>> Can I jump in for a minute? >> Yes, sir. I could use a drip of water. I think everybody could after that discuss um what we're talking about for anybody that's still watching this is is a storm water evaluation and the reason that I raise this is because uh we were at a couple of us were at a select board meeting and an overriding concern of uh both the board and the citizens of Ashland is How do you take the top of that hill being all forested and build what you're building without flooding everything else around it? And I tried to explain it in lay terms, which is why I'm trying to bring us back to lay terms again, that that there are these performance standards in place that you have to meet. Um, and that's fine except when when we start talking about how we meet those standards, we still lose everybody.
>> So, these are show your stripes and we put these together. Well, you put a lot, but our It's just It takes a village truly. So, a lot of our students crafted these. >> It's 159 in 8 days. >> Wow. Yeah. >> Individual beads. These are not random. These are all aligned with global temperature >> days >> back to 1880. Wow. >> We have a couple extras. We can get you board members. So, I mean, yeah, for sure. Yeah. I should have brought props, but I didn't. I'm sorry. But it's just it's amazing to see the science department just sit down. We have a table right there and on their lunch on their plan and the last two weeks that our us you know our department were just building this students >> buttons during student choice >> bracelets. We had our T99 making all the stickers for the event.
So, I guess what I want to reassure everyone is why we're going through this stuff with a fine tooth comb is that uh the uh the rate of runoff from the hill can't increase with your development. That's that's our goal, right? And that's that's what these performance standards are set up to do to make sure that not not the volume but the rate of water coming from that development. Even though common sense would tell you you can't take all of that imper all of that pvious surface make it impervious and not have a flood on the edge. That's what we're dealing with as far as infiltration rate of of uh flow and all of these types of things. We're we're just trying to get this right because it is a concern for uh people in that neighborhood obviously, but uh people throughout the town including the select board.
We should highlight that as well. That was fantastic. 900 stickers T99 put together for us. The kids designed some of the You saw some of the logos there. The our students designed them. T99 produced them and then we just gave them out like they were candy. So they're all over water bottles and computers everywhere now. So it's fantastic. So >> well if you can get bracelets for us, we will definitely wear them very proudly. >> Very proudly. >> I got it. I got >> Thank you so much. So, to continue uh with the enthusiasm in the room, um I get to introduce Miss Jennifer Jordan. And like you heard Courtney say, one of the things that we're really proud of is our commitment to professional development for our teachers at DGS two weeks ago, maybe three. Um, we did a showcase of kind of our teacher rock stars to present the amazing work they're doing to their peers.
So, >> understood. Thank you for that. Um >> Okay, that's just a little bit of a reset. Sorry. >> Yeah. And the the you know the the headline, if you will, is that there are two enormous infiltration systems designed on this site that we've highlighted. one in the front parking lot and one on plan right >> those are 4 foot high >> corrugated metal pipes you know twice as big as this room a field of them >> and in the 10year storm it takes rough numbers 20 cfs go into those two systems 10 each and 0.0 zero comes out in the 10-year storm. >> And that's that's the thing that we couldn't get really into the weeds in at the select board meeting is that you've got these infil that this water is not just going someplace, it's going into an infiltration system. >> That theoretically at least puts it back into the ground and not down in the street.
It was very very wellreceived by our teachers. Every presenter was glowing and enthusiastic. And for us who lead that, it was some of the most positive feedback we've received from our teachers. And of that, Miss Jordan's presentation emerged as one of the most meaningful and impactful. So, we get to have her highlight that with you tonight. So, here's Miss Jordan. Hi everyone. So yes, I'm Jennifer Jordan from Downers Grove South and I am in the career and technical education department. And this past fall I had the opportunity to get my certification in work-based learning coordination. Um ISBY actually offered it to free for student or for teachers because they recognized how important work-based learning is. And I think one of the biggest takeaways I had from the course was work-based learning doesn't just have to happen in CT. And I think you saw it a lot tonight in the presentations.
>> Yes, sir. And the 90% of what we've been talking about these hearings is, you know, what happens to the kind of perimeter stuff that we can't physically grab >> or, you know, it's just harder to model and the nuances that happen in every project. It's just this project there quite nuanced. >> Thank you. >> Yep. Thank you. Okay. So, we're just talking about um page 11, comment 14. um and the NJCAAT uh verification that we've submitted. Next comment down once again buoyancy calculations were submitted and accepted. Um the comment at the top of the last page 12 um similar to previous ones uh we believe that we've demonstrated adequate uh treatment and pre-treatment with the third party verification that we submitted. So no no additional design or overd design of the uh detention only basins is required. Uh and then um their final comment at the bottom of the page goes back to the 100red-year storm event.
It can happen everywhere. And I think that's something as a district we can really lean into and try to strengthen all our academic pathways with this kind of learning. Uh so what is work-based learning? Uh so we all kind of know the traditional sense of work-based learning of you know going to a job site, TCD, leaving school early uh to go to work, having an internship. But I want to highlight what we can do within our classrooms right now because we know for all of our students the ability to go to a job after school or to have half your day you're leaving to go TCD is not always possible. So what can we do right now in every class every day to give all students this experience and that goes with studentled enterprises. So, our jewelry area is already doing this at Downer's Grow Stiles, fixing jewelry for other people, team- based challenges, incorporating mentors into classes, uh, capstone projects with industry partners.
>> Um Mike, you were uh any any commentary on how I paraphrased or anything? >> No, maybe maybe one thing. You know, we're talking about this 1.5 CFS. Maybe I think if you take a look at you're existing on a 100redyear for the site itself and then your proposed for 100year the overall is is I didn't I'm not I'm trying to add them up in my head right now >> for the net for the site >> for the site >> it's maybe mention that >> it's I believe exactly 3.1 what we submitted before today >> yeah before today >> it was for the whole site was 3.18 existing and proposed >> yeah so So >> overall so he he is he is meeting the requirement during a 100red-year event for the entire site of zero. And I bring that up >> using the macro method.
So, anytime we can think about our curriculum of how we can bring others in from the community, again, we have a great community here that wants to help. So, we as teachers can start reaching out and thinking where can we embed those opportunities into our classes. So, it's not just in CTE. we really want to branch it out. And on the next slide here, uh I just want to point out the why. So this builds transferable skills. So work-based learning benefits everybody, right? Our high school students right now and this generation, they're not content with the question, what do I want my job to be after high school? Right? They want, what is my life going to look like after high school? And by having workplace learning embedded, we can start connecting to students interests and what they truly care about. And this is what employers want too.
>> But that water's flowing in different directions. >> That's right. And that's that's just so everybody's aware. So he has met the overall one, but he's got some going east and west that more is going to the cover than was before. >> Does it all go to the river eventually? >> It all it that's the point. It all goes to the river eventually, right? Yes. You know, so sometimes we get into these micro analysis and you know the he's he's meeting the I believe the intent, but you got to make sure that is that one CFS going to cause flooding, you know, and will that covert not be able to handle one CFS downstream, right? One thing we've tossed around a little bit is the culvert under the road. I mean, it doesn't look like it's in very good condition. Um, is there a possibility you would consider rehabilitating that culvert?
So it's a double-edged uh meaning right here. So employers want that authentic exposure and so do our students. And then I think one of the biggest things I feel passionate about personally about work-based learning is it promotes equity and access at our schools. So for my PPL, I also did a demographic study on CTE and where uh we're maybe losing students or we don't have students in certain areas. And what I found was our lowincome students are the lowest uh enrollment in CTE overall as a group compared to their demographic at our school. And so I think if we're limiting work-based learning only to CTE, we're missing that big segment of students that could really benefit from this uh type of work. uh and so they're less likely to have these work-based learning experiences. So we want to make sure that it's happening in math, it's happening in English so that they're not losing out.
And I don't mean rebuilding it and reconstructing it, tearing up the road and all that sort of thing. Um, I'm thinking in terms of something like a a relin from below using like snap type type culverts where you basically take a c HDP cover and you basically push push it in until you get it across and then you just grout this the voids. It's a lot cheaper than cutting the road open. >> Yeah. Um, I I guess I hadn't thought about that and and >> I mean it would have to be evaluated obviously. I haven't even seen it, so I didn't even know if it's suitable for it. But, um, it's it's a system that company I work for has used, uh, to do long culverts and without having to dig up the road. And, uh, >> so you're talking about essentially kind of a liner on the inside.
And again, a lot of these are cost-saving things like dual credit, industry level credentials, like those are things students and families want. And it complements college or career, right? It's not one or the other. Like everybody needs exposure to these things. And it helps those students kind of hone in on what their career goals are and what's going to work for them. And studies al I love statistics, but studies also show that students who participate in work-based learning in high school do better in post-secary education. >> And so I think on the last slide here, what this really talks about, if you want to just flip to the next one, thank you. Is answers the questions for students, why does this matter, right? like why am I sitting here in this classroom? And I think this is something we're always trying to think about, but I think now with all the research we've seen on workbased learning, we can really think about how we can truly with fidelity implement this.
>> Well, they're they're round. They're round culverts, but they're heavy HDPE. They're not corrugated. They're smooth. >> You push one 10 section in, you put another one in front of it, and then you push it in. You basically just push it in with a backup or an excavator and you push it through until you get come out the other side. And then you just route the void around it. Yeah, I'm I'm not familiar with it, so I really can't um >> It reduces the volume, right? I'm just suggesting this because I know this is a system that can be done. It's a way it can be done. I'm not saying it it has to be done this way, but um >> what >> it rehabilitate rehabilitates the culvert. There you go. Thank you. Yeah, we we uh we've had some experience with that. And I think what we've heard is in systems where you've got an older culvert uh where you've got rock pushing in from different angles, they can kind of pierce or crack the PVC.
Uh I talked in the professional development with teachers in different departments and brainstorming ways like, hey, what could this look like in your classroom? And some of the thoughts we had were, you know, in a math class working with chart wheels, a business right inside our school. Hey, can we figure out what products students are buying the most? How can we promote this uh product? Like what are the statistics? And you could even bring in PE or a health class of how can we make sure kids are making healthy choices in the cafeteria. Uh you can like our jewelry classes fixing things uh for students. I know my fashion class, we have the care closet at Downer Grove South. So my fashion merchandising students and also the architecture students are working to develop a plan to better that and then it'll be evaluated by people that are in that industry.
>> Um so unless the PVC were significantly smaller that you know you would avoid any kind of intrusion into it from the existing structure. Well, you would you would grout the outside of it. I mean, you'd use like flow fill or something like that around it to >> to you wouldn't want to leave void spaces under the roadway. So, the road would potentially collapse. But by doing something like that, you could basically replace the functionality of the culvert for 100 years >> um at without having to tear up the road and put in a whole new box culvert or whatever. Yeah, I I I don't know that that's something that we would um consider. I appreciate the the request uh and certainly understand where you know where that's coming from. Um >> could I don't know that for a second before you >> Sure. Go ahead.
So the anytime you can bring in these outside sources is really going to help our students. And so I think it was really nice to have this professional dialogue with my colleagues during this time so that we could think about, hey, wait, I could just tweak this one project I'm already doing and make it work-based learning.
>> the pipe that you have um suggested that you would replace >> eventually exits in this cover. Correct. >> Correct. >> So, you're going to be working in the area of the culprit. Um, so let me take the first half of Mr. Crouch's question uh and say would you be would you consider re or firming up the culprit somehow even if it's not the way that Jean's talking about some other way that would be uh uh yeah >> that would be beneficial in supporting the end of this system something that we and you and D uh DPW could agree Well, this is what I would propose. I because I don't know what that would look like. Um, we haven't obviously done a study of the culvert. Not sure what what would be required. What I can do is I can go back and have a discussion >> um with our team and see whether we could propose anything and maybe it's >> okay >> and you know come back and have the conversation at at the next hearing.
Uh, so could go on about work-based learning forever, but do you all have any questions I can answer? I think work-based learning is really critical uh for our students to be prepared for their post high school pursuits and the more you can integrate it into all the different classes the better they will be prepared for life after high school. So what you're doing is absolutely fantastic. Keep up the great work. >> Thank you. Thank you. >> Great. >> The entire thing I think is fantastic. um the ability to learn those skills early and implement them into the curriculum and take those on to the rest of their lives like that is super important and it sets up like you said like it gives them a leg up in those post-secary spaces and professional spaces and I think anything to give the opportunity our students to have that like little extra jump especially the low-inccome students too that's incredible so thank you so much for taking the initiative to do this >> yeah and I think too it's important if we're scaling it out beyond on CTE is like how can we start it freshman year?