Culture Change at LFHS Helps ‘Get a Lot of Things Done’

By David A. F. Sweet

Like elsewhere in the world in 2020, smiling faces and fist bumps with friends were replaced with masks and remote classes at Lake Forest Community High School. Despite the historic upheaval, opportunity emerged from the crisis.

Coming out of the pandemic, a new leader, Superintendent Dr. Matthew L. Montgomery, took charge, while a few top administrators headed to other jobs. It was the perfect time to implement a new culture – not from the top down, but by listening to parents, students, faculty, and others.

Hailey Ray (left), Emily Marsch and Ava Kotsiopoulos prepare a video for Vox Box, to be published in The Forest Scout.

“You have to continually be a servant and observer of what culture is and what it means,” explained District 115 Board of Education President John Noble, an alumnus of LFHS. “As a board, it’s a willingness to hear all voices as well as search them out to understand what we can do immediately to help and what we need to solve. My personal view is that taking a team approach means people will be more enthusiastic and interested in solutions.”

As another school year kicks off, there are many examples to enjoy. The School Innovation and Improvement Plan (SIIP) started with a handful of teachers figuring out the school’s foundational principles; they chose Respect and Learn to Learn as the first two. Why? They saw both as problems that needed to be solved.

Following COVID, many students had forgotten, or never learned, about appropriate high school practices and behaviors. The tenet of Respect emphasizes valuing fellow students, teachers, and the school’s legacy. In Learn to Learn, staff explored the question: If I were to teach someone how to study, how would I do it?

“SIIP became a way for teachers to contribute beyond their classroom,” said Noble. “You’re trying to help the culture be better.” Today, about 100 teachers participate in the innovation and improvement program

Student voices have been greatly encouraged to contribute to the transformed culture. For example, starting in the fall of 2025, students have been invited to be part of the District 115 Board of Education meetings, along with other committees. They share their viewpoints on everything from AP exams to prices in the cafeteria to the lanyard policy, based on what they’ve heard from peers.

“These are real-time issues for students,” said Assistant Superintendent and LFHS Principal Dr. Erin Lenart. “In the last Educational Committee meeting, students were saying they need help with the ethics of AI – what is and isn’t cheating.” The Vox Box initiative encourages students to speak their mind. They can offer opinions on the cellphone policy or share what they’re grateful for, among other topics. Answers are published via video in The Forest Scout newspaper.

“Our goal is to really hear the students’ voices,” said recent Student Body President Josie Irvin, who noted the Feedback Forum on Scouts Center has also been launched to encourage input. “Typically, we just hear from students on the student council, but now we get to hear from students who don’t always have a place to vent their opinions.”

Parent concerns are addressed through the Multi-Tiered System of Supports (MTSS), a proactive approach that identifies learning needs early, delivers targeted support, and partners with families to ensure every student stays on track.

“When a student was missing classes in the past, they could talk to their counselor, but the parents may not find out,” Noble said. “We need parents. We only see the students for eight hours a day.”

In 2022, for the first time in its long history, LFHS created a cohesive vision of the attributes a student should leave with upon graduation. About 150 people -- community, staff, students, and others -- across Districts 115, 67, and 65 participated in the Portrait of a Learner forum to forge that vision. They decided that, beyond academic excellence, students should be able to demonstrate adaptability, citizenship, communication, confidence, critical thinking, and empathy when they receive their diplomas.

Overall, engaging so many stakeholders over the last few years has led to many improvements at LFHS.

“Every single group of people involved in the community – parents, teachers, students, support groups – they have people who want to help,” Noble said.  “Their voices are being heard. Everybody now has a better idea of what is happening at all levels. They can see it and contribute.

“If culture has enthusiasm and momentum, you can get a lot of things done.”