001Mhm. >> Mhm. >> I call this meeting to order at 6:05 p.m. Let's have the roll call. >> Obedek. >> Here. >> Van Nieuwenhuizen. >> Here. >> Weimer. >> Here. >> Wilkins. >> Here. >> Pinkerton. >> Here. >> Hernandez. >> Here. >> Anderson. >> Here. >> And we have approval of the meeting agenda. >> I move to approve today's meeting agenda as presented. >> Second. >> Obedek. >> Yes. >> Van Nieuwenhuizen. >> Yes. >> Weimer. >> Yes. >> Wilkins. >> Yes. >> Pinkerton. >> Yes. >> Hernandez. >> Yes. >> Anderson. >> Yes. >> Okay, next we have board comments. Members of the public are welcome and invited to address the board during public meetings. Speakers are discouraged from using public comment period to air specific concerns about staff members, being mindful that the public comment
002period is not a suitable form for fact-finding or resolution of disputes. Rather, we encourage members of the public who have concerns about specific district employees to follow district communication guidelines found in the student handbook. Please remember to state your name and that you have 1 minute to address the board. >> 1 minute to address the board. Speakers may not yield their time to someone else. Please refrain from applause between speakers, so we may respectfully allow all speakers an opportunity to be heard. Also note that it is not customary for the board to respond to public comments. The best way to correspond with members of the board is by emailing [email protected]. >> Sorry, I just need to set the timer up. Can you ask if we can do it? >> I did. >> Okay. >> I
003would like to make a comment before we get started. >> Yes, please. >> Okay. I would like to make a short comment before public comment begins. We as the board understand that the reassignment of middle school librarians is an administrative decision and that does not require board action. At the same time, we want to be clear that we deeply value librarians and the critical role they play in supporting literacy, research, and student learning. Given this change, we are eager to hear from the district about the plan moving forward. Specifically, how library services, literacy development, and student access to these supports will be ensured across our middle schools. We look forward to continuing this conversation at the committee of the whole. Thank you all for being here. I want to call the first >> Um Dr.
004Turner will be joining us virtually. >> Okay. Kelly Post. Tracy Hubbard. Kafira Phillip. Tracy Brown-Powell. And Mindy Perry. >> My name is Kelly Post and I am the president of Duck. I have stood before you this year and spoken about the mismanagement of school funds the board members charged with overseeing them. School closures, the elimination of school counselors and today the loss of our middle school librarians. Again and again this community has shown up. Parents, educators, and residents have brought concerns but more importantly they have brought solutions. And yet some of the most powerful voices you've heard have been from our students. The very people we are all here to serve. These students are not test scores, they are not line items in a budget, they are our future. They have stood before you poised,
005articulate, and respectful speaking honestly about what they need and what they are telling you is that decisions matter. Evanston is a community people choose because of it of its diversity and its commitment to education. Our schools and our libraries are part of that promise. Yes, these educators still have jobs somewhere in the district but our middle school students will lose something irreplaceable. A dedicated librarian who helps them discover just right book, who nurtures a love of reading, and who teaches them how to navigate a world where distinguishing fact from fiction is more critical than ever. Our students did not create this budget crisis, they should not be the ones asked to absorb its consequences. >> Hi, I'm Tracy Hubbard the librarian at Dr. Bessie Rhodes School and the library department chair. I love to read
006and encourage students in our community to read because it gives us the opportunity to gain knowledge and perspective. Well, this past year seems like a type of Hunger Games and the closure of a middle school library position reminds me of the quote from this dystopian series. Destroying things is much easier than making them. I understand too well the challenge in front of this community. It's not fake news, the budget alterations will change our school, but we need to look at the long-term consequences. Who will take care of 23,000 plus volumes worth over 430,000? Curated to meet the needs of our students. How will these large communal spaces be maintained? It'll be a challenge and I know middle school students love challenges. K-5 librarians teach sixth grade levels and most teach computer science. There's no way
007we can add more to their plate. It's not sustainable in the long run. The consequences on all schools There are many standards that are taught. Understanding the impact of online presence, analyze, evaluate, create and communicate case, access to information. Please. I need to say these for the people that I represent. We have 60 PEOPLE I WANT TO MAKE SURE THAT EVERYONE is able to have their turn at the Okay. Comment station, so please I don't want to answer for our students to be May the odds be ever in your favor. >> Thank you. >> My Oops. My name is Kaffir Philip. I've been a librarian at Nichols Middle School for the past 21 years, but starting next year for the first time in nearly a century Nichols will not have a real library program or
008a full-time certified librarian. I want to share just one example of the collaborative work that middle school librarians do. This year, eighth grade students at Nichols, Haven, Chute, and King Arts read A Countable by Dashka Slater. The idea to build a unit focus on this award-winning book started with the librarians. At Nichols, I collaborated with the eighth grade ELA teachers in designing the unit, brought in speakers from the Illinois Attorney General's office, the chief of police, and the author. In addition, I arranged for ETHS students Book & Socks Book Club to come for the day and lead discussions of the book with our students. None of this would have happened without a librarian. Before I was a school librarian, I was a law librarian. At the time, several law firms had outsourced their library functions,
009but after several years were quietly rehiring professional librarians because they realized that libraries ceased to exist without full-time professional librarians. Thank you for your comments. Thank you. Thank you. What will it cost our students before you come to the same realization? >> My name is Tracy Brown Powell and I work in the libraries at Evanston Township High School for the past 24 years. I am also a former student born and raised and proud graduate of Evanston School District. I am also asking that District 65 truly reconsider their their decision to eliminate the middle school librarian position. The librarians continue to lead this district with spectacular young adult novels that our students are interested in reading. They continue to care and show compassion for our middle school and high school students and their interest in collaborating
010within our Evanston community. I have had the pleasure of knowing and working with the middle school librarians for over 20 years. Their dedication to the students as well as all of our youth and young adults in Evanston community has always stood out as exemplary. Building relationships through our expertise and excitement and wanting to collaborate is extraordinary. Anytime we have discussions of literacy and bringing our students together from District 65 and District 202, the librarians in this district are open to collaborating from an all Evanston read of the book entitled of Beetles and Angels by Mawi Asgedom and the true story of the racial Thank you. >> My name is Wendy Perry and I've been the librarian at Dawes for the last 11 years. For the past 3 years, the district librarians have worked diligently to
011create a K through 8 library curriculum that include that incorporates information, media, and digital literacies. We are preparing our students to be critical thinkers and lifelong learners, to love stories, to question the world around them, and to work together. I am proud of the work that our department has done. I am sad that by not having a full-time certified librarian, middle school is where the work of the librarians will go to die. Evanston Township High School teachers and librarians will be the ones who are picking up the pieces and filling in the gaps of knowledge. It's National Library Week and the theme is FIND YOUR JOY. JUDY BLUME SAYS librarians save lives by handing the right book at the right time to a kid in need. Middle school is a critical time in a student's
012reading journey. >> THANK YOU. >> NEXT WE HAVE CHRISTINE VASILY, Chris Heimbo, Lori Marlin, Ayanna Martin, Ayanna Tejeda Lexi St. John >> Here I go. Good evening, members of the board. My name is Christine Vassell. I'm the librarian at Haven Middle School. Literacy advocate Kelly Gallagher coined the term readercide to describe the systematic killing of the love of reading, a phenomenon he witnessed happening primarily within school walls. We see the casualties of this at what researchers call the 13-year-old cliff. That is the exact moment when a child's identity as a reader either solidifies or vanishes. It's where the system often lets them fall. When you remove librarians, you are essentially removing the safety net at the bottom of a cliff. Stopping readercide requires more than just access to books on shelves. It requires a certified
013librarian who knows how to turn a reluctant reader into a lifelong one. And removing certified librarians from our libraries limits access, and limiting access is not equitable. Make no mistake, a library cannot survive the loss of its librarian. To remove the professional is to dismantle the institution itself. If we allow this, the cost to our students, our schools, and the Evanston community will be a debt we will be paying for YEARS TO COME. >> HELLO, MY NAME IS CHRIS HEINBAUGH. I'M A teacher at Chute Middle School. I want to be very clear. Losing Lori Martin is not a small operational change for Chute Middle School. It is a fundamental loss for our students and our teachers. I have a whole bunch of other things that I wanted to list that she does, but I'm just
014going to kind of hone in on a couple that I think are important. She brings literature to life in deeply meaningful ways. She reaches out to authors through social media, actively works to invite them into our school, and has even brought authors into class classrooms via Zoom for live Q&A sessions with students. Where else where will these students find this kind of participation, enthusiasm, enthusiasm, and passion? This her love of literacy is infectious and it spreads to the students. But even more urgent, every day during fifth, sixth, and seventh period, Lori keeps the library open for lunch, often sacrificing her own. Thank you. I know. I just want to say this is where our neuro-divergent students are. They This is where they come to regulate, connect, and feel safe. And I I mean, where are
015those kids going to go? Who is going to support that neuro-divergent community? >> My name is Lori Martin and I'm the librarian at Chute Middle School. In a sense, as a middle school librarian, I have come to this meeting tonight to cash a check. It is obvious today that District 65 has defaulted on this promissory note insofar as their middle school libraries are concerned, but we refuse to believe that D65 is bankrupt. We refuse to believe that there are insufficient funds for middle school libraries to continue to have certified librarians. We have come here to demand the District 65 leadership of the fierce urgency of now. Now is the time to make real on the promises, every child, every day, whatever it takes, right? Now is the time to rise from the dark and desolate
016valley of misrepresenting and under-appreciating middle school libraries to the sunlit path and educational, social-emotional justice as we prepare our students for the most optimal future. So, even though we face the difficulties of today, I still have hope. I hold these truths to be self-evident that all middle school libraries in District 65 will remain open. Library save lives. LIBRARY SAVE LIVES. DO THE RIGHT THING, DISTRICT >> ANN IS A PARENT FROM CHUTE MIDDLE SCHOOL, IES teacher. I'm writing to express my full support for Lori Martin and to highlight the invaluable services she provides to both students and staff at Chute. Her impact extends far beyond the role of a librarian. Lori truly knows our students. She understands their interests, how they learn, and who they are as individuals. She has consistently created meaningful opportunities for engagement,
017including hosting weekly book clubs with many classes, including my own. These book clubs have been especially impactful for my special education students, as Lori helps to make the text accessible, engaging, and foster inclusive discussions, build compre- comprehension and competence, and a love of reading. In addition, Lori provides a safe, welcoming space in the library during lunch for students who need it most, whether they are experiencing bullying, identify as LGBTQ+, are neurodivergent, or simply need a quieter, supportive environment outside of the cafeteria. Do the right thing. >> Hi, I'm Lexi Zane Johnson, school psychologist here at JEHECC, and I'm here tonight regarding the critical need of maintaining preschool transportation. Pre-K transportation is foundational to the operational success of our program. For the majority of D65 families, while ECC being in one building has a multitude of
018benefits that I could give another presentation on, JEHCC is not a walkable school, making transportation essential for attendance. 42.5% of our students have IEPs and must attend JEH to receive these services. While students with transportation or IEPs are mandated to receive this, the vast majority of IEP students do not qualify for this service. A student can only have transportation on their IEP if it's related to their disability, and that's hard to qualify for. We have received direct feedback from families indicating that without district transportation, they'll be forced to forego essential IEP services. Are we really going to make families choose between IEP services or their livelihoods? Furthermore, our population includes a large number of marginalized and at-risk general education students who greatly benefit from access to highly trained early childhood teachers and related services. Through
019MTSS, we deliver academic, social, emotional, motor, and language interventions. >> Uh next we have Liza Faulkner, Nadine Holloway, Julie Irons, Keith Oliver, Nicole Nava. >> Hello, my name is Liza Faulkner. I'm a speech language pathologist here working at early childhood. Um if the board is focused on student-centered decisions and academic excellence and maintaining preschool transportation service is essential. Our families need these transportation services. The inability to access high-quality and specialized support at JEH, especially for IEP students, um would then cause them to face two to three years of missed therapies, and this will cause students to enter kindergarten at significant disadvantage and be less prepared. Our MTSS framework, specialized supports, and specialized staff are instrumental in closing these academic and social emotional opportunity gaps early for our students in the community. Um for future planning
020specific to ECC, we request that the district institute a long-term early childhood planning committee that includes at its core and primary in its membership us early childhood educators. We are your early childhood consultants. Um and again, J.H. staff welcome the entire board to visit our center to observe the critical work that is being done. >> Good evening. I'm Claudine Holloway. I'm an occupational therapist who works at J.H. early childhood. Um and I'm a Evanston resident as well. Um I'm here also to to bring to your attention the bussing needs for our preschool population. Our center is The students in our center are a reflection of the diversity of our community at large. Bussing for our preschool population is vital to maintaining our broader representation of learners. J.H. ECC is is the first entry into our
021school system and we are often the first source of support for families in their entering the educational system, especially families who are considered to be at risk, families with children who have disabilities or learning disabil- or learning differences. Without transportation, many families will have no option to have their children attend our program. Families will be less supported and our neediest learners will lose out. I urge you to keep bussing for our youngest community members. >> Hi, I am also one of the bilingual speech language pathologists at early childhood. I'm here to highlight the staffing implications of the suggested plan to distribute preschool programming across the district. Currently in the centralized early childhood center, I can provide speech therapy efficiently and effectively. With a large group of students with similar needs in one school, I can
022provide group therapy. Educators with early childhood expertise share one building and common prep time, so we can offer integrated co-treat services and devote significant time to consultation and collaboration. Spreading preschoolers across the district would lead to more individual therapy, increased scheduling gaps, and less collaboration, reducing both the efficiency and the quality of our services. This will prompt a need to hire more related service providers, just as closing cross-categorical classrooms increased hiring. Distributing this programming might save transportation costs, but staffing is the district's largest expense. I urge you to become familiar with the Illinois special education workload law and ask questions before moving forward. >> Good evening. My name is Keith Oliver, an Evanston resident, concerned community member, guest educator at 66% of the schools in Evanston. Yes, a true 66. I have first become aware
023of the FACE Liaison position while substituting at Lincolnwood Elementary. That day, I experienced something that I wish existed when I was a second grader in gifted classes being one of four black students. I experienced this space that was safe enough for me to be who I was culturally, while also receiving necessary guidance that wasn't reduced to social niceties or code-switching. I view this role as connective tissue to the student ecosystems. Students, parents, counselors, administrators, resources. The Family and Community Engagement Liaison has the ability not to have the legal demands of minutes per student per week like a social worker. I've heard that one of the arguments for removing the position is that the FACE Liaisons aren't certified. I am mental health first aid certified by the state of Illinois Mental Health Wellbeing Council. It is
024a 3-year certification that comes with CEU points, and it is free to Evanston residents. There are members of the student FACE Liaison team that have community ties and address the literacy gap that we have in this district. Thank you. >> Hello. My name is Nicole Nava. I'm a District 65 parent and a teacher at Nichols Middle School. I'm here today to highlight the incredible contributions of our school librarian, Ms. Cafiero Philippe, who has served the Nichols community for over 20 years. If you've ever met Ms. Philippe, you know that she truly loves books. She's an amazing advocate for reading and has an extraordinary ability to connect students with books that spark curiosity and confidence. Ms. Philippe is the sole person responsible for managing the Nichols library collection. Each year, she carefully selects and purchases new
025books, removes outdated materials, and maintains inventory for the entire library. During the summer months, she dedicates time to researching new titles to ensure our students have access to engaging, relevant, and inclusive reading materials where all students can feel seen and represented. Her work extends far beyond books. Ms. Philippe teaches students how to research, evaluate information, and use technology technology safely that young people require. It's not being taught in any other spaces. Thank you. >> Next, we have Sarah Pollen, Adriana Handelman, Simone Larson, Elizabeth Jackson, Trisha Connolly. >> Good evening. My name is Sarah Pollen and I have two students at Dawes Elementary School. This School Library Month, let us recognize the impact of a school librarian. According to data from the American Association for school librarians, students in schools with endorsed librarians score better on
026standardized achievement tests in literacy compared to schools without. And this impact exists regardless of poverty level. From a 2011 analysis of the National Center for Education Statistics, and I quote, "Even if schools have overall staff declines, students standardized reading scores were better in schools that maintained or gained a librarian." And lest I be the person who says study show and do not back that up, I'll be emailing these studies to Dr. Turner, Dr. Beardsley, and our esteemed board tomorrow. Why tomorrow? Because tomorrow is National Library Workers Day, celebrated with the phrase libraries work because we do. To celebrate that, I invite everyone here, and D65 parents especially with those with current or former middle school students, to email Dr. Turner, Beardsley, and our board with the subject line, "Libraries work because librarians do." >> Adrian
027Handelman, former CPS, current ETHS English teacher, D65 parent. At CPS, my students and I suffered through the devastating reassignment of librarians and the subsequent de facto dismantling of the school library system. Because let's be clear, once the library is gone, once the librarian is gone, the library is gone, too. Every time a librarian is removed, we hear about how access to the library materials will be preserved. This is true in the way that sometimes in the perfect confluence of various environmental factors and insects stuck in tree sap gets preserved in amber. What happens more often is that the insect gets stuck and then simply degrades and disintegrates. That's my prediction for what the middle school libraries without librarians will become. Sure, the books will be there and the tables and the bookcases and the bean
028bags, but without a professional librarian in place, the room will rot. As an English teacher, I'll be the first to admit that despite my own love of reading, the librarians are the ones who make the best book recommendations for both reluctant and voracious readers, because they keep the closest tabs on what's new and what draws readers' attentions. Librarians are constantly weeding and refreshing the libraries' collections. They're They're Matilda's librarian. While I try to maintain a decent classroom library for my students, I cannot and do not want to compete with the offerings of the two beautiful, easily accessible libraries at ETHS. Thank you, librarians. >> Hello, my name is Trisha Conley. I had the privilege of working at as a school librarian at Washington Elementary School. I retired in 2021. I'm here tonight to advocate for
029keeping the middle school librarians and our libraries intact. It's unfortunate that cutting school library programs is frequently the go-to when looking to cut budget in school districts. I'm surprised that looking at cuts that directly impact students would be considered as our district needs to do everything possible to attract more families to send their children to our public schools in Evanston. How can District 65 decide to offer a library class to every K-5 student while abruptly stopping doing so in middle school? As children reach profound developmental changes as they enter young adulthood, the library is the space to provide resources, attention, and safe space in their middle school experience. We're all counting on you tonight. Talk to the administrators. Do what you need to do. Do not cut the library program. Thank you. >> Hello, my
030name is Simone Larson. I'm a District 65 parent and a teacher at Nichols. Um I'm here to speak on behalf of many teams at my building. Um and we're here about this library decision. So, libraries are so much more than a room filled with books. Libraries, in fact, are not libraries at all without a full-time certified librarian present in them at all times. At Nichols, we have a fabulous librarian named Kaffir Philip, and we highly recommend you get on down there and visit her. Each middle school needs a full-time certified librarian because we educators know that building a positive and inclusive library culture is vital to its success. Miss Philip knows our kids not just as readers, but as people. There is something magical and unique about a school library, and that doesn't just happen.
031That is created. These spaces vary significantly from public libraries because they reflect the collective values of the students who go to our schools. Miss Philip heads reading challenges, collaborates with staff to enhance curriculum, assists with research, helps students navigate the new and growing world of AI, and and assists them in uncovering hidden biases in our news. She runs her lessons through our ELA blocks, seeing every student in the school bi-weekly. She hosts book talks and book clubs, exposing kids to new genres and forms of literature. Literature. She does all of this and so much more. When you don't work every day in a school, it's difficult to fully appreciate all the moving parts working together to support students and their literacy achievement. But we remain hopeful that after tonight, you'll have a better picture of
032how impactful librarians truly are. They are an irreplaceable part of our middle school ecosystem. We implore you to reconsider this decision. Thank you for your time. >> My name is Harper Nolan and I'm a junior at ETHS. Literacy is not just about reading words on a page. It's about understanding information, questioning it, and knowing how to think and form opinions for yourself. Right now, these skills are becoming more important and at the same time more fragile. We're living in a time where misinformation spreads quickly, where students are constantly exposed to content online, and where tools like AI give immediate answers to any question. At the same time, literacy rates among students are declining nationwide. It's not a coincidence. It's a warning sign. the midst of that, we're considering removing one of the most important supports
033students have, librarians. They don't just check out books or organize shelves. They're educators. They teach students how to research, how to evaluate sources, how to navigate the internet safely. They are essential for functioning in the modern world. In a middle school specifically, students are at a turning point. It's when reading becomes either a habit or disappears. It's when students become forming their identities, their interests, and their confidence. Librarians play a huge role in that. Removing librarians at the middle school level sets a precedent for elementary schools. If we take away those, we could risk creating long-term gaps that are much harder and more expensive TO FIX LATER. >> HI, MY NAME IS ARLEY AND I'M A sixth grader at Shoop. I'm here because the plan to have libraries without librarians is honestly kind of ridiculous.
034You're saying the library is still there, but if nobody's there to run it, it's just a room with shelves. When I walk into the library, it's like stepping into a whole world of books. I go there during lunch and recess to find good books, work on my iPad, and just hang out in a spot that isn't as loud as the cafeteria. If you reassign the librarians, you're basically locking that door. You can't have a room full of students with no adult in charge. You're taking away the only place for kids who are overwhelmed or just need a quiet spot to get things done. Literacy is not a joke. It's a real thing that kids need to succeed, and we need librarians to help us. Please don't treat our library like it's something you can take
035away willy-nilly to save money. We only get one chance to be in middle school. Please keep our librarians at Chute and all the other schools. Thank you. >> Next we have Lucy Kinsley, Milo Hortzman, Annie Havril, Julie Novak, Renee Sutherland, Bea Purner, and Leticia Barton. >> I'm Lucy Nisely. I'm a parent to a District 65 student. We chose to move to Evanston and educate our child here because we saw a town that valued literacy and equitable education. Libraries and librarians are foundational to both, providing a way for kids of all economic backgrounds to follow their interests outside of the classroom. Cutting librarians will drive away families like ours during a time when enrollment is already falling. It will devalue literacy while our children's literacy proficiency continues to drop. And it will make our schools less
036equitable by the removal of an important resource. There are three middle school librarian positions in the district, and there are 16 tech administration position positions. Is tech really more than five times as important as student access to a library program? Is spending on new tech against the voiced concerns and opposition from families a better use of funding than keeping our school libraries functional? >> I'M MILO HORSEMAN, A FOURTH grader at Lincoln Elementary. I'll be going into fifth grade next year, and the year after that, middle school. I don't want to do this without a library. The library is a place where I have fun and learn things they don't teach me in my curriculum. Some people don't have the money to buy books, and those people deserve to read books that teach them more than
037just what they learn in class. I'm learning about the American Revolution in class, but I was in the library and I read about someone who I hadn't learned about at all in our lessons, the Marquis de Lafayette. He I was glad to learn about a hero in the American Revolution who wasn't even born in America. He was an immigrant, just like my great-grandfather, and he proved that no matter where you're from, you can be an American hero. I'm doing an extra credit project about him now, thanks to this book I found in the library. We need libraries more than ever. With so many books being banned, it's important that kids like me grow up without censored learning, so we can find books about what we're interested in. What you learn as a kid will stick
038with you your whole life. If you If you only learn in class and don't get to learn by finding books about your interests, you miss out on a whole different kind of learning. PLEASE KEEP OUR LIBRARIANS. >> MY NAME IS ANNIE HABL. I'm a fifth grader at King Arts, and I believe the district should prioritize books, not iPads. I'm going into sixth grade next year, and I don't want that to be without my librarian, Ms. Jacques. She teaches us about things I never knew and things I wouldn't learn in class. The Win Win curriculum moves at slow pace, so we read very few books in my class. I like to read a lot, and I'm able to find new and more challenging books at my school library. I get to learn so many different things
039that aren't included in the curriculum. For example, the curriculum rarely features neurodivergent characters, and I have a brother who's autistic, and I believe that everyone should be represented in what we read. Michelle Kuipers once recommended the book A Kind of Sprout by Sprout by Elly McNoe. This book has an autistic main character, and it made me feel proud about how beautiful my brother's brain is to see someone and to see someone like him in the book. Every kid should have the chance to have a librarian in their school and help them have experiences like this. Thank you. >> Administrator's behavior in District 65 is baffling. Families aren't saying we wish you'd get rid of school counselors. We aren't saying we wish you'd get rid of librarians. We aren't saying we wish you'd make our kids
040spend so much time on screens. I don't understand where all of this is coming from. Uh I heard a parent of an early childhood student come here to try to get answers that she couldn't get from District 65. I've been dealing with administrators at Dewey Elementary who are trying to cover up um what's been going on there. My child and other children reported that the lunch recess supervisors have been taking pictures of them on the staff's personal devices. My child reported it to the assistant principal, and she was dismissive. When I emailed her, she said, "I want to assure you that our lunch supervisors were not taking photos of students." When I responded that that's not what the photograph children were reporting, and asked if she was concerned at all, she said, "There are no
041photos of students." I requested that she stop encouraging lunch recess supervisors to use their cell phones in violation of section 2.3 of the lunch recess supervisor handbook, and then Ms. Newsom snapped back, "We do have the authority." Bottom line, I had to FOIA. I trust kids. I had to FOIA, and there are pictures, including pictures of my own child, that were taken on those personal devices. And uh Dr. Turner, I'd like to hear back from you. Hi, my name is Julie Novak. I'm a parent for students in District 65 and I'm also a local high school librarian. Um I'm speaking against the removal of the middle school librarians um as many here today have. Um I just want to emphasize the idea that librarians um there's many skills that we focus on but the idea
042of information literacy is one thing I want to hone in on and the fact that the librarians are the first line of defense for teaching research skills that are particularly important for our high school. Um so those skills involve evaluating relevancy, currency, point of view, date, and evidence. All of those are used right now for freshmen and a required part of the freshman curriculum at ATHS. Both the humanities for English and social studies rely on research projects as a great component of their courses and rely on the work that the librarians in the middle school are doing to teach these skills. So I want to emphasize the fact that those kids who come in without any evidence All right. Okay, THANK YOU. >> GOOD EVENING. MY NAME IS LAKEISHA BYRDON AND I'M A native of
043Evanston and one of the district's family and community engagement liaisons. I currently serve five schools: Haven, Oakton, Walker, Kingsley, and our foster school. Faith liaisons are uniquely positioned within the district. We are the only team entirely composed of black and brown staff. We are members of this community and our children attend District 65 schools. This is not just our work. It is our lived experience and our lived experience can never be learned or duplicated. For decades, District 65 has struggled with effectively communicating, building trust with families of color, particularly black families, and following through with the promise to support black students. These challenges are often rooted in perceptions, biases, and a lack of culturally responsive engagement. We are consistently called on upon social workers, counselors, teachers, and administrators to connect with families when others cannot.
044When communication has broken down, the trust is lacking, when relationships need to be rebuilt, we do this work because we have established authentic, meaningful relationships with the community. We are not just positions on paper. We are trusted voices in the community. And when you diminish us, you diminish the very families you say you are here to support. >> My name is Malik Radcliff, and I'm a fifth grader at Walker. I am here because I want to tell a little about how important my participation in the lunch program is to me. I have a really different life than most people I know. It's hard for me to find safe places and people, but Ms. Barton shows up and understands me in ways other people in the school don't. She listens to me instead of judging me.
045She asks me questions about what I do instead of attacking me. And she fights for me when everyone else gives up. I know I'm leaving Walker this year, but I know there are other kids like me who need her and people like her who sees kids that everyone else gives up on. Every child, what about kids like me? Thank you. >> Next we have Ed Berland. Dan Sulik. Kristen Anderson April Harper Allegra Sachos Brian Connell Alyssa Gall Tom Hayden and Susan Eastman >> Good evening. My name is Etty Berland and I'm here on the behalf of the Association of Illinois School Library Educators or Isle to share a statement on the elimination of your middle school librarians. Isle released a letter yesterday and would like to restate some of the main points for those who
046may have not seen it yet. Licensed school librarians have been proven through study after study to directly have a positive effect on student achievement. Cutting school librarians is a short-term fix that can have long-term effects on your district and the students who attend. The Illinois State Board of Education recommends recommends one licensed librarian for every 450 middle school students as a core investment in their evidence-based funding plan. Librarians are often one of the only roles in the school who see and interact with every student and every teacher and all departments across the school. They make curriculum connections across the building. They teach information and media literacy, discerning fact from fiction, and select and recommend books to keep students reading. They build a literate and educated society. Please contact Isle if you would like to more
047information about the benefits that librarians provide to schools. Thank you. >> My name is Kristen Anderson and I've been an elementary librarian in D65 for 17 years and I'm a D65 middle school parent. I'm extremely disappointed in how you're dismantling our school libraries without stakeholder input. Our reading scores cannot afford this loss. In making such a short-sighted decision, I ask you to share with the entire community your plans for our elementary school libraries significantly sooner than May 22nd because they will undoubtedly be impacted. Staffing changes and programs, added or altered curriculum, the ability to offer open checkout and readers advisory services are all called into question. All this at a time when what we really should be doing as library professionals is preparing for welcoming displaced students through thoughtfully chosen read-alouds and programming for the
048fall. I will hope that the impact is minimal and that all elementary libraries can remain open five days a week. Our democracy needs all of us right now. Libraries are the great equalizer. I hope you will listen to all the voices here tonight. >> Hello, my name is Brian Connell and I'm here on behalf of my eldest daughter, Nicole. She writes, "I was a library kid. Ms. Philip guided me to books until that stuck with me for more than a decade later. At a time in my life when I struggled with all the things around me, the library was a safe place. It is the efforts of Ms. Philip and the other library school librarians that first inspired my journey towards librarianship. A middle school librarian like Ms. Philip doesn't just provide a safe place
049and good book recommendations. They bring the expertise needed to continually curate library collections to meet the evolving needs of the student population. They are instrumental in information literacy instruction in a world that is increasingly rife with misinformation and disinformation. We cannot afford to deal these issue to deal with these issues piecemeal and hope things don't fall through the cracks. I urge you to reconsider the reassignments. Thank you. >> Our District 65 librarians are leaders, respected across the state for their work in developing and sharing library curriculum and modeling meaningful collaborations. That is something this should be proud of and committed to protecting. At a time when students are navigating an ever-evolving information landscape, misinformation, artificial intelligence, and the pressures of digital life, school library instruction is not optional. It is essential. Middle school is a
050critical time where many begin to drift away from reading and learning. Librarians are often the ones who pull them back in, helping them to see themselves in the stacks, connecting them with authentic learning experiences, and keeping that door open. A room of books or a set of devices cannot replace the impact of a trained school librarian. To suggest that they can, even a little bit, is absurd. Please reconsider. Thank you. >> Hi board. My name is Tom Hanan. I have a fifth grader at Lincoln. I'm here to talk about the librarians. I think it's a terrible idea to reassign them for three reasons. One, it potentially violates your own board policy 6-230 which guarantees equitable access to the library resources. Two, speaking of equity, the middle schools have had the biggest gains in the achievement
051gap. Removing someone like a librarian who's in the critical path of that is a bad idea. Three, two minutes ago the board reaffirmed a one-to-one tablet policy. With that power comes great responsibility. That responsibility is tech literacy. It is your librarians that do that tech literacy work and are on the front lines of that. Uh so, I urge you uh you know, um to consider a resolution reaffirming your support for librarians in middle schools. Um thank you. >> Um Alyssa Alyssa Gaul Susan um Beasman Jean Cleberton Esteban Poinas Kelly McCabe Michael Davis Jessica Trio >> Good evening and happy National Library Week. I am a parent of two D65 students and a member of the Data Nerds. And I am asking for a financial plan. Today, I sent analysis comparing our budget to that of
052six comparator districts. No one will be surprised to learn that we are spending much more per student in most categories. Reassigning librarians is not going to solve our budget woes. We need a clear plan to reduce spending. We can consider comparator districts' budgets in addition to competitively building out transportation and other services. This year, we chose to spend a million more than the next Louis Bitter on bussing and half a million on iPads. That is more than the savings we expected in closing a school. I point this out to emphasize that we are making decisions week by week and it's hard to see a bigger picture when we're getting suggested cuts that have a high impact on students and a low impact on budgets. The reason reasoning for the administrator raises last year was to
053retain quality staff. We need a clear vision to retain quality teachers and support staff. A district that can't retain its top teachers will fail in educating its students. >> Good evening. My name is Esteban Jose Quiñones and I'm also a nerd. I want to talk about who the district is actually intended to serve. The pattern of decisions from this administration paints a picture that is not student-centered. The district is not educator-centered either. It's admin-centered. Cutting counselors and librarians is fiscal theater. Those positions serve children directly. They are visible enough to signal sacrifice, small enough to leave the administration structure and machine untouched at the same time. The hard work of structural cost management has largely not been done yet. Two schools closing with minimal review of administrative roles, no competitive re-bidding, and minimal cuts to
054consultants. Insufficient transportation optimization. We are asking for a genuine strategic plan that targets structural costs first. It's time to reorient D65 around the students and the people that it's intended to serve. Students and educators, that's what the moment demands and that's what the budget needs to reflect. >> Good evening, board. My name's Kelly McCabe. I'm also a member of the Leech and Data Nerds and a Washington parent. Um what we currently face has gone beyond just a budget problem. It's now a disturbing pattern of manufactured urgency and limited options that cut student services like mental health and literacy while claiming no alternative. Let's be clear. This administration is capable of better. These are calculated choices. There is a term for this, weaponized incompetence. Urgency is created, choices are narrowed, and students pay the price while
055administrative bloat remains untouched. This administration has multiple director level roles performing parallel functions, overlapping executive positions in a top-heavy central office, and that is where the money is. Not in classrooms, not in student services. The issue is not a lack of solutions. It's that you're not seeing seeing these solutions. So, here's what must happen. Call a special meeting. Go line by line through every administrative role, every salary, every function, and ask, "Does this position directly serve students?" >> MY NAME IS MICHAEL DAVIS AND A Nichols parent. I agree with everything everybody has said so far and learned a lot. I spoke last week for the counseling staff, and another week and here we are again, this time with librarians. Another vital school position on the chopping block. Who will it be next week when or
056the next time there is a budget crisis? The music teachers, art, PE? What happens if and when and as a consequence of these cuts, enrollment dips even further as those who can take their kids out of D65, switch to one of the private schools, or just move to another suburb? I'm here to call for moratorium on cutting educators who work directly with our students. As you know, in the last 7 years, D65 students' performance has slipped. Student enrollment in the last 7 years has dropped 25% and all the 21 nearby districts. Obviously, cutting services will not help reverse this trend. We need to take a hard look at the part of D65 that does not interface with our children. Everybody's important, but the librarians are an essential part of our community. Keep librarians. Cut the
057administrators. THANK YOU. >> MY NAME IS JESSICA TRUJILLO. I HAVE FOUR CHILDREN, two now at ETHS, two continuing through D65, one in seventh, and my youngest soon to move from fifth to middle school. My oldest will be beginning his senior year having began in Head Start at JEH. We both have had this experience together. On our On the other side, my youngest began kindergarten in the fall of 2020 and is about to enter middle school without the same pillar of public school education. I do not want this. We as a community do not want this. This is the death of a pillar of equity in education. It is essential in public education. I have not invested in my home, my family, in this community to lose this primary piece of education in major university city.
058What a joke and a shame. There has been the hope, or well, actually the expectation that all my children and all children in D65 have access to an in-school library curated and cared for by a hired librarian. I'm shook in shock and angered at the mere consideration around the loss of this essential provision. As publicly elected school board, why are you allowing this current administration to rob the Evanston community and not just their finances, but now most importantly the education and future opportunities OF OUR CHILDREN? >> NEXT WE HAVE FIONA EGAN, Colleen Egan, Vera Beckman, Amy Stewart, Sarah Forst, Mary Hoyland, Judith Boder, Courtney Avasta, Luke Harris-Pereira, Lindsey White, and Katie Armstead. >> Hi, I'm Fiona Egan. I'm a sixth grader at Haven. When I came to Haven, it was all just a lot to
059take in. And having a librarian really helped, especially because I'm dyslexic and dysgraphic. Sometimes we get lessons in the library taught by the librarian. My old library was organized in a different way, so it was helpful to have Miss Facil who showed me where the books and things like that were. So, I just think that the board needs to remember that if they get rid of librarians, they are are not just firing amazing staff, but also someone who's an amazing resource to people to people's learning disabilities. Thank you. >> Hi, I'm Colleen Egan, mother to firecracker Fiona who just spoke. I have a question for the administration. Why in December, when the one versus two school closure data was shared, was it listed the potential expenditure reductions that the only difference was the two versus
060five central office positions that would need to be cut. No school level direct support should have been reduced if we were following the data you supplied. We've now seen multiple potential reductions in student-facing positions, and we haven't heard of any reductions in central office, but maybe we're going to hear about those later. It's not lost on me that the dynamic of D65 administration feels an awful lot like the political system we are seeing as a whole in the US. I continue to see parents attacking one another, seemingly pitted against each other, while the leadership does as they please and avoids culpability. Sharing data that fits their narrative and communicating with us when and if they choose, all while continuing to take more for themselves and losing sight of what's important to those that are they
061are representing, our children and their education and emotional well-being. >> Hi, I'm Greer Backman. I'm a parent to two children in D65, and I'm here tonight as a member of Screen Sense Evanston. I'm hearing that many in our community would rather we cut spending on ed tech and iPads and use funds for librarians, counselors, and other important student-facing roles. We understand it is challenging to imagine disentangling from edtech in order to utilize financial resources for educators and support staff, but we would love to partner together with you on this. We've appreciated your recent efforts, including prohibiting personal electronic devices during the school day, modifying student email access, and engaging in discussions about possibly keeping iPads in school over the summer. We know it hasn't been easy, especially given all that's going on in the district
062right now, but we're hopeful we can continue to collaborate and work on this important topic together with you. Parents are wanting to protect their children's learning development and are reaching out with their worries about the harms of edtech and one-to-one devices in the classroom. So, thank you once again for your time on this important topic, and we look forward to collaborating. >> Hello, my name is Amy Stewart. I am a D65 parent, and I hold a doctoral degree in literacy education. The district's commitment to equity states that you want all students to feel a sense of belonging, to be able to be their authentic selves. In schools, one of our best ways to build this belonging, this community, this celebration of self and others, is through story and through access to texts that teach and
063inspire. The person that brings that access, that connection, that sense of belonging to children is a school librarian. That same equity statement preaches the knowledge that it is not our students that fail, but our systems that fail our students. Removing middle school librarians is a prime example of a system's failure, taking away an essential human resource, a resource responsible not only for maintaining a library collection that reaches all students, but a resource that builds community, connection, and breathes life into a school. Librarians are one of the most powerful resources we have toward closing opportunity and knowledge gaps. This decision creates an unnecessary barrier to literacy and leaves an irreplaceable void in our district's literacy structure. >> Hi, my name's Sarah Forrest. I understand that the pre-K transportation looks like a massive line item that can
064be easily cut. But if you eliminate bussing, the community and board needs to understand that you are also eliminating preschool for many students, primarily those from low-income families and students with IEPs. I currently have two students who attend JEH, one of whom has an IEP. Without bus services, he will not be able to attend JEH next year or receive his services. My oldest child will then be at Lincoln, and I physically cannot be in two places at once to pick them both up. But I am not asking you to pay for my kids to take the bus. As a family that is not low-income, I am more than happy to pay for the bus. In fact, considering the budget crisis, I think it's fair and right that I do so. I'm asking for you to
065consider the students who will not have the opportunity to attend preschool otherwise, and who do not have the resources to receive essential special education services without transportation to JEH. We all know cuts need to be made. I encourage the board to begin charging families on a sliding scale for the bus to eliminate some of this financial burden. I understand that many of the family using the bus are low-income and will not be in charge be charged, and that's kind OF THE POINT. >> HAPPY SCHOOL LIBRARY LIBRARY WEEK, WHICH this year highlights the theme find your joy. Here we are. Um, school librarians are not optional support. Under Illinois Administrative Code Section 1.755, library media programs are required to be directed by licensed professionals with specific expertise. And Section 1.4200 requires equitable access to library services
066across grade levels. Happy to share this with you. If we maintain strong staffed programs at the elementary level, but remove them from middle school, then we need a clear explanation of how that remains equitable. And if this model is sufficient, is this the model that district intends to implement at the elementary level as well? Wait for that meeting. Without a license Without a license librarian, these requirements cannot be met as intended. They are not simply Librarians are not simply managing books. They are teaching research. I'm going to keep going. A library without a librarian is not a not a program. It is simply a room. So, we need our librarians. Thank you. >> Hello. My name is Judith and I grew up going to District 65 schools. I currently work for an after school program
067specifically with King Arts Youth. It's really confusing to me why spending hundreds of thousands of dollars on iPads for elementary aged kids is prioritized over the safety and well-being of the students and staff in our schools. Recent studies have shown that large amounts of screen time is causing brain damage in children. Yet, you are using funds to purchase more screens while removing professionals who support healthy development. While I know the board reversed the decision to eliminate all of the school counselors, I'm still concerned about the proposal to cut any of them, especially at this time. School counselors are an essential part of the functionality, safety, and success of school environments. This will immediately increase the burden on already overworked teachers, social workers, and principals. Many of the needs that students are demonstrating cannot be met
068by the aforementioned staff and are handled by the counselors. I hope this board decides to respect the knowledge of frontline staff who are in our schools every day, day in and day out with our students. >> I'm Luke Harris-Free. I'm a JH parent and we rely on bussing. As a family of two working parents, we cannot function without the bus, especially with half-day programs. And with child care costs, we could not pay for the bus. Equitable access to school is vital. The message has been clear since the start, do not reduce student services. And now, due to the board's lack of making hard closure decisions, we are faced with this reality. JH is a necessary pipeline to the rest of our district schools. If we limit access now, there will be detrimental effects to our
069enrollment numbers later. Finally, I want to mention that it requires privilege to come and speak at these meetings, so I hope you remain mindful of whose voices and stories are being centered in this process. Thank you. >> My name is Dan Sinker. I'm a writer and the product of District 65, having attended Dewey and Nichols in the 1980s. When my oldest was school age, we moved back to Evanston from the city for the schools. He's now 21 and attending the University of Southern California, so District 65 worked out pretty well for him. My youngest started his time in District 65 online. The COVID year was his kindergarten year. His fourth grade class nearly doubled in size when you cut a third of his teachers. It was a chaotic year for him at best. He'll graduate
070fifth grade this year. His class will be the last to walk the stage at Kingsley, the school you just shut down. Next year, he'll be at Haven, where you've suddenly decided a single librarian is unnecessary. I have to say, on balance, District 65 isn't working out that great for him. It's not working out great for a lot of kids. Parents have been fleeing the district. I'm going to continue. Y'all are Y'all are here. >> You have a minute, sir. >> It's cool. I'm going to take a little longer. Parents have been fleeing the district, a crisis so dire that it should be top of mind for all of you. Do you have somewhere else to be? >> I have to be here and continue this >> Every day you should be asking what you're doing
071to bring people back to the district, to make our schools better, not worse. But you've got a debt crisis, and so far your solve has been to fire teachers, increase class size, close schools, and now the frankly insane decision that middle schoolers don't need librarians. Do better, ALL OF YOU. >> UM HI, MY NAME IS COURTNEY IVERSCA. I'm a D65 and a 202 parent. And I actually became a school librarian because of Miss Hurdle at Walker. I saw the impact she had on my kids, and I went back to school. I also did my student teaching under Tracy Hubbard at Bessie Rhodes. D65 librarians are leaders in the school community, in the school librarian community. They have developed a full set of standards, a standard-based curriculum that reflects the values of the community. This is
072incredible. Um please do not make the mistake that Chicago Public Schools did by eliminating and reducing a a librarian position. They learned that that was not a good thing, and now they're trying to rebuild their program. If a school doesn't have a dedicated teacher librarian, kids read less. Um and they're less comfortable evaluating information. Children from low-income families are more likely to get books from their school library. Now is not the time to compromise on students' ability and passion to read, or their ability to evaluate information. As a graduate student in library school, I was trained to always choose the path that is in the best interest of the students, and I hope you do the same. >> Hi, my name is Lindsey White. I'm here tonight in support of preschool bussing. To get rid
073of bussing will severely limit preschool access for for kids who in many cases would otherwise not attend preschool. According to the Illinois report card, JEH is at least 75% non-white, 48% low income. Additionally, 37% of students have an IEP and 42% are English learners. The numbers for students with IEPs and English learners are more than double what we see in all of our schools in D65 elementary and middle. These are the very kids most likely to be affected by our district's racial opportunity gap, the one that school boards and superintendents in D65 have been trying to close for many years. Preserving preschool bussing is the way that we close these opportunity gaps and have these same kids come more prepared for kindergarten and start their educational journeys in D65 on more solid ground. I would
074add that I would also be in complete favor of making the bus free for those who qualify from a need perspective and charging a fee for those who don't. Please work together tonight and don't take away resources for our most vulnerable and marginalized students. Thank you. >> Hi everyone. My name is Katie Armistead. I'm a District 65 parent and a co-founder of Invest in Neighborhood Schools. You guys can check us out at investinevanston.com. I had a very long public comment tonight on alternative solutions to reducing our deficit and one adjustment to the 2.7 in CapEx would result in longer higher investment in this district, but I don't have time, so I will send it to you, Adela. Um I just want to say one thing. I've been in this room for 23 of the last
07525 board meetings. My husband thinks I'm losing my mind. I assume many of us feel this way, but I've watched group after group come in and passionately tell the school board how much they love something about this district. Today it's the librarians, last week it was the counselors, and a few months ago it was Twe and all the neighborhood schools. If there is a sliver of optimism for anyone watching, it's my experience in those dozens of meetings. A community that cares this deeply about their public school system can only be successful, and it's only a matter of time before we get there. Thank you. >> My name is B Pernie, and I am a student at Nichols Middle School. My librarian, Ms. Philip, teaches me many things about LGBTQ+ community, skin tone, physical impairment, neurodivergence,
076and it's a safe place to be seen, heard, and accepted. She teaches me Wait, I already did that. Um Uh Think about the past few years. 2023 banning books, 2024 banning book bans, 2025 adopting anti-censorship, 2026 eliminating librarians. Let's not fall back into this hole. What's next? 2028 eliminating libraries? Thank you. >> That concludes public comments for tonight. >> I want to thank the community for expressing their thoughts with the board and with administration. Um The next item on our agenda is the discussion Next item on our on the agenda is discussion regarding the SDRP phase three expenditure reduction plan. I'm going to hand it over to Tamara Mitchell. >> We just have 1 minute while I switch over. >> Adela, is it ready? >> Yes, Dr. Turner. We have you up and ready on
077screen. Um I'm going to turn on the larger screen now. >> Okay. Thank you. I'll wait till you turn the larger screen on so everyone can see. >> Okay. You're live now. >> All right. Good. So, good evening. We're um getting ready to launch into um our presentation for tonight of the expenditure reduction uh options and considerations that we're bringing forward to the board. I'm going to turn it over to Tamara Mitchell, who is going to walk us through the first couple of slides, and then I'll pick up uh with the remaining slides. Turning it over to you, Tamara. Next slide, Adela. >> All right. Thank you, Dr. Turner. Um and for those who are watching us uh on our YouTube stream, and then those in the audience tonight. Dr. Turner is not with us
078tonight because she is at a superintendents conference presenting and representing the district. So, that is why she is joining us virtually this evening. So, I will go into the discussion on finances. So, this slide is budgetary assumptions that went into um but assumptions and budgetary pressures that went into the projections models. I will not go through this entire slide in detail because we just covered all of this last week. But very briefly, we assume revenue growth at 2% annually, salary growth at 5% annually, benefits at 12% for next year and then 6% in years FY28 through FY30. Purchase services assumed to grow at 3% annually. Our utilities forecast at 15 to 17% for natural gas and then 8% or I'm sorry, 15 to 7% for electricity and 8% for natural gas. And we do expect
079enrollment to continue to decline based on our demographic studies as well as ongoing operating costs for our facilities. This slide is a projection, our financial baseline projection of what would happen if we were to take no further action in terms of continuing to work towards reducing our budget. Um so, as you can see, if we were to take no action, then by FY30 it is projected that the district would essentially be insolvent. This slide is our financial projections model. I will again draw your eyes to the top of the screen there. Those boxes that are highlighted yellow that are framed in red, those are the projected expenditure reductions that would be required to meet 90 days cash on hand, balance budgets as well as $2.7 million per year for capital investments or capital maintenance investments.
080So, as you can see there projected for FY27, we would need to reduce our budget by $6.3 million based on these projections. This slide is our estimated total budget reductions that we have worked through so far. What is updated on this slide is the number for the impact to personnel. The number is different compared to the number that was presented last Monday on April 13th because this reflects the board's decision to retain seven school counselor positions only eliminate two, so that impacted our the reduction for personnel is just over 3.5 million. The non-personnel other budgetary reductions remain unchanged at just under 2.1 million. So, our current estimated budget reductions at this point is 5,664,923. And I will turn the presentation over to Dr. Turner at this point. >> All right, next slide for me, Adela.
081>> Yes, I have it, Dr. Turner. It's not advancing for me. Oh, there we go. >> Can y'all hear me? >> Yes, we can hear you. >> Okay, good. The next slide it doesn't look like maybe my screen slow. Did you turn to the next slide? >> I did. >> Okay, so it's it's just it's catching up late. So, the next slide essentially we're going to go into SERP phase three personnel and non-personnel reductions. So, the next couple of slides really are slides that we reviewed. This slide is a slide that we presented to the board on at the April 13th board meeting. Essentially, the difference on this slide is once the board made the determination on Monday to retain seven school counselors. This slide was updated to only reflect a reduction of two school
082counselors in the deck bargaining unit, and all of the rest of the numbers were the same. The only change really the position reduction as well as the savings as a result only reducing two positions. You'll see that the total cost of this slide is $3.5 million. And so again, we're not revisiting this. This was already board approved at the April 13th board meeting. Next slide, please. When we look at this next slide, this is the phase three FY27 proposed non-personnel reductions. This slide was also presented to the school board at the April 13th meeting with the proposed non-personnel reductions. What you'll see on this slide did not change from what we provided to the board last week. It's imperative that the board really needs direction on the school board is if they would like for
083us to move I'm sorry, from the district is if you all would like for us to move forward on these non-personnel reductions that were presented to you on April 13th. So that if the board is in agreement with the elimination of the SACC optional half-day flex and care program, we can begin communicating to those families now and helping them to understand that there are additional options available for them. And so we want to be able to communicate that now to families as much as possible. When you go to slide the next slide, specifically this slide just takes what I just covered in terms of the non-personnel impacted non-personnel reductions along with the non-personnel reductions. The summary for that is $5.6 million. Let me just review for you the total amount for FY27 only that we
084need to achieve is a $6.3 million reduction. And so that leaves us with $635,077 left for us to determine where those reductions are going to come from. And so the next couple of slides are going to what we heard at the last board meeting was that board members asked for all of the other considerations and for the district to put everything on the table. And so these next few slides we are presenting you with all of the other things for you to consider where you want us to specifically look at getting the additional $635,000 and some change reductions coupled with um how you want to plan for FY28 and beyond. So when I click on the You can go to the next Um so the potential non-personnel reduction considerations we heard a lot of conversation
085from board members at the last board meeting. So essentially what you see on this slide is what we heard you say. You wanted to be able to consider retracting the hazard additions for Red Chicago and Grosse Pointe which you approved a couple of weeks ago a couple of months ago for the $400,000. Um there was also conversation from board members around consideration around elimination of the pre-K transportation. And again we've listed out this for you. Um specifically um in the pre-K transportation that does not include um our special ed students or our free or reduced lunch students. These are the the fee-paying students. And so essentially this is eliminating for that which would be the cost for that. Um, you'll see here the decrease in CapEx spend for FY27. We heard conversation at the last
086board meeting to reduce this by $700,000. And so, we wanted to lift this up again for you to determine if that is a possible consideration. We also heard decrease in crossing guard spending. You committed a few weeks ago at a board meet meeting to commit to $500,000. And you wanted to lift that up again to possibly consider reducing this amount. And then, another personnel non-personnel reduction on the table is the uh, consideration of the elimination of the Avid program. Again, these are all the considerations cuz you asked us to list all of the non-personnel things. And so, this is us list all of these specific things at this point. Next slide for me. So, on this particular slide, we have all the po- potential additional personnel reduction considerations. We heard at the last board at
087the last board meeting, board members wanted the opportunity to potentially consider the elimination of um, the SACC before and after-school programming. And so, we put that there. Wanted to just lift up the contractual deadline. If any considerations around this, according to the contract, they must be provided 30 days in advance of the said action. And so, we wanted to make sure that was there. You'll see here, we heard at the last meet meeting, potential consideration around the elimination of the face liaison again for the board to decide that is what you want to do. The contractual there there are no contractual obligations, but we use the same level of courtesy and we leverage the uh, bargaining agreements with the 30-day um, courtesy for those employees. When we talk about central office at men positions, there's
088been a lot of talk really around there being a whole plethora. So, what we wanted to do was really separate these numbers out to really reflect that there are 22 labeled administrators and there are 42 miscellaneous non-union support. All of All of these positions are positions are non-union positions, but that 42 is actually an error on this slide. That should actually read and it might read Let me update on my slide. It might read I just got a delay. So, there's an error on this slide. That 42 should be 42 miscellaneous employees because all of these positions listed here, which are a total um of 64 positions, all of positions listed here are non-union support positions. Again, these are positions that are housed in central office that do not touch or support students. They support
089the district as a whole. I want to really call out that of the 22 administrators, if there were any impacts that would be considered for FY27, the deadline for that has passed as the board will have had to have given the district the guidance around that by April 1st, 2026. And then again, the 42 non-union or the miscellaneous positions, there's a 30-day notification that we give as a courtesy to follow in alignment with the other um employee groups that are impacted. If we go to the next slide, this next slide really is for board consideration around potential revenue generation. So, the options that are available right now really is around the disposition of the two properties that we've talked about. So, the disposition of Bessie Road and I want to just call out the potential
090revenue amount is based on the assessed value. Of course, you still have to go through the appraisal and all of those things and so that is why we provided the board of what the potential assessed value could be with the range. The same thing for the disposition of Trinity property. The range you see on the screen is anywhere between 4 and 5.5 million. So, again, I want to call out these bullets. Estimated low and high property value is really based on the DCF property assessment report. And I want to really call out they're not a true appraisal value. This is not a true appraisal value and is not a reliable amount until the actual appraisal is performed. So, I just want to really lift that again. If we go to slide next slide, slide 15.
091Um this slide really is to There was a lot of conversation at the last board meeting and misconception around the Foster project completion. And so, I really wanted to make sure that we as a district lifted up how we have how we are moving along with this project and essentially what has been completed and what is remaining. So, when you look at this particular slide, you'll notice that the K-5 projected construction cost is a little over 44 million dollars. You'll see that the K-8 design cost Again, that 2.1 million dollars was essentially the original design that was done with the architects and the district made the decision per board direction at that time to shift to a K-5 model because the district couldn't afford to pay for it. We still had to pay for what
092was already done when I inherited this project. And so essentially, that's where the $2.1 million is. Also, you have construction manager. Um there's a construction manager on site that's part of the architect firm, and you'll see the cost for what that uh cost us via the architect firm. I want to remind us that the total cost of the Foster School project to be completed is over a little bit over $47 million. And I want to just call us to And I want to just call us to what is the What are the remaining cost? The estimated remaining project cost is in a a little bit over $12 million remaining. And then the lease certificates proceeds available is a little bit over $7 million remaining. That brings an estimated funding needed still to complete this project
093of a little over $4.7 million. So, it it was important for our team to really break these numbers down. The accuracy there there as I stated before, there was conversation and we wanted to make sure that we we all were clear on the accuracy around this. Next slide, please. So, when we talk about other considerations, um we wanted to just lift up what we have presented to the district to the school board, um which was the master facilities plan that was presented to you a few weeks ago. And again, the total cost um estimated there is uh $598 million, and I just want to name that the $598 million is over um 50 years. So, it's important to really lift that up. When we talk about the um board approved resolution, I want to also
094lift up what the board charged the district um in the resolution that was approved on the January 9th, 2026 meeting. So, the board charged the district to maintain a balanced budget, to maintain at least 90 days cash on hand through the course of the fiscal year, and to maintain a minimum of 2.7 million set aside for the capital expenditures related to building maintenance. Again, the resolution that you all approved, and you can make the determination as to the direction you want the district to go. I want to close out with this last slide, which is summary and next steps. These last slides, I want to lift up again and take us back to essentially um what we're proposing for the FY27, and what still needs to be determined. So, we are essentially bringing forth proposed
095reductions of 5.6 million dollars to um alleviate or offset the 6.3 million-dollar FY27 budget reductions that still need to happen. That will leave the district with a balance of $635,077 toward um reduction that the the board will have to determine tonight and the other considerations that we presented where you want to make up that difference for FY27. And then if we go to the last slide, I just really want to end I covered this slide last week, but I just want to really highlight again in terms of what we will stay committed to doing at the district is continue exploring and determine alternative deficit reduction strategies. We will continue to regularly assess operations and goals with a focus on equity and return on investment from the guidance that you provide us tonight, we will identify
096creative rev- continue to think about the creative rev- revenue generation opportunities. We provided some of those tonight. Um we will continue to support in long-term decision-making that align projected expenditures to revenues. And we will continue to align the class size to reflect student enrollment within the district within um the debt guidelines. Per board resolution, again, I talked about this. Um we will elevate the financial sustainability and the 75% certified building utilization. Um if this is up next, we will prepare to propose closure of uh Lincolnwood Elementary if that is the the direction that the board would like to go. We will consider increasing the capital investment to 1% of CRV approximately $6.9 million annually. We will execute the phase three operational reductions beginning as early as the 2026-2027 school year for future reductions based on
097the updated financial projections that come through. And then, last but not least, the board establishes it will be important that the board moving forward will continue to be thoughtful about establishing a vision for SDRP phase four and beyond. Really aligning to financial sustainability and facility planning to support stable high-quality learning environments for all students. With the hope that there will be stakeholder engagement uh through an ongoing transparent communication process as modeled SDRP phase three uh with administration responsibility for implementation. At this point, that concludes the presentation we have tonight, and I'll turn it back over to board leadership to engage the board in a discussion. >> Tammer, can you take Thank you, Dr. Turner. Can you take us back to slide nine? I think uh best approach to this is to go by this one
098>> Slide nine, Pat. >> Um the non-personnel reductions as presented on 4/13. Yes. So, that we can have discussion and come to consensus about the approval of this portion of the reduction process. >> And to be clear, last last week is not that we said we didn't vote on it. So, we really have a question whether we vote on this and move forward, right? >> Right. But, before we have a motion and vote, if there's any further discussion. >> Right. And I Can I interject for a second? So, it's really around coming to consensus on these particular things because you will vote And Tammer, correct me if I'm wrong. The board will vote on the When we present to the board a draft budget, it will include these things. And what this gives us is
099guidance to whether or not you want these particular areas taken into consideration when we present you a budget of a draft budget and a future budget for FY27. Is that correct, Tammer? >> Correct. >> And just to be clear, we could pass this, but then also come back to the other non-personnel options that are that were presented here, correct? >> Can Chris say that again cuz >> Yeah, so does it make sense to vote on this specific proposal before we talk about the other non-personnel items that were presented tonight? >> Yes. >> And then we'll come back to the other. >> Yes. >> Okay. I just want to make sure we weren't pre-empted. >> tell you all the the consensus. There's no vote for you to come for a vote tonight. You got to come
100to consensus tonight that these are the non-personnel reductions you want us to take into consideration for the FY27 budget. >> But we How do we come to consensus? We So, it's not a vote, but it's a consensus. >> I can't >> I think we stated our position, and that will give them an indication of consensus. And to Chris, to your point, the other things that we will consider, we will approach that item by item. All right. I am in agreement with uh the proposed non-personnel reductions as presented. >> I am as well. >> As well. >> I am as well. >> It's fine. >> I am as well. >> I'm good. >> Adela, will you indicate Did everybody get a chance to respond? >> Yes. Yes, I believe all seven agreed to the non-personnel reductions
101>> Correct. >> All right. >> Thank Thank you. Thank you, school board. So, I want to be clear and really give my team guidance at this particular time. So, Dr. Speth, please move forward with um Dr. O'Shea and our communications team to really start working to communicate with our families um the other additional half-day and flex care options that will be available at their respective schools so that we can get that communication out to families um as soon as possible. >> We'll get that started tomorrow. >> I didn't hear. >> We'll start tomorrow. >> I've got it. >> Okay, let's proceed now through the other choices that we have in terms of reducing the budget deficit and we'll approach those items individually. And Dr. Turner, what you need is consensus as well regarding those items,
102correct? >> Yeah, so if we go back to so I think we're clear if we go back to slide 10. On slide 10 we indicate what you just came to consensus of you voted on the impacted personnel last week. You came to consensus on the non-personnel tonight that got us to 5.6 million of the 6.3 we're trying to clear. What we want to hear from the board tonight is based on all of the other considerations that you asked us to bring forth where are the additional places you want us to consider for reduction in the FY 27 budget to clear the $635 77 dollars that is remaining of this deficit. >> So, let's uh take a look at these items for analysis and talk about them one by one so that we can determine where
103we're standing. >> Can I ask a question before we get into this? Um I'm I'm sorry to bring this up but I just I need a little clarity here. So, my understanding is that our librarians are being reassigned. Is that correct? Those positions are not being eliminated. >> The program those positions are being eliminated. The librarians are not. >> So where So there's no just in the context of this budget discussion there's no budget say there are no cost savings associated with that decision. Is that correct? >> I think that's outside of when you say there's no cost savings. Can we speak to >> What's in the packet? >> I I don't want to speak to um can I flag for someone? >> Can we speak to the they're talking about cost savings in terms
104of how it affects the >> So with the with the librarians being reassigned, they're and correct me if I'm wrong Tiffany, they're being reassigned to positions that are part of the section closures. Is that correct? >> When you say they they are being reassigned, not section closures are how the positions are being I cut per se. So they are being being reassigned to other vacancies in the district. So I do So I guess in general let me even though I'm the people person, I do think there are savings because they are part of the toy Do you recall like the 12 positions that we voted on last week that were section reductions? So there were 12 section reductions and there were four um people reductions. Those were all due to reductions of students, not SDRP.
105Students at our middle schools. So those were part of those cost savings for those reductions of 16 FTEs. >> And so what what And I got to make this a misstep, but what is the estimated cost savings then with that decision? >> For the three librarians, can we pull it up? >> Um yeah, I can pull that up for you in just a moment. All right, that cost information is $387,631. >> Thank you. >> You're welcome. So, let's look at um the item of retracting hazards additions. The potential savings there. >> So, I think an elephant in the room in some sense. We've had a lot of conversations about budget items throughout cuz we've had to. Um and like our own budgets, um when I think I owe one amount of money, I might cut
106one thing and then when I know I owe a lot more money, I might revisit some things um that I've uh said I didn't want to cut. Um so, when I think about the retract hazard additions, the things that comes to my mind is particularly with um Chicago, I'll say Chicago for me. Um and I believe Grosse Pointe, but I have to um I'm not 100% clear about this one. Those aren't We're not changing school patterns. So, those are adding hazards that people have asked for, but it's not like something new is happening. So, we've survived without those hazards. Not that saying they haven't been um problematic for people, but it's not new. The Ridge, because of the closure of um Kingsley, is bringing a whole population of kids to now have to cross Ridge.
107And to me, that is a new hazard. Um and had that existed, I'm sure we would have had a hazard there. So, for me, the Ridge is very clear that it needs to stay. Um where we are in budget, I would say for me the Chicago and Gross Point or to be reconsidered at another point in time when we don't have these budget um issues. Again, the last hate to say this, but want to say this again, we are also part of this conversation. We are cutting 1.4 mil We're having to cut six more than We're having to cut more money if we if we agree with what happened last year because of the A lot of this is because of the taxes. So, we weren't thinking about those costs at this particular point. So,
108for me, uh hazards um keeping Ridge um but reversing my vote for me on Chicago and Gross Point for this year for in being in effect for this year. >> Another point of the Ridge, for me, retaining that hazard is what's happening on the north end of Ridge with the construction of Ryan Field and the traffic that that's going to create for those families that have to navigate that. So, it that would be my That's my rationale for um definitely keeping the Ridge hazard, um but I could also see looking at some cost savings for Chicago and Gross Point because we have been navigating without those two without those two for some time. And I I do think we can come back and look at that but the what with the traffic along Ridge along
109the north end, I think it's a definite indication for maintaining that hazard. >> Can I ask what the financial breakdown is because we have three hazards there for a total of 400,000 just to give us a sense. >> And just for clarity, that's an increase in bussing expense for that hazard. The $400,000. >> Right, so eliminating the hazards would reduce bussing expenses for $400,000. >> Uh correct. So, that breakdown approximate cost per road, Grosse Pointe $80,000, Chicago $80,000, Ridge $340,000. >> But that doesn't add up to 400 though. >> 80 80 and 300 you said Jamar? >> 340 and then Grosse Pointe and Chicago are each $80,000. So, we just round it to the $400,000 estimated $400,000. >> 340, sorry, 340 plus 160? >> Correct. >> Yeah, that's 500. >> Might be some double bussing.
110It might be some double routes in there. >> Can we take just one more pass through all of the the options? Um So, I I I guess is the plan to just work through these one at a time? >> Mhm. >> Because um I just I want to these are these all affect the student experience, right? And so I also want us to be mindful of that that there were some things that came up tonight in these slides that were not student facing. So, I I I realize we may have to trim here and there but I just want us to have that in mind that there are student facing cuts and there are non-student facing cuts. >> Was that a question? I didn't hear the question. I'm sorry. >> Uh you could it it
111wasn't that important. >> Are you asking to discuss is it about the order in which we're discussing them that you're asking? >> Uh I I had not considered framing it that way, but but maybe that is Yeah, maybe >> I think we're more pointing out that there are that the public cuts here are student facing cuts. Except maybe the cap backs, but I guess if we're not fixing the bus >> items that came up as well. >> Okay. >> in later slides. So, I just want to have that in the back of our minds before we cut too deeply in student services. Um I just I just want us to to put a pin in that. >> So, the Can I Can I skip to the crossing guards or do we still want to still
112want to talk about hazards? I I think I I just have a question about the Gross Point and I don't know if you know the answer to this, Stacy. But I believe that for the Chicago Avenue and the Gross Point, what we were saying there was only students that were the 1 and 1/4, correct me if I'm wrong, the distance away would be would qualify for transportation and not simply the hazard. And so then by adding the hazard back, we allowed for those children to take the transportation. Correct? >> You did so when you added the hazards, that essentially erases the requirement of being beyond of distance of 5 miles. >> Got it. Okay. And is Gross Point, to Nicole's question, a new hazard? >> I mean, no kids crossing. >> It's not a hazard
113that is currently dictated by the district. >> So, children have been crossing that. So, it's been been crossed. >> This board chose to add Grosse Pointe Ridge and Chicago. >> Okay. One clarifying about Grosse Pointe with our changes in school boundaries, are there more are there more kids, you know, are there you know, like we understand with Ridge there's new kids having to go to a different school. Is Grosse Pointe changing um school patterns or is it more just we're adding uh >> No, those students are Willard students >> All right. >> currently and they're Willard students >> Okay. >> going forward. >> Okay. Let's go forward. >> You can see on the maps. >> So, in eliminating the Chicago and Grosse Pointe hazards, it's $160,000 in savings. Is that correct? >> Correct. >> Any
114further discussion about the hazards? Okay. Um pre-K transportation. >> Um I have a question about this one. Do we have any sort of estimates on what a sliding scale or you know, having um some students pay do we have any idea how that could look or impact the budget? >> So, we looked at our um student demographic data for pre-K. Of our students enrolled, we have I believe 23 students who have transportation written into their IEP. 65 students do not qualify for would not qualify for free or reduced lunch if they were in kindergarten and they were in a full-day program. The rest of the students qualify uh for free or reduced lunch. They're within those income guidelines. So, if we just look at our students who would meet the um federal guidelines as far
115as being full pay, we're looking at 65 students. >> What percentage is that? Sorry, I don't know off the hand. >> Um I would have to calculate that really quickly. Yeah, but I believe we have >> 20%. >> Yeah. Yes. Because we are not Those would be the only students that would we would be considering having some kind of sliding scale for. And a part of one of the considerations for part of that um budget reduction is uh one of the things that I'm thinking about is even for that block of students, how would the addition of fee for transportation affect their participation in the program and or attendance. And if there was a family that had two kids that were coming, how would we address that? So, those are those are some of my
116thinkings. Um so, I and that's information I think we need to have in order to consider that because if we decide to implement a sliding scale for those who can pay and we um ask them about how that's going to affect their participation and they decide not to participate, then that's that would be a very detrimental outcome to that process. So. >> That's a good point. >> The challenge for me on the pre-K bussing is that it's very close it it's a lot of money to spend just on transportation and the this that we're solving is that it's only a 2 and 1/2 hour program. And so when I was rolling with trying to figure out some way to spend a million dollars on something that would help our kids um learn more, basically. I
117I wondered if it might be possible or what it might intake or might entail to have a aftercare program at King Arts or here at JEH that was then subsidized like as a as a child care program and not spend money on transportation. I know that's beyond the scope of this conversation, but that that's a creative way to think through how to spend a million dollars um that isn't on diesel and or electric buses and bus drivers driving around to to the child care centers and we have a lot of space for child care centers around here. So, um that being said, I think that it's uh access to to this program is critical and that absent a creative solution to ensure that students can attend um you know, relocating it closer to their homes
118potentially or having a child care option here, I feel that we don't it's a high price to pay, but it is um there is a rate of return on that for making sure that students can make it to the program and get the services that they need. >> I agree with that. I mean, it's just such an essential program and we know that pre-K having pre-K determines your trajectory, it can really make such a big impact that I think we need to do everything we can to maintain that. >> So, yeah, I'm a um So, I believe pre-K is critical, but I also believe as we think about what we do as a um as a board and as a community, we also have to look at what our expectations um Pre-K transportation is not
119something that you find. I don't The Y doesn't provide pre-K transportation. Most pre-K programs do not provide pre-K transportation in Evanston in our surrounding communities. So, I think as we look forward, we're going to have to have a conversation because the cost is going to keep increasing. And I think to the point of how to how to figure out to provide how to use the money in the right way. So, to the point of is it really about needing to provide transportation because it's the half day. You know, if parents can pick their kids up in the evening. We're not going to solve that now as you said, but I do think some we are going to have to as we move forward and these things are going to have to be cut and we're
120going to have to think about what are we statutorily required to do, what are we not as we add on other programs that we're not statutorily required to do, how can we make sure uh that they're provided and also understand also what is practice. And I do think a conversation long-term about transportation for pre-K needs to happen because it's just not a service that most communities provide. >> Um Yeah, I I I sort of put pre-K into this category of um programs that we have an opportunity to re-envision and which I actually think we could do provide could do even more with that potentially uh one a more efficient way. So, I think there's a few programs that fall into that category. Um and so, I'm personally in favor of seeing if we can just
121hold and give ourselves a year to do um some more analysis on what a bigger, better pre-K program would look like. Um I'm a little worried about making a cut now without having um a fuller plan of what comes next. I think we've gotten ourselves into into trouble uh when we haven't thought through what the the next steps would be um for some of our more signature programs. Um and uh so, that that's kind of how I would think about this. Are there ways that we can treat this as a kind of 12-month process now where we look into what a more efficient uh pre-K program would look like cuz I think I don't think any of us object to spending money on pre-K. I think we're wondering whether a million dollars on bussing is
122the best way to get value uh for that service. >> And that um looking at it in more of a long-term process would allow us to get feedback from the parents and the community that use the service. So, I think that would I think that's going to be important. >> So, I I look forward to these conversations. I think they're important. I think this is an important program that we offer. Um I would just hold that we're sitting here. We need to come up with $630,000. Um harsh realities. Um so, we might find ourselves back here in a few minutes. >> To that note, I mean, do we do we have time to think about a sliding scale? Um >> Yeah. Yeah. >> Yeah, this and that's what I'm referencing is a a a modest
123sliding scale. Um >> Yeah, I mean, could we do a survey or something along those lines to see >> what the needs >> I think the board has >> available people would be to sign up for the program if there was one. >> Yes. >> That was I agree with that. >> Yeah, I agree with that, too. You know, one of the things, too, and and what folks pointed out speaking today is that, again, transportation, if it's part of an IEP, it's required, right? >> So >> There's no way around that. >> Right. >> It's a federal requirement. Uh what I do want to know is, given that a lot of our the majority of our students who take advantage of pre-K, um again, are are um again, free reduced lunch. I'm also thinking about
124uh Medicaid reimbursements and and how well as a district are we um doing in regards to getting any types of reimbursements for these types of services that we provide for students who are pre So, you know, as as we think about how we, again, I I I'm not for or eliminating this year uh pre-K uh transportation, but really looking at at how our practices around Medicaid reimbursements for some student services are are being handled, right? Just to make sure that we're capturing uh whatever um as a school district though we we should be getting for some student services that we provide. >> I recall you saying something about that, Tamara, and that that and maybe it was about the um There was there was a there was some transportation that last year when you all
125um were cutting the expenses on transportation just from sheer um efficiency gains. You had mentioned something around um paying attention paying more attention to to grants and things of that nature. Did Medicaid fall in that category at that time? >> So, with Medicaid, um they're the I'll talk about Medicaid and what has happened for this fiscal year in particular. So, this fiscal year in particular, our projected revenue is about $400,000 less than we were expecting. And that is something that has happened statewide. So, it's not just a District 65 thing. It is a statewide reduction in revenue that has impacted all of the districts um facilities that receive Medicaid reimbursement. Our reimbursement comes from for transportation, the majority of it comes from the state in the transportation reimbursement claim that we submit. The only reimbursement
126that we get for pre-K transportation is for those students who have an IEP. Um the transportation is written into their IEP. We don't get any reimbursement for gen ed transportation students. >> And as we move forward the two um evaluate the different items um in terms of pre-K transportation, we're talking about a pretty small population of students. And with the sliding scale, the for this to go into effect in the fall might not realize a significant cost savings. So, just >> So, let me ask So, we used to have a um So, it when we had our transportation vote, we voted to not to no longer have sliding scales. We were doing it for students in going to our um magnet. Um so, we have in place a process to be able to do it.
127Um and I think in some sense the we should I think again we should considered bringing a sliding scale for transportation back into the uh conversation. It's for people who can pay for it. If they're free and reduced lunch, then you're not on it, but as budget cuts right now, we should um explore. Even if it provides $70,000, $60,000, we're trying to um you know, that's one educator that's not let go. >> Dr. Pinker, can I ask a clarifying question about that? Are you thinking sliding scale for transportation for pre-K only or district-wide? >> suggest we um consider it uh for district-wide. Um I know in this one we're talking about it right now for pre-K. I would actually submit um to everyone we think about it for uh district-wide. Again, when we had the
128conversation, we the budget where we thought we were at 5.5 million, which is what we had to cover for this year, we did not know we were at 7. Um where we are. So, that would raise different decisions that we might make. >> One more thing, um it's been brought up a couple of times, but I just wanted to voice it here again. Um when was the last time that we competitively bid out our transportation, our positive connections transportation, gen ed transportation contract? >> I believe 23-24, but let me uh look in our contracts and confirm that, but I believe it was the 23-24 year. >> And how long does our contract last with positive connections? >> 5 years. >> Can you just confirm the end date when you do all of that, please? >>
129As long as I've been on the board, and that's going to be close to 10 years, we we have competitively rebid those. Now, the issue is that what I would what do I wish what was shared with prior with the prior administration, um and and the and the prior chief financial officer is that again, there's a very limited choices in regards to the type of bus companies that we can choose from. And as a matter of fact, they actually talk to one another to, you know, uh collude to yeah, figure out how how to, you know, get our contract, right? So, they they've taken turns. Um I know we do positive connections, but I I forget what the other company is that that but again, there's been rebates. Uh but again, we just have very
130limited um options in regards to bus companies that we can bid out. >> So, is there any is there a guestimate for just pre-K? I know it used to be 30K we would get for King Hawks in transportation. I think that's remember my end for previous years. Is there a um a guestimate for pre-K if we did a sliding scale? I believe I have. >> So, that $30,000 estimate was based on charging $600 annually. My recommendation would be to increase that fee. So, whatever the the board would land on. There are uh neighbors of ours that charge for transportation, that charge between $1,000 and $1,200 per year for transportation. So, I would recommend somewhere in there. Um it with that $1,000 and $1,200 being the top amount paid and then dial it back from there
131based on income within our our full pay for our full pay families. >> Okay. And Tamara, is is there would there be a possibility of when we're looking at the sliding scale is is starting at the low end and then uh building capacity as with history in the process so that families have the opportunity to deal with what how it's going to impact their budget and how they how we move forward with it. >> We can model it that way. >> Okay. So, the consensus I'm hearing around that for pre-K transportation is to move forward with some kind of sliding scale model that applies to the 65 students or the 65 families who have some ability to pay on a sliding scale. >> I think we were also proposing um bringing back sliding scale for
132for all Yeah, district-wide. >> Explore that. Yeah. >> And And along with that, having some kind of conversation with those families before this. You know, once we come up with the model, having a conversation with the family so we can determine its impact. >> Just for clarification of that, would that then mean it needs to come cuz I'm I understand what What does that mean? If we have that conversation, does that mean we bring it back to make a decision of what to do it or we asking You know what I mean? I'm asking us what do we What do we Are we saying put in place a sliding scale or are we asking them to tell us what it is, model it, bring it back for us to have that conversation? I think there
133needs to be some clarification of that. >> I think you also need to review board policy to determine the appropriate policy language to put it back into place. And if you don't, you need to revise board policy. I just want to be clear, too. You know, we did We sent out initial communications to all district families saying stating their essentially their school prior to permissive transfer processing with general information about transportation, both hazards um and removal of the 412 policy. So, we will need to do if the if it's well of the board to go that direction once it is officially approved, we really need to work on our communication to families to make sure that families are clear about the direction for next year. >> Okay. >> Uh next, are we >> So the
134implication being there, Dr. Beardsley, some folk could have made decisions based on the policy moves we made that we might be undoing now. >> That is quite possible. >> Well, we know there are families that did communicate with us that they wanted to know decisions about transportation prior to submitting any permissive transfer requests. >> Okay. >> And then can I um sorry to interrupt get back to Maria's question about the Positive Connections contract? So the contract is in force through June 30th, 2029. And that was entered into July 1st, 2024. >> And was it competitively bid? >> Um it was competitively bid in Trying to find the original year. Um >> You can get back to me, too. >> Yeah, I'll get back to you with that one, but what it looks like what happened
135was it was a contract extension. So had been competitively bid, but then that contract was extended, which is permissible per school code. You can extend the contracts that way if it's mutually agreed between the board and the contractor. >> So it presumably was bid out 5 years prior if it was a 5-year contract. >> Possibly, but I'll I'll look to get that exact date. >> not. So it probably would have been 5 years before that. So it might have been Right. Okay, yeah, if you could just find out when it is, that would be great. It'd be nice to know how long it's been. >> Exactly. >> Sure there's someone in the audience that could tell us. >> Okay. Uh moving on to CapEx spending for FY27. Uh there's a number up there potential savings
136of $700,000. Which is a substantial reduction in the CapEx. Um Let's have some discussion about that. >> So just to name a hard bit here. I've been trying to stay open-minded about flexibility to just deal with where we are. Um but this as I believe I just heard, right? This triggers if we were to raid CapEx uh this triggers the resolution language. So I think that's something that we have to be transparent about. Um is that immediately we are guaranteeing that we will not be at 2.7 million CapEx for the next year. >> What is the consequence of of breaking the resolution? >> Discussing closing Lincolnwood? >> We may have to discuss that later. >> to the conversation. Yeah. >> Okay. >> So for um I value Andrew I value the Well, let me just
137say I value the um the reason we need a commitment to a CapEx cuz we're, you know, the next page we see the fact we see the impact of not having that commitment. My um a reason why the willing to do a version of this 700 or whatever we agree upon is cuz I do believe the decisions we're making in October directly uh we're going to begin to make in October we're going to directly affect all of the buildings um and should have a direct implication of this. The other thing to keep in mind is and we should probably think about is if we sell a building right if we were to sell two buildings right now we don't have a resolution about where those funds go and so the question is should the funds
138how to think about the selling of a building and whether those funds go into your cap backs or something like that so given there's two buildings we already thinking Bessie Rose would go into addressing the the issue the cost for Foster we you know Kingsley you know so I think there might be a way that cap backs could increase depending on um um other decisions but by moving it now it allows us to not have to reduce more um student facing student facing um positions >> The challenge being that that income you mentioned is a one-time income it's not recurring income and part of this is is disappointing ourselves uh to be able to meet the needs of our buildings uh before we consider going hand-in-hand uh to the community uh so just to name
139that complexity >> Completely agree. >> um and also to name that this would really be and I just we have to look at ourselves frankly is this would be the first time that this board then would really go backwards on finances >> So >> and walk back a commitment that we made um and I think I just want to be really sober-eyed about that uh because we have a decade plus of boards who've walked back from commitments and here we are >> So my thought around this is that we may be able to come to some consensus around it if we consider a lower figure um so that the impacts on the CAPEX would not be as significant as what's in front of us in terms of $700,000. >> I think when I >> I'm
140just starting that up. >> I guess what I wanted to also point out is can you look can you switch for a quick second to the um potential revenue slides on the sale of assets? So, recognizing that these are assessed values and not um sale prices. So, big difference there. Um, but I think what I want to point out is that there is we we've been given a million dollar range. Um, and so all of these numbers and and budget figures that we've seen are imprecise. Um, so as we think about making decisions that are student facing, there are opportunities that we have to raise funds for capital improvements. >> I like what you said, Dr. Pinkard, about allocating capital asset sales for capital improvements. Um, and also I would point out that if you
141go back to the um the slide uh what is it? The one with the non the one that we all said was okay. It was the non uh the one with the purchase services at the top. Thank you. That the um out-of-district tuition and transportation cost estimate of $750,000 is um significantly below it it accounts for the 18 students that are leaving uh that are graduating in eighth grade, and allows 10 to enter. So, um we don't have those 10 earmarked yet. Um so, that's a that's a that's just a non- an imprecise number there. Um for potentially several hundred thousand dollars. Um and so, when we think about going back to the CapEx slide now, please. >> And one more. Back. One more. There you go. Other way. >> Almost there. >> There we
142are. >> Um I think that there as we've seen moving parts in our budget uh in both directions. That being said, I would feel more comfortable if we um cut if we decreased our commitment to CapEx, knowing that we have a longer-term strategy for health, life, safety, um and need to decide the ultimate life cycle of our buildings in general. Um that will happen from through the 2027-2028 school year, or I'm sorry, 2026-2027 school year. And I personally think that we have some work to do in some other areas that we weren't presented. And so, I think you know, all things being considered, Andrew, I I agree with you that this was a commitment that we made. Um and I I'm glad we made it. And we didn't have the information that we were going
143to spend another five hundred thousand dollars on iPads. We didn't have the information about potentially cutting counselors. We didn't understand the impact of school librarians. And we didn't have um we didn't have the full picture. >> Full picture of what, now? So, we did know that we have an iPad expenditure historically >> Student the student facing $700,000 range. The student facing. >> Money on that. >> The student facing. So, when we when we went through that when we went through that last fall. So. >> We did know on the calculations that there was going to be direct significant impacts. We didn't know about the Cook County thing. Like that to me that's the biggest variable. Some of us did flag right that we wondered about federal funding. So, we were worried about variables. Um >>
144To the point of So, I guess one way to think of the seventh I piece of this is because of the 1.4 by nature that means we're having to cut. And so, whether if we stick to the 2.7 cap then that means we are placing the burden of that 1.4 most likely it begins to have to hit student services. So, in that sense part of just saying because of that um the 1.4 from Cook County cutting some of it from here is a way of not making all of that burden falling on the services. If it was just about a way to get to the 4.5 I think that that's a that's a completely fair. Uh we need to cut other things. But to cut to share the cut of the 1.5 with CapEx I
145think would be a way of not forcing all of that over into the student services areas. >> I am Yeah, I mean I I I agree with Andrew about the the commitment to that that line item. Um and and so as we continue to discuss today maybe we can find a a lesser number. I mean ultimately where I I kind of land is where do we have the most leverage and the most flexibility in the budget? So, there are some items where it's you know, not a big deal or not as big a deal if we you know, shift the funding around a little bit. Or it's not a big deal to potentially make a short-term funding cut and then bring bring some some funds funds on that funding back. You know, there are other
146areas like school librarians where if we cut that money it's really hard to rebuild a library program. Uh And so, I think we have to think about where do again, do we have flexibility? Not only in terms of what students facing what what is student facing, but also just what is fundamentally, you know, kind of a operationally easier to bring back in the future versus something that again, is a relatively large left. >> Where So, with the hazards that we discussed Chicago and Grosse Pointe plus the sliding scale revenue increase estimated we're at a total that we've identified of 220,000. So, out of the 633,000 that we need, we have 413,000 remaining. >> And we have additional areas to consider. >> I think one thing I'll just add for consideration around the CAPEX funds is
147that we are currently out to bid on the King Arthur roofing project as well as the abatement flooring replacement. So, we've already essentially invested in architect fees. Um those will be costs that won't be recoupable. And depending on when those how those bids come in we'll either need to reframe scope of work, which I think will make those projects not feasible for this summer or move forward on one or the other. >> What fiscal year do those expenses fall into? >> They'll come out of next year's fiscal, but as you do the project management to do the projects over the summer for completion to return to school, you pay out. So, we set up the project there. >> the they they hit FY27. >> Yes, they do. >> Okay. >> So, that 700,000, are those
148numbers included in that? >> So, we essentially built a plan to spend $2.7 million. >> Right. >> Two of the essentially the three largest chunks of that are roofing at King Arts, abatement at King Arts, and the flooring. >> Right. >> And so, those are out to bid right now. What those come in for will tell us where we are in relation to the 2.7. Our intention was to spend 2.4 on those projects, including sewer repair at King Arts, and then the remaining three to essentially do some work at Orrington and our some of our leader requested projects across the district and painting a partial painting at Banneker. >> Was 2.4 Was 2.4 be all of the things you're planning to do this summer only the King Arts? >> The 2.7 is the intention over
149the summer. 2.4 is the portion that's on the that work for King Arts. >> So, my sweet >> I don't know what the bids will come in as. >> Mhm. >> You know, that they come in on April 27th and the intention is to bring those to the next to the first May board meeting because we'd be looking for approval then in order to be able to to execute the projects for the summer. >> So, my recommendation is we place a hold on that item and continue to see what other areas we can build up from, and then we'll come back to that. How does that sound? All right. >> So, if it was if we did the 2.4 at King Arts or some subset, If we did the 2.4 at King Arts, that would
150leave us with 300,000 additional. So, then we're at 113,000. >> But, there's already the other 300,000 is allocated for other schools. So, all 2.7 is allocated for work across schools. Is that correct? >> 300 is projects below the bid level. We've gone out and got quotes for abatement at Orrington and some other things. So, the >> We're talking 300. >> The wheels are rolling. And again, we don't know what those bid values are going to come in for. But, we will have some obligation to pay out the work that's gone into that today. >> Okay. Uh and you'll keep us keep us updated. Thank you. >> Keep counting. Um next item is uh the crossing guard spending. We have a current commitment of $500,000. And this is per board direction. >> Can you reground us
151exactly cuz I can't remember what the split is for the um the IGA between us and the city for FY 27? >> Um I believe the city would pick up $150,000. >> So, it's a 650 or it it was a 750 total and we were at a higher level we were at 650 and we went to 500. >> Great. >> Okay. >> And what was it the what was the Can you um the city has scaled down their payment over the last couple of years. What what was the like last year? How much did the city pay? Is anyone cuz it's changed, right? So, we went >> Pull the table up if we want to. Yep. So, 25 26 and again, so I am reading from the agreement right now and it's a table of
152estimated cost, city cost share, District 65. So, it's you should think about the percents or the scale of who carries what. The dollars and cents will vary a little bit based on actual cost. Um essentially 25 26, they were estimating a total cost of $670,000. The city picked up approximately 200,000 and the district picks up 467. So, think about percent-wise 467,000. And then 26 27, Tamara was right on the nail as usual. City cost share is 150. We pick up an estimate of 551,000 and at that point the cost sharing agreement is over and District 65 assumes full essentially responsibility for the costs. >> And remind me if you I don't think I just heard this. The individual cost per crossing guard is >> $13,000 a year. We had 55. We decided we could cut
153about 16 of them, but that was really not a scientific exercise. Um we uh committed to having >> were based on a a study that had been done, but that study had been done and was going to be repeated in the spring when there was more walking that was happening in school. >> That's right. That's right. That's right. You're right, Pat. And then the commitment was that we would have two to three crossing guards designated per school. Um but you know, it sort of depends on what the traffic patterns looked like and um >> So, that I mean it's where the conversation is is not necessarily just around the crossing guards at the around the school, but it's around our responsibility as a district crossing guards and unsafe in streets. Um which you know, at
154some point the city thought it was their responsibility. And I think we need to go back to that I am on the liaison board and go back and really push this with the city about the responsibility to share. A couple of aldermen have other people have expressed interest in that. I think um but the reality is how do we set a different number and then force the conversation um around how do we collectively as a city make sure our streets are safe for all kids who are walking to D65 high school and even elders who are walking and using those services at the same time. >> So just to flag here if we're looking for savings, we're talking about it but I think Dr. Pinkard I'm reiterating just saying it a different way which is
155a significant culture change when it comes to crossing guards because even if we went down to 350,000 on this, we're talking about one per school. What's really one and a half is what it averages out to per school. So a significant change in services offered to the community. So just we have to name that um that's a significant impact. >> I think I was saying that I believe that we can engage our um our elected officials to come to a shared understanding of making sure that we own together making sure we have crossing guards. Two elected officials on their own in a meeting said this is not right and we believe that we as auto people need to engage it. So before I just think it's worth having them tell us no. >> Well, I
156think we should yeah. I think that if we wanted to potentially So let me just ground us in the numbers. So we have a district commitment of $500,000. We have a city commitment of $150,000 for FY26 which gives us 50 crossing guards which is five less than we had um this year. We had a increased well, I'm not I don't remember all the shifting with the foster ones and the six that were foster exactly. So, if we wanted to reduce that number, um potentially, we could add across an additional crossing guard savings of, let's say, That's what I was going to say, Pat. Um so, that would give us Uh what's a board meeting without my calculator? Um another hundred thousand dollars. So, that's a reduction of essentially eight additional crossing guards. So, that would
157put us at, I think, reducing about 24 crossing guards, um total. >> Yeah, I think that it would be great if we can get more support and are able to work that out with the city. Um I think we just need to be prepared because we have to you know, we need to align on our budget now, and so we need to be prepared that if that doesn't come through, knowing that that means that, you know, we'll have a limited number of crossing guards or have to make some tough adjustments next year. >> Did Is anyone >> to if we decide to make the hundred thousand dollar reduction, um the placement of those crossing guards may have to be more strategic in terms of where they are. Um and and I, you know, I can
158think of a couple of examples where I I think that could would be feasible. So, if we do that, I mean, with all of this this is just the beginning of it and we will have to as a board come back and deal with the how it plays out in real time in the community and this this would be this would be one of those areas. >> Quick question on the contract. Um so, it is the city that contracts with Andy Frain and then we So, they have the relationship with Andy Frain and that that's who provides our crossing guards and then we pay either Andy Frain or the city, is that right? >> We pay the city of Evanston for crossing guards that are in Evanston and then we pay um Andy Frain for
159the Skokie crossing guards. >> But all of them are provided through the same company, right? >> Well, I'm saying that I think a $100,000 decrease would be feasible. >> I agree. >> Agree with the with the goal of also having a discussion with the Okay. >> I'm on board with that. >> Uh next we have the Avid program. >> How many students are enrolled in Avid? >> 200 267 across 6th, 7th, and 8th grade. >> And I know we have we've had to get special certification to deliver this program, right? And it's it it's basically children that choose not to do a foreign language and in lieu of foreign language, is that right? They choose to do AVID, which is executive functioning and has some other um >> in seventh and eighth grade. >> Can
160Can um I guess Dr. Speth, can you speak to um or Dr. Turner, who um speak to you know, why um cuz we're having the money, you know, but why you know, the value of removing AVID and whether those services are um already being covered by teachers or how to understand is it why the Is it a curriculum reason why we want to go with AVID or get rid of it or is it the money issue? >> would be the curriculum the curricular piece. So, right now we we have a number of teachers that are AVID trained and that provide um AVID uh curriculum to students, but this is the cost we pay to AVID for their programming and then also it it includes the cost to um like college field trips because AVID is
161about It is executive functioning, but it's also around college and career exploration. So, this would be this would be us not paying the AVID fee. >> But we went we're not getting rid of AVID, we're getting rid of the AVID fee or how How do Can you explain what I mean I understand that's a technical >> element that we could continue those AVID-like programs, but we would I mean, if we eliminated the college and career field trips, that would go out and then we would not have the support from AVID, either. So, that's kind of where you're looking at. And the the the programming is fairly robust with AVID, but strong at some >> This This sounds like something we could potentially replicate, though, correct? >> If I can just add a little something here.
162>> Can you do the mic? >> a national program, Advancement Via Individual Determination. >> Mike. >> Yes, that's what you tell me. All right. So, AVID is national program advancement via individual determination. And when we added AVID in the middle schools, that creates an articulation or an alignment to the ETHS AVID program. And one of the focuses there is to really support students who um may come from families that are first-time college-going or may still be looking to strengthen areas around executive functions, around writing, around inquiry to put them on a pathway, essentially a college-going pathway. Um and in the middle school, there is a kind of a band that is targeted for students in a certain academic range to provide an additional support. And so, there is an intentional selection criteria and support criteria
163for students that are entering in sixth grade, and then they stay on that trajectory through eighth. And some um a fair number continue then into the AVID program in the high school, depending on a number of different factors. And so, it is targeted around a population of students that may not be as much on a college-going pathway, but the idea is that it creates this intervention, exposure, and skills um to essentially allow individual determination and greater strength and choice at the end of high school. >> Is this the program that uh provides the online math It's like that like an advanced online math curriculum. Am I >> No. >> Is there something that sounds like AVID? Am I Am I going crazy? >> Alex, uh there's a platform called Alex. >> Okay. He's like, uh
164>> Four letters with an S. Starts with an A. >> So, do we have any Do we have any data around um you know, that the AVID program is supporting those learners or any anything at all to kind of understand the $60,000 spend. >> But we're not stopping AVID, right? So, I just want to be cuz it's a we're we have teachers who are trained who are going to continue to do the >> Well, I think you pretty much have to say like if you >> Okay, I'm Okay, it's not that big. >> It is not It is like I said, it would be AVID-like. There's elements of it that we could continue, but it is not the AVID program because it is the national program. And the training is rather rigorous for educators. >>
165And I don't know I I I'll say like I've I've seen really good things come from the program and you know, just students in the program who wouldn't necessarily think about certain careers or paths. I think the exposure I'm not as familiar with like what happens in the classroom, but I know that exposure piece seems to make a real difference for some students. >> I'm not in favor of cutting AVID. >> Yeah, for that 60,000 it doesn't seem worth it given what we get out of it. >> Yeah, it's more benefit and I what I appreciate is that the articulation between E65, you know, I always talk about transitions and how it's really difficult for kids who again are from marginalized communities. And I just think whatever we can do, whatever types of programming that
166we can provide to to ease that transition, but also get them on a pathway towards college and career, this is one of those pieces. >> I I just I struggle with this not being a core competence in the school itself. I don't know why we have to hire an outside curriculum to do this. This seems like something that middle school teachers could be trained on without provide with without needing the the additional expense. >> I think this is something that Kirby brought. Is that right? Was Kirby the one? >> Kirby has been the lead for some of that for essentially kind of the training and organization, but it was we the avid program and came in kind of through SR funds and as part of you know, as we were coming out of the pandemic.
167>> Yeah. >> Who teaches avid? This reminder is >> of middle school teachers and some essentially they train, they stay trained and then they you know, there a number that have taught the program over four years. >> Yeah. Yeah. So it's it's it's a it's a combination and and to the point is that training is very important, but it's also the support of the avid organization in ensuring that these students are getting this program. >> Yeah. >> Do we have a racial breakdown or like a any kind of a profile demographic profile that of the students that do avid? Just so we know if we're grounding it in you know, marginalized students, like what is the percentage? >> It can be pulled. We don't have it with prepared tonight, so we can get that to
168you. >> Okay. >> And and I I do just want to say I mean I I support the goals of the program and I know it doesn't look like a lot in the grand scheme of things, but as we try to kind of cobble our way towards that 600 and some odd thousand, I mean you know, if we're going to take a hundred grand from uh crossing guards, you know, maybe we can get another 60 grand from uh from the sliding scale, uh bussing, like 60K does start to to add up in the grand scheme. >> Yep. We're at 313,000 remaining. So, if we add that 60,000 in, we're at 253. So, remaining. So, maybe we get we understand who this program is serving. Because if it's serving kids that would already go to college
169anyway, then we're not really strengthening that much. >> It's not. Yes, it's not. Yeah. >> Well, Okay, let's see. >> Let's go go to the next page. Come back. Oh, I know. Unless you want to go >> No. So, we go to the next slide while we're getting more information. >> We We need some time to follow up on that. >> You don't need to do it now. You don't need to do it now. >> So, the set before and after school programming, uh it's my understanding that that process has been started, but that is not a feasible consideration for FY '27. We have some work to do in that area. >> Correct. >> Okay. >> So, that's what >> want to make that clear. >> That That's what's been brought to our attention. Timing
170is a concern, so we can start the you know, what we need to start an engagement with the union. >> Yes. >> Um and then kind of go from there. >> So, the next item would be faith liaisons. >> So, just to say what I think is um I think it's really a conversation about really what is the best approach to before and after school in conversation with partners, cuz also services already exist. Multitude of services exist within the buildings. So, I think that isn't really for me it's important that that's couched in not just, let's say, money, but how do we make sure we're providing um not just care, but uh um enrichment. And so I hope that the time that's spent um in this conversation comes out in a in a in a
171holistic plan that makes sure that everyone still has before and after school care, but we we're not in we're not redundant. There's not a multitude of different play partners there. >> And we're meeting this week. So there there other specifics at you know, I just can't bring the conversation. We're not at the point where we can bring it in the public, but we are having conversations on like specific steps that need to be taken into kind of different lanes in terms of you know, if there's expansion and what that looks like and if they're just using options that are you know, still that are already in place in the district. So um we will come down with like specific dates and kind of timeline on what that process would look like in either one of
172those scenarios. >> And uh one thing that's not on here, but I think it was discussed is is not with respect to SAC, but it's with respect to can we increase our um from a revenue standpoint our revenue with uh maybe it is on there with um >> right at school >> Yeah, right at school. So is there a way to increase the percent that we're charging right at school? I mean it's all negotiable, right? >> Negotiable, but we went through quite an extensive negotiation with them last year. And so we increased to um $90,000. Um but it was it was a push. It took us about 4 months to try to get that $90,000. >> But just to say we have a organization that makes how much money do they make in our school?
173I mean I'm just like they pay us 90,000 to across 10 schools. >> Correct. They've not shared the data the exactly how much they've not made public how much they make across our schools. We have asked for that information. >> Do we know how many are enrolled? >> Not I'd have to go look it up. Right. >> So, I I would hope that this we should um have a a conversation about increasing the the um or even a cost share with respect to Right at School. I just think that needs to be a real clarity about what it costs, what they're making, and um what should be the expectation because we're paying for the buildings, we're paying for the engineers, right? We're doing the marketing janitors, sorry. I apologize. Um engineers. So, how do we
174um make sure that they're paying their fair share of that cost, which is revenue that could go towards our program. And I apologize for not using the right terms. That wasn't That wasn't intentional. >> I think >> Oh. >> I was just going to say I think that when we look at um SAC after-school programming, Right at School, it's obvious that there is a lot that we need to consider and analyze and think about before we make any decisions. And I would add to that, like, you know, obviously we need to look at the numbers, the revenue. I think we need to get feedback from parents. Like, this is a you know, this isn't a quick off or on switch. This is something I think we have to thoroughly consider before making changes. >> And
175that's what they feel like, um legal. Like, we do need to engage. We need to engage parents, engage SAC employees, like all of the above. So, that that's one of the big pieces of this because that part we have not engaged in today. >> Yeah, and there's significant um you know, essentially, I guess for lack of a better word, quality concerns. I think in comparing the two, um and so I'm I'm concerned about this. Um I also heard from several um parents of students with disabilities and noted that access um to school-age child care is this is the most accessible um place for them to be um in ways that that aren't as accommodated in in right of school. So, I'm I'm concerned about this one. >> I mean this isn't a viable cost potential
176savings at this Not for this issue, but what you said Andrew is important especially if we look at other opportunities or choices that would or the for the program has to be accessible for it to be considered. So, that would be built into whatever imagining happens around this particular issue. >> Yeah, on the flip side I would ask too is so we're we're talking about removing a whole thing here and keeping right of school. I think to have a fair look at it we also have to ask what would it mean to remove right of school and and implications that could have in growing SAC perhaps or something like that. So, it's sort of a holistic overview here. >> I think SAC falls into that similar category to pre-K which is um can we actually
177improve upon a program that we have and make it make it more financially viable at the same time and that those two things may actually work together. >> I just want to pull two and I I just to name in this space I don't think it's been named as uh humanity humanity of we are talking about real folk um and not I'm not this is no like no any sort of correction or just to name in this space that we're very aware of the pain in the district right now. Um I was in a school during riffs and it was um, just horrific. So, just want to just keep us uh >> Mhm. >> I I I don't think that that's not something that we're all sitting with. And haven't been sitting with all year.
178I just want to name that for myself because it's These are people and families and students that we're talking about. So, yes. >> And this slide in particular is just as sensitive that we could just take that into consideration because these are actual people behind these jobs and this is a and we're having this in a public convers- you know, in a public forum, which typically would not happen. So, I yeah, if we could take that into consideration. >> Are we ready to move on to face liaisons? >> Yeah, I think it would be helpful if you could just reground us and I know we've talked about it multiple times, but what the role is of face liaisons and the impact that they're having um, and just some of their responsibilities. >> Okay, that's perfect.
179>> Sorry, we had uh shared in the in the packet that we sent to you. Um, Brian outlined it and I had it up, so give me 1 second and I'll pull it back up. Um So, one of the things in that document that that we had outlined that face liaisons do, um, they do receive mental health training. There's targeted student interventions through lunch bunch groups in fourth through eighth grade students. They um, work on crisis prevented crisis prevention intervention um, with the family community with the FACE Liaisons. Um, FACE The FACE team is trained 215 plus staff supporting the CPI certification, which is a specific way to intervene physically intervene with students. Um, they respond to crisis incidents. Um, they also kind of help level building level crises when there's because they have established
180relationships with students. Um, they work on family communication and with marginalized families of color. Um, they have uh, practices they have experience in restorative practices and conflict resolution. So, they're consistently working with small groups of students. Um, they offer community resource collaborations. LaKisha Barton, who spoke this evening, is um, a FACE Liaison and she's been instrumental in running the foster some of the foster family programs, bringing in like a family community engagement. Um, both she and Ms. Aguilar are working very closely with the foster team to really create um, an environment of the for the foster families as they join um, uh, the community. Um, they support school safety. They're active They actively participate on the CARES teams. Um, there's some demographics that Brian shared. The number of students serviced in SY24-25 was 436. Of
181those students, 331 were black, 74 Latino, American Indian two, 26 white, multiracial 26, and Asian one. 158 of those students had IEPs. So, also as a group of students that are often socially marginalized, no IEPs was 284 students. So, really what they're focusing on is assisting with tier one and tier two behavioral supports. So, kind of this A tier three is like a really high level, you need a behavioral intervention. Tier one, tier two are those Make sure kids are okay, knowing who they are, saying hello to them, and making that difference in a school building. And sometimes often, you know, a face liaison is if if a kid has no connection to anybody else, especially a still black or Latinx student, that's the person they have the connection to. And I think Ms. Barton
182spoke to that tonight very eloquently in saying, you know, "I'm the face that these kids can trust." Brian, if you want to keep going. >> Yeah, so uh that number of over 400 students supported >> Louder, please. >> That number of over 400 students supported that number is over a two-year period. So, this year school year alone, in SY 25-26, uh they have the face liaison team is seeing 70 70 The caseload that they have is 73% black students. So, I'll repeat that number again. 73% of black students are linked and connected with face liaisons. These are the students that um don't feel a sense of belonging according to our my my savers data when they come into the building, don't see themselves reflected in the building uh because there is not a lot of
183black staff within our buildings. These are the students These are the the the students that are are seeking out people that look like them. These are the the the adults that um are I'll give you a great example. One of the face liaisons last week drove all the way to Maywood because she had been working on getting a pair of glasses for a family who had came from Venezuela, but actually have just moved out of the district uh because they didn't have any housing as of a month ago, but she drove out to Maywood after coordinating and getting glasses for this student who's legally blind and taking it to the family. Or the other face liaison who came out of his own pocket to buy a pair of Jordans for a student who lives with
184his grandmother because students at his school were teasing him. So there's there's other things that face liaisons are doing that are not reflected within data. They're connecting with families and they're connecting with the most marginalized families in our district, which usually are families of color. >> How many face liaisons are there? >> Pardon? >> How many face liaisons are there? >> Five. Currently we have one open position. >> And then how long has the position been open? >> 11 months. Oh, how long has the position been open? >> Yeah. >> Um since the beginning of the school year. >> So it's a okay. So there's >> So there There there was a and then we were told to pause because of the SDI. >> Are there six or there six and one empty or five
185and four filled? Which There's six and one There's six and one >> Okay. >> Yes, six and one open. >> One open, right. >> What's the caseload for a typical face liaison? >> Explain. What do you What do you mean? >> How many students do they typically work with? >> So that could depend. That can range, right? So we will say let's start off at 25. That's what we always say. Let's cap at 25. Let's cap at 25. However, the need is great in our buildings, especially at the middle school level. So you say yeah, let's cap at 25, but some face liaisons are connecting with up to upward to 30 students, 35 students. And that can be uh lunch bunch groups at the elementary school level. That can be um check-ins. That could be
186some follow-up because of a student situation that took place and that face liaison is connected with that student. So that face liaison, although they may not be on the caseload, they still have connected and built a relationship with that student and they're maintaining that relationship as a check-in to make sure that they can support that student through the school year. >> Does this 568 assume six face liaisons are hired or is this the salary for the five? So, if we were fully would there be would there be another would it be 600 you know what I mean? Trying to understand if if if you just keep the five >> Can we can we hold off on that because Tamara just stepped out real quick? >> Okay. >> And and where and what's the distribution where
187where do these what's the distribution like by feeder pattern? How does how does >> by feeder pattern. It was based on what the best fit was. So, right now they average about three schools. Some have four. >> So, what so what are those schools? Where where are they? >> So, I I can tell you where they're they're not right now. Um if you if that'll be easier. But, where they are right now is Haven, uh Dewey, Washington, Nichols, Lincoln uh the the the the I'm sorry. >> I have it. >> Sorry. >> Okay. >> I have it. They're at Haven, Willard, Bessie Rhodes, Walker, Oakton, Nichols, Dewey, Washington, King Arts, Dawes, um and Kingsley. So, we have a vacancy at Shoot, Lincoln, Lincolnwood, and Orrington. >> And so, a question um because of the transformation
188of Foster with you know with kids coming out of um Lincolnwood, Willard, Kingsley and coming in the Foster, does that change in terms of the um not at Haven, but does that you know, because you're going to have assume more centralization of of individuals at um at Foster. So, is there a need >> two face liaisons who are potentially assigned to Foster and that's Miss Aguilar and Miss Barton and they have been um supporting Foster community engagement throughout the school year. >> So, next year they're the plan is to have two foster face liaisons. At that at this point in time, yeah. >> Yeah, and so like Dr. Spates said that also has to do with cultural, right? The cultural piece. Ms. Aguilar being a former teacher, being bicultural or bilingual, and then Ms. Barton
189living in the fifth ward, being from the community, those are the best fits for that, right? Um for that school. And so both of those liaisons are connecting with their student population that will be feeding into Foster. That's what they're doing currently right now, and they're doing a lot of work with the families in that community as we prep for the opening of Foster. >> But they're Foster Haven, so I think that's the thing that like they're they they're fostering and they will follow the kids to Haven. Okay. >> Right. And over the last two years, really this year and last summer going into coming into this year since I took over the the program, it's what is the need? And how do we tailor make what we're doing and the work we're doing to
190fit the need of the students and families that we're serving. So what face liaisons may have may have looked like five years ago in its inception, it doesn't look like it does now. Because we have to meet the need of the students and the families that we're serving. And so a lot of work on data. And a lot of looking at data, a lot of work on what is our day daily breakdown look like. So the the program is constantly evolving to meet the needs of the families students and families in the community that is serving that they're serving. >> I don't have a Have you all asked Tamara the question or do we need to ask her? Okay. >> Yeah, that's for all six positions. >> Okay, so that's assuming the six positions. And
191where is the one for the position that's not filled? Where what coverage area is it not filling? >> Shoot and Kingsley. >> Kingsley is being served. Uh Orrington, Lincolnwood, Shoot. There would have to be some movement, so yeah. >> And so just the is the in the past because of the allotment of you know the demographics of the of the Hayman feeder pattern are changing. And so when I hear Orrington and Lincolnwood, I'm also thinking about um and actually I don't know who's staying, right? But over time the assumption is the population of those schools, particularly with Martin Luther King's population, is changing as the students go to Foster. So is there you know so in some sense of the one Are we saying that there's what the one face liaison that is not hired
192is Orrington and Lincolnwood and Shoot? Is that what I'm I'm just want to make sure that's what I heard. >> I won't say that. >> Follow them and so they have to be in the feeder pattern. >> I mean I'm just saying this what I the schools that were just said with us. >> Yeah, so I I won't say that. What I will say is that because and I think we have to go back to school safety is important. And so we had initially at the very beginning of the school year and at the beginning of the face liaisons program there was eight face liaisons. >> Okay. >> Two of those positions had been reimagined going into this school year to focus on school safety. Um so that's why we are at that six number.
193So and then with the one open position it's five, right? And so having to fit where we can fit I mean, you have that few Yeah, few people you you can only do so much. And the need is great. The demand is high. Especially when we're talking about who we're serving. And and who we're supporting. >> Right. >> And and and I think so then, you know, I think about the conversation the last time we met around school counselors, right? So, there's social workers, there's school psychologists. Um we have our face liaisons, right? The social workers. There's four points of contact along with our educators, right? That makes five. Um Uh so so, you know, again, there are these array of supports that we have for our students, right? Uh and but the thing with
194the face liaisons, and I remember this when is to really try to find folks who were part of the community, right? Um cuz I remember how we having these discussions and just making sure because again, we the root of the issue is that we we actually have to do a better job in regards to um recruiting um diverse staff across all of the, you know, different um you know, areas within the school system, right? Um that that that's our principals, assistant principals, our educators and and social workers at X, uh all of the above, right? Um and that's been a struggle. And you know, we did do a couple of programs with use of other funding to do create 65 and we we we did um you know, did we tried a couple of things.
195Uh but again, that money dried out. Um and again, we're we're here we are facing these things that we we tried to do. And then I I I mentioned the last time that again, America, our country, very powerful, very have a lot of resources. We choose to invest in war and we don't invest in schools. We don't invest in in our society. We don't invest in the services that our our citizens need. So, that's root. But again, one of the things I'd like to do again, I I want to continue for us to have liaisons. Um but I but but also want to know, you know, how they're all interacting with one another, right? Because I think collaboration and making sure that everybody's on the same page. Because again, there were some folks who were
196saying, again, as part of that social school counselor conversation, "Well, you know, the face liaisons aren't you know, they're not you know, they're they're not licensed and we are." And it's like, okay, that's unfortunately this is you know, we're having these tough conversations. I might have mentioned it starting to turn into Hunger Games here and that's not good. So, you know, we really got to do as part of how the system responds, right? We really need to make sure that those folks are on the same page in regards to how they're serviced. >> Yeah, and I and I and I let me speak to that and let me speak to that as a black man from Evanston. When I hear that not certified, not licensed, that does not mean you're not qualified. >> Correct. >>
197And so, the face liaisons are more than qualified to do the job they're doing. And that's evident by the students that seek them out when they walk in the building every day. That's evident by the families that reach out to them because they've had negative experiences with the building they're in and they feel comfortable reaching out to them because they look like them and they understand that maybe this person this individual has that shared experience with me. They understand what it is to be a person of color to walk into a building and people are looking at them like they don't know what they're talking about. >> I've had that same experience as a student. Again, I've had teachers who were licensed who treated me like some a certain way. >> So, >> And I've
198had that experience as working with other colleagues who are educators who again looked looked at the looked at our kids a certain way versus in a culturally responsive way. So, yeah. I guess. >> So, statements like that to me come off as microaggressions. >> Yeah. >> So, let's name it. >> Yeah. >> Um the face liaison team works collaboratively with the social workers, with the counselors, with the teachers, with the parents, whoever is in front of them, they try to work with everybody. And I think Ms. Barton hit on it, they're called on by everybody. >> Can May I suggest that we um at least for next year continue with the five as opposed to the six? That gives us um at least one I mean we have to we can come Right, we have
199>> Yep. >> Right, we have one vacancy so I guess leave the vacancy open for another year, which that would then remain a reduction of at least one position, particularly given >> 94,000. >> Huh? >> 94,000. So 6 divided by 568 is 94,704. >> And we're not filling till we paused on hiring for the sixth. So it's seven in total with the vacancy, right? >> It's six. >> So you don't have a vacancy anymore. >> No, we do have a vacancy. >> There's five now. It's total of six and there's one >> There's six total liaisons, one vacancy, five total active liaisons. >> And I think the other thing we need >> I'm sorry. So can we just ground on what the what the savings is if we hold on the five real quick? >>
200Correct. So I I'm like I'm looking at the data. >> Okay. Okay, okay. >> So we're making some Yeah. >> Okay. >> But when I'm looking at the data, I'm always curious, right? So it doesn't >> But I understand so we're going to have a wash in some situation like towards the end of the year, but in the current count though >> That is Yeah. >> In the current count because what So earlier in the school year there was a vacancy, right? And we did not staff it because based off of where we were headed, I don't want us to hire people into roles to lay them off at the end of the year. So that was a So I paused that hire at that time until we better understood. So, these are six staffed
201positions though under this number. >> Correct. >> So, we have >> Seven. We would have had seven total. We would have had seven total. So, we have six and that's what the 568 encompasses that. >> So, does that fix 568 or people represent salaries that are being paid to people right now? >> Here, the other piece too is is that and I I think these numbers may be off because Rice also have >> No, here is six staff positions, correct? That is based on six staff positions. >> Yes. Okay. All right. All right. >> Of which five are filled. No. >> Are all six filled? >> They're all They're all filled. >> Okay. Okay. >> This is I'm I'm confused. >> Six are filled, so >> We would just fill one. >> So, the 568
202is six staff positions that we Okay. Yeah, cuz the other thing I'm thinking about, I mean, we have our persistent problems that we've had forever, like, you know, disproportionately and race that I know face the issues and are the ones addressing that. We still have our opportunity gap. We have all of those issues to deal with. And then on top of it, we're going through a lot of transitions next year in school communities, which is going to add complications and we've got a lot of new school leaders, so I just worry about pulling back in this area, especially this year given all of the transitions coming up. >> Can I actually ask and you brought up something that I hadn't thought about before and I didn't even know. So, that you said that there are
203two safety officers. >> Safety, one safety coordinator school safety coordinator and one school safety specialist, yes. >> Can Can you talk a little bit about their role? >> Ooh, so where do you want me to begin? I mean, let's If If want to talk about um a lot of the situations that our buildings are dealing with, whether it's um responding to um a student with paraphernalia, um then they're the ones who are responding to those calls. If it's if it's a a situation of EPD being involved and having to be notified, they're the ones who are contacted and respond and collaborate with EPD. If it's a situation like say for instance the board meetings, the SDRPs that we were having at the very beginning of the year, they were the ones who were here till
20411:00 at night making sure that everybody in this building was secure. I mean so they're doing a number of things um to make sure and and to ensure the safety of students and staff uh across district and doing a lot of collaborating with EPD, uh of course along with myself, um and just following up on anything that's taking pic- taking place in our buildings that is causing harm um or potentially going to cause harm to the students and staff in the building. >> So before you said they just be- we just transitioned them from face liaisons to school community officers. >> No. No. One is a student safety specialist, one is a student safety coordinator. Um but they did not transition into the role. These were roles that we looked at as a district and
205said, "Where is the need?" And considering that we had cut custodians last school year, that we had nobody that was focusing on district uh school safety, which is a high priority considering we're talking about bullying that's taking places in our building, fights that are taking place, um and I mean Title IX cases that we need to follow up with. There's a plethora of things that are taking place within our school district um that school safety is is having to follow up with. >> So we cut 18 concierges at the end of last year who were >> We didn't have those concierges. Those were an out outflow of of maybe it was SR funds, but they were a post-COVID add. Right? I mean, we didn't have concierges prior to COVID. >> No, we did not. >>
206could No, no, so that that part I understand. What I will flag is before we put in those positions, what we were getting ready to be faced with is all of our bargaining units drafting something because there are the issues that Brian are flagging in schools. They felt like it was going to be a safety issue. So that's how these positions came about because they were all very concerned that we were removing all of the resources from schools and there was no one there to support it because there are issues that happen on a daily basis and there is no person, no security person to help support in that with the concierge to us um at the school level. >> And beyond, they're the ones that coordinate and make sure that we are reporting all
207the required drills. So any kind of any kind of fire drills um >> Serve >> Pardon me? >> Law enforcement, serve drills, everything. >> drills. That's those are the two people coordinating up. >> Reunification processes, which is every school district has to have a reunification process in place. >> I guess I just I'm thinking about you know I don't understand enough about how we're measuring what the interactions are, what the needs are, what are the other potential resources within our community can that can support in those ways. And so when I think about you know student safety officers versus librarians. Like, uh I don't you know, I don't know I don't I don't like the choice, basically, but >> Yeah, I don't I don't know if it's the >> I don't know. >> Yeah, the
208same, but >> I don't know if that's an either/or. >> Yeah, I don't. So, on a daily basis, the safety I'll go ahead. I'll go ahead. Perfect. Well, so that's what I was going to flag, right? So, that's one set of So, I don't want to mix the two roles because face liaisons were actually on staff, and so were concierges. And so, on a daily basis, we get like the safety you know, the yes. All day, every day. So, I want to I want to make sure we don't say one we don't compare one or the other because someone actually needs to be at school to you know, address the incidents that are constantly being flagged, and we you know, and we're all copied that there is an incident happening at the school level that
209needs to be addressed. >> Yeah, and I and I just want to speak to that just real quick before you move back to the face season. I was like for the other for instance, the other day, we had an individual just open the gate at one of our elementary schools, walk onto the premises, and begin taking pictures. These are the things that are happening daily around our district. That we are challenged to face with when we are understaffed and under and undermanned in terms of addressing some of the things that are happening and staff because I get the emails every day, all day. Staff want to make sure that they are going to be safe when they come to work, when they enter that door, and when they leave out of that door. >> So,
210just back to face liaisons, and I just want from a structurally just want to understand the numbers cuz I've been here two to serve the Haven feeder pattern. If you would say that. One serves the Nickels feeder pattern. >> Mhm. >> King Arts has his own. >> Mhm. Well, King Arts has somebody who's there 3 days out of the week. And then um he's at an elementary school the other two. >> Okay, but I mean but in the Okay. And then Shoot has >> Right now Shoot has nobody. >> Okay, so then where are the So I'm if I Where are the other face liaisons? So I'm trying to get to I'm trying to understand the um the I believe face So let me I believe face liaisons are essential. I'm just trying to understand
211the um one with the change of the feeder pattern, I think you've answered to me about um understanding um the need for two at Foster given the It's really the the the TWI population and also the um African-American population and two face liaisons that focus on that. Can you help me understand the Cuz I'm I'm like, okay, two, three, four. So help me understand the seven or >> the six and where they are. >> Six. Okay. So two So where are the other four? >> So we have six. One open position, so that leaves us five. So we have the four >> Okay. >> that are active right now. I can't speak to one. But we have six. >> Okay. >> Positions, five active. >> So I guess I'm just I keep I'm What I'm
212trying to ask, can we just keep the one open? >> one person out on leave. We have a face liaison assigned specifically to Rice, and then we've got four more. So Okay, so we we do only have five active filled positions. And so that 568 covers six six salaries Right. There's no salary savings in there. Okay. So if we Oh, I I Dr. Turner's >> Is she trying to get in? So that's 94th if that one >> Well, no, there's no savings. I think the simplest thing is here this 568 is money that is being paid to real people right now. There's not a divide that by number and say we can save money by not billing the spot, right? If we fill the Okay. Okay, that's what I'm just trying to I'm just trying
213to get clear on that. >> Oh. Okay. All right. Okay. >> Let's go to central office. >> Can I ask a really silly question? Um, this is probably going to my head now. I assume that money is uh salary plus benefits. Is that correct? That's a correct comprehensive? Okay, thank you. >> All right. Questions answered? Let's move on to central office. Before you do >> check from Maria. >> 253 >> So what we have to cut? >> Correct. That includes avid. We get rid of avid. >> Can Yes, good segway. So we do have some information, updated information related to avid. So avid currently serves 65% students of color, 51% free and reduced uh students on free and reduced lunch. Um, additionally of that 60 grand, uh approximately 34,000 are membership fees. So that's what
214we do pay for avid. The rest of that money goes to teacher stipends. It also goes to the cost of the field trips, the logistics, transportation, etc. So not that entire 60,000 is uh like a membership or a licensing costs. >> So, under any other further questions, under um the next category, uh we are already past the April 1st deadline to uh for administrative positions to go into effect for FY27. Uh that leaves the re the that would leave the 42 support staff that we could take into consideration based on the 30 days date before termination. >> Can I ask what is that April 1 date? >> contract >> So, if uh an administrator has a 12-month contract So, they have a 12 They have a 12-month contract. >> Um so, for this, I know
215that you all have shown this over and over and I should have these numbers memorized, but can you remind me oh for the whole SDRP process, how many like what percentage of administrative positions have we cut and what that amount was just over the last 3 years? I'm sorry. Yeah, I was just Okay. Or I'm sorry, central office. >> Can Can we define the difference between administrators and non-union support while you you look that up for Maya? >> So, an administrator would be in a director level position and above, and they would be a person under an actual contract like a legal binding document that has like you know specific guidance around it and then there's um what we call miscellaneous staff. So that's the we're all non-union. The ones that are not director level
216and above, they're considered miscellaneous and those they are in central office and they are support staff um in central office but non-union as well. >> So at this point in the reduction scenarios or process what what would be a reasonable expectation of what we could even consider under the miscellaneous? >> Would that be like for instance coordinators and supervisors versus >> I mean this is a So I'm going to say this. What I'll say in general is I don't have I think that what we've heard and come to you know what we heard in meeting after meeting is a focus on administrator. If we have now the cut off on admins in April 1, I'm not really sure what we can offer up for that that feels that doesn't feel good to me um and
217you know as the HR head I think we would be taking everything under consideration at the time and now that we've passed the time to affect or you know where we could consider an admin, I don't think it's a good idea at this time to be considering other other support staff in the central office. I think I think you know we that wouldn't I wouldn't recommend that at this time. >> Well, I'm I'm not clear on why that is. >> Because I think the bigger numbers when we look at the staff, I think you know, when we talk about the 60 the 42 positions that are left, there's a there's a lot of work in the central office. Like I I'm not sure if you know, if we have taken out time to really understand
218the systems and structures and all of the things we've cut. I I want to say it's like 100 positions over the last 3 years. We've constantly cut for SDRP and it's a lot of work that still needs to be here. It's it's quite a bit of manual work that our departments are still fielding and so I do understand like as an HR lead that's what this is what I will say. Usually you cut um it's like a staggered approach, right? You know, you have all of these different projects to make happen and then you know, maybe after things get done, you come in and you reassess. Well, we've cut and we've cut and we've cut. And so now we are dealing with I want to say like a bare bones if we have to consider
219what has to get done here still in this district and that's including SDRP and all of the rest of the work that we're doing. So, I don't you know, I'll let the cabinet colleagues speak, but I I've shared my thoughts here in terms of in terms of these 42 positions, you know, what I think. I I don't think we're at at a at a space in time where we could cut these where we could cut these smaller positions. These are smaller on the salary scale. >> I think that I just I I wish that we could have had this fuller conversation before the April 1 deadline about what what our strategy was because if we really are that limited, then if I mean if April 1 is this hard deadline, I think that as a
220board we would have liked to have had a discussion around the impact of some of these personnel decisions, things like cutting counselors and librarians. I think we would have liked the opportunity to have weighed that against positions throughout the district. >> So so I completely agree. I think So I just I just want to give context in terms of timeline. We made a decision in January and we did You may not have been on the board yet, so I'm I just want to flag that. So I I want to acknowledge that. We made a decision 3 months after it would have been ideal to to cut Kingsley in January. So one of the things shared was we were now going to have to fit all of those activities that would have typically started in November
221in a very short time frame. So that's that's probably why you see the dark circles right now because in that short time frame we've had to now figure out where everyone who was leaving Willard, Kingsley, Bessie Rhodes, and section closures would go in addition to the you know the cabinet coming up with what we what we determined could be the right cuts. So now we brought that information in the board briefings and then decisions were made from there. So I completely understand, you know, your perspective on you know what we what we could have potentially brought earlier, but there was no earlier, right? So we've now we packed all of that into a very short time frame and you know, we this is where we are today. >> And this is We be in process
222in this process for a while. So, you know, I was part of that delay and I I own that, but what we can take that with us moving forward. We can take that with us and because it's a very valid point. We need to We need to do due diligence in the request that we make and the information that we ask for in a more timely manner. And to go back to a previous statement you made, you know, we have to we have to anchor ourselves in what our vision is going to be. So, I I I appreciate that comment and I understand how we got to this point. And here we are. And we have to make some decisions tonight. Um all of that all of your comments, Chris, real really will inform how
223we move forward. It will inform how we move forward. So, it's not It's not lost on me and I'm sure other board members feel the same. >> And we're going to have the audit. We we are going to have an audit of staff of that will guide a comparative it'll be a comparison. I mean, we're going to have some very clear-cut understandings of what we have. Um so, I >> I want to um one item that's not up here, but um I feel like I would not be if I didn't ask it. Um wouldn't be fair even though I voted for it. Um when we voted for the laptops, are there is that a once we made that decision, is that a done decision? I'm just We've We've talked about everything else that we've even
224made. So, I just feel it's due diligence to ask it. Has the um is it um is that a contract signed and it's off the table. I just think we have to ask it. >> I'm going to let Ms. Cannon sign in real quick on the staffing and then I will give you as much of an answer there that I can. >> Yeah, sorry. So, to go back, sorry, I was just trying to look to make sure I provided accurate information. So, between SDRP phases one and two, we cut 51 positions from central office. So, that included central office positions, administrative positions, um and there were some union positions, but that are based out of central office. So, there are 51 FTE reductions. >> Mhm. >> And that um that is after any reimagined position.
225So, there was a closure of 51 positions. So, in those two phases. >> Yeah, I mean just another dynamic that would uh and I'm not trying to necessarily second-guess. I'm just trying to think about this constructively, but um while we have brought the level of central administration down, um our enrollments continue to decline as well. And so, I think we have to make sure that we are benchmarking these administrative positions against a declining enrollment. And I've heard us refer to this demographic study, but the demographic study predicted 7% declines and we've been looking between 20 and 30% per year. >> So, the demographic study we have two and we have one post-pandemic and our numbers have been traveling very much in alignment with the most recent demographic study and the previous one had a high,
226mid, and low range and we mirrored the low range of the original demographic study. >> The demographic study that was in the board update a couple weeks ago had an 8% rate. I can quote that. I can find that for you and send it to you. But, the most recent study that was shared by the administration, 8% was the estimate. >> So, what we can do, you can follow but the numbers they use are they're different numbers are included within the demographic studies. So, depending on what you are comparing, it may not have been an accurate comparison. So, we can sit down and take a look at that as you wish. Um and then in regards to um the question around the iPads, um I don't have an answer as to where we are in
227the process of that order. I believe that order is in but I do not know where it is in the processing at this point in time. I think my bigger concern is we brought forward ideas around cart sharing and the way you would sustain and that was more expensive than the one-to-one. So, if we put a halt on that, what I don't know is what is an appropriate alternative and it means that we would then need to go into planning around an appropriate alternative. Um and that's that would be a very significant challenge. We're trying to get them in and get them imaged because the technology team has moved technology from Roads to Foster and focused on startup over the summer. And so, I don't have a strong alternative that I think would save the
228district money if that decision was reversed and I would have to check and see if we could stop the order. >> I appreciate it. I just feel like I just feel like all things need to be asked. Thank you for that, Mr. >> no I and fair, that's but that's about the best I can say at this time. >> Have we looked at alternate >> We continue to try to you know, we continue to try to reflect what we're hearing within the community and again, if there's like direction towards next year, we that gives us up some time to try to come up with alternatives. >> Have we looked at alternatives this year to iPads or the like a I don't know know like a Chromebook or something like that? >> So, as counterintuitive as
229it is going to seem, when we factor in repairs and the sale price of iPads at the end of use. When we've modeled it previously, the iPads do not cost us more than Chromebooks. >> We sell the iPads? >> Yes, we sell the iPads at the end of use. >> Like 10-year-old iPads? >> Yeah, there's there's a lot of information in previous board meetings that you can refer to. Okay. >> Shall we move on to the next category? And then we're going to have to circle back. >> I think we're circling back. I think that's it. >> Okay. So we still need to consider Where are we, Maria? >> 313,000 without Abbott. >> So I um >> But I think the Abbott is a programming thing, so I guess I would take that one off.
230Excuse me. >> So where are we at? >> I guess the other consideration that Nicole brought up is um sliding scale bus fees. >> So I had that at 60,000 because I figured that if we had 60 um preschool students, probably not all of them are going to uptake. We may have some revenue in the general aside. I didn't really know how to model that. So if you want to give me a number, I can just plug it in. If we think how many non-free and reduced lunch are taking the bus. >> And I'm thinking I think you were talking about um schools in addition to >> Yeah, so I was like we is going back on our um is actually reinstalling, which has been in place until next year, right? Is um paying for
231busing it would be just would it just be King Arts Magnus School or any any person? Because we only provide cuz it would be hazard busing, too, right? So there's just the understand the complexity of this. We thought about it for Magnus School, right? It used to be. We took it off. So, it's reinstalling that and then asking for bussing for pre-K. There are people who are bused to their school, right, who live less than 1.5 mi, but they're bused because of hazard. And so, because of hazard, we we wouldn't That's what we would That's what we wouldn't Can we charge for >> Correct. No, you wouldn't charge for um students who are bused because they're among a hazard. If you wanted to put a caveat in there, you could identify IDOT hazards versus District
23265 hazards and charge for those District 65 hazards, but you would not charge for the IDOT hazards. >> And so, the just um the IDOT hazards are Ridge, um Well, cuz our our where are I I'm sorry, not the IDOT, the District 65 hazards are the ones we just talked about. Really, the IDOTs are Dempster. What are there There's only three, right? McCormick, Dempster, and part of Emerson? >> Emerson, yeah. Now you're making me go back. Um Dempster, I'll pull them up. >> Okay. So, you you that's a an option of bussing charge for bussing if it's a if it's a Evanston hazard, D65 hazard. >> I think it was about $40,000 of revenue from the magnet bussing, if I'm >> Yeah, but that was just magnet. It wasn't fourth. >> That's correct. >> I
233mean, there's something to consider. I don't think it's going to get us to 313. >> No, it's not going to get us but it looks like we're chipping away 20 at a time. Um and I do think that I think with that, but also um having done work in out of school space, I do believe that the that we're charging right at school should be negotiated more um in terms of the resources that they make and if this intense schools is paying 9k for year round access to a building um it's a really good deal. Don't know a target number to put on that but we should be able to negotiate with them for access to our spaces at a higher rate. And hoping trying to in that negotiation that that doesn't just get passed
234on directly to families. >> And what would be the timing of that in order for FY 27? >> I don't have an estimate right now. I I I don't even want to guess. >> But we need a contract I mean so we have to negotiate to 27 contract right so it's it's not a re- it's a contract for next year that we have to do. >> The last time that took us that was a process. >> I mean they're doing it for profit. >> Yeah so I mean I would put that on the table. >> They're just going to get less profit. >> We just don't know. Right. >> put a number in it you know we can't put a number >> I think what that impact is going to be but we're waiting on
235the number of Jenna bussing non-free and reduced lunch not including preschool or you can include preschool and just tell me. >> And we um so we need to go back to the consideration of CapEx. We said we would circle back to that. >> As we go back to that just I'm not asking for it. I just want to understand if we feel the are we filling the other face liaison slots because then we're up another you know then it's an increase. You know what I mean? >> No. >> It's not okay. Okay, cool. Cool. Okay. So that number is where it is. Okay. >> Oh, here we go. So we said 116 100. >> Do we have a hiring freeze in place currently? >> Uh we don't have a set hiring freeze but we're as
236they as with this position I'm not allowing like if a position is not I shouldn't say just me. I'm engaged with Dr. Turner on that. We don't have we are not hiring for central office vacancies at this time and actually I don't think we have many central office vacancies. So yeah, we are not which is why >> from there was a question for me. I thought I heard Tiffany say a question for me. >> No, I said in collaboration with you we are not allowing hiring at the central at for central office positions. So there would have to be an actual need like a real need and they would have that would have to come through hence the face liaison position. >> So let let's discuss the cap expanding and what that could be could
237not be. How can we close this gap? And what would be the implications of the amount of the reduction in that that would affect the summer work that's about to be planned. >> If we were going to 300, 000, what would be the impacts of that would bring it down to what, 2.4? >> 2.4. That would be King Arts, basically. >> Yeah, I can't really name the impact until I see the bids coming in. >> Okay. >> You know, we'll work with what we are given. Um, and yeah, I without you know, when I see the bids come in, that will tell us where we are in relation to budgeted amounts and what that does to the impact of the projects that we have. And it could have a minimal impact or it could be
238that, you know, the two bids come up over the total of 2.4 and we have to lose half that work. You know, so it it's a range of things, but I also deeply understand the position that we're in. So, you know, we will do, you know, we're trying to be good stewards of the buildings, we're trying to keep them together, and we'll work with what we're given. I just can't speak until the bids come in about where that will leave us. >> Is there any way in some sense we're talking about a lot of different cuts that we don't know the exact amount. So, we're right now trying to say, well, we're going to balance it on CapEx. Is there a way to articulate that if things come in more, that those dollars that might
239be saved go in to CapEx? In essence, CapEx is acting as a holder right now to get us to balance, but if we are able to do more right at school, um, other cuts, um, bussing comes in as more, how do we not absorb that savings into other areas, but it can be absorbed back into the, um, CapEx. I don't know how that I mean, it's easy to say, but as these things come in, how to do it. Um, so as the real, you know, balances come in, we're we're feeding it back into the, uh, CAPEX line. >> Well, like the tuition fund, for example, right? We have a out of school tuition fund. $750,000, or sorry, it'd be inverse of 1.4 minus 750. So, if we come in if we don't have to use
240that it would shift into CAPEX. >> And I just to speak to it, I definitely appreciate the intention. I think the majority when buildings and grounds is operating as it should, that the majority of that CAPEX budget should be spent at the front end of the year because our fiscal year ends on June 30th, and like this year spending ends June 12th. So, there's really very little time if if there's an influx of money after our planning piece, we really don't have There are better places to put the money because we have a very limited window to execute that at the end. Um so, you know, just kind of holding that, fully appreciate the intent, um having that kind of planned amount because we really do need to We're We're operating much later than we
241should be now. We want to be 9 to 12 months out, generally. >> Well, we would then add it to the next year. >> That would That would we gratefully run with. So. >> What's the consensus on that? I mean, I think that's the only place we have. >> Um I will join you all. I mean, we have to deal with where we're at. This is a bit bitter. Um I'm going to try and speak as fairly as I can. You can give your own versions of this. Uh we made a short-term decision this fall. Uh it was the riskier of the two options because the you know, just the we knew that it we were going to have to cut more staffing program. We didn't know that Cook County was going to do its
242thing. Um so it was more volatile. Um but we went short-term thinking and we're seeing that short-term thinking right here and how we're behaving as a board. So So I know we all ran on accountability. I'm just trying to hold just see clearly where we're at. Um is we've now talked about undoing our transportation policy. We spent meeting after meeting hours and hours on that. Uh we've talked about undoing a host of other things here. This is what short-term thinking looks like. And I hope for us as we look to the fall, we have to get out of this cycle and be thinking long-term. And then I I just want to flag for us here again in the spirit of us being the best board we can be and knowing I'm going to stick with
243us and I'm I'm I'm this is going to be thing. Um we're way out over our skis here as far as our role as a board. Um we are in the nitty-gritty in a way here that I I is a bit um I uh mortifying to me. Um I've heard directly from employees who um have had bad experiences now because of even how we're dealing with this, delving in, kind of going out of our lane. Um you know, we've talked about certain roles, but we didn't talk about a whole good chunk of the 40-plus people impacted. Um tonight we've even drawn in new positions. Uh we've uh named a whole a whole bargaining unit. Um and folk have even connected the dots in our conversations where we walked back decisions and then that impacted other
244employees. And this is raw and this is real. Uh we are um um >> We are struggling here. And we've lost sight of our role is vision, policy, and accountability. We're here 4 months in and we're just trying to triage this. Again, I'm saying all this just so for the Let's keep moving. Let's get where we need to be. Um we're triaging this and we're 4 months into the year. October's coming and I still don't know what our plan is to get a plan for for coming up with that vision, dealing with the deficits with the administration. So, I'm saying this cuz I'm going to stick with us. I'm very disappointed by this decision, but I'm sticking with this decision. But, I also just think we have to look really clear-eyed at where we are,
245how we got here so we don't repeat this when we move forward into So, I'm going to I please receive that as um I'm committing to we are here. I'm going to be part of the solution. >> I I hear you. Um I want to just take a a slightly different angle in terms of of where we are. I know that we need to do some visioning as a board and that will be important work, but in addition to doing the visioning as board members, we have an obligation to speak to our values um and to me making decisions that reflect the values of the community to the best we can with limited information like having middle school counselors and having middle school librarians. I think that's a really important part of what we do.
246>> Choose your hard. Choose your hard. It would I mean all of it is hard. So, I don't think that we can say that what we're doing is harder than if we had voted to close an additional school in the fall with imperfect information and not knowing. I think that would have been, you know, maybe $1.4 million worth of savings, maybe. Um but you know, this is a hard job. This is what we signed up for. So, I don't want to cast um I don't want I want to look forward. I want to see what hopeful things have we have in front of us. But I do believe that you're right. We are not making decisions that are what we need to be focused on. And we are also not given enough time, information, context,
247frameworks around making the decisions that we're making. So, we're doing the best we can. Um and we can do better. >> I don't want to I don't I don't want to reiterate where we've been, um just where we're going to go forward. Um and I do think I just think one of the things we're trying to calibrate is to the point of I think we ran, at least say for me, I ran understanding that there was a concern of how much, what are the questions that board members should be asking about budgets and to the level of detail. And I think it is fair and sometimes um we've gotten into the how as opposed to staying in the in the um in the balcony. Um but I think the complexity of this moment required asking
248questions to dive in because I think it requires for this community a rebuilding of the answers of those things. Um so I hear you and I believe as I've always said that when we get to the other side of this, we'll decide if we made short-term decisions or if the decisions in the moment ended up sinking together to get us in a better place. And we won't know that until the end and I'm betting that we're going to make connected decisions that are going to get us um better to where we need to be in the end. But I respect how you feel about that. >> I'm not going to add much to that other than to say um I think with each process we go through, we we learn how to do better. And
249that's that's where I'm going to continue to put my efforts is learning how to do better, learning how to build consensus, and learning how to conduct my role as a board member and board leadership with fidelity. So I take all of that in and I I do I'm committed to getting it done. Cuz we have a we still have a long road ahead. So. All right. So that's >> conclusive. >> So did we >> Shall we to recap? >> Okay. That's great idea. >> So what we decided was that we were going to remove the hazards of Chicago and Grosse Pointe. That was $160,000. We were going to um implement a sliding scale for general education uh bussing. I estimated that um just for the sake of putting a number in the box that uh
250we would end up with about $100,000 in revenue. I don't have a sense for if that's realistic or not. Um so Tamara, if you can massage that and let me know. Um I said we were going to take 500 or sorry, $100,000 off of what we had said we were going to spend on crossing guards, so the amount for crossing guards is now $400,000. And I said and then we agreed to plug the gap with uh capital expenditures, about $300,000, so that gives us a total of $660,000. Which is I think 27,000 over what we needed to do. So outstanding questions are is the revenue potential for Jenna bussing realistic? >> Did you add we're going to also write a school try to increase something from write a school. Thank you. >> Whatever, something like
251>> Yeah. >> I mean I I think that we need at this juncture deliverables. Um so I'm concerned about considering renegotiations um and putting that on admin, so I I think we just Yeah, the write a school. >> It's it's negotiated every year, so it has to be negotiated for next year's contract, so it's not a new negotiation. I believe it's a negotiation that Are we in contract for next year already with write a school? No, so we have to negotiate with them and every year we negotiate the rate, so it's asking for more. >> When's the deadline to negotiate that contract then? >> Yeah. >> Okay. >> I think we should just separate out things that we can control versus things that we're not sure if if we'll be able to do it or
252not so that we have a realistic view of where we are. >> We can get more money for minus school. Not a lot. I mean, 20,000 matters. I'm not saying we're going to solve our budget, but 90,000 >> I mean, I think that it's probably fair to say that between the sliding scale revenue for bussing and rate of school, we're going to have $100,000. So, knowing that we have 60 that is preschool alone plus whatever the general education is minus whoever decides not to take the bus. >> Clear. >> And we're going to talk to the city of Evanston about crossing guards in our city liaison meeting. >> Can I ask a clarifying question about the expectations related to the general education bussing? Um, earlier in the conversation I heard about possibly a survey or
253engagement or thinking about the parameters for what that would look like. What are the expectations of the board in terms of putting a a sliding scale in place? Um, just thinking about as we are communicating a lot of information in preparation for next school year, you know, any sort of research engagement that just takes time and I'm not saying by no means we shouldn't do it. I just want to be very clear around what you all expect of administration so that we can make sure that we're rolling that out in alignment to the board's expectations. >> That's a really good point and I think this is a situation where we're way too much into the weeds as a school board. Um, I think expectation I would look for you to tell us what's realistic for
254next year or not. I think like some community um input is definitely needed because we want to understand like if that means some people wouldn't take the bus and then that changes routes. So, I like I think this is an area where we should probably get a recommendation about when it's feasible and when it's not cuz I realize this April 20th. >> Then the consequence then of not so then where is the where does the cut come if if it's in essence we're setting up the situation for them for it to be said we're not going to do sliding scale. If community community is not going to come back and say I want you to charge for me sliding scale. So, how do we understand it and what's the next is it coming from like
255what's the next cut that's coming or where is it coming from? Are we taking more from CapEx just to be clear so we're not coming back to this conversation again. To get to this target number. >> I mean clearly CapEx is our little piggy bank here that we can come to because it's the one with flexibility. Um it's the one with the flexibility. Um it is what it is um and so I think we can just give the indication that that's where the difference comes from. Are you comfortable with that or is that would that solve it? >> As a as a as a yes, but I guess yes, but I I so I think it's important to work with parents to understand the impact and understand how to support. I think we need to
256be real clear about the question. If the question if we're saying we're trying to implement sliding scale particularly where we already had it in um what are we asking in a way that are we asking can we implement it? Do you want us to implement it? So, I think that's what we're asking. You know, so what is the feedback to be >> the question is what do we want to know? >> Yeah. >> Well, for me I want to know will will you still take the bus if you have to pay for it? >> Okay. >> That's one of the things. >> That's a fair question. I think that's really the only question that matters. Then we'll understand the impact. >> I think though this board discussed a range of possible costs. Yeah, right. You
257know, and I think it's tricky to survey and say what's your lie. >> Right. >> As someone who does surveys, I'm going to tell you no, I'm not going to take the bus because you there's no incentive for me to tell you I mean I'm just being like as I do serve sometimes surveys and survey analysis, I'm going to the reality I'm going to tell you no, I'm not going to go because that might get you to not take So I just want to say are we really if we're like we're going to do this and we want to try to figure out how to make it um as feasible, then I think that's a different way of asking a survey. We're moving to sliding scale, then what's the thing versus should we move to
258sliding scale? Those are two very different questions. Um and I don't know you about I'm not I can't believe you understand this, I'm sorry. I'm I'm not trying to explain something to you that I definitely know you >> No, I I think the question is I think that we are moving to sliding scale and what is the response from the community in regards to that? >> Well, can we ask >> That's is that >> Um I want to know what a sliding scale is in this case. So are we saying >> free and reduced lunch. >> That's it. There's two scales. One full pay, one free and reduced lunch. Is that what we're saying? >> That's where we're getting into the weeds. >> I think you're way past getting into the weeds. >> I think
259we need to >> So with the sliding scale, I would I would consider it like we do our lunch program. So you're free, reduced, or full pay. So we could set our full pay amount I'm making up numbers here right now. Well, we could set our full pay amount at $1,000. And set our reduced amount at 250. And then students who qualify for free lunch would not be charged at all. >> So, I I um Evanston is a phenomenal place that has historically put in a lot of services to help to deal with the diversity of our population. And as we have these budget challenges, the our complexity is so much different than other places cuz if you go Wilmette, they don't have the same diversity. So, we have to grapple with that, but we
260also have to grapple with because we've always had services, do we have to continue those services in the same way, which is a hard conversation to have. It's painful, but we have to be able to have it as we try to get to the um where we need to go in the um financially stable place. >> And to me that means going back to the vision and looking at what community resources we have that we can also lean into to fill some of those gaps. >> I shared. >> Um next item on the agenda is approval of FY25 annual financial report audits. >> That was what was presented last week, right? Or last time yeah. >> I move that the Board of Education approve the fiscal year 2025 annual financial audit as presented. >> I
261second. >> Oak Dyck? Yes. Van Newsstand? >> Yes. >> Weimer? >> It was a yes? >> Oh, sorry. >> Wilkins? >> Yes. >> Pinkard? >> Yes. >> Hernandez? >> Yes. >> Anderson? >> Yes. >> Next is action approval of press 120. >> I move that the Board of Education approve the recommended policy updates from press 120. >> I second. >> Updegrove? >> Yes. >> Vannieuwenhze? >> Yes. >> Weimer? >> Yes. >> Wilkins? >> Yes. >> Pinkard? >> Yes. >> Hernandez? >> Yes. >> Anderson? >> Yes. >> Next is approval of contracts multi-year above $25,000. Questions before I move on? Okay. All right. >> I move that the board approve the multi-year and contracts above $25,000 CDWG in the amount of $3,331.38 for two five-year switch licenses for Bessie Rhodes and Kingsley. CDWG in the amount
262of $1,590.92 for two five-year switch licenses for Foster School. Renaissance Learning in the amount of $93,739.84 for standardized test designed to measure student proficiency in reading, math, and early literacy. >> Second. >> Updegrove? >> Yes. >> Vannieuwenhze? >> Yes. >> Weimer? >> Yes. >> Wilkins? >> Yes. >> Pinkard? >> Yes. >> Hernandez? >> Yes. >> Anderson? >> Yes. >> Next are proposed action items on the consent agenda. >> I move that the Board of Education approve the following items as part of the consent agenda personnel appointments, leaves, and separations, March 2026 Board of Education meeting minutes, and April 2026 bills payable. >> I second. >> Updegrove? >> Yes. >> Vannieuwenhze? >> Yes. >> Weimer? >> Yes. >> Wilkins >> Yes. >> Pinkerton >> Yes. >> Fernandez >> Yes. >> Anderson >> Yes. >> Is there
263any discussion about the FYI? No? Then with no further business, I adjourn this meeting at 10:07. >> Aye. >> You. >> Aye. >> Mhm.