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Resident presses Lisle CUSD 202 on administrator head‑count; board approves two elementary administrators
Summary
A long‑time resident questioned the district's administrator‑to‑student ratio and asked the board to cut positions. District staff said report‑card figures were partly miscoded. The board approved an assistant principal and an elementary dean, each beginning July 1, 2024, with one abstention on both votes.
A Lisle resident raised concerns at the June 24 meeting about the district’s administrator head‑count and student outcomes, pressing the board to reduce administrative positions and associated budgeted funds.
Diane Mna, who said she has lived in the district 48 years, pointed to Illinois Report Card figures she said show a low share of students meeting state standards and a relatively high administrator‑to‑pupil ratio compared with neighboring districts. "I request that the board eliminate these four administrator positions and the associated funding in the proposed budget," Mna said, urging the board to reorganize administrative responsibilities to reduce taxpayer burden.
District staff and board members responded that some administrator counts on the Illinois Report Card were miscoded for the 2022‑23 year: department heads had been treated as administrators at the state level, temporarily overstating the local administrator tally. Administration said that with corrected coding the high‑school administrator count is lower (administrative counts were described at one point as overstated by about one‑third for the reported year).
Despite the public comment calling for cuts, the board moved forward with hiring decisions for the coming school year. By roll call the board approved Mrs. Hannah Baker as assistant principal for student services at Lisle Elementary School starting July 1, 2024; the motion carried with one abstention (Miss Foster). The board also approved Mr. Petrella as elementary dean of students at Lisle Elementary School beginning July 1, 2024; that motion likewise passed with one abstention (Miss Foster). Board members said the district needs administrative capacity — for example to supervise lunch, manage special‑education programs and provide curriculum leadership — particularly as enrollment at the elementary level has increased in recent years.
Board members offered to make time for residents or board members to "shadow" administrators in a building to better understand day‑to‑day duties. District staff agreed to follow up with the resident who requested additional conversation and to continue reviewing report‑card coding for accuracy.
