefits, and our messaging must reflect that. By ensuring students and families understand how Fine Arts contribute to academic and personal growth, we can encourage continued enrollment in these courses, reinforcing their long-term advantages in education and future careers.
Laurie Donahue:
School districts are complex. Indian Prairie is the 4th largest in the state with 26,000+ students. As a board member we provide overall direction and oversight for the district. We delegate day to day authority to the superintendent and therefore are not exposed to all activities within 204. While on the Board the district developed a “Portrait of a Graduate” to instill skills for success in our students. Many of the described attributes can be directly associated with arts programming. As a school board member I will continue to emphasize the importance of involvement in arts programming to build successful students. Our Career Pathways should discuss the benefits associated with participating in fine arts courses. Parents should understand the competitive advantage this can provide when pursuing admission to a university or when applying for a job. I will advocate for changes in the Career Pathways to provide clarity regarding the value of taking classes in the arts.
Allison Fosdick:
One new way I believe we should support our students continued enrollment in the Fine Arts is to provide weighted credit for advanced coursework. Students looking for post-secondary education are swimming in an increasingly competitive pool of applicants, and right or wrong, some of that competition comes in the form of GPA. While some senior capstone or AP Fine Arts classes provide the opportunity for weighted credit, most do not—forcing some students to choose between continuing in arts courses or enrolling in a more “GPA” rewarding, career-specific course. I recognize that we don’t want to artificially inflate GPAs—but given the time-commitment, dedication, and rigor of our advanced arts curriculum, I believe we should be rewarding that work with weighted grades just as we do our core classes such as English, Math, Social Studies, and Science. Giving our students academic acknowledgement of the value of the Fine Arts would encourage ongoing participation, and future Career Pathways messaging should reflect this as well.
Supna Jain:
Research shows that Fine Arts programs help students develop important skills that are also taught in career-focused courses and are highly valued by employers. In a world where careers and job demands are constantly changing, it’s important for our district to clearly explain how these programs help students grow. As I mentioned earlier, the Fine Arts help build the skills outlined in the portrait of a graduate, and we need to make sure our communication with parents, students, counselors, and other stakeholders emphasizes how these programs connect to those skills.
In addition to this, it’s important to highlight that students with a strong Fine Arts background have a real advantage. Studies show that these students are more likely to be accepted into competitive colleges because they bring creative problem-solving skills and a unique perspective. Many employers also look for these same skills, such as creativity and adaptability, that are developed through the Arts.
But perhaps most importantly, we need to remember that the Arts are essential to being human. As Jonathan Kurtz, a music teacher from Maryland, said in an article, “The arts are essential because humans are inherently creative beings and must be given opportunities to develop their creativity in order to fully understand themselves and participate in a pluralistic society.” If we want our students to be confident, thoughtful, engaged citizens both in our country and in the world, the Arts play a key role in helping them develop these qualities.
Susan Taylor-Demming:
I feel the important messaging for families to use with their students, is to encourage students to choose the courses that they feel most excited about incorporating into their schedule. So many of our students have such an inclusive and rich academic schedule and enjoy both their combined traditional academic coursework and their electives, often which may be artistic in nature. Our Career Pathways messaging shouldn’t pit one area of coursework against another, it should provide a clear message on what is offered, indicate that these are introduction to one potential career pathway area, and that by no means does every offering need to be incorporated into a student’s overall academic choices to guarantee admission into their chosen college academic coursework. I also would encourage our counseling staff to share the same message. It is important for students to have a variation of courses as part of their schedule. I wouldn’t put that on Career Pathways messaging, I think that is an important part of our overall communication with students, parents in conversations about course selection, but also overall communication about our student’s participation in a varied curriculum throughout their entire academic career.
Question #4
Given that the IPSD204 Percentage of Adequacy (POA) rating of 85% for providing safe and well-rounded learning environments for all students falls short of the state goal, how will you assess the needs of Fine Arts programs when considering the allocation of funds for future facility redesigns and/or the upgrade of instructional equipment?
Allison Albert:
To ensure Fine Arts programs receive the necessary resources, I will advocate for a comprehensive needs assessment that evaluates current facilities, instructional equipment, and student access to arts education. This assessment should include input from Fine Arts educators, students, and community stakeholders to identify gaps and prioritize upgrades.
When considering funding allocation, we must ensure that Fine Arts spaces—such as music rooms, theaters, and art studios—are equipped with modern technology and materials that enhance student learning and creativity. Additionally, equitable access across all schools must be a priority, ensuring every student benefits from high-quality arts education, regardless of location.
By integrating Fine Arts needs into broader district facility and funding discussions, we can work toward increasing our Percentage of Adequacy rating while reinforcing the district’s commitment to a well-rounded education that values creativity, expression, and innovation.
Laurie Donahue:
Operational funding continues to be a concern. With district funding at 85% adequacy, we will continue to look for ways to reduce costs, push back on unfunded new mandates, pursue supplemental grant funding, and identify ways to do more with less. There is a constant stream of discussion at the state and federal levels regarding public school funding that needs our constant advocacy. As shared in previous responses, my comments articulate my experience and understanding that exposure to arts programs is essential to offering a complete educational experience. To offer superior opportunities for students the courses need to be regularly reviewed and updated. I will continue to support the importance of arts programming to build students who have the skills to thrive in the world beyond 204.
Allison Fosdick:
Thanks to our recently passed Bond Referendum, we have already committed to the renovation of the Waubonsie Valley Auditorium which is incredibly exciting! An additional benefit of the funds resulting from the referendum is that it provides the potential to “free up” other district funds to be used for operational needs, such as updating instructional equipment. We as a district have a long history of “doing a lot with a little,” and I don’t expect that to change. Prioritizing resources for our educators to engage our students’ creativity and critical thinking through the arts is important and necessary, even when underfunded. As a board, we are grateful for educators who continue to advocate for their students’ needs and for an administration committed to doing all they can to provide just that.
Supna Jain:
As a Tier 2 district, funded at 85% adequacy, we are careful with how we allocate resources. Even though we spend $2-3k less per student than the state average, we consistently perform well at both the state and national levels. This success is a direct result of prioritizing funding for classroom educators and essential programs like the arts, which contribute to the well-rounded development of our students.
With the passage of the referendum, we now have the opportunity to update and maintain our aging buildings, many of which are over 30 years old. Moving forward, I am committed to ensuring that these funds are used to create modern, secure, and supportive environments where all students, including those in Fine Arts programs, can thrive. For every project brought to the board, I will emphasize the importance of following a thorough process that involves stakeholders in the decision-making. This will help ensure that the needs of our Fine Arts programs are understood and prioritized within the budget and available resources.
I am also pleased that the auditorium at Waubonsie Valley High School is one of the first projects to begin following the referendum. It’s important that all students have access to high-quality facilities, and I will continue to advocate for this across the district.
Susan Taylor-Demming:
All academic programming is critical to our student’s overall success to their tenure in IPSD 204 and that includes Arts programming. As I indicated earlier, I am a firm believer that arts allow for creativity, self-reflection, critical thinking, collaboration, and team work – all skills that are pertinent for individuals in all chosen professions, after the completion of their education. I have indicated one of my prime reasons for running for re-election, is the continued advocacy for a re-evaluation of the way we are impacted as a Tier II district for funding, and I ultimately hope we are able to be at minimum state funding levels per student. In the interim though, I think we are prioritizing the best way we can and feel extremely blessed by the referendum passage. As I seek to make any decisions that will impact our educational environment, my primary lens will always be what is best for the majority of our students and that will always be my prime consideration for the allocation of funds.