Jude Laude is an Evanston native and proud alumnus of Evanston Township H.S., who currently has two children attending E.T.H.S. He has been an educator for the past 26 years, and a high school counselor for the past 10 years. Jude truly has a passion for educating youth. He has also served on a design team for an all-boys charter school, has implemented restorative justice practices in tandem with high school students for the past 8 years, and is a board member of Foundation 65.
Jude will bring an educator’s perspective to the District 202 School Board with the passion of an Evanstonian. As a board member, Jude will support and advocate for the following:
Decreasing the achievement gap.
There must be a concerted effort taken, with a sense of urgency, to address the literacy deficits of those students who are reading below grade level. Literacy goals and objectives should be clear and easily identified to teachers, students and parents, so that all stakeholders actively contribute to improving student outcomes. Furthermore, all students should be taught literacy at his/ her skill level. Once a student’s reading improves, outcomes will improve across all subjects.
Greater parental/community engagement and relations.
The more engaged and informed parents are, the greater the likelihood their child will perform well academically. Informed and engaged parents are better able to encourage their children to complete assignments, study for assessments, stay organized, effectively manage time, and schedule and meet deadlines. Furthermore, parents who are involved and informed tend to communicate readily with teachers, and are therefore in a better position to advocate for the student.
Continued and increased collaboration between District 65 and 202 School Boards.
The greater the collaboration between district 65 and 202, the more likely students will make a successful transition into high school. For example, the collaboration of teachers, in an effort to share best practices in literacy can lead to better outcomes for students, and help in decreasing the number of students who transition into high school reading below grade level. Furthermore, some families face socioeconomic challenges, which can negatively impact student learning. The degree to which district 202 is aware of these challenges and is prepared to provide needed supports can determine whether or not students’ learning is affected. Partnering with community-based organizations, such as social service agencies, can lead to providing these needed supports.
Increased student exposure to postsecondary and career pathways.
The process of giving students choices beyond high school should begin in 9th grade and continue across all grade levels. Early exposure to college campuses through college tours, information on admissions criteria, and on the range of college and university types makes for an informed student and family during the college application process. Also, early exposure helps college-bound students identify a related major and ultimately potential career paths. This process is also a benefit for those who do not go on to college. Identifying potential careers for these students can lead to a range of training programs leading to employment and greater self-esteem.
Bonds Build Bridges to Great Schools!