>> Okay. >> Um so I you know we can do that. Obviously, you know, we'd like to I think what Will has outlined tonight is really comes down to the the hydraology model and chasing this last one CFS. Other than that, I think we're pretty much there on all the comments. I would have uh liked to have had some more um back and forth with GCG so that we could have come back and been absolutely clean tonight with all of their comments, but just given the timing when we received the comments, that didn't happen. Y >> um I I think we're pretty much there uh with respect to the rest of the design and I I was hopeful that uh the commission would be in a position to you know start uh uh drafting conditions >> um for a decision uh for the next hearing.
What does it look like freshman year, sophomore year, junior year, senior year? So we're not just leaving it to senior year and then it's like, oh man, like what am I doing with my life? And so we want to make sure students are exposed throughout their high school um preparation. >> Yeah, I heard you mentioned dual credit, too. Right now I'm a senior. I've taken a bunch of CT classes, but um and I've gotten the opportunity to take dual enrollment classes and dual credit classes. Um, and I applied to college this year and the college that I committed to, they took all of the credits that I took, whether that was financial accounting and entrepreneurship, like just the work-based learning, the things that I've learned. And even connected, I know you would know what DECA is, like even the things I've connected, like it's just been such a great learning opportunity for me.
And maybe we can certainly we'll follow up with uh an updated set of plans that picks up what's left in this letter that we talked about tonight. Um and and maybe kind of leave the discussion on the culvert till the next hearing. But hopefully that doesn't hold up. >> Well, if you can look into it and then maybe be able to back and >> Yeah, you could send us and I can and I can send something in advance of the hearing so we can have some dialogue around that. >> That would be great. Thank you. Yeah, by doing this lining of a culver like that, you by design, you're going to reduce the opening >> and and I would just pause and and just obviously if we're doing that um you know, we've done calculations based on the capacity of the cover. We wouldn't want to go back and now redo all those calculations based on >> a smaller if that's what we ended up.
And I just would recommend every single student to go through some type of CTE course. Saved me money, but it also it's it's right, it's a graduation requirement. >> It is only half a credit graduation requirement. So, we could maybe even up that up a little >> even more. Yeah. >> All right. Thank you everyone. >> One thing I just want to add that like Jenny's question at the end, why does this matter? And just remember, she presented to our whole staff. And so, like I said, everyone's presentation was good. A lot of people were highlighting things they're doing and then their colleagues got to connect and feel proud to know. But Jenny's was different because colleagues walked away being like, "Yes, I even if I'm not in CTE, I can incorporate this easily in my curriculum." And I think teachers felt super motivated by Jenny's presentation to actually fairly seamlessly pull some of these things into their curriculum with some extra thought and some extra intentionality, not necessarily going out and do something radically different.
But the thing is, you might actually increase capacity by putting the smooth pipe through there as opposed to that rough opening that's got rocks and everything else in there. You know, the way the engineering would work is you might actually increase the throughput of the pipe by putting a smooth pipe in even though it's smaller. >> Yep. >> Okay. Um, yeah, if you could look into that, I think we would appreciate that. And I like the idea of considering the macro approach here. If we can write that up in our findings so that uh you know it it it's clear to the D that we considered um their comments, their initial comments on this issue. >> Okay. >> Anyone else? >> Yeah. Anyone else on the commission like to weigh in? Okay. Yeah, we can open this up to the general public. Is there anyone on site who'd like to make a comment or ask a question?
And so it was just such a nice connection that really spread to our whole staff very quickly. >> That's what I was going to ask because when you have PD there's so many opportunities. So did you walk away with any different departments math science that that you heard connections >> that you hadn't thought about yourself or that they came to you and said, "Oh my gosh, I'm now going to take it and and roll with it in my own, you know, in my own way." >> Yes. Yeah. So, we I actually um oh, sorry. I uh spoke with science and we talked about the biomed science class and how right now it is only dual credit for a very small college and how we can change that and then also how they can bring in more industry professionals into that class. Uh I also talked to a PE teacher where we talked about how you could partner with local elementary school students because, you know, they make fitness plans and things like that.
No, not seeing any. Okay, we'll open it up to uh people watching online. Is there anyone who'd like to make a comment or ask a question >> to the commission? I do not see any hands raised online. >> Okay. >> All right. So, it looks like we have a pretty clear path forward and we can res um continue this hearing. So, we're looking at Monday, March 16th. Sound good? >> You'll be up first. >> Yeah. All right. Okay. All right. Do I hear a motion to continue this hearing? Notice of intent 61 Waverly Street, map 15, parcel 12, the Gutierz Company D file number 95-106 to Monday the 16th at 7:05 p.m. So move >> second roll call vote. >> Aman I >> Crow I. >> Crouch I. >> Atinson I. >> Molton I. >> Toledo abstain. >> Wes I. So the motion passes. So we'll we'll see you on on the 16th.
Well, how about make a fitness plan for a junior high student, you know, to work with them together. And again, we have good relationships with our middle schools. Uh, a world language teacher talked about, hey, maybe the signage in our school, we can work to help translate that into other languages for our bilingual students. >> Oh, cool. >> Thank you. >> Well, thank you everyone. >> Thanks very much. >> Thank you. All right. So, last but not least, I have um Mercedes and Brian. They are support staff members in our PATH program. So, I know the board is familiar with PATH, very supportive of PATH. I also know that it's been a board goal to continue making sure that our interventions are top-notch. So, I'm going to turn the floor over to them, but before I do, um one thing I just wanted to share is our students and path um and our ISI program are often there because they've made a bad choice somewhere along the way.
>> Thank you very much. >> Thank you guys. >> Thank you for your work. >> Thank you very much. All right. Good. >> Okay. So we don't really have any general business or other business member prerogative. No. Okay. Uh do I hear a a motion to adjurnn? >> So move. >> Second. >> Roll call vote. Aman. >> I. Crouch. >> I. Hackinson I >> Molton I >> Toledo I >> Wants I meeting is a journ >> Okay thank
and then it's our job to like steer them in the right direction. And the whole goal in that is to ensure that every student can participate in all the amazing things you've heard here tonight. So our students who started kicking off about the emerging clubs, everything you heard them talk about with science and the grants, we want every student to be able to take advantage of these opportunities. and these two um make sure that every student will have the chance to do that even when they might make a bad choice along the way. So, I'm going to turn it over to them. >> Thank you. >> I probably don't need a microphone. My voice >> very well. Oh, okay. Gotcha. All right. Uh hello. My name is Brian Flood. I'm a uh inschool intervention supervisor here uh at Downer's Grove South. A little bit about me is uh I'm a career changer into education.
So, aspiring educator. I was a property manager for highrises and uh and the skyline of Chicago and hotels for about 25 years and here I am now. Also, I want to make note I'm also a uh one of the assistant varsity wrestling coaches and I just wanted to give our boys props. We did send three uh young men to state just a couple. >> Congratulations. Nice. >> That's awesome. >> Hi, my name is Mercedes. Um, yeah, I actually used to work in Woodridge just up the street um at an elementary school and I'm wanting to be a social studies teacher. So, I didn't know what cora I wanted to work with and now that I'm at DGS, I just love high schoolers. They're they're pretty funny. >> Uh, just of note also, next time you see me, I'm I'm definitely going to put some uh slides together because we're we appear to be the only ones that did not do that today.
That's okay. >> Um, as ISS is supervisors, uh, we oversee the space in schools where, uh, students may be placed for a variety of reasons. These could be attendance issues, uh, behavioral issues. It can be where some of the students can burn off large chunks of their accumulated detentions. Uh, and sometimes it also works as a neutral space for students that may get into like a back and forth with the teacher and it gets a little heated or might even get into an altercation with another student. It gives them a good place that they can come uh concentrate on their work and it gives them a nice neutral space uh to cool down. And then as mentioned before, we also uh can assist uh with the path program students. Uh Miss uh Nicole Walls works out of our room. She heads up the path and of course she is running around uh talking to students all the time, always on the move and we're happy to assist her with that while doing our ISI uh duties as well.
Um, in the ISI space, we do set the tone and the we do let the students know that they're expected to exhibit the following behaviors. They need to put their phone or iPads or any personal electronics that they have on them in the caddy that's located in the corner of the room. Uh, they need to be courteous and quiet, right? Because everybody's in there for different reasons. And there are some students who take advantage of the time and use it to catch up on things that they may be missing or projects that they're working on. Everybody needs to kind of keep to themselves a little bit and we need to respect the the I guess you know peace of the space. Uh that includes no chatting or interrupting. Sometimes we do have some students that love nothing more than to interject themselves into the situation of another student and we're quick to remind them that is not what our room is for and we we uh do not encourage that by any means.
And they're also expected to remain on task with their homework. Um there it's not a social hour where we're at. It's a time to uh catch up on your work and kind of think about like what maybe got you in there, some of your consequences and uh they are expected to keep working throughout the day and we can monitor that through uh HPARA where we can see their screens and also we like to uh we love the standing desk and we love wheeling the standing desk around and and uh you know going sitting near the students and making sure they're on task. uh in order to give the kids clear expectations of what they're supposed to do, uh we have a couple documents that they send them, uh Miss Winter here, uh heads up, uh she oversees the morning detentions, and she also utilizes that time to make sure that all the students have their ISI entry survey.
Uh this survey is a pretty simple document, but it collects uh information that the school can use to make decisions about like the path program in ISI going forward, such as like the demographics of our students, where they went to middle school, uh why they're in there, how many times they've been in there, and uh it also gives them like a questionnaire so the kids in their own voice can kind of express why they think that they've been placed in ISI. And this information can be uh collected and collated and used for uh the path program. Also the students receive a student task sheet. Uh this is a Google's document that is shared between us the student and their teacher. It can be edited on the fly like you know like a Google document. And it's very nice too because one of the things we hear most often is students do not have anything to do and we can pull it up and be like I shared this with you and your teacher is typing in there right now what you're supposed to do.
So it's and also uh some students have utilized it also as a way to communicate back to the teachers like hey I've completed this assignment or I've seen students they'll see their teacher uh is in the shared document and they'll type up a quick question to which the teacher can respond or you know sometimes people you know hit the hit the wrong key and it's like the wrong page number and the student can ask to like you know little things like that. Um uh the daily schedule uh we make sure that every all the students know the daily schedule, right? So when we go into the room, we make sure on the whiteboard every day the date is written what time we are going to lunch. Uh for lunch, our students are not allowed to uh go out into the commons area or the stable and collect their lunch.
We will collect it for them. They receive a menu sheet that's handed back to us and then we'll go uh retrieve their lunch for them. and also uh what time we are going for our PE. PE is essentially like for all intents and purposes, it serves two purposes. One, it kind of gives them a break from the room because let's face it, we're in our room for eight hours. Anybody gets fidgety, we do. And it allows them to get up and move, and that is a time where we can relax a little bit and like let them talk with some of their peers because, you know, they're just dying to chat with each other. Uh, and also it allows students who have PE for that day to earn their PE credits uh by doing the treadmill at a certain speed for 30 minutes. So that way they're not losing PE credits um while they're in our room.
Uh the schedule can change uh depending if there's like an assembly going on or if we have a truncated day. Um, but it's important to us that we make sure that the students know exactly what they're doing uh and what is expected of them for that day and their schedule because that's only fair. >> Yeah. And you know, sometimes we do have students who do come in and it takes them a minute. They're not always happy and you know, they made a choice and unfortunately, you know, natural consequences. Um, so if a student were to be misbehave, first and foremost before when we all come in, they sit down, the expect the expectations are laid out right away. I personally do not play about that. Um, because, you know, you want to set you want to set the students up because honestly, we just want them to return back to class to be set up for success.
Um, so if we do have a student come in and they're, you know, not really having a good day or they're misbehaving, we normally go down through a protocol. But we normally um we will you know ask the student like we will go over to them one- on- one. We try not to put a student on blast but we let them know like we give them certain amount of you know um uh reminders to just say like hey this is the expectation and if normally if they don't want to abide by the rules first their dean or securityurities notified they'll come down they'll grab the student normally we'll you know I had already spoken to their dean um and then sometimes it can a referral can be written but we've I've only had to write one in the seven months that we've been in school, which is amazing.
Um, so yeah. Um, and then sometimes there's good incentives like before PE, PE is normally towards the end of the day, we'll ask students if they want to go on a walk. We have a long hallway where normally we're in the fine art fine arts hallway, so they don't even have to go out into the commons and see their peers. Bathrooms are right across the hall. We can sit and I can see you go into the stall or like in the bathroom, which is nice. Um, so you know, they can have some type of independency even though they're in our space. Um, and you know, it's just it's just important for us to just have good relationship with the students who just made a bad choice. Um, we have students that come back and visit us, which is super interesting, but I like it. We don't normally have them come into the space because, you know, we want the students who are in there not sometimes they don't want people to know that they're in there.