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Mahomet-Seymour CUSD 3 board holds DISC leadership training; moves to closed session on personnel
Summary
The Mahomet-Seymour CUSD 3 board held a DISC personality-assessment training led by Jim Mark and Katie Howell of ARC Municipal Support, including timed exercises, team diagnostics and role-play scenarios. The meeting closed with a roll-call vote approving entry into closed session for personnel matters.
Mahomet-Seymour CUSD 3 board members spent Monday evening in a DISC leadership workshop led by Jim Mark, president and CEO of ARC Municipal Support, and Katie Howell, a senior associate and certified DISC consultant. The session focused on how the DISC behavior model (dominance, influence, steadiness, compliance) can shape board communication, conflict management and team composition.
Jim Mark opened the training calling DISC a "power tool for you guys in your leadership and your communication," and said about the assessment, "it kinda stares into your soul." Howell led participants through their individual reports and the packet's team diagnostics, highlighting how the report's "mask" and "core" charts show typical and stress responses. Trainers walked the group through page 11 (tips for communicating with people outside the room) and page 14 (relationship tips for different styles) as the most practically useful pages in the packet.
The workshop mixed short timed exercises, a group placement activity and video-driven identification tasks to show how different styles appear in everyday interactions. Trainers cited a commonly used benchmark—"69% of the public are an s," they said—but also noted the year and sampling of that figure were not specified in the presentation. In the local team aggregation the presenters flagged that the board is relatively heavy on task- and detail-oriented profiles and recommended using the team report to assemble complementary subcommittees.
Participants then practiced scripted, difficult conversations in pairs, using the packet's communication guides: presenters advised being brief and results-focused with dominant styles, providing data and time to process with compliant styles, and creating a friendly tone and follow-up when speaking with steady styles. Role-play scenarios included a parent request to remove library books, a hypothetical board member disclosing executive-session information, and a budget-reduction exercise; trainers debriefed each scenario on what to change when tailoring language to a listener's DISC profile.
Board members shared short action plans at the end of the session—examples included "checking the one-pager before significant conversations," "sending the team report to my staff," and committing to more active listening. Presenters distributed a team "PowerDisc" summary and said the group showed strengths in directing and processing, with lower relative influencing.
Before adjourning the public portion of the meeting, the board voted to enter closed session for "appointment, employment, compensation, discipline performance, or dismissal of specific employees." A roll-call vote approved the motion and the board moved to a separate conference room; the livestream was turned off. The closed-session vote was recorded by roll call and the board did not anticipate additional business afterward.
