Because the District Educators’ Council initiated the “public posting process” last Wednesday, we should know some details of the negotiations between DEC and the Evanston/Skokie School District 65 Board within the next week or so.

For it was on Oct. 26 that DEC initiated the process with the Illinois Educational Labor Relations Board (IELRB).

That means that both the union and the board are obligated to submit their most recent offers,including the cost implications, with the state agency within seven days, which is Wednesday.

Then the IELRB is required to post that information on its website within seven days after receiving it.

The district is also required to post those offers and cost summaries on its website, in addition to notifying the media.

Board President Candance Chow told Evanston Now that the district plans to release details of its offer next Wednesday, Nov. 9.

Until now, the details of the negotiations have not been publicly released by either party.

A labor organization must wait at least 14 days following the conclusion of this process before it can strike. It also must provide a written 10-day notice of intent to strike in addition to engaging in this public posting process. All of these timeframes must be satisfied before a strike can occur.

Meanwhile, the district is looking at options, including working with community organizations, to provide support for students in the event of a strike, Chow said.

“We are currently in the planning stages,“ she added, “and will share more information with our families over the course of the coming weeks.”

Charles Bartling

A resident of Evanston since 1975, Chuck Bartling holds a master’s degree in journalism from Northwestern University and has extensive experience as a reporter and editor for daily newspapers, radio...

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  1. Teachers and Board Support—they could do much better
    If they would do more publicity–or if trying to do it get the press to share it—they would help the public understand more of what and how well they are doing.
    I’d say 90% of what we hear about school activities are sports, sports, sport, with drama and some music. Very little about academics—like competitions [e.g. Math Olympiad], awards, students taking college classes while at ETHS, graduates getting accepted to top 20 universities, faculty [academic] honors. After all the main purpose of the school is the academics—otherwise we would just have vocational training schools, sports training programs, music conservatories.
    Other than getting academic results [test scores tend to tell us what we already know], residents [tax payers] who don’t have or had kids in the schools in the last five years, only hear about crime at the schools or committed by (ex) students and what they see in public [kids being kids—even the brightest]–don’t always behave well in public, at least to adult’s eyes.
    Maybe with a better idea of what the schools accomplish, tax payers would be willing to pay more.

    1. To Be or Not to Be

      To see the charts, graphs, articles periodically of how students in the majority in relation to the class of minority students are doing is depressing especially when your group is not achieving as expected.  Much has been said but efforts do not show improvement (yet),

      If statistics would show how, of the number of students in the respective minority, are achieving on a scale of number of students in attendancce would perhaps be more encouraging instead of never achieving the bar of the majority.  .  

      1. More information would help
        If the test statistics would show Mean and Standard Deviation and maybe the number/percent of minority students [in each category] that scored at what was considered ‘very good’ or ‘excellent’ we might find a better picture—or at least have more hope that the school system was not failing all minority students.

      2. Why are minority students “not achieving”?
        “Concerned Citizen” raises an important issue, “why are minority students not achieving as expected”?
        Does the School Board, Administration, and Community understand WHY this is the case at both D65 and D202?

        From my experience with my 4 kids and 25 years of living in Evanston, I’ve seen many black and hispanic students achieve at
        very high levels during their years in Evanston schools, but sadly many more do not achieve or even graduate from high school.
        Do we know why some minority students do very well, others do well and others not as well?

        Lot of time, energy and money has been spent on these issues, but not much progress has been made.

        Why is this the case?

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