Naperville 203 Board Meeting 3/16/2026

001Good evening. Since 6:01, the Board of Education has been in closed session to discuss dis- uh discussion of the minutes lawfully closed under Open Meetings Act, whether for purposes of school board approval of the minutes or semi-annual review of the minutes as mandated by the act, the appointment, employment, compensation, discipline, performance, or dismissal of specific employees or legal counsel, including hearing testimony on a complaint lodged against an employee or legal counsel to determine its validity, and collective negotiating matters between the school board and its employees or their representatives, or deliberations concerning salary schedules for one or more classes of employees. I will entertain a motion to come out of closed session. >> So moved. >> Second. >> Motion and second have been heard. Please call the roll. >> McMillan >> I >> Gerke >> I

002>> Blastic >> I >> Kelly Black >> I >> Wolinsky >> I >> Kush >> I >> Kozminski >> I >> The motion passes. We are in open session. Good evening and welcome to the March 16th, 2026 Board of Education meeting. Our mission is to empower students to develop a learner's mindset, demonstrate adaptability, communicate effectively, think critically, and become global citizens. Please call the roll, Mrs. Patton. >> Board members present this evening: Christine Gerke, Charles Kush, Melissa Kelly Black, Joe Kozminski, Amanda McMillan, Holly Blastic, and Mark Wolinsky. Student ambassador present, Braylon Party. >> All right. All right, we would like to welcome the Eagles of Scott Elementary to our who will be leading us in the Pledge of Allegiance. >> Hello, thanks for having us. My name is Tracy Ratner. I'm the principal at Scott

003Elementary School and I'm going to introduce you to our wonderful students. >> Hi, I'm Kaylee. I'm in first grade. I am Kaya and I'm in second grade. Hi, I'm Danny and I'm in fourth grade. I am Zady and I'm and I'm in fifth grade. >> Okay. Are we ready? Ready? >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Just right there. You got a picture too. We're going to have you stay right there for just a minute. Mrs. Patanella get a picture ready. Oh, okay. Mrs. Exegesis here. That's right. Forgot. And then if there are any parents, friends, family, whatever that you want to come up closer and get a picture,

004you are more than welcome to do so. Come closer if you'd like. Right. Okay, thank you to our friends from Scott for joining us this evening. >> Okay. Item four, recognition, item 4.01, good news. >> Okay, we do have a lot of good news to share this evening. Naperville Central and Naperville North students participated in a business showcase for their incubator and accelerator classes. Groups got to share and pitch their business startup projects during lunch hours with professional mentors also in attendance to give their students feedback. On February 26th, Shawn Rowen was recognized as Naperville 203's CTE Teacher of the Year at DuPage Area Occupational Education System's CTE Instructor Celebration. Shawn is a Veterinary Science and Agriculture Teacher at Naperville Central. Congratulations, Shawn. Katrin Rucho, Director of Student Services, received the Trailblazer Award from the

005Illinois Alliance of Administrators of Special Education. This award recognizes an early career special education leader making a big impact. Congratulations, Katrin. Last weekend, District 203 participated in the fourth annual Mental Health and Wellness Symposium in collaboration with Indian Prairie School District 204, East Aurora School District 131, and Oswego Community Unit School District 308. The free community event offered education, resources, and connections while helping to reduce barriers to mental health information and support. Adults and students participated in keynote presentations, breakout sessions, experience sessions, and a community resource fair, and a book fair. Both the Naperville North and Naperville Central Color Guards competed in the WGI Chicago Regional Competition on February 28th. WGI, Winter Guard International, Sport of the Arts is the world's premier organization producing indoor color guard, percussion, and winds competitions. Naperville Central's team placed

006first, and Naperville North placed 17th. Great job to both teams. Three eighth graders from Lincoln Junior High School traveled to Springfield to testify in committee to support their bill proposing the black and gold bumblebee as a state bee of Illinois. The bill passed out of committee with a unanimous vote and now will move to the house floor. The students worked with Illinois State Representative Janet Yang Rourke's office to elevate the voices of students from across the entire state in this endeavor. Go all answers. And that is our good news. >> All right. Thank you. Item 4.02 student ambassador reports. >> Oh, is this thing on? >> Yeah, just making sure. I'll get used to this. Well, I obviously open the floor to Central if they were here, but since I'm the only one here, I'll

007I'll start. >> Introduce yourself, a little introduction. Tell us who you are. >> is Braylin Party. I'm a junior at Naperville North, and I'm here to share the updates about the recent events, good accomplishments, and upcoming activities involving my school. So, first I'd like to acknowledge the excitement of our seniors who recently picked up their caps and gowns, marking another milestone on their path to graduation. On the same day, we filmed the senior portion of the this year's lip dub, and our students also enjoyed the hypnotist assembly, a beloved Naperville North tradition. In athletics, we're proud to recognize our all-state swimmers in the 200-yard medley relay, including Joshua Lou, Carter Cybul, Maxim Fedorovsky, and Hudson Labinski. Our 200 free relay and 400 free relay teams comprised of Maxim Fedorovsky, Joshua Lou, Kevin Chen, and Hudson

008Labinski also achieved great success. Additionally, Ben Hanson, Hudson Labinski, and Maxim Fedorovsky qualified individually in their respective events. Congratulations to these athletes on their outstanding performances. In other sports news, Grace Kaufman finished fifth in the ISHSHAA state AWD tournament and Tafiq Im Imbragimov. I'm sorry if I butchered that. Plays fourth in the ISHA HA 3A state tournament. We're proud that we're also proud of our math team who placed fourth in the North Suburban Math League. One of our staff members, Mrs. Steideleki, was honored on the WG News Teacher of the Month for for March. The recognition highlights the strong leadership and support our staff provides to the students every day. The Naperville North Booster Club Booster Club's annual fashion show was a huge success with nearly 100 uh student participants as models. The event would

009not only raise money for our sports team and student activities, but also showcase the school spirit and community involve involvement that made Naperville North so special. Three Naperville North students and two Naperville uh Central students participated in the state superintendent super advisor uh student advisory committee in Springfield, where they shared their ideas and perspectives on education with state leaders. We're particularly proud of Jeffrey Tong, who served on the student executive board. Last Saturday, students from Naperville North and Naperville Central participated in the Dress Up 203, an event that provided complimentary prom dresses to students in need. We're grateful to the parents and staff volunteers who made this event possible for us. This week, we're also excited for spring week, which inclu- includes air band, the spring assembly, and the spring dance. These events will help

010strengthen our school's community and celebrate student involvement. Finally, all spring for- sports have officially started and competitions will begin this week uh weather permitting. We're looking forward to see all our athletes represent Naperville North and supporting them throughout the spring season. Thank you so much. >> Nicely done. And uh as we know that you are an active student, got a lot of things going on. Feel free to stay as for as little or as long as you'd like. Okay? All right. Thank you for that report. Well done. Okay. Item five, public hearing regarding the proposed reduction in force and honorable dismissal of teachers for 2026 and 2027. Um Okay. I'd like to call to order the public hearing regarding the proposed reduction in force and honorable dismissal of teachers for 2026-2027. Um the hearing will

011begin with comments by the administration. The administration's comments will be followed by public comment. A sign-up form was available to you as you entered the building. Public comment will be made in the order in which requests to speak were received. Individuals will be limited to 3 minutes. Um the public comment at this time will only be in regard to the subject of the public hearing. Public comment regarding other matters will be heard during the regular portion of uh this meeting. Uh after public comment, the Board of Education will be invited to provide comment. The hearing will then be closed. At this time, I'd like to invite the superintendent and his staff to make comments. And then shortly thereafter, we will begin public comment. >> Okay. Thank you. Uh good evening. I want to acknowledge the

012comments, the emails, and other messages that we've received from many students, staff, parents, and community members. The concern shared over our teachers is a testament to the high caliber of our district staff and the deep connections they build with students. The passion we are hearing proves that our staff really is amazing, which is exactly the standard we strive to meet. I share the community's heartbreak. These are not just positions, they are valued colleagues. We're here tonight as part of our process to address the financial reality that necessitates these potential reductions. In November 2025, our chief school business official, Mike Francis, presented a 5-year financial forecast to the Board of Education. That forecast projected a $12.4 million shortfall for the '26-'27 fiscal year. The next four years of the forecast indicated that if the board did

013not take action, the structural deficits would grow. The November 17th, 2025 Board of Education meeting, the board directed the administration to work to balance the 2026-2027 budget the best that it could in order to eliminate or at the very least significantly reduce the structural deficit making it easier to live within our means in the coming years. An updated financial forecast was presented to the board on February 2nd, 2026 and the board affirmed its directive to work to balance the budget. Naperville 203 is currently addressing a $12.4 million structural deficit. This means our daily operating expenses are growing faster than our revenue. So, how did we get here? The deficit is something that our projections have indicated over recent years and a number of factors have caused this imbalance. We experienced whole list historic revenue levels

014post pandemic that are no longer available. Our investment income in fiscal year 24 and fiscal year 25 each were nearly $6 million more than the highest amount we earned in each of the previous 7 years. Our expectation for future interest income is more in line with what we have previously experienced. Post pandemic recovery funds provided by the federal government are no longer available to us. Those amounts were approximately $848,000 for school year 2020 $2.9 million for school years 2021 and school year 2022 and $6.4 million for school year 22 and 23. That is just over $10 million in revenue no longer available to the district. The state has not fully paid its portion of mandated categoricals such as transportation and special education, private facility tuition. Instead, we're forced to use local dollars that could have

015been used to cover other things to cover those state-mandated expenses. Full funding of the state's share of transportation, both regular and special education, would have been a revenue increase of almost $2.4 million in this current year. Full funding of the state's share of special education private facility tuition would have been a revenue increase of just over $1 million for the current year. The school district's expenses, much like those in our own homes, have increased. Salaries, benefits, insurance costs, health care claims, contracted service, purchased services, just the cost of doing business have grown at a rate faster than our revenue has grown. Over the past decade, our student enrollment has declined. Over that same period of time, number of certified staff serving in our schools has increased. Our greatest local revenue source, our property taxes, are

016capped. That cap, which is good for taxpayers, limited our ability in a couple recent years of increasing revenue to keep up with our expenses. Additionally, annual state funding increases to Naperville 203 are minimum. That averages approximately $15,000 per year. Our annual average state funding increase year over year is about $15,000. So, we have to take many necessary steps to bring our budget in line. We've identified areas of discretionary spending that can be reduced or eliminated. This included things like non-essential travel, consolidation of plat software platforms, bringing some services in-house, and cutting department spending. With these reductions so far, the administration is anticipating reducing the projected deficit by over $4 million, and our work work will continue as we prepare a budget recommendation to come before the Board of Education in May. Since salaries and benefits

017make up over 80% of the annual budget. Cutting 12.4 million dollars would not be possible without reviewing our staffing and making adjustments in this area. Prior to getting the considerate prior to getting to the consideration of a reduction in force resolution, we have worked to minimize the impact on our staff. Our primary tools for this reduction include attrition by not filling positions vacated by natural retirements or resignations. Retirement incentive, a one-time memorandum agreement that was recently approved for our certified staff, removing the notification time frame requirement for retirement insurance benefit for eligible staff who choose to retire this year, helping to reduce the need for layoffs. A reduction in force, or a riff, is a process that is regulated by the Illinois School Code. The regulations outline the process that must be utilized when a

018program is eliminated or in our case, when the total number of staff outside of natural attrition is reduced. April 203, Assistant Superintendent for Human Resources, Dr. Meredith Haggins, will provide an overview of this process. >> The process for identifying which staff members are impacted by a reduction in force is strictly governed by the Illinois School Code. This is not a subjective selection process. Rather, it is a system with specific steps to be followed in the process known as the sequence of honorable dismissal. Each year, the district is required to categorize every educator in to one of four statutory groups based primarily on their last two, if applicable, performance evaluation ratings, followed by a seniority date, which is full-time service within NWEA. The School Code mandates that reductions occur in a specific order, starting with group

019one and moving through to group four. Within these groups, which are based upon evaluation ratings, seniority is then utilized as those within the group are listed from having the most seniority to the least seniority within each specific group. An individual's name can be found on the list for each position category that they are qualified to teach. To ensure total transparency and adherence to the law, union leadership was present in the room for the full day during this process that it was put into place. Their involvement ensured that every bump and every placement onto the sequence of honorable dismissal list was executed in exact accordance with the legal requirements of the Illinois school code and article 5 of our NUEA collective bargaining agreement. In the process, first specific positions were identified to be reduced. For each

020position reduction, you have to look at staff within the category. When positions are reduced, you start with the lowest group within that category and identify the person with the least seniority within that group. If a teacher in an eliminated position is qualified for a different role held by a teacher in the same or lower group with less seniority, they bump into that role. This continues until you get to the lowest group number and identify the staff member with the least seniority. If more than one individual are in the same position, you utilize tiebreakers that are collectively bargained to identify the individual that goes onto the sequence of honorable dismissal list. This process is an objective one that is outlined by the following the same steps for each reduction using the sequence of honorable dismissal list.

021>> I simply want to conclude by once again acknowledging the difficulty that this is for not only the the staff that are impacted by this, but for our entire community. I want to acknowledge and and share my appreciation and gratitude to all of our staff for the work that they do every day to ensure that our kids have the best possible education. We we come to the Board of Education in response to a directive to balance our budget for 2026-2027 and work to to close that $12.4 million projected deficit. Not a position that we enjoy being in, but a position in response to your directive that we that we believe we need to take. Uh this will conclude the administrator's comments of this evening for the public hearing. >> Thank you. All right. Um I

022will now begin public comment. So, um Board of Education welcomes comments from the public at its meetings. Citizens who wish to address the Board of Education should identify themselves by name. Comments by individual shall be limited to 3 minutes. If the individuals representing multiple individuals or a group, they should be allowed to speak for 5 minutes. The Board respectfully requests that speakers refrain from commenting about specific individuals in terms of on the complaint side. I understand that there will be comments around specific individuals, so I'm just modifying that a little bit. Uh at this point, uh so actually I will read the um the name of the individual and then I will read the name of who's coming next in order to give that individual time to prepare. At this point, I would like to

023welcome Katie Mullen. And our next speaker will be Sophia White. Good evening and welcome. >> Hi, my name is Katie Mullen. I'm a freshman at Naperville North High School and a former member of the Superintendent's Student Advisory Board. I'm here today because some of my favorite teachers and now past teachers were recently informed that this would be their last year teaching in our district. Most of the teachers that were laid off were laid off because they were not yet tenured. Teachers such as Mr. Dubolt, a Naperville North alum, algebra teacher and track coach who currently has a petition with over 900 signatures to keep him in the district, Miss Kennedy, my current culinary arts teacher at Naperville North, Mr. Spiezak, my former eighth grade social studies teacher, basketball coach and Kennedy alum, Mr. Ryan, a

024Naperville North football coach and advertising teacher, and Mrs. Morgan, a kindergarten teacher at Meadow Glens, are just a few of the names that stood out to me personally when I had to go through the list of teachers that were being laid off. That not only devastated me and my three brothers, but also devastated many kids in my grade and other grades across our district. The teachers that I named above and many more who are being laid off made a huge impact on me and other students in the school. But even though they made a huge impact on students, they were the first to go. There are many teachers in my school and in my junior high who did not get laid off, but were also often the reason I did not want to be at

025school. I've had many teachers who are not being laid off who sometimes made me leave school in tears. The same teachers that make kids dread walking into their class also often don't engage in after-school activities. Unlike Mr. DeBolt, Mr. Spisak, Mr. Ryan, and many more who are being laid off who take the time outside of school hours with their students coaching them on more things than just classroom material. So, I ask, why the teachers who make me happy to be at school and give kids a chance to feel safe in their classroom, opportunities to learn more than just classroom material, and have shown that Maple 2 or 3 was a place they wanted to return to have to go? But the teachers who make us not want to be at school, dread and dread showing

026up to their class get to stay because they were protected by tenure. I'm not saying that every teacher who is tenured makes school miserable, but the choice of who gets laid off due to overspending, which is not something that teachers controlled, should not be based on who is there longer. It should be based on who makes a better impact in your students' lives. Thank you for your time. >> Our next speaker will be Sophia White. Sophia will be followed by Shawn Acock. >> My name is Sophia White and I'm an eighth grade student at Kennedy Junior High School. I'm speaking to strongly express my concern regarding the budget cuts that include reducing teaching staff for the upcoming school year. I understand that the district is facing difficult financial decisions. However, I believe that losing teachers

027will have a devastating and lasting impact on the quality of education at our schools. One teacher whose job was dismissed is Matthew Spisak. Mr. Spisak is my currently is my current eighth grade social studies teacher and I can proudly say he's the one of one of the best I've ever had. Not only does Mr. Spisak encourage students to educate themselves on topics discussed in class on a deeper level, he is also always willing to provide a helping hand to any student who needs it, even if the problem isn't school related. Anytime a student is in a bad mood, Mr. Spisak is the first to check on the student. Earlier this school year, I was struggling with a certain assignment. Instead of getting upset at me or blaming my issues on not paying enough attention in

028class, Mr. Spisak helped me identify the specific problem I was having and would not stop working with me until I fully understood. Mr. Spisak is a special teacher who has made a vast impact on numerous students and does not deserve to be let go. Although this decision affects a teacher who has made an impact on me personally as well as other students at my school, Mr. Spisak is not the only teacher who is affected. Cutting teachers in their positions would lead to a larger class sizes. I know from personal experiences that our class sizes are large enough and increasing the number of students in a classroom would just add more stress, work and stimulation for both student and teacher populations. Additionally, the increased number of students per classroom would limit the opportunity we as students

029have to get the personalized attention from teachers that each student needs to succeed. There are a handful of teachers I can name who are not on the list of eliminated positions, but who have made a positive impact on on me both as a student and a person. It truly breaks my heart knowing that people who have a passion for teaching will not have the opportunity to become fantastic teachers, just like the ones I've known to love. Teachers are the heart of the education system. When you cut them, you are prioritizing budget numbers over the future of students. I urge the board to find alternative solutions that do not jeopardize student learning or cut teacher positions. Thank you for your time. >> OUR NEXT SPEAKER WILL BE SEAN ACOCK. Sean will be followed by Paige Sawatzky.

030>> Hello. My name is Sean Wall Acock. You probably don't know me because I've never had the need to put out my accomplishments to the world before. But I've also never lost a job before. So, tonight I'll tell you who I am. I grew up in Naperville, attended Meadow Glens where I was citizen of the year in fifth grade. I was a student at Madison Junior High where I was Warhawk of the year in seventh grade, and I graduated from Naperville Central where I was a three-sport athlete, National Honor Society member, Jay Kyle Reid Leadership nominee, and more. I graduated from the University of Illinois with a degree in elementary education hoping to get a job here in 203. But it was a big year for teacher applicants, and I couldn't even get an interview.

031However, I got a job teaching second grade in a neighboring school district that year and considered myself lucky. While there, I excelled as a teacher, and I also earned my master's degree, my reading specialist certification, and my national board certification. I also coached softball at Naperville Central for 15 years, taught early childhood, tutored, and spent time at home with my own kids. Last year as my youngest child started kindergarten at Kingsley, I had the privilege of being a building sub in this district, and in June I landed my dream job. I became a first-grade teacher in the district where I grew up. In August, you threw a pep assembly for me and the other new hires to show us how excited you were for us to join the district. You promised us that if we

032worked hard, we would have a future here. You said that as lucky as we were there to be there, we you were just as lucky to have us. And I believed you. On February 12th, I cried through my Valentine's dinner with my husband cuz that day every teacher received notice of an upcoming riff. And on March 12th, the best principal I've ever had the privilege to work for had to tell me that I don't get to have a job next year. So for the next 10 weeks, I get to walk into my classroom that I love, the classroom that I have spent absurd amounts of time and money making into a home for my students, the classroom that I choose to go to every weekend to set up for the following week. I get to

033walk into that classroom knowing that I will be packing it up in 10 weeks. While my colleagues count down the days to summer with excitement and enthusiasm, I will dread every minute that passes because with every passing minute, my time as a teacher in this this district comes to an end. What's worse is I will be telling first graders that their hard work matters and all they have to do is their best and that's what's important. I'll tell them that even though I no longer believe that to be true here. My best is the best. I'm an outstanding educator, but at the end of the day, that doesn't matter. From the time I was in second grade, I worked towards the goal of being a teacher. For the past 9 months, I've poured my blood,

034sweat, and tears into my work to help students love learning and feel successful. In this district, the bottom line is more important. Dollars and cents come before hard work and achievement. I'm lucky though because I'm not fresh out of college and I know my worth. I know I deserve better because I'm an amazing educator. I can't imagine being one of my young colleagues getting to this point of the hardest year of their lives because every teacher knows the first year of teaching is the hardest and then being told they don't get to come back next year. How are they supposed to know that it gets better, that it's not hard all the time, and that teaching is the most rewarding profession? In the future, I hope you consider the hopes and dreams of your employees,

035the people who have a direct impact on your children's futures, and the people who are teaching children that hard work is important and your best does matter. Thank you. >> Our next speaker will be Paige Sawatzky. Paige will be followed by Gavin George. Good evening. >> Good evening. My name is Paige Sawatzky and I am a first-year fifth-grade teacher in District 203 at Highlands Elementary who was recently riffed. Though my connection to this community began long before my first day in the classroom. I'm an alumnus of this district. I once sat in these classrooms as a student, participated in the intro to teaching courses offered here, and chose to return because this community shaped who I am and the educator I want to be. I even left my college campus a semester early so that

036I could student teach here. I wanted to begin my career serving the same community that invested so much in me. The reason I'm here tonight is simple. I respectfully urge the board to consider finding other ways to close the district's budget gap that do not require eliminating the 38 teachers currently on the riff list. In a district as large as this, the approximately $3 million saved by cutting these positions represents less than a single percentage of the total annual budget. However, the impact of losing these educators will be deeply felt by students through larger class sizes and fewer supports. Teaching for me is not simply a job. My life revolves around my students and their needs. That dedication is reflected in the excellent evaluation I earned in my very first year of teaching. Something that

037is not commonly achieved by first-year educators. It represents the countless hours I've spent learning, reflecting, and working to ensure I am providing the strongest instruction and support possible for my students. Over the past year and during my semester of student teaching, I have dedicated my time to learning how to best support my students academically and as people. Many nights I find myself awake thinking about the challenges my students carry with them into the classroom each day, wondering how I can better support them, uplift them, and help them recognize their irreplaceable value within our classroom family. One of my students recently moved to another country. On his last day, our class made sure he knew just how loved he was. This Wednesday, he will be joining our class meeting over Zoom so he can remain connected

038to the community he helped build. I've also worked to expose my students to opportunities beyond fifth grade by inviting my sisters, both district alumni, to speak with my class about their journeys as a college athlete and as a chemical engineering student pursuing a STEM career. Beyond the classroom, I have dedicated time learning from my mentor teacher who also serves as the as the district's Battle of the Books coordinator. Through our mentorship, she has trusted me with learning the role so that I can take it over upon her retirement next year. That trust means a great deal to me. Not only as a first year teacher, but as someone who participated in Battle of the Books myself as a fifth grader in this very district. Tonight, I respectfully ask you to consider whether there are other

039ways to continue addressing the budget deficit while preserving the teachers who are already making a meaningful difference for students every day. I stand here not only advocating for my job, but for my students, my colleagues, and the community that raised me. Thank you for your time and your consideration. >> Our next speaker will be Gavin George. Gavin will be followed by Claudia Wick. >> Hello. Hello. My name is Gavin George. I'm a senior at Naperville Central, and I'm here because I am deeply concerned about the proposed layoffs of teachers in our district. Teachers are just are not just another item line on a budget. They're the foundation to everything our schools do. Every lesson taught, every student supported, every opportunity created in this district exists because of the teachers who show up every single day

040to make it happen. When we talk about cutting teachers, we are not talking about trimming excess. We are talking about increasing class sizes, reducing individual attention for students, eliminating programs, and putting more strain on the educators who remain. Those decisions directly affect the quality that students receive. And once you throw these great teachers away, they will not come back. That is why this current proposal is so troubling. And at the same time that this district is considering layoffs that would directly impact students, we are planning to spend $20 million on a transportation hub, millions more on a carbon action plan, and an additional $32 million on facility renovations at Naperville North. These may be worthwhile projects in the long run, but they are not more important than teachers. Buildings do not teach students. Plans and

041infrastructure do not inspire students, and this board does not interact with students every single day. Teachers do. If we are facing difficult financial choices, we should be prioritizing the people who have the greatest impact on students every single day. Delaying delaying or scaling back large capital projects is difficult, but it's far less damaging than removing educators from our classrooms. This board claims that students are their number one priority, but if that was the case, you wouldn't cut teachers that students and staff love, and you wouldn't fire two coaches that have helped turn both track programs at Naperville Central and Naperville North around in these last few years. I urge this board to reconsider these layoffs and explore alternatives that preserve the strength of our classroom. The future of our students depends far more on these

042teachers in um than any building project or long-term initiative. Please make students the priority at this district, not yourselves. Thank you. >> Our next speaker will be Claudia Witt. Claudia will be followed by Alex Amato. Good evening, and welcome. >> Good evening, everyone. My name is Claudia Wittie. A little bit about me, I graduated from Naperville Central in 2023 following my time at Highlands Elementary and Kennedy Junior High. One of my sisters graduated from NCHS in 2025 and the youngest one is a freshman right now. Both of my parents also graduated from Naperville Central. I'm currently a junior at the University of Iowa studying K-6 elementary education with additional endorsements in K-8 reading and K-12 English as a second language with all thanks to the inspiring teachers I had through my education in 203, several

043of which who are with us tonight. The prestige and quality of education in 203 Oh my gosh, sorry. Um a secured education is a cornerstone of my values with hopes of inspiring my future students just like my teachers have to me. My dream my entire life is to come back and teach in 203 because the remarkable impact it has had on me. But for the first time in my life, that dream has been dimming. One of my dear friends, Paige Swatski, who I've been lucky enough to follow in her footsteps my whole life, is a direct impact of these releases. I spent last summer helping her set up her classroom and thought I saw my future, a fifth grade classroom facing my house at Highlands Elementary School. She is nothing short of an incredible teacher

044and one of my biggest role models. My sister's dance team coach at NCHS is in the dozens of teachers as well and as a four-year alumni member of the dance team, I feel this personally, too. My sister deserves the best four years in the team just as I got from 2019 to 2023 with coaches who are present, care, and are employees of the district. So many teachers in this release are like me, eager and young, fresh out of our personal 203 education, took every teaching class the Central or North offered, and celebrating signing day at City Hall following the completion of Intro to Teaching II and our 50-hour field internships within 203. At this signing day, we were told by all administrators present that we were assets to the district. They told us we were

045assets as teachers because we thrived as students here first. But to me, being an asset should be more than a one-year contract. District 203 means an incredible amount to me and to my family. I feel drawn to try to teach here because of how special it really is, and I know I'm not alone in that sentiment. This release gravely impacts every teacher, whether via the loss of their job or those who must fill it in. It gravely impacts me and all of the teachers who are to come, and it subsequently harms students and the services they need they need to succeed. Thank you for YOUR TIME. >> OUR NEXT SPEAKER WILL BE ALEX AMATO. Alex will be followed by Jenny George. >> Good evening. My name is Alex Amato, and I'm a senior at Naperville

046North High School. I'm speaking you to to I am speaking to you tonight as a concerned student and a future educator. Regarding the proposal to release 38 educators, many of whom are young and beginning teachers, I'm particularly troubled by it. Quality educators are already difficult to find and retain. From behind the desk, it may appear simple to reduce positions on paper, but those numbers represent real teachers who are making a real difference and a meaningful, positive impact on students' education in the classroom every day. At a time when teacher morale is already low and the educators are already overworked, decisions like this risk making an already challenging situation worse. It's also important to recognize how this works. Untenured teachers are the first to be cut regardless of their performance in the classroom. As a result,

047many talented young teachers, often some of the most energetic and passionate, are the first to lose their positions. Fewer educators inevitably means larger class sizes and greater strain on the teachers who remain. While budget cuts are difficult realities for many districts, it is surprising to see measures like this in a community with such a strong tax base through both business and residential support. It raises important questions about whether previous spending decisions could have been handled differently to avoid reaching this point. And perhaps most importantly, what kind of a message are we sending to young educators looking to begin their careers? Naperville 203 has long been known as a destination district for teachers. I worry that decisions like this may make it hard for the district to retain that reputation in the future. I hope that

048the district will carefully consider the long-term impact of these reductions on students, educators, and the quality of education our community values so deeply. Thank you. >> Our next speaker will be Jenny George. Jenny will be followed by Sienna Hill. Good evening and welcome. >> My name is Jenny George. I'm delivering these comments on behalf of Kevin Sawatzky who could not be here tonight. My name is Kevin Sawatzky. I have three daughters, all of whom spent their entire K-12 education in District 203 and left their mark on it. My eldest returned to this district as a first-year teacher at Highlands and was recently informed that she's being downsized. I understand that the difficult the district is facing difficult financial decisions and I don't envy the position you're in. I also understand why many people are frustrated

049with how this process has unfolded. But at this point, there's limited value in spending time on what should have been done differently. What matters now is the decision in front of you and the message that decision sends. What appears to be happening is that some of the youngest, brightest, and most motivated teachers in this district are being let go. Not because they lack ability, not because they lack passion, and not because they lack commitment, but because they lack seniority. If these teachers are anything like my daughter, they're exactly the kind of educators a district should want to keep. My daughter has a real passion for teaching. She doesn't just do the job, she embraces it, she lives it. She's the kind of person who brings energy, talent, and heart into the classroom every day. In

050her first year, she earned an excellent rating on her summative review. In one way or another, we all of us teach. Some people, like my daughter, are gifted at it professionally. Others do it through example and the values we try to pass on. I've always tried to teach my daughter that what she does matters, that effort matters, that passion matters, that if you work hard, do things well, and pour yourself into something worthwhile, that'll mean something. The lesson she will learn from this is that passion, excellence, and commitment all come second to seniority. That no matter how much talent or promise a young teacher brings, it can all be outweighed by a simple lack of years on the job. And I understand what the response to that will be. It will be said that Illinois

051law requires teachers to be let go in order of seniority. But that only answers how this is done, not why this path was accepted in the first place. When the only option left is a terrible one, leadership means saying no and continuing to look for a better one. You weren't elected to rubber-stamp bad outcomes and then explain afterward that your hands were tied. You're here to exercise judgment. So, yes, tonight your job is actually very simple, vote no. Because if this is the only option in front of you, then the real work is what comes next, finding a better one. Finding a sensible solution to this mess is the hard part. But that is the work this moment requires, and it's the work you were elected to do. The lesson won't be taught by whatever

052explanation is offered for this decision, no matter how artfully crafted it is. It will be taught by the decision itself. Because the message young educators will hear is simple. This district loves to talk about passion, talent, and commitment, but when forced to choose, those are easier to praise than they are to preserve. And that should alarm anyone who actually cares about the future of this district. Thank you. >> Our next speaker will be Sienna Hill. Sienna will be followed by Gabby Belkin. Good evening and welcome. >> Hello. I would like to start off with by saying everyone in the second row is here to support Mr. Spisak. Hello. My name is Sienna Hill and I'm an eighth grader at Kennedy Junior High School. I'm here to speak tonight about Mr. Spisak being let go from

053Kennedy. I want to tell you how much he has changed this year for many of us. I used to dread going to social studies every day, but now I walk into class excited to be there because it's actually fun. Mr. Spisak teaches in a way that connects with middle school students, and honestly, it's not easy to find a teacher who can deal with middle schoolers. But there's one specific memory that I will never forget. Last Friday was the eighth grade girls championship basketball game. Our double A was playing and we were all very nervous. The gym was loud, full of teachers, students, and families. Then suddenly, someone Sorry. Someone in the full eagle mascot costume walked through the doors. Everyone turned around and we were all laughing and and excited when we realized it was

054Mr. Spisak. He had dressed up in the full mascot costume to support Kennedy girls basketball. I don't think anyone had more school pride than he did in that moment. During the game we would look over and see him clapping, cheering, or doing a dance move that we somehow found funny. We ended up winning that game and I truly believe part of the reason we did was because the support from everyone who showed up. What surprised me the most was that he already knew about the situation before the game, but you wouldn't but you would never have been able to tell. He still showed up and acted like nothing had ever happened. That's the kind of teacher he is. Mr. Spizzirri showed up to almost every game during our season. He shows up for his students

055and that's one of the many things that makes him great. That is a memory I will never forget of my 8th grade in middle school year. We all need teachers like him. A teacher who makes class fun after a long day and a teacher who shows up for their students and is also a teacher who has so much school pride. Mr. Spizzirri demonstrates all those values. By letting him and many others go, you are taking away people who mean so much to everyone and I know there are hundreds of students who would say the same thing. For example, here I have a petition with over 170 signatures that we only that we got in only one day of school, which was today. Spending things on paying administrators more or even electric buses won't help us

056learn. Teachers will. THANK YOU. >> OUR NEXT SPEAKER WILL BE GABBY BELKIN. Gabby will be followed by Layla Hope. >> Hello. My name is Gabrielle Belkin and I'm a current senior at Naperville Central High School. I'm here today to speak about Ms. Maria Connell. Throughout my time at Naperville Central, I've had the opportunity to have Ms. Connell as a teacher my freshman, sophomore, and junior year. During my freshman year, I took world history and in my first semester, I had Mr. Mike Bojchenski. As the second semes- as the semester was wrapping up, he told me something that would stick with me forever. Ms. Connell, who you have next semester, is an amazing teacher and she will help you so much with this class and he was not wrong at all. Throughout the rest of my

057freshman year, Ms. Connell was always there to help me, constantly making time to do the best she could to help me succeed in her class. History has never been a strong subject for me, but she made me feel like I could accomplish every task that came my way. It was her first year teaching at Central, and from the beginning she made such a crucial impact on me. In my sophomore year, I had Ms. Connell for American Government. At the end of October, I tore my ACL and had to be out of school for for surgery for a week. When I returned to school, I fell behind in all my work and struggled to maintain a positive attitude when it came to my academics. When I was struggling with with work in American Government, I went

058to Ms. Connell after school and she would help me until I understood the material and felt confident. Not only is Ms. Connell the type of teacher to go out of her way to help me and many other students like me academically, but she also never hesitated with the physical help I needed as well. Five days after surgery, she was assisting me with my backpack and would even carry it to my mom's car after school. On one occasion, I'd slipped and fallen in the hallway. That night, Ms. Connell sent an email to my mom to follow up and check in on me saying, "I just wanted to send an email make sure Gabby's okay. If there's anything I can do to if if there's anything I can do school wise, just let me know even if

059it's just it even if it's just to go let the nurses know what happened. I know she mentioned about being stressed and falling behind in her classes, so if there's anything I can do, please do not hesitate to reach out." Teachers like Ms. Connell are the type of teachers I'm guessing many of you would want your own kids to have. However, Ms. Connell and many teachers like her are being let go from District 203 due to poor budg- budgeting and planning and it's students like me who will feel the impact from this rift. As a graduating senior, I'm living proof of Ms. Connell's dedication. It is disappointing to see District 203 prioritize a poor budget over exceptional teachers. By letting her go, the district isn't balancing isn't just balancing a checkbook. They're depriving future students

060of a mentor who truly cares. Thank you. >> OUR NEXT SPEAKER WILL BE LAYLA HOPE. LAYLA will be followed by Emily Rigik. Good evening and welcome. >> Hi. Hi, I'm Layla Hope. I would like to share the statement that was written by my classmate, my friend, and my teammate. She couldn't be here tonight cuz of a soccer commitment, so I'm reading the statement on her behalf, and I also agree with what she is saying. My name is Malia Shen. I am a senior at Naperville Central High School. Additionally, I attended Lincoln Junior High School and Element- Elmwood Elementary School. Over the past 13 years in this district, I have experienced the warmth, inclusivity, and camaraderie these schools continue to foster. I believe what sets our schools apart from the other districts are the connections between

061students and their teachers beyond the classroom. The teachers at Naperville Central see students as humans, not just a name on a roster. I'm writing on behalf of the teacher who has made a tremendous impact on my life this year, Ms. Connell. She has been in the district for 4 years, both both teaching standard and AP level courses. She's an excellent teacher, and students thrive in her classroom. She is as enthusiastic when teaching and always encouraging curiosity and questions. It's a telltale sign that she loves her job and wants to be there every day for her students. While I got to know Ms. Connell in the classroom, I grew closer to her on the field. Ms. Connell was the assistant varsity coach of the inaugural flag football team at Naperville Central. She celebrated my wins and

062helped me through games. She used constructive criticism to coach and led by example. She's also the assistant coach of the varsity softball team. Although I don't play softball, I know that she thrives there based on her coaching capabilities for flag football and her history of playing Division 1 softball at Saint Louis University. However, what truly sets Ms. Connell apart is the environment she has created for her students. If you visit Ms. Connell's classroom during any passing period of the day, you will find five to six students in there. They are talking about what's going on in their lives or struggles they have. These students are ones with different backgrounds, interests, and lives. This doesn't happen in any other classroom you see. Ms. Connell has cultivated an atmosphere to belong for all students. In the blended

063classes she teaches, students often choose to stay and work instead of leaving to go get food or whatever else they do. Then then do it anywhere else. This speaks volume about the trust and respect she has built with her students. Ms. Connell cares tremendously about her students and still keeps in contact with many who have graduated. Everyone should have a Ms. Connell in their life, a teacher who truly believes in them, pushes them to be the best version of themselves. It deepens It deeply saddens me to think of all the future Redhawks who won't have the opportunity to have her as a teacher or coach. I'm writing this in hope that you will reconsider your decision to let go. Teachers like Ms. Connell are the reason students feel connected to their school and inspired to

064succeed. She embodies the values of our school and district stand for, dedication >> Our next speaker will be Emily Ridgeway. Emily will be followed by Kat Squire. >> Good evening. My name is Emily Ridgeway and I am a communication arts teacher at Naperville Central High School. I am speaking to you tonight to address the dangerous dark cloud that is currently looming over our entire 203 community. Trusted adults everywhere in 203 change lives every single day, every single hour, and every single minute, whether employed for 1 year or for 50. But first, I would like every single person in this room, board members included, to close your eyes. You can do so now. I promise I'm not going to do anything bad. For 10 seconds, I want you to think about the trusted adult, teacher, person

065that you had in your schools growing up during your adolescence. 10 seconds. I'm watching the clock. You may open your eyes now. For more than 100 students at Naperville Central High School, the teacher that comes to mind when answering that question is Maria Connell. An immensely talented fourth-year teacher of psychology and AP Human Geography in the Social Studies Department. Maria is a coach of our first girls flag football team and of our girls softball team, one who many of our female athletes have been dreaming of having for years. She is a dedicated educator who deeply cares for students selflessly and sacrificially, not because she has to, but because she was born to. Maria is one of the lives that were changed forever on Thursday. I even went into her room the period before the news

066was delivered, ensuring her that this would never happen to her, ever. She's so beloved in our community, and I could go on for hours. She is a teacher that every single student crosses their fingers to have, even if just for a semester. As previously mentioned, every single passing period is filled to the brim with students just wanting to talk to her, even just for 30 seconds. Our community is going to suffer an unforgettable loss that cannot be undone due to this reduction in force. There were countless young people on Friday who looked me in the eye saying, "They can't do this. She is my favorite teacher. This cannot be happening." I know that many of the other educators impacted by this rift from the district are as beloved as the colleague that I just described,

067and I know that every school and every teacher is hurting from one or more losses that they are grieving in their school communities. Because of this, I can promise you that this rift is going to function as well as a wet bandage does on an open wound. The teachers who have been spared will not forget the disturbing damage that will be done by eliminating these positions, rather people. To our district, we seem to be numbers that they are eager to rearrange and fix in order to prove to our community that they are capable of budgeting appropriately. It is the decisions of the district office that have put us in this position. Why make us reap what they have sown? Why would any young talented teacher seek out our district after this catastrophe? I promise you

068the Maria Connells of the world will not show up. Thank you. >> Our next speaker will be Cat Squire. Cat will be followed by Alexa Miller. Good evening and welcome. >> Hello. My name is Cat Squire, and I'm a junior at Naperville Central High School, and I'm here to talk about the staff who has recently been let go. I just wanted to speak about the effect of young coaches on student athletes. I think this is an important matter because quite a few of the staff members who have been let go were coaches who made a big impact on students at each school. The Aspen Institute for Humanistic Studies in their national survey said that one in three students say they play sports because of a coach who cares about them. I think this is a

069powerful statistic because I know a coach I had who has made a big impact on my life. This is my freshman year softball coach, Maria Connell. She was such a good coach for me, but not only that, she helped me step out of my comfort zone and pushed me to be the best I could. She has been somebody I look up to all the time. She's always been there for me when I needed someone to talk to. And I also think she's an amazing teacher as well. I know that when I think about what I want to do, especially for me since I want to go into education, I want to be a teacher and it's because of teachers like Ms. Connell. I want to be a teacher just like her, kids come to for

070advice. The teacher that kids take a class just in hopes of having her. The teacher that students think is cool or funny or just loves what they do. The teacher who has had an impact on students' lives. I want to be a teacher like Ms. Connell. A good teacher. That is the importance of teachers and coaches like Ms. Connell. That's why I think it's unfair that teachers like her are being let go just because they are newer teachers. That is why I think the board needs a different way to go about the budget cuts because this whole situation is unfair to the teachers, the students, and all staff members involved. THANK YOU. >> OUR NEXT SPEAKER WILL BE ALEXA MILLER. ALEXA will be followed by Sarah Braun. Good evening and welcome. >> Good evening. My

071name is Alexa Miller. I'm a junior at Naperville Central and I'm here because I find the district's recent recent actions to be a fundamental failure in management. By mismanaging this budget, you have disrupted the lives of 38 educators and by extension thousands of students who rely on them. The past few years we've spent time building relationships with teachers who have become our safe people. This district frequently preaches the importance of signs of suicide and mental health awareness, yet you are actively removing the mentors who provide that safety. It feels hypocritical to prioritize a program's name while firing the people who actually do the work to keep us alive and well. One of these people is Ms. Connell. She's the reason I'm standing here today. She showed up to me She showed up for me at

072my lowest point when others failed to. She came to my choir concerts, my basketball games, and cheered me on through life. She transformed her classroom and the softball field into environments where I finally felt understood. I nearly quit softball my sophomore year because I was simply unhappy and I just didn't like it. But I stayed because of her. I remember our conversation about quitting so vividly. She didn't judge me. She didn't force me to stay. She simply listened to me and told me to do whatever was best for me. That's what a true mentor does. If you walk by her room, like people have mentioned before, during any passing period, you see a crowd of students. You can actively see how much she cares about every single one of them in there, listening to everything

073they have to say. She changed my life in a way no coach or teacher ever has. And Connel is the reason my high school experience has been enjoyable. She's also the reason I want to become a teacher. For 3 years, she has been a model of what a great teacher should be and who I want to be as a teacher. And as an aspiring teacher, watching this happen to a top 50 nationally acclaimed district is terrifying. You're telling brand new teachers that they aren't worth the investment or good enough, which just isn't true. It is our district and our superintendent that hasn't been good enough. It brings me immense doubt about my own future when I see that excellent and dedicated teachers like Ms. Connel are rewarded with being cut because of administrative oversight. These

074teachers are the reason 203 has its reputation. Yet, we are told there is over a $12 million deficit. This money doesn't just disappear overnight. While we were headed toward a cliff, the district spent money on unnecessary whiteboards, TVs, wasting money and time on block scheduling, which didn't even happen, and brought more teachers into the program. The district claims these hires were for pandemic recovery, but it was simply irresponsible to bring people into this community only to abandon them once the grant money ran out. You wasted their time when they could have been at a district that actually cared about them. I know the district offered retirement incentives, but as the union pointed out, this problem didn't appear overnight. You could have managed managed this through attrition years ago instead of wait-and-see management that ends in

075a mass firing. It is not the teachers who aren't good enough. It is the fiscal management of this district that has failed. Amazing teachers like Ms. Connell are now out of a job because of your decisions. Thank you. >> OUR NEXT SPEAKER WILL BE SARAH BRAUN. SARAH WILL be followed by Lucy Steyers. Good evening and welcome. >> My name is Sarah Braun and I'm a social studies teacher at Naperville Central. I have a colleague in her fourth year, Maria Connell, who is responsible for growing enrollments in the senior elective she teaches and was just recognized in the Daily Herald for her excellence in teaching advanced placement freshmen. She sponsors two clubs unpaid and brings her D1 athletic experience to her role as the assistant varsity coach in two sports. Most importantly, she teaches and coaches

076with such passion, caring, and enthusiasm that she fills her students and athletes with feelings of inspiration and admiration that other staff members marvel at. If you suspect that's an exaggeration, ask anyone who is lucky enough to have been her student, athlete, or co-worker, many of whom are clearly here tonight. Despite everything she brings to the district, she found out 4 days ago that she is losing her job due to budgetary constraints and restrictions. Where is the outrage that these budgetary restrictions should produce when we are forced with the prospect of losing our very best young teachers and coaches. Where is the creativity that could result in being able to retain as many of these teachers as possible by addressing the budgetary issues over multiple years rather than in one rushed attempt? Where are the efforts

077to do whatever we can to ensure that our students are given the opportunity to learn and be inspired by the highest quality staff that District 203 can not only secure but retain? I've conveyed one teacher's story to highlight for you the life-changing, gut-wrenching impact that these staff reductions will have on the lives of students and athletes. But the fact is, this story is playing out in every school across the district. I urge you to get out in these schools, meet these amazing teachers, coaches, and club sponsors, and realize that our administrators are being faced with the impossible task of filling the void that will be left in these educators' absence. But most of all, talk to the students and athletes and see for yourself the respect and admiration that these young teachers and coaches have

078inspired. I guarantee that you will walk away baffled at how we could ever let such a young, talented group of influential educators get away. Now is the time to show all of them that District 203 truly cares about its most important resource, its people, whom we have worked so hard to attract and who we must now work even harder to retain. Thank you for your time. >> Our next speaker will be Lucy Styers. Lucy will be followed by Bralyn Party. >> Hi, my name is Lucy Styers and I'm a junior at April Central High School. To the administration and members of the community, I stand here today to speak about more than just a teacher. I'm here to speak about Ms. Connell, an educator who defines the very spirit of Naperville Central High School. When

079I think of Ms. Connell, I'm reminded of the person who stood by me during the most difficult chapter of my life. In moments when I felt overwhelmed and at my lowest, she provided a level of unwavering support that went far beyond the requirements of her job description. Whether it was a quiet word of encouragement in the hallway or a dedicated hour of her time after school, she ensured I never felt alone. Her influence, however, extends well beyond our individual interactions. As an athlete, I have seen firsthand how Ms. Connell supports me and my teammates. She has an intuitive ability to look past her performance on the field or in the classroom and see us as people first. She consistently advocates for our best interests, acting as a vital bridge between our academic responsibilities and our

080personal well-being. Ms. Connell is a cornerstone of the support system at this school, not just for me, but for a vast number of students who find her to be few truly approachable and trusted adults in the building. Her door is effectively always open, whether you are currently enrolled in her class or have never had her as a teacher. She is the first to offer a seat and help with difficult homework assignments. By her actions, Ms. Connell has created a sanctuary at Central. She has built a safe space where students feel secure enough to be themselves and brave enough to ask for help. To remove Ms. Connell from this environment would be to remove the heart of that safety. We often talk about the importance of mental health and student support. Ms. Connell is the living

081embodiment of those values. Keeping her here isn't just a matter of staffing, it's a matter of preserving the emotional well-being of the students she serves so tirelessly. Not only is it unfair to the teachers impacted, but also the students who rely on them. Thank you. >> Our next speaker will be Braylon Party. Braylon will be followed by Alexis Venegas. >> Good evening board. I'm sorry. Good evening members of the Board of Education. My name is Braylon Barty as you might know and I want you guys to not think of me today at this moment as a student board ambassador but rather a junior at Naperville North just a junior at Naperville North High School. I understand that District 203 is currently facing a 12.4 million structural deficit and that and the district is working to

082adjust the deficit through a number of measures including that what has been described as a staff streamlining. I recognize that managing a district budget is complex and that difficult decisions sometimes have to be made. However, I want to speak from I want to speak about these decisions from another student perspective. Two of my teachers are being affected by this current staff reduction. Both Ms. Emerald, a photography teacher at Naperville North High School, and Mr. DeBolt, uh both a cross country and track coach and also an algebra an algebra teacher uh at Naperville North High School. Mr. DeBolt is not only a math teacher but also a cross country and track coach. As someone who's personally been coached by him, I've seen first hand how he supports his student his his students both inside and outside

083the classroom whether they be athletes or after school. Coach like Mr. DeBolt doesn't they don't just teach a sport. He mentors us students, helps us grow in confidence, teaches us discipline, and creates a community that students rely on. For many students, athletics athletics and coaches like him are the main main way students connect to this school. I as a freshman moved here mid midway through my year. It was it was truly tough move and cross country and track are the two ways that I helped me find my community find my community in Naperville Naperville North and District 203 as a whole. Secondly, Ms. Emerald, my photography teacher, has also had a major impact on students such as me. She teaches photography one and two which I took photography one as a sophomore. So, having a

084a new old photography teacher and a new photography teacher back to back has shaped my opinion on these new hires compared to old hires. One of our top classes of photography provides students with opportunities for creativity, expression, and exploration outside the traditional academic subjects. It worries me when teachers like this are laid off. It worries me if our electives start to get more restrictive if teachers are removed such as these newer teachers. Or if teachers don't that don't usually teach these subjects are forced to teach forced to teach these subjects or work these positions. When these decisions are made, I hope the district consider not only numbers on a spreadsheet, but also the relationship and mentorship that teachers provide to us students. Teachers shape the culture of our school. They influence the experience students have

085every day both inside and outside the classroom. I hope students' voices are recognized and thought by the school board as these teachers have a huge impact on students and how we develop into into adults in the future. I understand the district must work to address these financial deficits, but I encourage the board to continued looking carefully at how these decisions affect students and the programs that make District 203 such a strong community. Thank you so much for for your time and listening to another student perspective. Thank you so much. >> Our next speaker will be Alexis Venegas. Alexis will be followed by Jude Nektal. >> Good evening. My name is Alexis Venegas. I have the absolute privilege of teaching fourth grade at Meadow Glens Elementary. I was hired just 11 months ago. I gave up

086a good teaching job in another district to return to my hometown of Naperville to make a difference. I gave 100% and I did make a difference in the lives of my students. I know this so I can hold my head up high. I did everything that was asked of me and more. There were decisions made, programs maintained, resources protected. I was not among them. I think it's important to put a face on the impact of these decisions. I cannot bring all of my students before this board. Therefore, I appear before you on their behalf to encourage you to further consider the district's prioritization of resources before making a decision that will prevent me from continuing my mission on your behalf to make a meaningful difference in the lives of our community students. Thank you. >>

087Our next speaker will be Jude Connecto. Jude will be followed by Emma Bruce. >> Good evening. My name is Jude Connecto and I'm a junior in Naperville North High School. I'm here tonight because I want to talk about someone who's made a real difference in my life and in the lives of many students at our school, Coach Tubbs. I've known Coach Tubbs since my freshman year of track. From the very beginning, he was more than just a coach. He believed in me and always took the time to help me improve. Sometimes that meant working on a block start before a race and other times that meant helping me help that meant helping me keep a positive mindset after a bad performance. Over time, he became someone I could truly look up to, almost like another

088father figure. When I was struggling in school or frustrated with track, he was someone I could talk to. He didn't just care about how we performed on the track, he cared about us as people and wanted to see us succeed in life. I know I'm not the only student who feels this way. So many athletes and students in Naperville North have been supported, encouraged, and pushed to be better because of Coach Tubbs. He teaches us hard work, to be respectful, and to never give up. Those are lessons that go far beyond athletics. That's why That's why it's really difficult to hear that he might lose his job due to a reduction in force. Losing Coach Tubbs would be a huge loss for our community, our school, and our team. Coach Tubbs is also someone who

089grew up in District 203. He was once a student here in Naperville North, a high-achieving athlete, and now he's one of the teachers and coaches making a difference for the next generation of students. He brings energy, new ideas, and a strong connection with students that is incredibly valuable. Teachers and coaches like him don't just show up for class and go home. They spend countless hours with students at practices, meets, and competitions. They mentor us, support us mentally, and help shape who we become who we become as adults. Today, I created a petition which now has over 900 signatures in one school day asking the district to reconsider this decision because so many parents, students, and the community members know to vote is something and somebody worth keeping. The support The support for him shows how

090much he means to our school. We understand that difficult decisions have been made, but we respectfully ask that you could listen to the voices of the students and families who have been impacted by Coach Tobol. Please reconsider any decision that would remove him from Naperville North. Coaches and teachers like him are rare, and the impact they have goes far beyond sports or the classroom. It goes straight to the heart. Naperville North wouldn't be the same without him. Thank you for your time and consideration. >> Our next speaker, I apologize, is Emma Reese. Emma will be followed by Brian Bohr. Good evening and welcome. >> Good evening. My name is Emma Reese, and I'm a current senior at Naperville Central High School. The current teacher cuts will have a profound and long-lasting effect on students and

091is a very short-sighted solution to a problem that is not new. This school board is cutting young, passionate teachers who serve as role models at a time when students need them the most. A wonderful example of this is Kennedy Junior High's Matt Spisak, who is a D203 graduate and has come back to teach in the same schools that he grew up in. He is a teacher and a coach whose dedication is felt through the community in such instances as when he dressed up as the Kennedy Eagle at a basketball game the day after the riff list came out, showcasing his unwavering dedication to his students. He supports students in any way he can and puts his all into each lesson. When we fire teachers who make kids feel seen and fuel their drive to learn,

092we are only left with students that have the ability to collect information, not kids who have the ability to use that information to do great things. As a future graduate of this district, I am living proof of the amazing instructors who work here. By cutting the amazing teachers who inspire us such as Matt Spisak, Maria Maria Connell, Will Debolt, Samuel Brandsby, Kelly Duray, and Paige Swatski along with many other teachers, students will be demoralized and it sends the message that hard work doesn't pay off. Is this the message that we want to be sending to kids? Thank you for your time. >> Our next speaker will be Brian Bohr. Brian will be followed by John Ryan. >> Good evening. My name is Brian Bohr and I'm a Naperville resident. I don't have any kids in

093the district yet. I do have a two-year-old who will be in the district um in what I've been told is a blink of an eye. Um and that's why I'm here tonight, for him. Um I want to be really clear. I'm really concerned and very upset about the proposal to eliminate these positions. They're not abstract numbers. These are the people who shape the daily experience of students in this district. Fewer educators means larger class sizes, fewer supports for students struggling, and fewer opportunities for meaningful relationships between students and the adults who guide them. Cutting the people closest to students should be the absolute last option, not the starting point. Educators are not interchangeable line items in a budget, and quite honestly, that one through four system sounds pretty inhumane to me. Educators What worries me

094most is the long-term impact. Families move here like mine did because District 203 has a reputation across Illinois and the country for excellence. And that reputation is built on the teachers, counselors, and staff who work with the students every single day. And I worry that 5 years from now, when class sizes are larger and student support is thinner, that we will look back at this moment, right here, right here, and realize that this was the moment that this board chose short-term term savings over long-term excellence. Because well, you can rebuild a budget in a year, rebuilding the trust of a community and the strength of a school district takes a whole lot longer. So, what I'm asking for you to do tonight is to please slow down. Take the time to explore every possible alternative

095to this decision. The question that I hope each and every one of you considers before voting is this, will this decision make the student experience in District 203 stronger or weaker? Our students deserve better. Thank you and I yield MY TIME. >> OUR NEXT SPEAKER IS JOHN RYAN. John will be followed by Julianne Fox. Good evening and welcome. >> Hi there. My name is John Ryan. I'm one of the teachers on this list that is about to lose their job in the reduction in force plan. I'm here to put a face to the name. Naperville North has been a part of my life for as long as I can remember. Both of my parents spent their entire careers teaching there. I was a K through 12 student in District 203. And while at Naperville North,

096I played three sports, was a captain in two, a member of the National Honor Society, Jay Kyle Braid Scholar, and actually Rob Krainik Scholarship winner as well. To say I bleed orange and blue would be an understatement. But more importantly, Naperville North is where I first experienced the true impact that teachers and coaches can have on a young person's life. The people in those classrooms and on those fields didn't just teach less- lessons, they shaped my work ethic, my character, and ultimately the path that my life would take. Three years ago when the opportunity arose to come back and teach at Naperville North, I viewed it as a destination job. I had other career opportunities available, but I felt a responsibility to give back to the public school system and the community that had given

097me so much. Since returning, I've poured myself into the school, not because I have to, but but because I genuinely want to. I coach football, sponsor Business Professionals of America, and have helped grow our business incubator program into one of the strongest entrepreneurship programs in the country. After long nights at football practice and BPA competitions, I spent the last 2 years taking night classes to earn my MBA. I wanted to continue growing as an educator and help expand opportunities for my students. That degree also allows our district to offer additional dual credit opportunities and supports the college and career pathway endorsements that we are so proud of. What concerns me most is the long-term impact these cuts may have on programs like ours. In the business department alone, we have three teachers retiring in the

098next 2 years. At the same time, we have not had one single applicant in the last 7 years who has an MBA apply for a position. That reality makes it extremely difficult to envision finding teachers who are qualified to teach dual credit courses and support some of the innovative programs that our district has built. When younger teachers who have those qualifications are removed now, it becomes much harder to sustain those opportunities for students in the years ahead. I understand the board is facing this difficult financial decisions, but decisions made under an accelerated timeline can have consequences that last far beyond a single budget cycle. And while tonight I'm sharing my story, I want to be clear that I'm not alone. There are many young passionate educators across this district who have poured themselves into the

099students and their schools. Teachers who coach teams, sponsor clubs, pursue advanced degrees, and work every day to build the kinds of programs that make Naperville schools exceptional. Naperville gave me incredible teachers, coaches, and mentors who invested in my generation. My hope is that we continue investing in the people who would do the same for the next one. Please vote no. Thank you. >> OUR NEXT SPEAKER WILL BE JULIE ANN FOX. JULIE Ann will be followed by Arya Ashok. >> Good evening and welcome. >> Good evening. My name is Julie Ann Fox and I'm here speaking to you in my capacity as a district parent of three children, specifically a parent who has had the opportunity to spend a significant amount of time in Mill Street Elementary as a volunteer. While there are many areas of

100concern that I would like to address given the current budgetary discussions, this evening I'm asking you to pause the RIF process and focus on the need to maintain consistency and stability within Mill Street. For those who aren't familiar with Mill Street, we are a Title 1 school with approximately 600 students that is lucky enough to offer the dual language program and three structured learning classrooms in addition to all other programs that are available universally amongst D203 elementary schools. Mill is only able to offer all of this due to the support of phenomenal teachers and staff who provide so much more than an education. They provide stability, structure, and care to an incredibly diverse population of students, many of whom rely heavily on this as their lives outside of school may not provide that. A few

101other items of note. Starting next year, Mill will have its third principal in 4 years. During that same time period, we have had six different individuals in assistant principal roles. Mill has gone the majority of the school year without a head custodian. Our math specialist, who also took on the role as a part-time honors math teacher to address resource needs, is retiring this year. And our gifted teacher was alerted last week that she has been let go after 1 year due to the reduction in force initiative. And trust me, the process of finding her in the first place was an arduous one. Her 19 years of teaching experience, 11 of which are in gifted education, will be nearly impossible to replace. With the adoption of tonight's personnel reports, Mill will also be searching for a

102new fifth grade dual language teacher, our third in as many years, as she resigned after only 1 year. In fact, since 2024, Mill has lost 25 certified teachers. It cannot be overlooked that low staff morale was a significant contributing factor. All of that is to say, Mill Street cannot afford any more disruption. I'm confident that we are not alone. I implore you to reconsider the removal of additional roles and the redistribution of staff during this district-wide game of musical chairs. I care very much for the happiness and morale of our teachers and staff, and I know how disruptive and exhausting this has and continues to be. I also see the genuine love they have for our students and community. But tonight, my plea is on behalf of our students. Nothing has been normal since the

103pandemic. These kids deserve more. They deserve more of your care and your concern. They deserve consistency. They deserve to feel safe. As adults, we understand that we need to pivot and adapt to our circumstances. But asking this much adaptation of such young minds is unreasonable and detrimental to their overall development and education. Instead, I ask for your willingness to adapt and pivot away from your current recommendation. Please know that I appreciate the difficult situation that we are in financially, and I'm grateful for the time you put forth in search of a solution. But this does not have to be all or nothing. Let's take a to back, vote no on tonight's RIF proposal, and see if a longer-term plan can get us where we need to be without all of the immediate sacrifices. Thank you

104for your time. >> Our next speaker is Arya Ashok. Arya will be followed by Colin White. Good evening and welcome. >> Good evening, Mr. Dan Bridges and members of the board. My name is Arya Ashok, and I'm currently a junior at Naperville Central High School. I first want to start off by saying thank you for taking the time to listen to the students and the public today. I understand the reasoning that has been said that has been presented for these cuts. We've been told that many positions were added during the pandemic using temporary federal funding, and now that funding has expired, and staffing must realign with enrollment. But I want to remind you that these are essential members of our staff who play an increasingly important role in supporting students. I cannot speak for every

105staff member affected by this decision, but I can speak about one, Ms. Maria Conol. Ms. Conol is more than just a teacher. She's a two-sport varsity coach, a sponsor of multiple clubs, and more importantly, a mentor, a supporter, and a constant source of encouragement for her students. In her classroom, she doesn't just teach content, but she challenges students to think critically, work hard, and believe in themselves. But her impact goes far beyond academics. Ms. Conol has been there for students and myself during some of our most difficult moments. She has seen students walk into her classroom overwhelmed, exhausted, and discouraged, and she is the person who reminds them that they are capable and that they matter. She's also the sponsor of my club, Sending Sunshine. Every Monday morning at 7:15, she shows she shows up

106with a smile on her face, ready to help us organize events, support our our ideas, and encourage us when we feel overwhelmed. She doesn't do that because she has to, but she does it because she genuinely cares about her students. And teachers like Ms. Connell are not replaceable. Right now, this district is proposing to cut about 35 38 certified staff staff positions to address a 12.4 million deficit. But these 38 positions represent mentors, coaches, club sponsors, and trusted adults who shape the current culture of our school every single day. When you remove teachers like Ms. Connell, you are not just adjusting staffing numbers, but you're removing support systems for our students. Naperville Central is a school we are proud of because of the people in it. These teachers you are considering letting go are a

107huge part of what makes this community strong. Balancing a budget is important, but so is protecting the people who make our schools places where students feel supported, challenged, and inspired. So, I urge you to reconsider this decision and reallocate funding to retain our mentors and teachers. And Mr. Dan Bridges, I'd like to end with the words you shared earlier earlier this evening. Our teachers are amazing and are are of high caliber. If we truly believe that, then we must act like it because what is being lost here cannot simply be written off as a line in the budget. It's the people who guide us, support us, and shape the future of this school. Thank you. >> Our next speaker will be Colin White. Colin will be followed by Ashley McMahon. Good evening and welcome. >>

108Good evening. My name is Colin White, and I'm here tonight to speak to the board regarding its treatment of its remarkable educators. At the The of this board, in order to partake in cost-cutting measures to address the $12.4 million deficit, the district plans to eliminate 81 full-time positions across the district, resulting in nearly 38 teachers being honorably dismissed just last week. Some of whom are in their current tenure year. The burden of such a drastic decision will fall upon the teachers, the aids, the counselors, other support staff, the community, and most importantly, the students. All of whom who will remain to manage greater class sizes at all grade levels, to manage the heartbreak of a colleague no longer coming to work, and to manage the dismissal of a beloved teacher or coach no longer present

109to support or help them learn. Just today and last week, a number of students told me that their favorite teacher got riffed and expressed some variation of, "Please don't tell me you got riffed, too." The pain and concern in their voice was obvious. Undoubtedly, I'm not the only teacher or staff member to have such an interaction with a student or a community member this week. I personally think of my colleagues at North and Central who learned last week that they will not be returning. Like all schools in our district, they employ numerous alumni who are eager to return to the district as a teacher and give back to the community that provided them so much. Now, with their forced departure, the teachers of all experience levels in every building will be forced into involuntary transfers

110across the district in order to fill the teaching, coaching, and sponsor gaps created by this decision. Trying to explain to my students and families how and why the board is having to eliminate 81 full-time positions and get rid of young charismatic educators is a mighty challenge. It becomes more difficult when placed in the context of board choices in the last few years, which include multiple abatements, moving of educational funds, and multi-million dollar capital projects, all of which could have been used to mitigate this exact crisis. The questions I pose and the list of actions highlight the contradiction that is at the root of the teacher morale problem in 203. But this board says they value and appreciate all our staff and that they are up at night thinking about this, yet continue to jeopardize the

111future of the district in the short and long term. The positive news is that the board still has the power to change its course. They can demonstrate leadership by listening to the voices of its constituents and to continue to develop alternative ways to achieve the financial longevity it needs without removing the teachers and coaches that would shape the future success and acclaim that District 203 wants. Thanks for your time. >> Our next speaker will be Ashley McMahon. Ashley will be followed by Dan Iverson. Good evening and welcome. >> I seek to actually speak for 5 minutes on behalf of teachers who are alumnus of the district. Thank you. My name is Ashley McMahon and I live in Naperville. For 10 years, I worked at Naperville North High School as a social studies teacher. The past

1122 weeks have been the toughest weeks of my career. Worse than the pandemic. And worse than the time after we came immediately back. I'm willing to bet that I am not alone in that feeling. Not alone in this room. Not alone in this building. The reason behind the difficulty of the past weeks is obvious to everyone gathered here tonight. The names of 38 colleagues honorably dismissed became last week after the Board of Education directed administration to close a $12.4 million budget deficit. Tonight I stand here because closing the deficit doesn't have to happen this way. When any community elects a member to the Board of Education, their vote for that candidate is a measure of trust. That the board will safeguard its students, move education in the district forward. And manage its fiscal decisions to

113ensure that the educational environment is protected. So, now I cannot help but wonder, how can members of this board possibly take action to eliminate staff and support staff when this community voted for you? On April 21st, 2025, President Charles Couch addressed the community during innovative school day discussions and said, "We can't make a change of this magnitude without the support of the community as well as the teachers." Yet, here we are meeting after the board moved to enact the largest reduction in force in this district since before 2011 asking, a year later, why then is a change of this magnitude happening without the support of your community? Board member Amanda McMillan said in her February 5th, 2025 candidate statement to NCTV 17, "I'm choosing to run again to keep the momentum going so the district

114continue being a leader in best educational practices." As an educator, I would like to know exactly where the board drew its inspiration from when deciding that best educational practice was to address a forecasted budgetary deficit by drastically reducing staff and our support staff. Board member Mark Wulinski said in his candidate statement to NCTV 17 in February 2025 that "I want to identify and solve the root causes of the performance gap of underrepresented groups in our district." As a community, we would like to know, how is reducing educators going to go ahead and help to close performance gaps for the most vulnerable students that we have? In her February 2025 candidate interview with NCTV 17, board member Holly Joy Plastic said, "People choose to live in District 203 for our schools. They take great pride in

115our district and for good reason." As a board member, I will be in a position to help meet the needs of each family, student, and taxpayer. I cannot help but think, will cutting the staff increase or decrease student performance? And will it continue to draw families to this district? Board member Melissa Kelly Black's campaign website in March 2023 stated, "The district needs to prioritize spending time and resources on effectively addressing all student needs." This is not possible if we do not attract, hire, and retain the best teachers and staff. Good intentions, the most wonderful staff in the world, cannot do their jobs if they do not have resources, supports, and conditions they need to help each child. In the wake of recent action by the Board of Education, I must ask, "How will a reduced

116staff possibly have the resources and support needed to help each child in this district?" In his February 2023 campaign website, Board member Joseph Kosminski stated, "With my passion for education and my leadership, policy and budget experience, I will listen to your ideas and concerns and work to provide a world-class education for all children." Three years later, I wonder, will you still listen to our ideas? Will you still listen to your community's concerns when we tell you that this decision will have untold harm and certainly will not provide a world-class education? On November 17, 2025, Board member Christine Greki said, "Listening and thinking through this in the moment, I would like to see a balanced budget next year, but I want to reserve the ability to say that might be too much pain." Reflecting on the

117colleagues who effectively lost their jobs but still stand at their posts every single day to serve students, I wonder, at what point do we go ahead and call eliminating beloved educators and support staff too much pain? The community is here tonight because we are asking the Board to do what students are asked to do each and every day. Listen, learn, and normalize changing course when necessary to move forward, even if it is painful. Well, I can appreciate the realities of structural deficit. Allowing for natural attrition over the span of the next 2 to 4 years is a more reasonable solution. Such a solution also allows more time to explore. Thank you. >> OUR NEXT SPEAKER WILL BE DAN IVERSON. DAN WILL BE followed by Jacqueline Quat Quiet. Sorry. Jacqueline Quiet. >> Quiet, yeah. >> Good

118evening and welcome. >> Yeah, she's a former student. Yeah, Quiet. Um my name is Dan Iverson. I'm a 32-year District 203 employee and teacher. Uh I'm also a former parent in the district, um taxpayer in the district, I'm part of union leadership, um I'm a stakeholder in the district in about every way you can be a stakeholder in the district. I want to start by actually um thanking the administration with whom we worked to work out um the retirement uh incentives that we did. I know this has not been easy on them, either, um and this could have been worse tonight um without their work. So, thank you for that. I'm addressing the board as an institution. Um I've been in the district a long time. I've been on contract negotiations a long time. Um

119and I want to address a better way forward and some of the depth of frustration that I think we're feeling tonight. Um it's obvious that when you have structural deficits, you got to deal with them. We understand that. The problem here is that we're looking at what I think is a breathtaking number of 81 positions being eliminated and 38 RIFs. That's what I want to talk about. To offer some history, we have been through a lot together. We have been through a massive state funding crisis. We have been through COVID together. And through that time, our salary schedules of all of our employee bargaining units have not kept up with inflation as a result. And it has been frustrating over the years to watch the school board consistently take surplus money and then abate it

120back to the school the the community at the expense of the Ed Fund. That stuff matters. I take certain what Superintendent Bridges said at the beginning tonight, but that stuff matters. The Ed Fund abatement was a big deal. A gift that keeps on taking. The $10 million that was rebated that the community never asked for. Look, at the end of the day, on top of all of this, you have policy 420, which robs you of any sort of flexibility to use the fund balance for a way that could give us an easier way out of this. But it's your policy, you can reverse it. And so, as a result, bottom line here is the rift that's that's being discussed that doesn't need to happen the way it's being proposed right now. Certainly, we got to

121do something about this. I don't think anyone's going to disagree with that. You've heard the ripple effects this is beginning to have and only beginning to have in the community. At the end of the day, I'm begging you to find a way to do this that is more gradual. Give yourselves some flexibility. It's your shackles you've put on, take them off. I mean, at the end of the day, take me. I You know I'm retiring if you've paid attention. In a year. Okay, there's a million dollars of salary in Naperville North alone leaving next year. You know, don't replace us if the number's still so that you can pay for me out of the fund balance. I'm a fixed cost. Okay, at the end of the day, there are ways to do this. >> Our

122next speaker will be Jacqueline Kuipers. Jacqueline will be followed by Michael Connell. Good evening and welcome. >> Hi everyone. My name is Jacqueline Kuipers and I'm a social worker at Naperville Central High School and I'm here tonight to strongly encourage the board to vote no on this proposal to eliminate social emotional support positions in our high schools through the riff and the reassignment. It's extremely important to be transparent with the community about the damage this proposal will cause to social emotional supports and mental health services in the high schools. The proposal to eliminate two counselors from each high school, the students success interventionist position and a student advocacy specialist position which will eliminate essentially eight social emotional support roles from the high schools. This is not even including my own role from Naperville Central which

123is also being reassigned to another building. So this is effectively 10 mental health supports and social emotional supports roles from the high school that are going to be cut as a result of this proposal if it moves forward. This is an outrageous reduction in mental health services for one year in any instance but especially reckless in this case when requests for mental health and social emotional supports are on the rise in our schools. And when we have the concrete data over the last several years to show that these positions that are being eliminated actually help and benefit students. Students who have the courage to finally reach out for academic and mental health help will find will find that the support previously offered from this year is either harder to get or literally doesn't exist at

124all. I believe this board does care about mental health because it's invested in this these positions over the last three years and it would be extremely confusing and contradictory for this board to eliminate the positions that they have claimed to be so important. It's truly a disservice to our students, families, and taxpayers who have likely moved to this district to receive the best education available in the state of Illinois to now cut the resources that they are entitled to and that they are paying for. Next year, students coming down to student services who are upset and looking for someone to talk to will find literally four empty offices in student services at Naperville Central. Longer wait times, and the only answer that we will have for students and families as to why this is happening

125is because the district wanted to save money and invest in material objects over human welfare. I strongly encourage you to choose a route that does not gravely damage the mental health student and the mental health of students and families in our community. Thank you. >> Our next speaker is Michael Connell. Michael will be followed by Anirban Bhowmick Bhowmick. Good evening and welcome. >> Good evening. My name is Michael Connell. For the record, I'm not related to Maria Connell, and I don't think I've ever met her. However, after hearing the wonderful things about her, I will be claiming her as a distant cousin. I am the father of three soon-to-be four elementary age students at Mill Street Elementary. I'm also a proud alum of Mill Street, Jefferson, and Naperville North High School. My family chose to

126raise our children here because because of this district's reputation for strong academics, sound leadership, and thoughtful long-term planning. I want to be clear at the outset. I am not here to argue that the deficit should go unaddressed. The community understands the fiscal challenges and expects responsible action. We're here asking respectfully and in good faith, is the clarity of the analysis, alternatives, and long-term plan behind staffing reductions that directly affect students? Right now, the public hasn't seen enough of the underlying data and assumptions to understand why instructional positions rose to the top of the solution set. The gap in transparency makes it harder for families to trust the process, even if the final decisions are ultimately necessary. I have five concise requests. One, show the analysis that led to the prioritization of instructional cuts. What financial

127and operational modeling demonstrated that reductions to classroom and student-facing roles were necessary before fully exhausting non-instructional options. Publish a breakdown of non-instructional savings already identified. We've had a public We We've We've heard public reference to several million dollars in other reductions. Please share a clear list, categories, amounts, and timing so the community can see what we've been What we've been examined and what's still on the table. Three, model the next 2 to 3 years for the public. Give Given the the natural attrition through retirements and resignations, what scenarios did you run to avoid near-term rehiring or program rebuilding? What enrollment assumption assumptions by level are driving these models? Four, be explicit about student impact. If the riff proceeds, what class size ranges should families expect by grade band? What changes to enrichment, intervention, and specialized

128supports are anticipated in frequency, group size, or delivery model? Five, define success and commit to a check back. What measurable What measurable benchmarks will you use to decide whether the reductions are sufficient and sustainable? And will you commit to reporting back publicly next fall with actuals versus plan? These are not gotcha questions. These are governance questions. The kind a high-performing district should welcome. Financial responsibility and public trust must move together. When the rational when >> Time. >> Thank you. >> OUR NEXT SPEAKER WILL BE Anirban Bhowmick. Anirban will be followed by Todd Holmberg. >> Hi, good evening. Uh my name is Anirban Bhowmick as a Naperville 203 parents for last 7 years. I'm here to voice my deep concern regarding the recent honorable disc dismissal of our educators. While I understand that the ongoing need

129for the the cost efficiency, I question whether reducing our teaching staff is the right path. Our educators are the most vital members of this district and impacting them directly impacts the quality of our children's education. We must recognize that reducing the teachers are not like just cutting a standard cost line. When you dismiss an educator, you are just not reducing an expense. You are removing the people who build the foundation of our future. I'm also particularly concerned and extremely concerned about the process used to make the decision. The administration did not consult the key stakeholder. Uh they did not consult any key stakeholder, the students or the parents, but used some lifeless number on Excel sheet. This is a goal to ensure the best outcome students and parents feedback must be the primary metric taking

130these kind of life on altering decisions. Though it has advice to stay away from being specific, but I am and we are here to be specific. So, we are here to speak Mrs. Alexis Venegas. In my 7 years in this district, she stands out as the most effective educator we have ever experienced. Despite being her first year in Meadow Glen, she is already one of the most loved and respected teacher. In my view and view of all my fellow fourth grade parents, she is one of the best fourth grade educator currently serving our student. I have direct daily insight into her classroom and the value she provides. It has never been asked to any of us. I strongly suggest that the our district pause the process to solicit feedback from the parent body and reconsider

131this reductions. We should be doing everything possible to retain exceptional talent like Ms. Venegas and almost all her colleagues identified for the honorable dismission as we have seen today, rather than losing them to a standard administrative cycle. Please prioritize the quality of instruction and keep this vital educator in our district. Our district logo feature a green apple. When apple unexpectedly falls in your path today, the choice is yours. Will you discover gravity or throw it in the garbage? Choose wisely. Your decision matter today, tomorrow, and beyond that. Thank you for your time. >> Our next speaker will be Todd Homberg. Todd will be followed by Christie Delaney. Good evening and welcome. >> Thank you. Hello board members. My name is Todd Homberg. I've been a social studies teacher at Naperville Central since January of 1993.

132I may be incorrect, however, but I can't remember a time when District 203 has ever used a riff in my career. To be honest, it's one of the reasons why I've never jumped ship to work for a higher paying district like 211 or 214. According to this proposed plan, two of the most outstanding new teachers that I have ever seen in my career, Maria Connell and Grace Luken, will no longer have a job at Naperville Central or in District 203. Last Thursday, I saw dozens of NCH students in tears. Many are behind me right now. My department colleagues are beside themselves with sadness and anger. I've seen contentious contract negotiations and hard feelings about an innovative school day. But the feelings of this past week are much greater and a much greater scale. Right now,

133you are in danger of changing the foundation of the school community. Let me repeat. You are in danger of changing the foundation of the school community. I can only speak in hypotheticals because only you know who will be bumped and into what positions across the district, but I can foresee the impact on my department and my social studies family. Maria Connell was mentored by Randy Smith and AP human geography. She has worked tirelessly for 4 years to perfect her curriculum. Next year, Randy retires. And there'll be no one there to pick up from where he left off. How is this good for kids? Mike Borge was hired 3 years ago to teach AP micro and macroeconomics, but he has an LBS and will survive the riff and most likely be most likely be a special

134ed teacher next year, not at Naperville Central. No one in my department has the experience that he has with these difficult curriculums. How is this good for kids? Rochelle Wilder is an excellent third-year teacher in the social studies department. She is also our only teacher of color. This year, she piloted AP American history and culture. She escaped the riff because of an EL certification. Most likely she'll be teaching EL somewhere else in the district. Who's going to teach AP African-American studies? How is this good for kids? I can only imagine these types of situations are happening in every department and every elementary school across the district. This can't be good for our kids. We're being told that class size will grow. As a class classroom teacher, we all know this has a ripple effect. Any

135teacher who's been in the classroom knows there's an expect pardon me an exponential difference between 26 kids and 30. All right, your knowledge of their individual personalities, their academic and social needs, their home lives, all of that diminishes. The larger class size will have an incredibly negative effect on our community. I have no doubt that you all are under a great deal of prac- pressure to fix a significant problem. However, the current plan seems to be using the nuance of a meat cleaver to do the work of micro surgery. I've always been proud to teach in 203. There have been times where this pride has been tested. None more than the the situation we are currently in. I have roughly 9 weeks to my career. I will be leaving the teaching profession. I would love

136to know that my students, my department, my school, and my district will be in a good place. I fear they're not. The board has the ability to demand that kids come first. You have the ability to demand an outstanding learning conditions and to make sure Naperville pardon me district 203 stays first class. You are all elected officials. And I would argue that you would believe that your the taxpayers are your constituents. Your constituents are right here. The young people who have been talking and talking AND TALKING. PLEASE LISTEN TO THEM. THANK YOU FOR YOUR TIME. >> Our next speaker is Kristy Delaney. Kristy will be followed by Kimberly Verste. Good evening and welcome. >> Hi, my name is Kristy Delaney and I have three children at Mill Street. A fourth grader in the gifted honors

137and project idea program, a second grader and a kindergartner. I'm here tonight to express my deep concern over the proposed district-wide staffing cuts and what this means for student instructor ratios and student support. In particular, I am deeply concerned about the proposed dismissal of our school's only gifted math and reading teacher and what that means for the gifted program at Mill Street. Last year when our long-time gifted teacher retired, there were no qualified candidates to take over this specialized role and as a result the district hired Miss Mary Berlin, a teacher with experience in gifted education. That decision acknowledged an important truth. Gifted instruction requires unique experience and expertise. Now, just one year later, that same teacher is on the honorable dismissal list due to a district-wide reduction of 5.7% of teachers based solely or

138based mostly on a last in first out process. If no one was available and qualified to do this job last year, we deserve to know what has changed this year in this regard and more importantly, what is the plan now? When gifted students are not appropriately challenged, they disengage, underachieve and develop anxiety around school. Research consistently shows that gifted students benefit most when taught by educators experienced in gifted education and understand their needs. I have seen that firsthand. Since entering the program with Ms. Berlin, my daughter is excited to go to school again and she is excelling. That didn't happen by accident. That hired happened because you hired the right teacher. I say all of this with the knowledge that Mill Street and other schools are already implementing workarounds due to the shortage of experienced

139gifted teachers. Ms. Berlin teaches two sections of honors math and PI while another teacher who is a math specialist but does not have a prior gifted focus teaches the third grade section simply because there are not enough hours in the day for Ms. Berlin to teach them all. Um that math specialist now has less time to work with tier three students. And in the schools where the homeroom teacher is utilized, there are disadvantages and inefficiencies to that as well. And keep in mind we are still underperforming pre-pandemic academic levels particularly in math which is large on the dismissal list. And so now is not the time to take shortcuts or this academic gap and lag will widen. The current solution is already not ideal and it makes it incredibly difficult to understand how we can

140justify the elimination of the sole gifted educator at Mill Street when we don't even have enough minutes in her day to teach all the gifted classes at Mill Street. Finally, consistency matters. If this gifted teacher is eliminated, the program will have had three different teachers in three years. That level of turnover undermines the integrity of the program. We want to know was program necessity by school considered? Was teacher qualification and performance considered? And can the district show that non-instructional reductions were fully exhausted before cutting classroom instructors and support? I respectfully ask the board to pause on the decision tonight and reconsider the approach. Please look further into other areas of expenditure to cut and please evaluate staffing reductions based more on a needs based assessment and quality instruction. >> Time. >> Our next speaker will

141be Kimberly Variste. Kimberly will be followed by Ebony Baker. >> Thank you. >> Good evening and welcome. >> Good evening. My name is Kimberly Variste and I'm an alum of this district. Currently I have a kindergartner and first grader at Mill Street. I'm here tonight to express my serious concern and disappointment with this process. You are calling for a vote on staff cuts without first providing clear, detailed information about how those decisions will impact students. Every member of this board was elected to represent the community. That responsibility cannot be fulfilled when the information your constituents need is not shared before the vote. When I was a student at Naperville Central, I got the opportunity to serve on this board as a student ambassador. I remember being told that by this school board at the time

142that this was my most immediate and impactful form of local government I would experience in my life, and that was true. I was proud of that. As students we helped pass a referendum and registered voters. Students seniors at both high schools got out the vote and did grassroots community outreach for the schools. Please show these kids that democracy is still here for them. Now today you have tons of students here in your overflow room with tears flowing down their faces. We've heard countless Sorry, I lost my place. Countless people mentioned that there are alums of this district. Will the children we are educating here today want to come back here like many of us after this? This experience I had as a student is a big reason why I chose to bring my family here,

143to proudly pay taxes that we do, to ensure the same level of education for our children. We wanted to be a part of a community that understands our future is our children. What is happening now feels unrecognizable. What does feel familiar and not in a good way is scheduling a major vote before the full consequences are understood, before an impact analysis is complete, before understanding what the implementation plan would even be outlined, before the community knows what is truly being decided. The innovative school day vote was delayed because it was recognized that rushing a consequential decision without adequate information was the wrong approach. So, why are we here again? These proposed cuts target staff who support students with the highest needs in a district where student needs are increasing. Yet, we are being asked to

144cut first and evaluate consequences later. Vote first, figure out the follow later. That is not government. That is not governance, and it is not leadership. This board should delay a vote and present a full and transparent plan for how this is going to impact students and educators. If it's true that administrator contracts are being approved before the riff process is resolved, that is deeply troubling. You agreed to contract with teachers just this last fall knowing your staffing levels and what those long-term costs would be. You made that commitment. Now, you're asking educators and students to absorb the consequences of poor planning. Last year, we were told elementary students needed longer days, which obviously would have quite required more funding, and now we're being told the district doesn't even have the money to support what they

145just agreed to. Elementary teachers are already stretched thin. Removing support staff will only make their jobs harder. These three teachers therefore Thank you. >> Our next speaker will be Ebony Baker. Ebony will be followed by Kimberly Norman. Good evening, and welcome. >> Thank you. Good evening, members of the board, superintendent, all of the students and parents who are listening, and staff who I have the pleasure of speaking to tonight. Again, Ebony Baker, counseling department chair at Naperville North High School, and I'm here to speak to you on behalf of the entire Naperville North Counseling Team and the advocate that we get to serve for our 2,400 Huskies that we provide holistic mental health and post-secondary support every single day. I want to thank our administrators for the conversations that they've had with you in thinking

146about the impact that changes will have in budget cuts to our students. Impact on post-secondary planning conversations, impact on social emotional needs by growing case loads, impact by progress monitoring the academic needs that students face every single day. I have to admit, I think our school counselors and student services staff are the most behind-the-scenes role in the building. And cutting four high school counselor positions, two at each building, feels gut-wrenching to try to plan with 2 months left in this school year. Our counselors provide comprehensive four-year counseling programs that districts across the state of Illinois travel to to find out how we do what we do. Our social media and our website shows it. Our counselors case manage high numbers of 504 plans that exceed our IEP students in both buildings at the high school

147level. Our counselors meet daily with our students who are experiencing peer conflicts, loss in family, students who've been deported this year by family members, unexpected things that are occurring with families losing jobs. We are the front line of that. Every family that we get to impact are personal. Every single student that we talk to and every family takes time. And removing two high school counselors as they're finalizing their post-secondary plans feels gut-wrenching. We want to be a part of the solution. We want to have focus groups where we can share with you the data of what we do every single day. I would love to share my inbox of the stories that parents who reach out to me wanting to partner with us as a school team to understand the needs that their that their

148students are experiencing. Our only ask is that you pause and get feedback. We understand this is challenging, but could we do a gradual and intentional release of reduction of staff? I want this to go right and I want to work alongside you, and so does our team. And we thank you for listening to every single person tonight to think through and pause. Pause to what you're hearing and allow us as your staff to work alongside you. Thank you for my for the time. >> Our next speaker will be Kimberly Norman. Kimberly will be followed by David Griffith. Good evening and welcome. >> Hi, good evening. My name is Kimberly Norman and I have a fourth grade daughter at Mill Street Elementary School. I'm also a former high school math teacher and I've been a past

149mentor and Mr. Ryan's accelerator program at Naperville North High School. I'm here tonight to ask the board to reconsider the scale and timing of the proposed reductions in force and to better understand the impact all of this will have to our children in the long run. Many of the positions being cut include math teachers. Six out of the 38 on that list of the RIFs are high school math teachers and specialized teachers who support honors math, project idea, and the incubator accelerator programs. These are core academic areas that directly impact the rigor and quality of education our students receive. Losing these educators means larger class sizes, fewer advanced course options, and fewer opportunities for students who need the challenge. I'm also concerned about the potential impact on the dual language program, which is one of

150the district's most valuable and distinctive programs. Dual language programs require highly specialized bilingual educators, and those teachers are already in short supply nationwide. If we lose these teachers, it may be extremely difficult to replace them, and rebuilding the program would take years. More broadly, we are in a time when teacher recruitment and retention is already a major challenge. Large reductions in force create uncertainty and damage morale. Experienced teachers who feel unstable in their positions may seek opportunities in other districts, making it even harder for us to maintain the strong teaching workforce our students depend on. Given these impacts, I would encourage the board to consider whether the deficit must be addressed so aggressively in a single year. Many districts manage financial challenges through multi-year adjustments, allowing time to review spending carefully, identifying efficiencies, and protect

151classrooms from the most severe impacts. Finally, I believe the community would benefit from greater transparency about how the budget is being allocated and what alternatives have been considered. When families and staff understand the full picture, it builds trust and often brings forward new ideas and solutions. Our teachers and programs are the foundations of this district. It is the reason my family moved here. I respectfully ask the board to slow the pace of these reductions, provide greater transparency to the funding tradeoffs being considered, and explore a multi-year path to choose the deficit that protects our teachers, our core programs, and our students. Thank you for your time. >> Our next speaker will be David Griffith. David will be followed by Carol Higgins. Good evening and welcome. >> Thank you. My name is David Griffith. I'm a

152resident of the district and I have history with this district also. Uh students in community district 203 have depended on the historical and consistent high quality of the service provided by this district. In fact, district 203 has had a reputation of being a lighthouse district in the state. Even the logo had the statement of world class on the district when it proved to be true through international com- uh competition about a quarter century ago. This is a destination district and it always has been, not only by teachers and staff, by the residents of this district who sought out homes in this community because of this district. However, over the years the board and administration abated taxes, debt service levies, and worked to pay down the debt using existing surplus funds. Many members of the community

153do not remember the refund checks that they received from the district because there were excess funds. People I spoke to were confused as to why these monies weren't spent on kids. I was able to take my wife out to dinner, by the way, and have a few bucks left over. Now, I understand the 5-year projection and that uh delivers the dismal prospect. I've seen these 5-year projections over the years. They've been floating around the district for over 25 years. The district has adjusted for them, but never in the history of this district have there been rests like this at all. Never. In the state's own budget sent to the state deficit last year this year, showed a deficit of $39 million. I also note that on line 81 of your annual financial report dated June

15430th, 2025, there's a $67,672,272 surplus in the Ed Fund, and on the very next day, on July 1, 2025, in your budget sent to the state, shows the beginning balance on line three as $63,202,440. These numbers should be the same. Yet, we see a difference of $4,469,832. The district's past AFRs show a significant decrease in the Ed Fund and Working Cash Fund from '23 to '24. These funds seem to be recovering in the latest AFR. Whatever the reasons of the current situation, cuts should be made away from the students. Proposed cuts will result in increased stress on the educational program and on the kids. The educators in 203 are the most valuable resource you have. They are what makes this a world-class district. The board has a profess- profound responsibility to maintain the high quality

155that Naperville's come to rely on. They don't let the light of it Please don't >> Our next speaker will be Carol Higgins. >> Good evening. My name is Oh. >> Sorry. Carol will be followed by Charles Minaf, I believe, or Minot. Um good evening, and welcome, Carol. >> Hi. Good evening. Um my name is Carol Higgins. I'm a Learning Behavior Specialist at Lincoln Junior High School. I've been there 31 years. All three of my children went to junior high was there and survived. It was kind of amazing. They all graduated from Naperville Central. I had four nephews and nieces at the same time go through Lincoln. So, you know, this is my home. This is my family. District 203 is my family and I'm really proud to be here. I'm retiring at the end of

156the year and I'm really going to miss all the wonderful people that I have gotten to work with. I am here to talk about the riff process at this time. First of all, I want to thank administration for working so closely with NUEA. I know that it has been a huge amount of work and so to our building principals, to our assistant principals and to our district administration, thank you for all your hard work. I I know it's been very stressful. I have a real concern with the board, however. I remember years ago the board of education contacted Dave Griffith who was just speaking and said, "Hey, we need all your members to go in the community, knock on doors and get the community to approve an increase in the levy for education." And in

157the rain, in the rain I went door to door. It was like sleeting. It was miserable. People invited me in for coffee, okay? And it got passed. It was resoundingly passed by the community. But to my dismay, over 10 years that levy has been rebated several times and that has been a real it has had a real harm to our educational system. I'm the first person who wants my property taxes to be lowered, okay? I mean, I like to pinch pennies. However, if you want quality education, you have to pay for that education. The other thing that was abated was the operational levy and that is money that we can never get back. That concerns me when those decisions are being made. Now we're at a road across in our road where decisions have to

158be made again and I feel like the board has not made good decisions as far as giving money back and not using our money wisely, but you have the opportunity of making a better decision. You have the opportunity of going back and looking at what we really can do over several years to try to eliminate our debt. And I plead with you. I care so much about this community. And I just have to say, I want to give a shout out to all the young people here that have spoken and showed up. I mean, this is impressive. This This is District 203. This This is your teachers. This This is your parents. This is the hard work of everybody in this entire district. And to say that you are going to do something that's going

159to fundamentally change that is heartbreaking. Please don't do that tonight. Thank you. >> ALL RIGHT, OUR NEXT SPEAKER WILL BE CHARLES >> MINOTT. >> Charles will be followed by Katie Minott. >> Hello. My name is Charles >> welcome. >> Thank you. Hello. My name is Charles Minott and I'm a junior at Naperville North High School. The reductions in force have been a strong topic of discussion within my high school over the past few days. Likewise, as all of this has been going on, I got in contact with a prior educator from District 203 to hear her comments on these decisions. One comment that she made that stood out to me was that no outstanding young educator will apply to Naperville North knowing that they can be gone that quickly. Looking into our future, there's a

160hearing truth at hand. If our district can't provide positions where they will be assured a job in a few years from being hired, then why would they decide to work in our district in the first place? I can only speak for myself on this matter, but if I were given the opportunity to work at either a district that would provide me a stable and long-term job or one that would terminate my position in only under 4 years, I know which one I would pick. Yet, it makes me sick to my stomach to know that many of these educators didn't have this knowledge when they were coming to a part to work in our district. They weren't told that they would be left without a job mere years after employment, nor were they told that they

161would be unable to see the children that they taught over many hours in their classes grow into strong, intelligent adults. The choice of the term sick came to me when the educator I communicated with it used the term sick when she said, "It makes me sick that so many wonderful young teachers were let go." There is a better way. It makes me sick that we have our financial decisions get so grossly out of hand where we were forced to make these saddening decisions to let numerous employees whose jobs were deemed unnecessary. But I ask this, if these educators have made such an impact on the communities around them, then are their positions truly without purpose? Are these people who have inspired many to speak during this meeting really so unimportant to our district that they

162are to be valued less in comparison to other areas of spending? I hope you strongly consider the wishes of both your community and your students as the people who are most impacted by these cuts outside of teachers are the students who have firsthand experience learning under these educators. I urge each and every one of you to listen to the public outcry coming from every single student, every single parent, and every single educator who speaks tonight. For this is simply procedure for the board, this is our lives that you are impacting, that you are hurting, and that you are destroying. Don't just vote yes because it's an easier fix. Do your jobs. Following me later tonight, my fellow athletes will illustrate just how important these educators are to us, especially my track and cross country coach,

163Mr. DeBolt, who I value deeply. Thank you for your time. >> Our next speaker is Katie Minott. Katie will be followed by the individual that didn't put their name, it just says Naperville North Varsity Cross Country. >> They're in the hall and ready to go. >> It's a group. Got it. Perfect. Okay. Good evening and welcome. >> Thank you. Well, I'm a proud parent um that's speaking before you today. I'm a 20-year resident of Naperville. I have three high school students and I'm a small business owner. Professionally, I sell Naperville for a living. When I talk to families about why they should move here, I often describe Naperville as the biggest small town you'll ever find. What I mean by this is we are a large, successful community, but we still prioritize neighbors, relationships, and

164people. That is a culture that has made our schools so special and so strong. So, I'm deeply concerned as a parent and as a resident that facing a deficit, the solution being presented is to cut personnel. Because at the end of the day, our schools are not defined by buildings or facilities. They are defined by the educators, mentors, and coaches who shape our children every day. The reason Naperville schools are so highly regarded is because of the quality of the people in them. When we lose teachers and coaches and mentors, we lose something that we cannot easily replace. I know many people in this room are here tonight because an educator has made a significant impact on themselves, on their child, or as a student. I'm here specifically because a math teacher and a track

165coach has positively impacted my children and their friends who are soon to come. And he's one of the educators being let go. William DeBolt is the type of teacher that you build departments and legacy sports programs around. He is energetic, enthusiastic, and he pours into our kids. He's an alumnus of this district. The single most important factor affecting students' success is a teacher. Researcher John Hattie's analysis of more than 800 studies show teacher effectiveness has one of the largest impacts on student achievement. When we invest in great educators, we invest directly into student success. Our district is known for making great hires like him. We all know how competitive it is to get a job here. So, it's fair to ask, why would we let these top professionals go? They will establish themselves in other

166districts, and we have to ask, where will our programs be in 10 years from now? Without rising talent like his. When we have professionals who elicit such a strong loyalty from the community, from the impact that they made, we need to figure out a way to keep them. We need to consider other multi-year options, and we need to vote no tonight. We will never go wrong if we prioritize the people that who make this district great, and the men and women who invest in our children. And I would add, as the messages have come pouring in from this meeting, that the support you see today is a drop in the bucket of what's coming. The disapproval of the community's response is only growing minute by minute. I encourage you to pause and take a look

167at alternative routes. Thank you. >> Our next speakers are the Naperville North Varsity Cross Country team. They will be followed by I'm going to say Simon. Last name starts with an R. I apologize for not being able to read the handwriting, but Simon, if you know who you are, you're next. Good evening, and welcome. >> Hello, my name is Carson Harris. I'm a senior at Naperville North High School, and I'm here representing our cross country team. I've had Mr. DeBolt as a track and cross country coach. He has had an incredible positive influence on my experience as an as an athlete, and his role as a coach, mentor, and most importantly, as my friend. DeBolt is an uplifting leader and role model for all of his students and athletes. I've had the opportunity to go

168to several DeBolt's win sessions, and see how he interacts with his algebra students, and helps them when they are struggling. I can confidently say that DeBolt is one of the best and most well-liked teachers at Naperville North, despite the fact that he has only been a teacher there for just a few years. We have a petition with over 1,000 signatures asking for you to reconsider your decision to fire Coach DePaul and other teachers like him. It includes messages from many of his students expressing how much fun they have had in his classes and how much they appreciate his work. This should tell you something about his value as a teacher. A teacher of his value and impact is truly one in a million and he is not someone the district can afford to let go

169as part of a budget cut because the impact he could have on this district over the length of his career is worth far more than you could ever pay him. This is my last year in District 203, so these cuts will not affect me. I have no skin in the game. But I am here advocating for Coach DePaul because I want every student to come through Naperville North to get to experience the positive impact that he can have on their lives. I'm also not here simply to complain about the teachers being fired. I would like to present a plan that could help you balance this budget without these drastic actions being taken. The district has a huge rainy day fund and I think this classifies as a rainy day. You could spend this out over

170the next three to five years by paying teachers from this rainy day fund and allowing the natural rate of attrition to get you down to the correct number of staff. Instead of in one year panicking and firing 38 valuable teachers and staff members in this district who have such a positive impact on the students' lives. You cannot make a choice that is this important and have this much of an impact so dramatically and so instantly. Spread this out over three to five years. Use the rainy day fund on this extremely rainy day. Please, for the sake of your students and your staff. You also need to consider the image this gives the district. On your website, you claim that all the expensive renovations that have been made to the district recently are absolutely necessary for

171stu- students' safety and modern learning. So, I ask, is a second turf field in Naperville North really necessary? Is an expanded weight room really necessary? Do these help student safety or learning? Does building these expensive new facilities, when the district is going to be over budget, which you claim to have known about for several years, really send the right message? You knew we were going to be over budget, yet you spent this money anyway, jeopardizing the teachers. Is a new sports field truly better for students than the teachers that help them learn and grow as people? Because if you go ahead with this plan, that is the message that it sends. We need our teachers. They are our district's most important asset, and getting rid of them some of the district's very best new young

172teachers, like my friend Coach DeBolt, is not the right way to save money. Listen to us. We are the students who it is your job to support. You are elected officials. Your job is to represent your community, and you are right now hearing the opinion of your community on your plan. Do your job. Vote no. Go back to the drawing board, and come up with a new plan that does not cost our students and our teachers so much. Thank you FOR YOUR TIME. >> OUR NEXT SPEAKER IS SIMON. >> SIMON RACKAMP. >> Simon will be followed by Kim Kobek. >> I I apologize for my handwriting first off. I think it's It was just emotional in the the time. So, thank you. Uh my name is Simon Rackamp, and like many others here, this is

173actually my first Board of Education meeting I've ever been to. Um I'm here to support the teachers that have made my schooling and education the experience it's been. Of the 38 young teachers that are being cut, I've had both Mr. DeBolt and Mr. Ryan this year alone. To me, DeBolt is a mentor, leader, and an extraordinary human being. I can't begin to comprehend that as a school, we would turn away alumni who have such deep-rooted connections and passion for our for our school. While competing collegiately, DeBolt came back to North to coach our track team. Running both collegiately and helping our students excel. He's a man who's truly dedicated to his teammates and athletes. I see the way he interacts with his students. He shows up early to help his algebra students and leaves late

174after the last of his athletes are home. DeBolt is by far one of the most respected and well-liked teachers at North. His compassion, wit, and work ethic are exactly what I would think make the perfect teacher, athlete, friend, and human being. And his age has nothing to do with it. Last year, as a hurdles coach, he took two athletes to state and coached one of them to all-state honors. My freshman year at sectionals, I missed the qualifying mark by half a second in the 3200-m run. He was one of the first people to console me and offer me a hug. This was all before he even coached me. This year, he stepped up to fill the shoes of David Racey, an Illinois Hall of Fame coach who retired last year. He took on the challenge

175with immense vigor and has spent countless hours in clinics, classes, and talking with his athletes to understand the sport. When I found out that he was one of the 38 teachers that was cut, I went home and cried. All these teachers have played a pivotal role on myself and my peers. None of us would be here to talk about this today if we didn't think there was an alternative. No one here is here to argue that a $12 million deficit is sustainable, but we want to explore our options. We constantly pride ourselves as being one of the best school districts in the country. But we don't deserve to call ourselves that if we abandon the future of our classrooms the minute we face adversity. The issue that frustrates me most is how this board has

176handled this problem. If this deficit occurred because of COVID grants and investment income, why hasn't this board taken a more gradual action? If we were heading towards a cliff, why didn't somebody turn us around? Why should we make this immediate and drastic redirection now? And what kind of message does that send to students, parents, current teachers, and future teachers at our school? The actions proposed would signal to all members of our community that we don't want young teachers, and that we we don't want to support budding careers. These choices won't impact me. I graduate with most of my team this year. And if your plan goes through, all those 38 teachers will have their last year here as well. 38 teachers that have poured their heart into their school and community, that have supported our

177students as they have grown over the years. So, I'm here to tell you to find another way. >> Our next speaker is Kim Kopecky. Kim will be followed by Aidan Malone. Or Molina, sorry. Molina. >> Good evening. As you heard, my name is Kim Kopecky, and I'm proudly and I have proudly served as a school counselor in the field for 22 years, and 19 of those years at Naperville Central High School. I'm here today because the proposed 20% reduction in school counseling staff raises serious concern about our ability to serve students effectively. Within the student services staff alone, that's 26% of our current staff. The American School Counseling Association recommends a ratio of one counselor for every 250 students. Losing two counselors per high school will increase caseloads to over 300 students per counselor, well

178beyond that recommendation. This will force counselors to shift into reactive triage mode, responding only to the most urgent situations while many preventative services inevitably diminish. And this And the counseling role today looks very different than it did years ago when I started in 2007. Through the number of high school counselors has not increased well before COVID, it in fact lost a counselor in the year of 2019-2020 school year. In the past, we have delivered four In the past, we delivered four grade level presentations annually when I started. Under the current comprehensive counseling program we have developed through the District 203 initiative, we now provide more than 20 curricular lessons and programs both during and after school focused on academic planning, career readiness, and social-emotional development. At the same time, our responsibilities have expanded significantly. 504s

179have tripled over the past decade two decades. When I started in 2007, I had five on my caseload. I now have over 43. With proposed cuts, this will increase surely to 50. College applications have increased with senior classes submitting no more than 10,000 applications each year per high school. Each application requires a counselor to process individually. Counselors now support the overgrowing demands of mental health threat assessments, SOS, student success plans, and crisis response while supporting students experiencing mental health needs. Enrollment numbers do not only capture the true scope of the increasing counseling workload today. Tonight, I ask the board to consider not only our profession, what it was, but how far it has come and how critical it is to be to our students' current success. We need to move forward, not backwards. We are

180already there where we've moved forward. Maintaining strong counseling support is one of the most direct ways we can ensure that every student in our district remains seen, heard, supported, and a part of a future. That's why I'm here. I can't sit by idly, hope for the best, and truthfully say it's going to be okay. These students and families deserve to know someone came out to fight for them. Thank you. >> Our next speaker is Aiden Melina. Aiden will be followed by Karina Bassi. Good evening and welcome. >> Um my name is Aiden Melina. Sorry, my handwriting not might might not have been that great. Um as a senior, I've spent my entire academic career thus far uh within the schools of District 203, Beebe, Jefferson, and now in NHS. Over these last 13 years, I've

181been privileged to experience one of the best best educations I believe to be possible. And that is completely due to the role that my teachers have played, notably and most relevantly, Mr. Will DeBolt, who you cut Thursday. Mr. DeBolt is also a lifelong D203 student athlete, and has been giving back to our community for the past 6 years as a coach, and beginning 2 years ago as a teacher. As an athlete under his tutelage, his passion for teaching and inspiring others was immediately obvious, and has continued to shine brighter the longer I've known him. Personally speaking, if there's one strength out of many I had to choose to describe Mr. DeBolt, it would be his ability to connect and inspire those around him. In a world where students are told to just Google their questions

182or ask GPT, his presence as a figure who loves his job and who also continues to learn himself as he adapts to the role of a distance coach, far removed from his history as a sprinter, is so so important both as a role model and as a mentor. I was there when he first saw the school board's decision, together with two of my other teammates, as we were finishing up after practice, talking about an upcoming meet, and through training plans and upcoming workouts. I cannot describe any other way than being absolutely heartbreaking. Seeing this man who I had come to know as one of the most persistent and hard-working people I know, looking down at his phone in shock, eyes wide at the sight before him. Rejected by the same school and district which he

183had already embraced wholeheartedly. First as a student, an athlete on the state level, as a volunteer coach, and as a teacher. I sincerely hope that district will continue Sorry, consider any alternative solution to abide by budgeting constraints in a manner that will be more that will be significantly more beneficial to the students and teachers of the district. Once again, I'd like to reiterate. When you abandon these teachers, you're abandoning them and us, one in the same. Mr. Bridges, I believe I have your autograph and photo from when you visited my class in the fourth grade. I think I saw Mr. Freund in the hallway, who called me to his office in the second grade, looking for student feedback. I didn't say much then or since, but I'm saying it now, and I'm begging you to

184please listen, because as you've seen as you've seen from the students before me and the people who come after me, this is a very important issue to us, and I really hope that you will reconsider your decision for the betterment of the community. THANK YOU. >> OUR NEXT SPEAKER WILL BE KARINA BASSI. Karina will be followed by John Tarantino. Good evening and welcome. >> My name is Karina Bassi, and I'm writing as a senior in Naperville North High School to express my deep concerns about the proposed removal of many teaching positions for the 2027-2028 26 2026-2027 school year. District 203 is known to be one of the best districts in the country, and the reason for this isn't just the quality of content we are taught, but rather the educators that provide us with the

185knowledge and skills that District 203 embody, students embody. Our district's Our district's reputation and standards are especially upheld because of specific teachers like Mrs. Erin Truesdale, Mr. Will DeBolt, and my counselor Mr. Nick Hudgins. Mrs. Truesdale, who I had as my junior year for junior year for Algebra 2, is without a doubt the most encouraging and supportive teacher I have ever had. And having the privilege of being her student will be something I will forever be grateful for. Not only were her students test averages in the 90s almost every single time, but more importantly, she taught me that hard work really does pay off. She cares so deeply about her students and always looks for opportunities to cheer them on at their sport, activity, or whatever school sponsored activity that they participate in. She came

186to my track meet a couple of times, and that just shows that she doesn't just leave her impact in the classroom, but also shows us how much she cares outside of it. Next, Mr. Willdebolt has never been my teacher, but he has had a significant impact on NNHS, bringing an unmatched energy into whatever he does. I'm a cross country and track athlete at April North, and watching him coach the boys during track and cross country season, I see nothing but commitment, passion, and the love he shares for not only his athletes, but students. This quality is not something you get in every teacher. Finally, Mr. Hudgens. Even though he's only been my counselor for this year, he's been the most helpful by actually being there when I needed it and giving clear, honest guidance about

187my next steps post high school, something I've been truly stressed about. He has been there for me more than just for more than just academics, offering support with my actual well-being as well as decisions about my future. This district needs to reconsider what we are using our money on. If we are in such a deficit, why are we wasting so much money on things like a weight room and compromising our teachers' careers and our students' quality of education? Why is removing teachers the result of the district not being able to manage their own budget? Overall, the teachers that are on the line here are ones that didn't just pursue education for the money. They truly love what they do, who they serve, and everything in between. I would greatly appreciate it if you could reconsider

188removing the teacher positions of not only these three teachers, but all the other ones that provide District 203 with a true quality education. Thank you. >> Our next speaker is John Tarantino. John will be followed by Richard Harris. Good evening and welcome. >> Hey there, good evening. Thanks for having me. My name is John Tarantino. My wife Sue and I live in North Naperville. Uh we've raised two kids, Jack and Anna, who went to school in 203. Like many here, I'm very concerned about the budget deficit and uh the riff situation. And I would urge you to vote no and uh to take a step back, reassess, and collaborate with the community and figure out um you know, the right plan, not just the right now plan. Um I want to I want to however

189also ask everyone here to take a look at this from another perspective, that of a future educator. And I And I want to do it kind of using my daughter Anna as an example. So, this may get a little daddy-daughter braggy, so I apologize in advance. But uh since the third grade uh and uh in Mrs. Hammond's class at Mill Street, my daughter has had a lifelong dream to be an elementary education teacher. And she's worked her butt off all her life to pursue that dream. Um she grew up in Naperville, she went to Mill Street, she went then to Jefferson, and then graduated from Naperville North in 2021. Her entire aca- academic career was here in District 203. At North as a freshman, she helped North take third at state in girls water polo.

190As a sophomore, she helped them take second at state. As a junior, she and her teammates and everybody else in Naperville and across the country missed that entire year and season. Then she came back her senior year, and as the captain of the team, she led the Huskies to an undefeated season and the first state championship in water polo for North boys or girls. She was named the Illinois player of the year and all team or first team All-American. After North, she was recruited to play D1 water polo in California at Loyola Marymount University. Last year, she graduated with her undergrad degree in in elementary education, completed her student teaching, and earned her teaching credential. She's currently in the final semester of her master's in elementary education and will graduate in May. She's also in

191the final season of her 5-year varsity Division 1 water polo career, where she is the captain of the LMU team, which is currently 18 and 3 and ranked number seven in the country. After graduating, her lifelong goal is to come back to Naperville, not just to Naperville, but to 203 to give back to the community and to the schools that have given her so much and to teach at an elementary school here and to coach water polo at North. The 203 vision is to build a passion for lifelong learning. Well, you did it. You not only created a lifelong learner, but someone who aspires to be a lifelong educator as well. This isn't a job for her. It's not even just a career. It's a vocation. It's a calling. She's prepared her whole life for

192this opportunity to come back and teach in 203. Isn't this the kind of person we want to come and teach in 203? She's applied through the website. She's been networking with dozens of friends and contacts. She just called me excitedly last week telling she's going to send an email out to all the principals and assistant principals in 203 to introduce herself. >> Time. >> Explain to me how she gets a job in 203. >> Our next speaker is Richard Harris. Richard will be followed by Gil Wagner. >> Good evening and welcome. >> Um I'm Richard Harris. I'm a parent of two children in the Naperville district, one of whom was actually one of your earlier speakers. And I'm also a member of the superintendent's recently formed advisory council. I want to reflect really on what

193I've heard this evening and to reflect it in my terms of being a long-term businessman. I've heard students speak passionately about teachers who are doing a wonderful job, who are being cut. And I understand that the cuts were driven by a process. I'd just say, something is wrong with that process if you are hearing so adamantly about core staff who are delivering exceptionally being cut. We've heard from teachers speaking about how 36 of the 38 posts are math teachers. And yet over the past 2 years, I've attended numerous board meetings where one of the key issues that the district is struggling with is the quality quality of its maths education. We also heard an older teacher speak about oncoming retirement. And I know that you have received significant numbers through early retirement. But have you

194fully explored that process and fully driven whether it could be taken further to keep younger staff on? Because again, over the last 2 years, one of the things that the district has consistently talked about is innovation. And I don't believe you get innovation by getting rid of young innovative staff. They are your standard bearers for the future. Lastly, this evening, we heard from a gentleman called Mr. Connolly who spoke to you and to me very much in businessman's terms about goals, about metrics, about accountability, about giving clarity. I have not seen in the presentations or heard in the presentations a degree of fiscal accountability and metrics and goals that if you came to me in my business, I would accept as a rationale for the decisions. And whether you like it or not, Naperville is

195a community of high-performing business people and you are not going to sell this proposal successfully unless you come up with a substantially better justification for the community cuz you will get adamant pushback from people who wouldn't accept it in their own workplace. So both in terms of your customers, perhaps your students, your stakeholders, which might be your staff, and your shareholders, which might be your community, I say to the board, you need to slow this process down and vote no this evening so that you can take a more measured, more balanced, and better explained approach. Thank you. >> Our next speaker is Gil Wagner. Gil will be followed by Drake Wang. Good evening and welcome. >> Uh Good evening and uh Board of Education administration. My name is Gil Wagner. I'm proud parent of a

196third grader at Kingsley Elementary. Uh the elementary school that got the Bears to come and do the good, better, best, which is a lot of fun. So, uh first thing I want to say is I'm in awe of all the students that have come up here. Like Miss Higgins said earlier, it's amazing to see the kids come up here in the in the guts and the and how they can talk uh when there's a lot of grown adults that can't even do what they they're doing today. So, including myself who gets really nervous. So, um I'm here to just talk about what everybody else is talking about. So, here I There are so many questions and not a lot of answers. So, here's a few of mine. Um There are um How did we get

197here? How did the board not know until November? How did the CFO not know? Um When you make a decision to cut staff, it's not an easy one. Was every department looked at or just the teachers and support staff? Why does the district have a payroll specialist, a certified and an and a non-certified payroll person? Can we just do it with one person? Why does Why does the Why is there a director of buildings and grounds, a district operations manager, a maintenance manager, an energy manager, and an air quality manager? How many people can you can you put down on air quality? I'm an HVAC by trade. Air quality can be monitored by a computer. You don't need a person for that. Why is there an assistant of HR, two directors of HR, five generalist,

198whatever I don't even know what that is, two employee benefits people, and a coordinator and a clerk? Why assistant of superintendents and two direct Why assistant assistants of super Sorry, assistant superintendent of student services and two directors. Were all the departments looked at to see where we can consolidate? How many assistant superintendents does one school district really need? Why doesn't the board ask these questions? But how can you ask those questions when you're only limited to three minutes per per per topic? Which don't get me started on um how the board um conducts themselves. I'll bring that to a different meeting at a different time. So, it seems to me that this board would rather spend their time trying to keep one board more member Sorry, one board member that actually asks questions quiet. Um

199If the district was run like a business and the board the board would have to fire the CEO and the CFO with this big of a deficit. Um in this case, that'd be the superintendent. Um the board has forgotten that they are elected to represent the people of district 203, not just rubber stamp the administration what it wants. We need teachers and support staff for our kids. We don't need a bunch of admit waste. I I came to ask these questions knowing full well they will never be answered because no one ever responds to my emails or public comments. Uh one last thing I'll want to with I'll leave you with last time. Don't forget that Mr. Bridges works for the board. The board does not work for Mr. Bridges. >> Our next speaker will

200be Drake Wang. Drake will be followed by Tony Kudrys. Good evening and welcome. >> All right, good evening. Uh, my name is Drake Wang and I'm a senior in Naperville Central High School as well as the captain of our Naperville Central Track and Field team. I'm here to on behalf of um our Naperville Central Track team and the recent events of the teachers being um recently let go. Um our sprints coach Sam Brandsve is one of the people who have been affected by this and I'm here to talk about who Sam Brandsve is as a coach, a leader, a mentor, and a teacher. Sam Brandsve is one of the most um influential people that I know in my life. He has mentored me in so many different things in the last four years of my

201high school and track and field career. Um and I could say the same for so many others on this track and field team. He not only has allowed our team to become one of the best teams in the state in sprinting, jumps, and just overall distance, and just as a team overall, but also being one of the most culturally invested teams that we have at Naperville Central. I know that Naperville Central Track and Field would not be the same that it would be if Sam Brandsve was not here. An alumni who ran from who 2014 year alumni who ran at Nebraska and came back a couple years later after graduating because of how much he has invested into this community, into this district, and into Naperville Central as a school. But, this also isn't just

202about Sam Brandsby. This is about the 37 other teachers that have also been affected by this recent letting go of These teachers, as along with Brandsby, have invested time, effort, and money into these students inside and out of school. I know that Brandsby has invested time and effort into his classroom, into his teach, into his teachings, into his students that he teaches. And, I know many other of my friends and peers who have been impacted by teachers by teachers being impacted by this, saying that their favorite teachers, saying that their favorite employees, saying that their place the people who they talked to the most in school are now having to leave because of this. Brandsby and these 37 other teachers do not deserve this um by the board, by the school, and by the efforts

203that they put in. They're mentors for our community. They're the people who shape our students, and they're the people who have allowed our um education, our um sports and club teams to succeed the way they do. And, they have they have brought about great um they have about brought about great mentoring and inspiration for each and every student that have been able to interact with each and one every one of them. Thank you. >> Our next speaker is Tony Kudrys. Tony will be followed by Amanda Kudrys. >> Um >> Good evening and welcome. >> How y'all doing? Um I'd like to request 5 minutes. I'm here uh representing a coalition of very busy, yet very concerned parents from Naper Elementary. >> Yes, go. >> Um first of all, I'd like to thank all the board

204members who have uh given these students uh their undivided attention this evening. And um, it's really inspiring to hear everything that they have said. Um, I have three daughters that go to Naperville Elementary. They're too young to be here tonight to advocate for themselves or their teachers. I really hope when my daughters get to be their age, they have teachers that inspire them to show up, take their own time to come in front of a board of adults in suits. That takes guts. That takes empathy. We're doing something right in this district. And the fact that we're talking about reduction in force, which is just a fancy term for let's fire some teachers. Doesn't sound as nice when you say it that way. Okay? The parents that I'm here representing are not particularly happy with

205the circus that has gone down the last 12 months. Not just tonight, but since the negotiations with the teachers union, that was a debacle. That was not handled well at all by the people in this room. Very disappointing. And guess what? The parents are paying attention. We're very busy. We wish we didn't have to come. Students are here. We better show up. Okay? Three kids at Naperville. Naperville is over capacity. We have to send our fifth graders to the junior high. And we're releasing two teachers? That's a joke. Okay? We can't even have our fifth graders in the building because we are over capacity. Oh, by the way, the city council just approved 400 new residential properties for our area. What are you going to do with those kids? You can't reduce them in for

206force, right? Okay. Let's talk about timelines. Where you were here negotiating with our teachers, that got real messy and dirty. Then we came back and we had the issue with the bus schedules. Parents had to pay attention to that. Then uh you know, you guys asked for a 3% increase in the taxes. Okay. Fine. As long as we are providing quality educations for our kids, we're happy. Then we hear that there's a $12 million bus garage. Well, that seems like a lot of money to pay for a bus garage. $12 million bucks, so okay. Just so happens to be the shortfall in our budget. Not to mention we're paying almost $2 million a year for a new literacy curriculum, which when you let all the teachers go, there's nobody here to teach that curriculum. Okay?

207These kids have way more sense than the adults in the room. Let's get it together because the parents are going to get very involved quickly. Okay? Board members come and go. Superintendents come and go. Legendary teachers last forever. Now I'm riled up. I completely went off my speech, folks. All right. So, we already talked about the $12 million that we're paying for the bus garage, happens to just coincidentally be the same shortfall, and we're paying for that out of our rainy day fund, which we would normally use to cover the shortfall. It's a very strange coincidence that we had a very contentious negotiation with the teachers union, and now said, "Okay, those teachers deserve a raise. We have the best teachers in the state, the best teachers in the country. People move here for our

208schools." Those teachers that we just said deserve a raise, guess what? Those are the ones we're laying off. You're not pulling the wool over our eyes. This I very, very strongly encourage you all to vote no on this, to take a step back. The parents I'm here representing just found out about this yesterday. And they're angrier than I am because they're mothers. And if you know angry moms, they be angry. >> Time. >> And guess what? They're motivated. >> Time. >> Our next speaker is Amanda Kudrys. Amanda will be followed by, give me a moment, please, Vince Barcelona. Good evening, and welcome. >> Good evening. So, my name is Amanda Kudrys, and I'm here today both as an assistant in the district and as a mom who just attended kindergarten preview today for our incoming

209um kindergartner, one of three girls um attending Naper Elementary next year. So, I understand the district is addressing a projected budget deficit, and I recognize it's a difficult decision uh that we have to make. However, staffing reductions matter, especially when they affect our youngest learners. So, according to the certified staffing projection, we're looking at 20 elementary positions, 15.8 middle school, and 43.2 at the high school level. When we look at that alongside the numbers that were provided for enrollment, the district's reporting high school enrollment has declined by roughly 1,000 students since 2013, while elementary is projected to decline by about 135 next year. So, elementary's losing 20 certified staff positions, that's 17 classroom teachers, and then three reading and math specialists. Um but put plainly, high school's down 1,000, elementary's 135. Why is elementary losing

210nearly 50% of the number that the high school's losing? Um elementary schools are where our students learn to read. They build their math foundations. They receive any early intervention that prevents the small learning gaps that they experience from becoming bigger problems down the road. Um when these supports are reduced, uh the needs don't just disappear. We're We're kicking the can down the road for middle school and high school where they become bigger problems, more expensive problems to address. Um it's also worth noting that the incoming kindergarteners are the first group of our COVID-19 babies, right? Research has documented the impacts on early childhood development and social emotional skills for children who experienced disruptions. Teachers, and honestly many parents like myself, refer to these kids as feral. But really, they just haven't had the opportunity to

211learn and interact in structured settings. Um this is exactly the group of students who need stronger elementary supports, not fewer teachers and interventionists. So, many families, um, also remember the innovative school experience that would also significantly change the elementary school day. Um, and it faced strong opposition from staff and families. Um, this feels like the elementary schools are kind of on the chopping block again. Um, and our kids are carrying the burden. So, tonight I know we're discussing certified staff reductions, but many in the community understand that those additional support positions can also be impacted. People like myself and my colleagues, um, reduced, um, uh, being reviewed and possibly reduced, uh, the essential support to student learning and behavior support. So, families are just asking for transparency about >> Time. >> THANK YOU. >> OUR

212NEXT SPEAKER IS VINCE BARCELONA. Vince will be followed by Kelly Scotty. Good evening and welcome. >> Good evening, members of the board. My name is Vince Barcelona and I'm a student athlete as well as a captain of Naperville Central's track and field team. I'm here tonight because 38 of 38 teachers, many of which in their first 3 years, are being laid off due to a budget mismanagement. These are people who build relationships with students, who show up early, stay late, and choose to invest in this community. One of those teachers is my track my track coach. This is his first year teaching in the district and in 1 year he's already made a real impact on students through character, discipline, and mentorship. But, for several years he's made that impact in our district's, uh, track

213and field program. And yet, he's one that's losing his job. What concerns me is that people paying the price for a 30 $350 million budget mistake are the newest educators educ- educators, the very people usually that want to say attract and retain. So, I want to ask a few questions. If the district knew the enrollment trends and staffing costs, how did we get here? Who approved staffing levels that the budget could not sustain? And if the decisions that led to the situation were made by leadership, why are the newest teachers the ones absorbing the consequences? When talented young teachers see that they can be let go after 1 year, though no fault is their own, what message does this send to our new teachers that want to work in this district? If the goal is

214to build a strong future for our schools, how does removing the newest educators accomplish that? I urge the board to reconsider whether layoffs should be the first and only solution. Are there other cost-saving measures? Are there alternatives that could protect classrooms and students first? Because when we talk about budgets, it's easy to foc- focus on just the numbers, but what's really being cut tonight is people, stability, and the future of this district. Thank you. >> Our next speaker is Kelly Scotty. Kelly will be followed by Faith Reinlock. Good evening and welcome. >> Thank you. I'm Kelly Scotty. I am a resident of Naperville for the past 30 years, as well as an instructional assistant at Beebe School. I've been at Beebe for 20 years. And I was here 2 weeks ago, and I was really

215perplexed by why I was the only person in the community who showed up. And I'm so gratified to see this many people and the kids that we raised through the system over the last, well, some of them are seniors, so 13 years. Anyway, I had a speech. It kind of tied into it. It was going to be equitability point two. But really, what's at stake here is everyone's livelihood, our community's livelihood, the teachers who are getting the axe, the students who benefit so dearly from their actions in the classrooms, in the hallways, before and after school. These teachers are the mainstay of what we provide to this community. And I have to say it's unconscionable to not investigate additional alternatives to this problem. Um 2 weeks ago I thought, "Oh, it's a foregone conclusion." But

216we're voting today. You all have the opportunity to make a difference. And you have an opportunity to look at the budget and see where do we spend our money? And what is more valuable to our community and the growth of humanity? And if we want to have community leaders later who come out of District 203. I would urge you to look at the budget. We don't need mortar. We don't need turf. We need people in the classrooms who are delivering something you can't put a price tag on because it is exponentially beneficial to the community at large, the students who are my constituents. I I teach them. One of my former um enrichment students, Aiden, spoke and it was so nice to see him up here. I had him in first grade at BB school.

217It was fabulous to see him to stand up here. And the one thing I do want to say about each and every one of those students who stood up, they have with all politeness in my commentary, they have put you to the carpet here. They are speaking their mind more so than most of the adults in this room are speaking their mind. And I urge all the adults to take a lead from the people that we have educated to become strong leaders in the community and moving forward into whatever it is they do because they'll do it well because they're District 203 students. I urge you to take their lead and find a different solution than letting go all of the valuable staff people, increasing class sizes, and creating more drama and problems and costs

218in the long run because students aren't appropriately cared for in their school system where they should be safe and supported and offered a consistent education. Thank you. >> Our next speaker will be Faith Ryanlock. Faith will be followed by Leo Toledano. Good evening and welcome. >> Good evening. My name is Faith Ryanlock. I'm a teacher in the Naperville North Math Department. I'd like to start by thanking Alyssa Cobb, Aaron Truesdale, Will the Bold, and Billy Ellinghouse for everything they have done for our department. The profound impact of their loss as a result of this riff cannot be overstated. But I will cry if I talk about them. So instead I will tell you about the impact on our students that will result from losing 6.8 math teachers at the high school level. The only way

219to drop that many staff members is to either increase class sizes or eliminate tier two support classes such as math support, math intervention, and supported study hall. While this change will not impact our honor students or the average student, it will have a significant impact on our students who have slower processing speeds for math or who have gaps in their background knowledge because they are not so lucky to have been in our district for their entire math career. As incredible as our teachers are at differentiating, larger class sizes and or limited tier two interventions will negatively impact these students. There are three options moving forward. Option one is to give us back the FTE to staff our intervention classes. These classes would not exist if they were not needed and to eliminate them ignores that

220need. Barring that, option two is to restore the core level math classes you eliminated four years ago that allowed us to teach the core standards to students who needed additional processing time with targeted instructional techniques and pacing. Then there's option three. Option three is to do neither of those and accept the fact that more students will fail math classes. More students will need summer school or repeat classes and less students will graduate in four years. I ask you to think carefully about which option is most acceptable to you because there is no magic fourth option and the actions of the board over the last few years indicate to me that you would most prefer option three. My students deserve to succeed and every math teacher in our department will do everything in our power to

221make that happen. But what interventions are available and what courses we are allowed to teach is in your hands. Please, for my students, don't choose option three. Either give me back my co-workers or reinstate the core classes. I yield my time. >> Our next speaker is Leo Toledano. Leo will be followed by Amy Vogelsang. Good evening and welcome. >> Good evening. My name is Leo Toledano and I'm an 8th grade student in this district. I'm here tonight because the decisions being discussed are about about reducing teaching positions don't just affect the budget. They affect the students sitting in classrooms every single day. I understand that budgets are complicated and but from a student perspective reducing the people who actually teach us should be the last option, not one of the first. Teachers are the reason

222school works. They stay after class to help when we don't understand something. They push us to do better when we're capable of more. They build relationships with students that just go far beyond the lesson plan. At schools like Kennedy Junior High, teachers like Mr. Spiezak and many others have made a real impact on students' lives. These are educators who care deeply about their students and their community. Losing teachers like that doesn't just remove a position from a spreadsheet. It removes mentorship, experience, and stability from our classrooms. Students notice when great teachers disappear. Classes get larger, support gets thinner, and the people who inspire students to work harder and believe in themselves are suddenly gone. Many students and community members are wearing blue tonight because we want to show our teachers something simple. They matter. They

223have shown up for us every day and tonight we're trying to show up for them. I'm asking the board to remember that behind every position position being discussed tonight is a real teacher who has shaped students' lives. Please consider solutions that protect the people who make our school strong. Students deserve stability, strong mentors, and students who can continue doing the work they care about. Thank you. >> OUR NEXT SPEAKER IS AMY VOGELSANG. Amy will be followed by Clark Jackson. Good evening and welcome. >> Good evening. My name is Amy Vogelsang and I teach multilingual learners in Naperville North High School. I'm here tonight to request that the board not approve the reduction in force. It may feel like a foregone conclusion at this point, but you still have the power to stop it. I respect

224your responsibility as stewards of community resources and I don't envy your predicament, but I believe that there are less drastic paths to a balanced budget. There is a very real human cost to the plan being presented tonight. There are 38 people directly affected, but their dismissal will deeply impact their families, students, colleagues, and our school communities. That loss is only the tip of the iceberg when it comes to the ramifications of this proposal. Other local districts engaged in the riff process are finding that the number of involuntary transfers exceeds the number of honorable dismissals. This means that many more District 203 staff members than usual could find themselves in new buildings, new grade levels, or entirely new roles next year. That kind of disruption impacts more than just the affected staff. It means that more

225students may be taught by teachers who are qualified, but not experts in the given content. Furthermore, there are still 81 positions being cut. That means a redistribution of those responsibilities to other staff members, as well as an increase in the district student-to-teacher ratio. The mere threat of widespread involuntary transfers and increased workloads has already had a palpable negative impact on staff morale. Students are intuitive and as much as we do our best to shield them from this, they feel it, too. The destructive nature of this course of action is apparent before it even takes effect. Poor staff morale has been an ongoing concern in this district. In fact, substantial resources have been dedicated to understanding and addressing threats to staff morale. However, those actions feel performative in the face of decisions like this one. The

226district has been facing down a budget deficit for the past 5 years. Why is it suddenly essential to close the entire gap in a single year? In recent years, the District 203 Board of Education has abated taxes meant for operations and abated the debt service levy, choosing instead to use surplus funds from the education fund to pay down facilities debt. It has refunded $10 million to taxpayers. I understand that making different decisions would not have been enough on their own to address a gap between revenue and operating expenses. However, that money could have provided a cushion to extend this process over a few years, allowing for natural attrition to further minimize the impact on staff and the students and families we serve. In public education, we believe in creative problem-solving, in stretching limited resources to

227provide the best opportunities for students. This rift betrays a lack of imagination in how we can better prioritize the human experience while working towards solvency and time and sustainability. >> Our next speaker is Clark Jackson. Clark will be followed by Eric Smith. Good evening and welcome. >> Thank you. My name is Clark Jackson, and I am a eighth grader at Kennedy. Thank you for this opportunity. So, um these proposed cuts are not fair to our students or our teachers. Um an example from Kennedy Junior High, Mr. Spisak, um, he was very kind to me even though I wasn't in his, um, social studies class. He was extremely kind to me, um, you know, always saying hi in the hallways, giving people high fives, you know, um, he has a tremendous impact on lives and I

228know him to be an amazing teacher, an amazing human being. Many of us found just found out about these cuts. In fact, I just wrote this speech in the hallway. And it was incredible to see how many students wore blue today in support of our beloved teacher, Mr. Spisak. And I know as more of this community finds out about these cuts, more people will be upset and their reactions will become even stronger. Please take these incredible, life-changing teachers off the list of possible cuts. Just because a teacher may be new, it does not mean they're not the best at what they do. I'd like to challenge all of you to think of other options than cutting our teachers. They do not deserve this. My family moved here because of the district and the teachers and

229there has to be a better way to move forward than to cut our most valuable resource. How can you, after hearing students, teachers, parents, and staff talk for over 3 hours, vote yes to this rift? Mr. Spisak told me that character is defined by how you react to a difficult situation. This is a difficult situation. But here's your chance to show your character as board members. Please vote no. And please keep our life-changing teachers. THANK YOU. >> OUR NEXT SPEAKER IS ERIC SMITH. ERIC WILL be followed by Annabelle Jackson. Good evening and welcome. >> Thank you. Uh, hello and thank you for the opportunity to speak tonight. My name is Eric Smith and while it's true that I'm the spouse of someone who has been directly impacted by this riff process. I'm not here to

230speak on behalf of my wife. She's hurting and she's sad that she may not be a part of her students' lives going forward, but she's going to be fine. The district considers her a first-year teacher, but she's a 10-year uh 10 years of experience as a multilingual multi lingual teacher. Um and she's going to be, you know, she'll she'll land on her feet as as we as we pray. Uh I'm actually here tonight as a District 203 parent of 15 years. I have a uh one in college, one who's a senior at North, and a fourth-grader at Ranchview. Um I'm one of the thousands who've moved here at least in part because of the strong reputation this school system has enjoyed. As a parent, what I've witnessed over the past year plus has been extremely

231frustrating and disappointing. The board has exhibited exhibited a disturbing pattern of anti-teacher behavior. Beginning with the aggressive effort to radically change the school day with little input from teachers or regard to its impact on their jobs, continuing with the weaponization of Talk 203 and staff emails during union negotiations to stoke fears about job loss and spread inaccurate information during the school day, and now a mandated aggressive reduction in force coupled with the knowledge that no teacher will be 100% sure what role they will be in for the next school year until June. All this raises questions about what the board is trying to accomplish because treating teachers this way does not create a positive environment for students. It won't raise test scores, it won't improve grades, it won't keep District 203 at the top of

232any lists. In fact, this behavior is anti-student. Students need teachers who feel supported by their board, not undermined by it. They need teachers who can spend their energy on what's happening in the classroom, not worrying about what surprises await them uh that have been dreamt up by a consultant. They need teachers who want to build on the tremendous reputation the district 203 enjoys, not worried about whether those claims are just words on a brochure. You know what else is anti-student? Rebating $10 million in taxes that could have been put to work in our schools. That's anti-student. Abating taxes and debt service levies that raided the education fund. That's anti-student. Not opening a dialogue around finding less radical and damaging ways to address this current shortfall. That is anti-student. What we need is a board that

233puts students first by looking at the teachers who deliver the education as true partners and community members who care deeply about their students. Not as numbers on a spreadsheet or obstacles to change. Only then will this district get back to attracting and retaining the kind of talent it needs to maintain its long-standing reputation as a destination district. I look forward to that future and I hope it starts tonight. Thank you. >> OUR NEXT SPEAKER IS ANNABELLE JACKSON. Annabelle will be followed by Susan Farnan. Good evening and welcome. >> Hi, thank you. Um hello, I'm a student from Kennedy Junior High and today I want to talk about the impact that laying off our teachers in our district has on students like me. So, our teachers have an enormous impact on our lives. They do a

234lot more than just teach us lessons from a textbook. They guide us, support us, and help shape who we're becoming. When teachers are laid off, students are not just losing someone who explains math problems or assigns homework. We're losing someone we trust, someone we turn to when we need help, and someone who understands us. Many of us build real connections with our teachers. They learn about our strengths and and with our struggles. And they encourage us to keep going when school feels hard or stressful. For some students, a teacher may be the one adult at school they feel com- truly comfortable talking to. When teachers are taken away, those relationships are suddenly gone, and that can have a real impact on students' learning and well-being. Laying off teachers also affects the quality of our education.

235Fewer teachers means bigger class sizes and less individual attention for each student. It becomes harder and to teachers for teachers to give students the time and support they need to succeed. This can make school more stressful and less less effective for everyone. I believe that teachers should be the last people to be taken away, not the first. They are one of the most important parts and the one of the biggest influences in our students' lives. One of them for me is being Mr. Spisak. I personally do not have him in a class, but um even though I don't have him in a class, he still supports me and he's always helping our whole school and just all the kids and impacting all the lives. Thank you. >> Our next speaker will be Susan Farnan. Susan

236will be followed by Kelly Yatco. Good evening and welcome. >> Hi there. I'm Susan Farnan, a 33-year special education teacher and 203 resident. I appreciate all of the board members who have been respectful and have given his or her attention to the many speakers tonight. I'm sure it's been as long for you as it has been for us sitting here. Um I first do want to point out that Naperville 203 is a very well-funded school district. Um funded at 123% adequacy compared to I will speak to Indian Prairie School District 204, which is funded at 85% adequacy. Yet 203 is cutting teaching positions. That makes this situation quite troubling, especially considering that none of our neighboring districts, who have far less funding than 203, are they they aren't riffing any of their teachers. When I

237recently called um Superintendent Dan Bridges twice, I learned he doesn't return calls from the community. This was concerning to me. Um instead, CFO Mike Francis and Assistant Superintendent Lisa Zegers um responded. Their main concern seemed to be funding the cost of a $12.4 million bus barn in one fiscal year rather than looking for options to do so over multiple years. Addressing staffing concerns appeared to be secondary to building this bus barn. When I asked about a five-year plan to address the coming wave of teacher retirements, I learned there isn't one. The lack of basic long-term staffing planning is unacceptable. I also asked about the cost of the Naperville North renovations, and the CFO couldn't provide that number to me. That should be basic knowledge for someone in that position. In fact, a high school senior

238earlier quoted the number. Meanwhile, there will be brand new turf uh practice fields. This is a want, not a need, and exactly the kind of frivolous spending the district should not be prioritizing while claiming financial strain. I raised concerns about how administratively top-heavy 203 is compared to Indian Prairie 204, which serves 10,000 more students, yet we both literally have the same number of administrators. Did you hear me? We have 10,000 more students than Indian Prairie 204, but we have the same number of administrators. This should be investigated. With over $66 million in reserves and funding, well above adequacy, a RIF should be the last solution. 203 is no way severely in debt as they are reporting. Finally, there are rumors that Dan Bridges may receive an a contract extension. I didn't hear the students here

239tonight mention the differences he's had in their lives. In fact, given the repeated contentious staff contract negotiations and declining morale under his leadership, >> Time. >> many in the community believe the real >> Our next speaker is Kelly Yacco. Kelly will be followed by Sarah Cooper. Good evening and welcome. >> Good evening. My name is Kelly Yacco. I'm a parent and of a student in 203 and will be a parent of a student in 203 for the next 15 years. And my apologies if I'm not as eloquent as usual given the time of evening. I will try to be succinct as a lot of our young students tonight, our beautiful bright young students were far more eloquent as someone else earlier mentioned than a lot of adults. And I am truly impressed with their ability

240to express their feelings, which I of course concur with, which is to vote no tonight and humbly and respectfully ask you to that be the case. When I'm not busy being a full-time mom and community member, I have a full-time job in workforce planning. And so we won't get too far into it. I'm not here to tell anyone how to do their roles, but yeah, I have some questions, too. And let me tell you, when we do a RIF, it is the absolute last thing. And when you are RIFing, you are not going the closest to your client. And in this case, our clients are the most vulnerable of people, our young students, right? And so when you start talking about reduction in force, you have to go a different direction, and there are other

241options than cutting right to the core of what our students need. But, I do want to switch gears here cuz I am here uh representing someone else tonight, which is my 8-year-old daughter, whose teacher is uh supposed to be impacted by this upcoming reduction in force. Now, my 8-year-old daughter is a sweet, bright little girl, but let me tell you what she did today in class. She made a petition of 19 8-year-olds, 19 8-year-olds that are all asleep right now and cannot be here themselves. No one asked her, no one told her. We explained her teacher might not be here next year for the next set of second graders. And she was crushed and wanted to do something about it. And what's amazing about that is the fact that she felt empowered and respected, and

242as an 8-year-old girl felt like the sky was the limit, and that is because of her teacher, because of the talent and excellence that has driven her this year and allowed her to flourish in an environment where she felt felt safe and felt like she had the ability to to do these types of things. And that's where I'm afforded every day uh by Mrs. Katie Speer, her second grade teacher. It would be an absolute loss to our district to lose a talented human like that. And when we talk about human capital, as everyone has mentioned, that is not a short-term gain. You have to pay now to re-recruit, retrain, work on retention. You had principals that had to look people in the eyes last week and tell them they're losing their jobs. How do you

243think those people feel? How is their thinking changing for the long term, right? You start that kind of discomfort, it doesn't go away. If you've never looked someone in the eyes and done a reduction in force, you don't know what that's like, and it changes someone, and it changes the way they feel about their role, right? And it changes the way they feel about their retention, and it starts to create that negative environment. So, again, I'll I'll uh yield my time at this point, but just really urging us to rethink this. There's a lot of other ways we can construct that and make a multi-year plan. So, thank you for listening this evening. >> The next speaker is Sarah Cooper. Sarah will be followed by Caitlin Delaney. Good evening and welcome. >> Good evening. I

244am Sarah Cooper. I'm also a parent of second-grade students at Biber Elementary. I want to express concern about the proposed resolution authorizing honorable dismissal of teachers. I understand the district faces difficult financial decisions. However, I respectfully ask the board to reconsider how these reductions are implemented and to refrain from moving forward today with the suggested list until there has been further review of whether all available options have been fully considered. From a parent perspective, it seems that teachers who represent the future of the district, dedicated, high-performing educators who are building strong classrooms and relationships with students may be among those being let go simply because they were hired more recently. While we understand that seniority rules can influence these decisions, that does not necessarily make the outcome the right one for students or for the

245long-term strength of the district. Next year will be challenging for whoever remains, making it even more critical that engaged, ambitious, and dedicated educators are still in our buildings to welcome the students. How else can you expect to do more with less? We recognize budget adjustments are necessary, but we respectfully ask whether there are other ways to review and address the district budget deficit before decisions like this move forward. At the very least, we hope these options are fully considered before finalizing reductions that have such a direct impact on students and classrooms. Thank you for your time and for your continued commitment to the teachers, students, and parents of the district. >> Our next speaker is Caitlin Delaney. Caitlin will be followed by Shinaya Tariq. Good evening and welcome. >> Um good evening. My name is

246Caitlin Delaney and I've been a district 203 student my whole life. I attended Steeple Run Elementary School, Kennedy Junior High School, and now Naperville Central High School. I love my town and especially our schools. So, I'm here today because I recently learned that my US history teacher, Grace Luken, is losing her job due to budget cuts, and I wanted to respectfully ask if the district would reconsider this decision. I know that that budget decisions are complicated, but I felt it was important to share how much she means to students like me. Miss Luken is a first-year teacher who truly loves history and teaching it. She actually graduated from our school herself in 2021, and you can see how important this is when you ask her about it. She loves being here. One of the reasons

247she matters so much to me is that I see myself in her. Me and Miss Luken are similar people. She always sees the bright side of things like I attempt to do. She has a very deep passion for history just like me, and for a while I had given up on my dream of becoming a high school teacher, but seeing Miss Luken's passion for teaching and the way she connects with her students made me start believing in that dream again. Miss Luken brought that dream back to life. This is why it pains me so much to see her let go. This is hard to admit, but I bawled on the drive back home the day I heard the news. She loves her job. Watching her teach made me think that maybe one day I could

248come back and teach at my school just like she is doing now. She loves history so much, and she wants to help others love it, too. I love history and I always have, and I would have to say that the social studies department at Naperville Central High School has some of the most dedicated teachers I've ever seen. These teachers have so much passion for it and put in so much time and effort, and it pays off because social studies classes at NCHS have been rated highly on surveys by my students, and many students would tell you that their history classes are their favorite classes. I love my school. I love District 203. And one of the things I was taught as a 203 student is that I have the power to speak up and make

249a change if I don't like something, and that's what I'm doing today. Ms. Luken deserves a spot at the NCHS social studies department. She has already made a huge impact on her students in her first year of teaching, and I truly believe she has the potential to keep doing that for many years. District 203 wouldn't be the same and as highly renowned as it is without its teachers. And I understand that budget decisions are difficult, but I hope the district will consider this this decision and understand the potential Ms. Luken and many other first-year teachers have. Thank you for taking the time to listen to a student's perspective. >> Our next speaker Our next speaker will be Shanaya Tariq. Shanaya will be followed by Rainey Michelle. Good evening and welcome. >> Good evening. My name

250is Shanaya Tariq, and I am a sophomore at Neuqua Valley North. In my student career, I've had my fair share of bad and good teachers. The teachers whose classes go by too quickly versus the ones who drain you before you walk through the door. In freshman year, I was privileged enough to be taught by Mr. DeBow and Algeo. Mr. DeBow is a teacher who would not let me, let alone any other student, fall through the cracks. And his efforts with every student are truly remarkable. On the last day of freshman year, every student of DeBow's received a handwritten sticky note in which DeBow expressed his gratitude for our presence in his class. That note gave me a stronger and to keep showing up to school every day. I can't help but marvel at the fact

251that while other teachers complain about grading hundreds of papers and tests, DeBow takes the time to write hundreds of personalized notes just to give some encouragement before the final. In the halls, you can hear Mr. DeBow say hi to many students in the in a single passing period. A few weeks ago, I heard two students conversation in the halls. They argued about which path to take, ultimately deciding to walk the longer one so they could say hi to Mr. DeBow. This is a clear display of DeBow's positive impact on so many students in North. Now, I have Mr. Bolt as my homeroom teacher and I've talked with many friends about how happy I am to have him for the next 4 years, or at least I thought it would be 4 years. DeBolt is an

252incredible teacher, one who refuses to let you be alone or let you struggle alone. I could not be more thankful to be taught by Mr. Bolt, but I could also not be more heartbroken and upset at this outcome. Maybe it's my lack of knowledge, but I cannot help but question why decisions are made are made based off seniority instead of actual good teachers. Time doesn't just make a good teacher. In fact, I've had multiple teachers prove their expertise in much less time and then some of the most senior teachers at North. I've had senior teachers choose stubbornness over understanding and choose to halt my learning instead of trying to trying other ways. Mr. Bolt has always managed to teach well without causing any stress for students. As a teacher as beloved, respected, and capable as

253Mr. DeBolt does not deserve to have the short end of the stick here. I know I'm not the only one who feels such appreciation towards these teachers being laid off. So, I urge you to find another solution and one that doesn't stop such amazing teachers from changing the lives of students in District 203. Thank you. >> Our next speaker is Rainy Michelle. Rainy will be followed by Katie O'Boyle. Good evening and welcome. >> Good evening. My name is Rainy Michelle and I'm an eighth grade student currently enrolled in Kennedy Junior High and previously enrolled in Steeple Run. I would like to start this off by saying that I've been here since 6:15. I have been here for more than 4 hours. I care so much about the teachers that you're planning to remove. So much

254in fact, that I stayed waiting to speak to you all for over 4 hours. I am speaking tonight due to the extreme and outrageous measures that the 203 board is taking regarding the $2.4 million deficit. deficit. While this may seem like an easy or low consequence cut, it only functions on paper. The teachers and staff that are being laid off are essential parts of our community and have formed life-changing relationships with hundreds or even thousands of students. A personal example that I and several others have spoken tonight spoken about tonight, excuse me, is Matt Spisak. While Mr. Spisak is not teaching me currently, I still know him very well. My best friend is one of his students and she, along with many he teaches, can only say good things about him. He makes teaching so

255exciting and takes the time to know all the students he meets, not just the ones that he teaches. He's so kind to everyone he comes in contact with and it would truly be a loss if he were to be laid off. Matt Spisak and many other phenomenal teachers are being ripped away from students due to these unreasonable cuts. They are being fired. It is not an honor, as you label it to be. It is a shame on you all for poor management. A second point I wanted to touch on was the irony of District 203 focusing so heavily on suicide prevention every year while simultaneously cutting the amount of school counselors you all employ. It is essential that our district keeps a 1 to 250 counselor to student ratio in schools, but this is being

256threatened by the cuts. My mother, Dr. Rebecca Michelle, is a counselor herself with a degree in counselor education and continues to stress the importance of adolescents and young adults uh I apologize having access to counseling in their schools. Mental health among teens is greatly impacted by their learning environments. If these 38 teachers and staff are removed from District 203, it will make the learning environment much more stressful. School is difficult for many and larger classes will not help with this issue. I have a younger brother in fourth grade and I will be extremely disappointed if your poor management decisions negatively impact his and thousands of other students' learning experiences and environments. Holding the threat of forced removal over the heads of teachers will not make them more willing to teach in the future. Additionally, as

257many have said, this $12 million problem did not arise overnight. This is the result of, like I said many times, extremely poor management and planning. It is extremely disheartening to watch this board pass ideas that negatively impact students, staff, and families alike. The fact that students from the district are being forced to step in to attempt to counter actions that negatively affect their learning is truly asinine. Teachers should be the last thing to go. Please vote no. For our future, for my brother's future, for all the teachers and staff that may be removed from our schools, vote no. Thank you. >> Our next speaker will be Katie O'Boyle. Katie will be followed by Casey Giglio. Giglio? Giglio. >> Good evening. >> and welcome. >> Thank you. Good evening, ladies and gentlemen. First of all, I

258want to thank everyone here who has spoken tonight for showing the human impact these cuts have had on our students and will have on our schools and community. I'll be honest. I stayed home tonight. I was in my living room playing with my dog when all of a sudden I started to watch Paige Sawatzky speak. You saw a teacher speaking passionately about her career as a teacher. I saw a 13-year-old girl standing in my classroom holding a pointe shoe that she had written a speech about and both of these speeches were about her passions. Once a student, always a student. How could I stay home when my now colleague had a career so shockingly and swiftly taken from her? After all, I live in District 203. I work in District 203. I'm a District 203

259parent. And I have questions this board has not been asking. This is the third time I've come to you, I think, in 2 years and asked you to do two things. Slow down and ask questions. The first question that needs an answer. At what point have you cut too much to remain a quality district? Is cutting 11% of the English teachers in secondary too much? 9.7% of the math and science teachers, too much? And 15% of the history teachers, too much? The answer is yes. The question I also really want the answer to, and I have spent a long weekend looking for, is can you actually name the administrators you're reducing? I can see titles, but who actually hold these positions? You publicly revealed the names of the teachers whose jobs are being cut, but

260when it comes to administrative reductions, we are given titles without names, place holders without transparency, and vacancies presented as sacrifice. If these cuts are truly shared, then show us clearly how they are shared. Because what we are seeing is not balanced. What we are seeing is classrooms taking a hit, while central administration remains protected. And these cuts are not abstract. They are academic cuts. They will affect class size, course offerings, student support, and the overall quality of our district. I am 203. These students behind me are 203. The families watching this at home, who notice everything, are 203. Slow down. Get the answers. Ask the questions now before the damage is done. Do not become the board who took a world-class district and made it mediocre. Thank you. >> Hello, I'm Casey Gelio. I have

261a son at Mill. I'm told I'm 67 to speak, so I'll try to keep it short. I wasn't planning on speaking and honestly I felt like I couldn't because I didn't put the work in to understand the financial plans and implications. What I'm coming to find is that I wouldn't have found any information and that there's a lack of transparency. I don't want to miss this moment to stand up for the younger teachers who aren't represented today by some of the I mean we have some of the teens who are definitely representing. And so I know that my second grade son would have been here. He's not a man of many words as you know if you have a son, they're not a man of many words, but I think you could see behind me

262the signs, the kids that have come up here. They're they're boys that are actually speaking cuz they're standing up for something that they believe in and I know my son would be a part of this. His son is my my son's teacher is probably in her 20s. Instead of buying anything with her Christmas gift, she told us she bought a classroom rug. So these are the kind of teachers we're employing and we're getting rid of and we want to keep those people. I don't know about you, but in my 20s I wasn't buying a classroom rug. I can't imagine being a teacher for one, let alone having to teach something I didn't want to teach. Teachers deserve a raise and breaks, not to be more overwhelmed. Please don't operate our school district like a publicly

263traded company where they only care about the bottom line. People matter, morale matters, our kids matter and teachers like Ms. Stegman matter. Thank you. >> Our next speaker is Stephanie Lebowsky. Give her a minute cuz I didn't get to tell her. Good evening and welcome. >> Hello. My name is Stephanie Lebowski and I am a proud BB Bobcat mom. To you, she may be a name on a list, one of many educators marked for honorable dismissal dismissal, but to us, she is Mrs. A. She is my 6-year-old son's first grade teacher at BB Elementary. She is the teacher who shows up every single day with patience, warmth, and a kind of unwavering support that children remember for a lifetime. Mrs. A came to BB with years of experience as an educator and as a mother

264of three. She brings not only skill, but wisdom, intuition, and heart. She manages a classroom of 24 young students with remarkable grace and consistency. Yes, every school has good teachers, but every so often there is a teacher who rises beyond good, a teacher who becomes unforgettable. Mrs. A is one of those teachers. As a former teacher myself and now as a mother of two, I do not say that lightly. I know how rare it is to find someone who can meet the academic, emotional, and developmental needs of students with such care and excellence. Mrs. A does that every day. She is the kind of teacher who makes her parents feel truly supported. Her communication is thoughtful, thorough, proactive, and consistent. Because of her, families are never left in the dark. We are informed, included, and

265partnered with in our children's education. That kind of home and school connection does not happen by accident. It happens because a teacher pours herself into her work, and Miss A does just that. She makes sunshine calls to share the good in our children. She sends home notes that celebrate who each student is. She sees every child as an individual. She notices their strengths, their quirks, their needs, and their potential. She offers not just instruction, but encouragement tailored to each student. She does not simply teach curriculum, she teaches children. She also understands something that cannot be measured on a spreadsheet. The magic of childhood. She creates joy in her classroom. She leads with positivity and a great sense of humor. She lets students earn pajama days, fort days, lunch outside, and game days because she understands

266that children learn best when they have fun, when they feel safe, seen, delighted, and engaged. She makes school a place where children want to be. That is not fluff. That is not extra. That is what excellent teaching looks like. I am deeply saddened and deeply alarmed that District 203 has chosen to let go of educators like Mrs. A. This decision decision sends a devastating message. It tells teachers that excellence is not enough. It tells parents that larger class sizes, fewer supports, and fewer trusted adults in our buildings are accepta- acceptable collateral damage. And it tells students that the adults who know them best and love them most can be taken away. Not because they failed, but because the system did. >> All right. Um we have reached the end of public comment. I do not

267have any more slips of paper. Um so at this time, I will invite uh the Board of Education members to provide comments. Um as a reminder, we have agreed to limit ourselves to 3 minutes. I believe that Holly, you are our timekeeper this evening. Um that's 3 minutes per board member. Okay. So opening it up to Board of Education comments. Amanda. >> All right. First of all, I want to thank everyone in the audience and at home. Um, you know, I estimate there's we had about 80 presenters today. This is in my five years on the board, this is the most presenters we've ever had and every single one of them was a unified voice. Um, and so I just want to and I know it's a long day, right? You know, so it's a

268long evening. A lot of you have to work and stuff and so I just want to thank you so much. It just really attest to how amazing our educators are because they are literally changing lives, you know? And I have four teens of my own and every single one of them came was like, "WHY ARE YOU DOING THIS?" You know, it's not good to be a bad guy in my own home. Not necessarily that I'm a bad guy, but I just wanted to say thank you so much for standing up. I also want to thank the administration because we came and when we saw that, you know, we're having a $12.4 million deficit in our first year and then each year if we don't do anything about that, it just keeps growing and growing. Um,

269but I want to be sensitive. So that's a big jump that we've had and so we needed to feel like we had to be very serious about that. I'm one of the board members that voted every year about adding math specialists and teachers in special education and counselors because I believe that it's important and I still do believe that it's very important. Um, what I really do want to ask, okay, here comes my question so you can pause my time, right? Thank you. My first question is, if you can clarify the numbers for me. I want to thank the administration for really looking at a variety of components here. One is a discretion and duplication of services reduction. I heard you say that we cut about $4 million out of our deficit for next year,

270around that. Is that correct? Is that a good estimate? Yeah, okay. And then and then for the retirement, giving that incentive for people to retire early and a natural attrition as well. What was the approximate savings that we had there with that kind of incentive component? Was it also around 4 million? >> Say that again. What was the last part of your >> The the retirement attrition that we have, you know, >> I I just missed the last few words that you said. >> said um is it also around 4 million dollars that we're saving in regards to that component? >> incentive is not that high. >> No, I'm sorry. Like when we're um allowing people to retire. Not like what we're paying them to, you know, the incentive part, but like uh if we

271allowing people to retire early and if we wouldn't fill those positions, you know, how much are we saving there? >> Um we recently um had teachers sign up for that early retirement incentive. There was I think there was only four or five. And the estimated savings is about 177,000. >> Okay. And then uh but was there some attrition too or no? Like with the people leaving and stuff like that? >> built into the into the original projections. So >> Okay. And then um so with the the riff proposal, how much is that supposedly saving? >> About eight I think it's about 8 million. >> So the riff itself is about 8 million. >> and the riff is and the retirement savings is about total about 8 million. >> So if we were to take out

272the riff part and the attrition, so that's what I'm wondering is like what's left if we were to maintain the riff. Or not pass the riff is what I'm trying to ask. >> If we just apply attrition >> Yes, please. >> and not the riff, uh the difference is about 2.7 million. >> 2.7 million, okay. So would that be about a 6 million left in our in our deficit? So we'd be cutting it by half, is that right or no? >> You'd be cutting it by everything but about 2.7 to 3 million. >> 2 okay. That's really helpful to know. Um because I know as a board, you know, this would be the first time that we'd be uh passing a deficit, but I you know, I I hear the community, right? That's what we're

273here to do. We're here to listen, and I know that we gave you one direction or directive, but if we are able to slow down the deficit through these things and not pass the riff tonight, then we can um maybe pass it on to next year, which would then be maybe $6 million figuring out versus 14, right? Um so that's something that I I'm keeping in mind, and so I'm, you know, in favor of not approving the riff tonight. >> Melissa. >> Hello, everyone. I want to thank all of you for coming out and speaking tonight and being engaged, and especially our young people. I'm so proud of you. Um Okay, so I kind of looked at this like how did we get here? So, um I have some some comments about the timeline of

274deficits. So, I went through all the budget reports. If you're watching the board meetings, you know I do that. I read that. So, I'm So, that's how we plan. There's information in those budget budget books that tell us like what are the trendings? Why do we make these decisions? And these are recommended by the Superintendent Bridges and put together by his team, and we have, to my knowledge, every board has approved all of the budgets for quite a while that he has recommended. So, when did the deficits start in the budgets? So, the 2021 to 2022 budget included approximately a $700,000 deficit when it was passed. If there's any arguments about these money, the the budget books are online. They come out typically in May or June. And they kind of summarize it on the

275first page. So, you'll see if there was a a deficit as the budget was approved that the superintendent recommended and board members approved. So, in 2023 to 2024, the budget included a $5 million deficit. However, the day before the next budget was to be passed, the same day, they amended that budget from a five that that budget to not have a $5 million deficit, but to have a $12 million deficit. So, where did the money go? A gentleman was speaking earlier and he said it. In that year, we transferred $50 million into those capital projects. A large percentage of that was out of The education fund primarily supports students student instruction to fund capital projects. The 2024-2025 budget was also approved with approximately a $12 million deficit. The explanation written in the budget stated that

276the increased capital spending was as intended to make upgrades aligned with the district's vision for transformative learning environments. This budget year, the 2025-2026 budget was approved with a projected deficit of $24 million. So yes, community, you should be asking us why are budgets with huge deficits being recommended? And why are board members approving them? So, then I look at our audits. Where did we overspend? Well, unfortunately, we did. According to our budgets, the audits 2022 audit identified 2 million over budget in operations and maintenance fund. >> Time. >> How was that? >> Yeah, time. >> Well, again, I have to say it's I will say this, I don't agree with the 3-minute. I think you all waited here. I don't think these are best practices. I don't think this people point out this isn't how

277businesses work. This isn't right. I will definitely And I could not say anything more eloquent. I agree with all of you and all you said. Thank you. I'm voting against IT ALL. >> OKAY. MARK. >> THANK YOU, CHARLES. UM ONE, I I really am amazed with um the students here tonight. I want to thank them for all that they've said. Uh I want to thank the parents and the teachers and everyone who's uh emailed us over the past several days. It's really important that we hear from the community and um it's amazing that we have teachers uh like we do that have such a impact on our students and build these bonds with them. I I do want to um address something that I think is inaccurate. Um my fellow board member uh was giving

278you quotes about deficits that are in the budget book as well as in the uh annual report that is audited. And Mike, I'm going to ask you to confirm what I'm going to say. Um the budget book and the annual report is put together based on the ISBE and government accounting standards. And that includes everything on a global basis, which includes the uh capital projects fund. When we're talking about the operating deficit, we're backing that out. So, it's important that you understand that we're talking about two different things. I'm not saying, you know, one is right or one is wrong. I'm just saying the facts are that when you look at the budget book and you look at the annual report, that has one set of numbers, and that is used for accounting standard purposes.

279When you look at operating funds, that's telling us what are the recurring revenues and the recurring expenses that it takes to operate a school district. So, I I just want to get that fact out there that there there's different ways of looking at this, and that if you just look at the annual financial report and the budget book, you're going to get one perspective on it. And if you look at the forecast, that is telling us what is the projected operating surplus or uh deficit, that's using a different type of accounting. Mike, would you kind of agree with that? >> Yeah, I would agree completely with that. Uh the operating operating deficit defined by the State Board of Education compares uh your direct revenue and direct expenditures of your three main operating funds, the education,

280operation, and maintenance, and transportation, as well as revenue received in the working cash fund. Uh our policy for 20 goes on to add the tort fund and I M R F fund, which are much smaller funds, but it's more comprehensive in my view of an operating fund, whether it's structurally balanced or structurally in deficit. The other recommendations that uh we've that the superintendent has brought to the board multiple times over the last four or five years on specifically on the use of policy 420 which the board adopted a number of years ago was when when the fund balance was in excess of a certain threshold and that's 10 to 20% of expenditures operating expenditures then the the board is to use those dollars for one-time non-recurring expenses or and/or taxpayer relief which is why those

281recommendations were brought by the administration to the board over the last number of years for not only taxpayer relief but for the construction projects that you're currently seeing. Those construction projects when you're looking at the budget as a whole when you're looking at all of the funding or all of the spending yes there were budgeted deficits but those budgeted deficits were known for one-time expenditures caused from those transfers as a result of policy 4 20. >> And and would you also say that um the policy 4.20 it's the same thing as if I was an individual and I received a bonus or a tax refund I'm not going to spend that money on paying my rent paying my mortgage paying my utilities because that's not what a one-time bucket of money is going to going

282to do for me I'm going to run out of that money. So I would not use it for operating expenses. >> That's correct that's why the board adopted that policy to to to dot to really to have a balanced operating budget moving forward and not you draw down that fund balance for what you would know is ongoing annual operating costs. >> Thank you Mike. I I just wanted to make sure everyone is understanding what we're looking at here uh because I think it's important we make decisions based on the facts and and not on misunderstandings. Holly. >> Thank you for timing, Christine. Um Thank First of all, I just want to say thank you to everyone who came to speak today. Everyone who emailed as I was working, I have the alerts on my phone

283and I can't check it, but multiple buzzes every minute. I had to move it out of the room. Um all night last night you were emailing, you're reaching out, you were texting. Um to our students, you are the experts on your experience. You are the experts on what you need and you came here and told us that and that's exactly what your leaders need to hear all the time. Thank you and keep it up. To our staff, they're so eloquent and passionate and confident because of you and you are the experts with the degrees, not just the experience who know what they needed to get them here. Thank you and thank you for being here tonight. To our staff who the few who took the incentive, maybe because they were ready or maybe because they

284had a passionate colleague that they wanted to save. Thank you for your years of service. You are missed, you are valued, you have touched every life in here today. Um in our you know, students, our whole district, thank you. To those who are resigning, who have served us, you have touched the lives in this district and that is what I've been thinking about in all these weeks. I'll say in November I was concerned about the $12 million and I wanted us to go after as much as we could. And maybe it was naive because this is my first year on the board. Well, what I expected and what I believe is common sense is to start with materials. Start with redundancies. We do not start with people. People are our education and our district. I

285was disappointed in the process. I was disappointed to be the only one asking questions at the last board meeting. A lot of answers we did not get until today and that number that Amanda just got us to was a number we should have had December and January. Um We couldn't have known it. We could not have known it without knowing the attrition, but there should have been time between the incentive and knowing that number and this meeting so we could know, so the community could know, so our students could know. Um Thank you for being here. We still have these challenges. They will not go away if we vote down this riff. I want everyone to understand that. But it can be done thoughtfully. It can be done pushing in and supporting people and not

286turf fields. We do have to look at our policies. We do have to look at our numbers. This isn't going to go away, but it is a long drawn out considered process and you guys brought your passion and your knowledge now and it's our job to listen. Um so thank you for that. Um I think Amanda I'm probably almost out of time, uh but Amanda got to the number I wanted. THANK YOU. >> JOE. YEAH, THANKS. UM I I agree with what my colleagues have been saying. I I really appreciate everyone coming out. Um one of the commenters said that this is probably worse than the COVID and it is. Um this has been a tough one. Um and I appreciate all the the feedback. Um All of the heartfelt statements. Um I was also

287very much in in favor of of trying to kind of rip off the band-aid and and do it in one go. Um and I I'd asked for the the number that Amanda got for us earlier as well and um you know, I I 2.7 millions um not over comable. Or not not um It was a It's yeah, it's uh I guess it's over comable is the word I'm trying to use. Um So, I guess my my question is if we were to extend this out, do you have projected retirements and attritions over the next 1 to 2 years? If I'm doing the math right, we had 43 retirements and attritions out of the 81 this year. Is that something that we could see in future years? You know, could we do this without a riff

288or with a much smaller riff? And one thing I am concerned about is leaving the notion of a riff kind of hanging. Right? I think that's something to really worry worry about. But I guess can you comment on you know projected retirements and attritions and and what would that do in terms of closing the deficit over one or two years? >> I'll start I'll ask Meredith maybe to confirm part of this for me. I think our known retirements are 26, 27, or 24 individuals. That's NUA only. It's much harder to predict any other form of attrition which would come by a resignation or uh a release as a result of performance or anything like that. >> Is there kind of an average number though? I mean is this pretty typical 43? >> Meredith. I'm sorry.

289Um in the last in 26, 27 we have 24. We have right now 27 and 27, 28 and 32 and 28, 29. So we typically average somewhere in the upper 20s um but that does differ each year. But that's >> For attrition. >> Yes. For retirements. >> For retirements. For retirements. Mhm. >> What about attrition numbers? Do you know those? >> I would have to go back and analyze the last couple years to give you a more accurate number cuz that can depend on the year with non-renewals. >> Thank you. I could ask the gallery to just kind of so we can get the information, right? You're asking the question so let's get let's hear what Meredith has to say. Meredith, please continue. >> I was just saying that I would want to go back

290There isn't an a way to predict outside of like known retirements what attrition was every year. So I could go back and look at the past couple years to give data but you can't necessarily predict that. >> Okay. Christine? >> Um a question I have um so if we if we take the 2.7 million um we then next year are definitely excuse me operating in a deficit, correct? >> That's correct. >> Okay. What do what does operating in a deficit do to the financial health of the district in the long term? Also short and long term, however best you can answer this in terms of our credit rating, um our standing is how however ISBE looks at us, what it could do if we need to borrow money in the future. You know, you know,

291we all know we'll use the house as the example. A mortgage with an interest rate of 3% is vastly different than a mortgage with an interest rate of 12%. Okay, so I'm trying to understand if we were to operate in a deficit for 1 or 2 years, what that's going to look like for us short-term and long-term because you know, again, there's there's a long game that has to be played here and I don't want to I I I need to balance how this is going to look and and you and we're using the Band-Aid example. Sometimes it hurts a lot right now, but it might benefit us in the long run and it's not meant to come at the expense of the students. That's not what I'm trying to get at. I'm trying to

292understand the the the the big picture as best I possibly can and I think that that is that not think, I know that is important for me. >> Yeah, as I as I reported in uh hopefully I can take all this in. There is a lot lot there. Um as I reported in with the financial projections, we're going to have to amend this this current budget for a variety of reasons. Not only for additional operating expenses as a result of the recently adopted contract but also for um uh remember, the the the budget was adopted last May and or adopted in June, but first presented in May, prior to the board approving um with anticipation of approving uh the transportation project and uh and some work at Kennedy Junior High. Those transfers and those capital

293expenditures are not built into the current budget and will be part of the budget amendment for this year which will be brought at the same time as the budget for 27. So, now let's move on to the your question about the 27 budget. After those transfers and estimated capital projects are are are are taken care of and additional costs for this year's for this year's budget, I'm anticipating that we will end this year within the ra- or at the top end of the range of the fund balance policy. Again, that's 10 to 20% of expenditures, but that 10% understand that that 10% range on a on a budget that's $370 million is a $37 million range between the high end and the low low end. So, if you have a $2.7 million deficit, you would

294still that would be slow enough to continue to make adjustments. When the slope of that line at 12 falling at 12 million plus, cuz it's going to grow also. That's not a one-time cost. These are ongoing costs and they're they're the the cost of following year are also growing faster than the anticipated revenue. So, that deficit does become larger all the time. So, we need to slow that down as much as we can to not only stay within that range, but then going back to your other point about how does that affect the financial health or view from the outsiders of the school district? That that will have an an impact. Number one, it will have an impact on the financial profile score. Immediately. Like we once we fall below that 25% threshold of fund

295balance, which is one of the five key factors of the ISBE financial profile score, which is weighted at 35% of the score. We we're currently getting a score of four, we will get a score of three. Once we spend $1 more than we're bringing in on an operating basis, which is the definition I just did earlier by based on what's the operating funds. Once we spend $1 more, which we have not done in more than 15 years, uh we will get a score of three. So, our current financial profile score is 4.0, which is the highest you can get from ISBE. That will fall to uh 3.3 with those just those two changes, which will put us from financial recognition into financial review. Which is not a bad category. It's absolutely It's It's There's four

296categories. Uh the next one would be financial uh warning, I think. Um but that's the trajectory we're on and we need to be aware of that trajectory and make continuous adjustments to keep from going into a lower trajectory or falling out of that fund balance range. How it's going to be looked at from the outsiders, it really depends on the size of the deficit. If we the district hasn't issued bonds in almost 20 years. Uh if we were to have to issue bonds for if for some reason, the only way we could do that basically is by going to referendum with specific capital projects that might need to be funded at some point in the future. Um hopefully by that time we would have a balanced budget with a with a fund balance that was

297still within the board policy that has been currently adopted. And then at that point, if we had those two things, I think we would still keep our triple A rating. If we were continuing to run deficits on an annual operating deficits on an annual basis, the the rating agencies would view that negatively. >> Okay, so um When So, say we went from a four to a three on on ISBE's scale. Once we get back away Once we're spending less, you know, where we're that $1 difference, it So, that's not insurmountable to recover all of our top ratings. It's not like once you kind of fall down, you're really going to be stuck there for a while, but it it it moves It could move as fast as we move. >> That's correct. We would go

298back We would As soon as we balance the budget, the operating again, the operating budget, not the capital projects budget, the operating budget. Once we balance that budget and and brought in more than we were spending, then that score would go back to a four. But the fund balance would be at a point where we would not recover that. We would have to add to fund balance not substantially, but enough to ever get a four back. We would be at a three, but if that one category is stuck at a three and the other ones are fours, we would still get a financial recognition um uh um categorization from ISBE. >> Okay, um Well, it's actually sort of for all of us. I I know um and I I won't So, I know right now

299though there's there's probably more questions from the board, so I would like to make a motion to do another round of the three minutes. We'll just like take it slow in that way if So >> Second. >> Okay. >> So, do I get to go twice? >> Well, no. I So >> Just asking. >> I just figured while I had a minute because I could anticipate it. But I won't use my time until I go myself. >> as it's not a formal policy. You don't have to go through a formal vote on it if you just get a consensus of the board to suspend that uh the board agreement on on that. You may if it were written in policy, I'd recommend a formal vote. Not written in policy, it's a board agreement. You can

300>> Okay. >> Any Let me just ask it this way. Any objections to Again, if people so choose to do another round? Another minutes? >> Yes. >> Okay. So, sounds like we have consensus on that. So, are you going to use your extra 3 right now? >> no. I'm good. I want everyone else to go first. Okay. Thanks again, though, Mike. >> Okay. All right. So, you can start my time now. Go. All right. Um so, couple of questions. So, just to just to clarify um the the number that the discussion, Mike, that you were having with Amanda. So, if I understand that correctly or if I could just have you two restate that. So, um if we do not move forward with the um proposal for tonight right? If we do not move forward

301with that what would the but but we move forward with all of the other um cost savings and cuts that the district has identified right? So, if we do not move forward with the ref part, but we move forward with the rest of the cuts that the district has identified what does that put our deficit at from this year? So, it was 12.4 and now would go to approximately what? >> If I can just seek clarity, right? Go ahead. What were you going to >> I was just going to say that that 2.7 is only related to the 38 names on on list that that savings. It does not include savings from other staffing reductions that are also being recommended. >> Right. So, then that's that's my question. So, then right now we're at 12.4.

302The district's identified ongoing kind of operating expenses, non-people expenses, right? So, what you're telling me is that if we did everything except the riff, our operating deficit would move to 2 million and change, 2. 7? Is that what it is? >> Yeah, I just want to be honest also just super clear about the fact that there's another group also that we've talked about reducing, which is our educational support professionals. So, that also is about a million dollars in reductions before attrition is applied. So, that would be reduced by attrition, but I I just want to make sure that that is also >> So, our our projected deficit, again, loose numbers, would be around 3.7? >> It would be more than that once you apply attrition from that group. >> The >> It would be less

303than that. You know what I mean? >> Less than 3.7? >> Yeah. >> To the tune of what? I'm sorry. Just I want to get a I just want to understand the conversation. >> they have a retirement incentive that they are kind of talking through, so I don't have that exact number for you, but um I think it would probably be safe to say I don't I'd have to run the numbers before I said anything. >> Yeah, and they have until April 6th to kind of commit to that, so we have um we still have people that are inquiring who haven't fully committed, so I don't want to give you a number that I can't guarantee because there isn't a retirement on hand. >> Okay. >> I would like to also point out that we're

304in the process of building the budget. These that 12.4 million in numbers that we're sharing tonight are all based on a projection and estimates. As we get new or more information, we're building that budget as close to being accurate as possible. We don't budget based on just willy-nilly estimates. So, the budget that we're bringing will be bringing to you in May might be slightly different, higher or lower. I'm not talking millions, but we have a $370 million budget. 1% is $3.7 million. We're talking about a very, very narrow margin of of of a window to land this on. So, I don't want to you to say, "Well, the deficit will be 3 million based on this decision." until we actually see it and build through this budget, and we'll have a solid number in May

305to present to the school board. And then if there's other additional things that need to be done, or maybe some additional some some positions that the board would like to bring back based on what the final numbers are, then we can have that discussion. But, I don't want to get stuck tonight on a on a specific number. >> Actually, a number of the items on the agenda tonight are a part of our initial budget process on building the budget with our staffing projection to be able to help our business office identify the known expenses approved by the Board of Education to go into building that that that model. >> Okay. I have 1 minute and 20 seconds. I have 1:54 left? Oh, wow. Okay. Um so, I want to also ask a question that actually

306um just for the community, while you don't always hear every single question that we as board members ask, we ask the superintendent a number of different questions, and he usually provides us with written information on some things. So, just want to rest you guys to rest assured, just because you don't hear us ask a question doesn't mean that questions aren't being asked. Just want to put that out there. Um one of the questions I did ask um but would uh would love to get some perspective on and allow the community to hear this is um there've been speculation in terms of how large class sizes would get as a result of the proposal. Um can you just speak to what class sizes are and just order of magnitude what we think they would move to?

307>> Uh I'm just looking for my numbers. Um elementary was approximately 21. Go ahead. >> I I I can I can pull up that document for you, but the target is 25 to 27. That doesn't mean that all classes would be in that. There actually would be um majority that would be below that, but the target was 25 to 27. Um for the new for the changes here. >> That's That's elementary. And it's currently >> Uh let me pull up that document. >> 21.6 currently. In junior high school in the core academic range is 22.3 to 26.5. High school ranges from 21.2 to 24.3. These are in core academic according to board policy 632 where the aspirational goal is between 20 and 30. >> That's all good. >> Okay. >> So, back to the financial

308number uh overall. So, thank you for that, Tiffany and Bridget. Um so not moving forward this proposal with the with the numbers that the district has identified in terms of other operating expenses. So, non-people operating expenses. That would significantly flatten the rate of decline of our fund balance. So, we didn't You didn't give me an exact number, but it would take the curve from very steep to flatter. Is that Is that a fair assessment? >> It would still be on a downward trend, but it would be >> it wouldn't be this. It would be more like this. >> Yeah, it would be more like a bunny hill as opposed to a double black diamond. >> Love the skiing analogy, Ed. I I understand that reference. Okay, thank you. That's Um whoever has the next round

309of questions. Mark. >> Yeah, I'm going to jump ahead, but I I think it's pertinent. Um I did ask this question in advance around the insurance. And I know we were very concerned about how the claims were trending. And I I'm I'm not sure we we have any more real information, but is there a risk that we could have to inject additional funds into that insurance pool? >> Uh there certainly is if if if the if claims continue the way we're having a very bad year as we've reported on them every month. We're reporting that. Um something that the insurance committee is going to have to look at very carefully and seriously and look at options to slow those the growth of those costs uh moving forward. Um it is going to require additional funds

310into that into that insurance uh um the self-insurance pool. Uh I think it's just important to remember, too, we are the insurance company. E- Even when we ask the staff, like who's the insurance company? They everyone thinks it's Blue Cross Blue Shield. They administer the claims, but we collectively are the insurance company. The contributions that the employees and the school board puts into our health insurance plan is what pays the monthly claims is what you're referring to that we've seen an in in tremendous increase uh in the last uh this last this last year. So, we need to look at the plan um and and make adjustments accordingly to try to slow that down. Now, that being said, I I've been the the the claims last month were a little bit lower and we you

311see that in the in the in the in the monthly reports on the insurance insurance bill, but a little still above funding funding levels. Um So, that's something we have to watch very carefully. Uh the the good news is this, the the budget was built for the insurance claim for the insurance fund and there's some some of that overage that we're seeing this year. Right now, we're at 4.5 million is will be absorbed into the current level of the district budget. And so, the increase in the insurance fund moving forward projected on on a budget level, not on a premium basis, but on a budget level, um we think that the projections are in line with what we anticipate what a normal year would have. Now, that being said, if you look at any of

312our other school districts in the area, they're all seeing double-digit increases in their I mean, we're not the only one that's seeing high claims for a variety of reasons, whether it's uh just we just have we're having bad claims. And the introduction of gene therapy drugs is not necessarily going to help the situation. It's great for the employee, but it's just from a financial perspective, it's it's going to be pretty tough to deal with. >> Thank you, Mike. Other questions? So, everyone go back around. Alyssa. >> Woo, more time. Um So, one of the things I want to say, I will not go back. I You can look at the audits. I I am so happy that you're becoming informed and you're engaged. So, please do. Uh look at those reports. And I think that

313something that I hear and I've been frustrated as a board member is the lack of data. The lack of numbers. So, people have asked me this. And you'll see it if you stay, I will be asking it. There is no way when we look at these fund reports for us as board members or you as the community to know exactly how the money is being spent. So, I'll talk about it with the different reports. So, basically, we're taught we have to pass every new board member in the state of Illinois has to pass and one of them is a budget coding. And the reason we do that is it tells us what fund did it come out of? Give a description. It was 10 books or whatever, so I at least know or we all

314know. And then then it says who bought it, like what department, what person is it coming from? And then again, keep that with the We just have no way to know all this. So, yes, we pass these big numbers, but if we're supposed to be fiscally responsible, these big numbers aren't going to work. We need reports that give details and not just to us, to you because we have budget uh budget issues. People aren't happy. The only way to fix this is with clarity of information. So, that's my request, I guess. I'll be going on. I'd like our I've said before, our bills and claims does not provide this information. There's no report that provides that information. And that and why that has not been changed, I've asked for it for 3 years, I don't

315know, but I hope today moving forward, this board considers changing that and that this community keeps us honest. >> FEELING YOU. I JUST FEEL THE NEED TO TO RESPOND TO THAT AS we have each time this has been brought up. As a reminder, our processes have been reviewed by outside legal counsel and noted by that our auditor as meeting the obligations as required by the state of Illinois. And our board also as an extra layer of a of a monthly bills and claims check where a board member has an opportunity to take a deeper dive into that process to review all accounting and all all codes are in accordance with the requirements of the Illinois State Board of Education. Isn't that correct, Mr. Francis? >> Yes, that's correct. >> I would like to respond. So,

316Mr. Bridges, I understand that's your I have time. That's your stance. It's been your stance. What prob- The problem I have is you're recommending budgets with deficits. They're spending issues. Your your first go-to on all of this was a riff on how to deal with our budget. And if it wasn't, they should know it. I should know it. So >> So >> The question is not what you can get away with. The question is what do we owe the community? What as board members should we have access to to make decisions? What should they have access to about how their money is spent? >> Okay. So, now I I and I'll let other board members, but I'm not going to be accused of not following appropriate legal procedures in our office on on our finances.

317Um As mentioned, we do. Um This isn't argument that we want to have every month. And yes, you are entitled to your opinion. You are more than welcome to share your position. You are an individual board member. I and my team respond to the Board of Education and by direction of a majority of the board of education, if the board majority directs us to change our processes, we would change our processes. In the meantime, just because you wanted a certain way does not mean that we are going to do it a different way. >> Okay, I have 15 seconds left. Community, does it make any sense? Do you want that information? I want that information. So, I think we represent the people. I think they've spoken. >> Amanda. >> I just want to say that

318I do not appreciate um using our superintendent, who we directed to close this a budget deficit, as a scapegoat or of or or of someone that's doing something wrong. We're the ones that asked to close that gap, and remember, it's not they, you are part of the board, too. >> I did not vote for any of those measures. >> Interesting. Anyways, I you know, this is not your time. >> let let let her finish. Let her finish. >> I I don't mind the the back and forth and your perspective perspective is I just don't appreciate attacking our administration, who work very, very hard to try to get what we want, and yes, we're allowed to change our minds, but just because we change our mind doesn't mean they're the bad guy, okay? So, I just

319want to say that we should be adults and respectful of everyone believing that they have good intent of trying to do what's best for this district. And so, I I just wanted to stay say that I'm sticking with my still opinion, but just please, don't get dirty on us. >> Holly. >> I'm I I actually have more of a procedural question, um because I know it's very late, and we haven't done our normal um public comment. So, I'm wondering if we can we have to go through that. Do we have names or can we get to 11.02? >> So, you can alter the agenda by a motion by the board and a vote by the board. >> I'd like to move we move ahead 11.02. Um as an agenda >> So, to accelerate the agenda

320item upward so that we can let these good people go home if they choose to. Got it. Okay. >> Help me understand. So, >> We would just be acting on the situation so that so it was supposed to go in order. >> the riff that it is taking a considering and taking a vote on 11.02. >> If I may, just to be clear. Uh by by statute >> Good good call. >> Illinois school code requires that there be prior to the actual uh authorization of honorable dismissal of teachers that there be a resolution authorizing the proposed honorable dismissal of teachers. Uh it's required when there's a reduction in force. The board would take the vote on authorizing the reduction in force uh which results in the honorable uh dismissal of teachers. So, should the board

321vote to authorize the proposed honorable dismissal of teachers, it would then need to move forward on 11.03. If the board does not, there is no need to move forward with 11.03. However, prior to a motion on 11.02, you would need a motion from a board member to modify the agenda uh and move 11.2 up in the agenda uh and then a second and a a vote by the board. My recommendation would be prior to doing that, there'd be a motion to adjourn the public hearing and do the um agenda item as a part of the normal agenda which is where it is listed. So, prior to that motion, I would recommend that you move to close the public hearing. >> I'd like some that if that's all right. >> So >> That's how this will

322work. I'm trying to understand. Okay. >> Hang on a second. >> I I was just going to comment that we would need to close the public hearing before >> Okay. So, okay. There we go. All right. Um okay. So, if I understood what what Superintendent Produces said essentially we would need to and moving forward with what Holly was suggesting, we would need to close the public meeting right on this topic and then we could accelerate the agenda item upward and act on that as opposed to getting through the rest of the agenda items and then doing that. Because that's why everybody's here. Pretty much. Is that Does that capture what you said? Okay. All right. Um anyone else have other Oh, whoa, whoa, whoa, whoa. I was just saying does anybody else have other commentary

323beforehand? Did she >> I have a question. >> Oh. >> So, we're also So, we're doing the riff teachers, but we also have positions we're getting rid of in the action by consent. >> Okay, so that's a that's a that's a different that's a different agenda item and it's unrelated to this. It is. >> No, no, I know that, but I'm just clarifying that we have more reduction in staff we'll be voting on >> Okay. And the consent agenda >> That's a And we can we can >> I just want to say >> That's a that's a that's a >> It's not a reduction. And that's what's important to know. >> Yeah, it's not a reduction. >> Well, we My understanding is we're not replacing >> That is >> the people Well, that's probably why

324this is all bundled >> As we discussed, we we do this annually. These are part-time employees. Some are recommendations for dismissal for other reasons that I'm not going to get into, but I've discussed with the board. This is separate from the reduction in force. >> is unlike previous years, where we will not be recalling back like we did before. >> is not correct. We don't always call back in those positions. >> It would be nice to have all this information before the meeting. >> Yes. Okay. Holly Yoder. >> I would like to make a motion. >> Okay. I was going to I was going to comment on a few things. Did you want to We still had our next round of 3 minutes if if anybody wanted to use them. Did you have something, Christine,

325or no? >> So, in my first round of questions, I jumped right to the question. I did want to thank I did want to thank the staff. And it was a point made earlier and it needs to be reiterated that the the the stuff in front of us is in front of the board. This was done at the board's direction. This was not um This was what we asked the superintendent. We asked him and his staff to come back with us with different pathways options of how to reduce or completely close that deficit. That's and and and a speaker referenced some of the comments that we made at that November meeting. When we said, "We want to know what it's going to look like with different versions." And this the superintendent and his staff did

326exactly that. This is part of that process. They also identified $4 million before we started talking about staff. So, we already knew we had $4 million in efficiencies, eliminating redundancies, various topics or our various buckets, if you will. We had already known we were down They had gotten us down $4 million on the first go. Okay? Before we even started talking about staff. Staff was never the first thing. Nobody on the board ever said staff should be the first thing. We all agreed it should be the last thing. And those comments were made clear when we said, "We don't want this to impact anybody who is student facing. That needs to be the least amount of impact felt. So, I I just want the community to be clear about that. The board is the one

327making the decisions. The board is the one that gave the direction. The staff is not a villain in any way, shape, or form. The superintendent is not a villain in any way, shape, or form. And the budget is also put together at the direction of the board. We are the ones who vote on the budget every single year and we go through a four-meeting process with that 2 months. Nothing has been hidden. We have been watching this for many years and we have been holding on and doing our best to keep the resources in place that we know our students need and we know we want to provide. That has to be kept in mind. We are not doing this on a whim by any way, shape, or form. Nobody on the board, whether it's

328a current board member or board members previous that have been part of this process for several years, have been watching this, have ever taken this lightly, have ever thought a dime can be spent cavalierly. We have been keeping our eye on it for at least the amount of time I've been on the board and we have tried every way, shape, or form to make sure every student had what has what they need to succeed. And there just comes a time where we have to start making difficult decisions and this time is now. And it's not that it's easy. It has never been easy to make any one of these decisions, but every penny we spend is directly the questions and the focus is directly, "How will this benefit our students?" is the only question I

329look at first and I know it's what my colleagues look at. And so sometimes people may feel that a building improvement or something is not important, it is because that's where the instruction takes place. That's where the materials come into play. If you think of Project Lead the Way or you think of your engineering classes or any of the classes, you still need to have that. And yes, your teachers are the ones who make that come to life. But all of that goes into giving the education that this community and this board feels is important. Whether it was important it's been important it is going to be and will be. >> Anyone anyone? Okay. Okay. Um I will use what I did last time. Wow. I won't take I won't take the full 4 minutes.

330I was trying to be efficient. So okay. So my last comments on this would be one, thanks to everybody here as well. I want to echo one of the things that the one of the community members said. Um it's nights like tonight where uh I am really proud of the district, proud of the students that we turn out because as you can all agree they were extremely eloquent in how they were advocating for themselves and had the courage to stand up at that microphone. Somebody mentioned it when it's like, you know, many adults can't do the things that our students were doing this evening. So I just wanted to commend them for their advocacy, for staying up, and for fighting for something they feel is important. I would would would also like to say that

331um based on my understanding of the discussion that we've had here, um if we do not approve this riff, we will still have a we will still have a deficit. The slope will not be as deep as it is, but it will flatten out. That said, I think it's important that um what my colleague just mentioned is that we really understand that we are going to have to have ongoing discussions around the fact that we're running deficits and finding ways to continue to flatten that curve until it flattens all the way out to be balanced on a given year, okay? So, it's important that um let's take this as an initial step for the community to understand as long as it as long as there's a downward slope, we have to fix it. We have

332to continue to look at ways to do that. There may be a time when we run out of operational things to do. Maybe the retirements don't cover it in a given year. So, we're going to have to continually have a dialogue and I just want to make sure that people are folks are clear on that that until that curve flattens out, we're going to have to continue to have these discussions as difficult and challenging as they are. Um I also wanted to echo something that Amanda said, which was that uh we asked the superintendent to this year get to a a flat number. Okay? As Christine pointed out, they they identified this administration identified $4 million of operational spending that did not involve people. And but in order to get the rest of the way,

333it started to impact people. And so, they came forward with the recommendation that got us to the number that we as a board asked for. Someone earlier in public comment, we had a lot of public comment. Someone in public comment mentioned that the board work sorry, that the superintendent works for the board and not the other way around, and that is absolutely the case. But that's because he works for us, we asked him to get to a number. So, which is why they proposed what they proposed because that was the only way to get there all the way. If we if we weren't going to go all the way and just flatten the curve out, then we we can be able to do this without having to impact people directly, at least right away. Um

334and then the last thing I would just mention is I'd be remiss if I didn't have the bills and claims conversation, but anybody who's interested, I I've shown this before. This is what we as for every This is one check. There's about 12 pieces of paper in there. It's got every potential code number you could ever want to look at in here. This is what this is what it's it's filed. So, this information is available to the board members as they do bills and claims. Every every any check this one check and there's like 12 or 15 pieces of paper in here. It does. Right here. You want to see it? It's right there. It's right there. So so first of all I it's it's my how much time do I sell Holly? >> I

335paused it. You have you used the three and you have 42 remaining. >> 42 seconds. So so so I mean at the end of the day we always talk about facts. We always talk about transparency transparency. Anybody's interested I'm not going to bring it out to the audience but anybody's interested I have it right here if you want to see it for yourselves. The documentation is there. I would just encourage the community anytime you hear something there is information to verify it. Verify it for yourself. Don't take my word for it. I can show you what I why why I think that that's what it is. Okay? All right. So with that I'm done. So I'll entertain the motion. Oh sorry. Entertain a motion to close the public hearing on the reduction in force and

336honorable dismissal. >> So moved. >> Second. >> Motion and second have been heard. Please call the roll Mrs. Patton. >> McMillan >> I >> Kazminski >> I >> Blastic >> I >> Kush >> I >> Gerke >> I >> Kelly Black >> I >> Wolinsky >> I >> The motion passes. The public hearing on the reduction in force is closed. Um I'll entertain a motion to >> Modify the agenda >> to move 11.02 up to the next item. >> And 11.03? Do Okay, just one? Okay. >> Let's start with two. >> So moved. >> It depends on how you vote on 11.2 but I don't think you're going to need to move 11. >> Got you. All right, so moved. >> Second. >> Motion and second have been heard. Please call the roll Mrs. Patton.

337>> Kazminski >> I >> Kush >> I >> Wolinsky >> I >> McMillan >> I >> Blastic >> I >> Kelly Black >> I >> Gerke >> I >> The motion passes. So, now item 11.02, resolution authorizing proposed honorable dismissal of teachers. >> So moved. >> No. >> We can't do that? >> So so you can make a motion, okay. Go ahead. >> So moved. >> To move, okay. Motion. >> Second. >> Motion and second have been heard. Please call the roll, Mrs. Pat. >> Do we want to do discussion? >> Oh, sorry. Any discussion? >> Can I clarify I was doing the timers? Is this to not approve 11.02? >> no, no. Her Her motion was as posted, the resolution authorizing the proposed honorable dismissal. So, if you vote in the affirmative, you are

338supporting >> the riff. >> the No, yeah, the resolution to authorize the riff. If you vote no, you are not authorizing the resolution to approve the riff. >> Thank you. >> So, motion and second have been heard. Any other discussion? >> Okay. >> Please call the roll, Mrs. Pat. >> Blastic >> No. >> Kelly Black >> Nay. >> Wolinsky >> No. >> Gerke >> No. >> McMillan >> No. >> Kosminski >> No. >> Kush >> No. >> The motion fails. So, with with item 11.02 not passing, that means there's no We do not have any There will be no There will be no action on item 11.03. Okay. So, now we go back to the item six on the agenda. Okay. So, um item six, public comment on anything other than what we've been public

339commenting on so far. So, we have no slips of paper. Okay, no one wants to address the board on anything else. Great. Okay. Um So, item seven Oh, sorry. Sorry. Should we flood and clear out? Okay. We'll We'll We'll pause for a moment to give the gallery opportunity to Get home safely, everybody. Yes. Yeah. So, I would just advise the community that the board is still meeting on other agenda items, so at least in the hallway. Yes. Okay. Yeah. Okay. All right. Um item seven, monthly reports. We have a number of monthly reports. Any questions on any of the monthly reports? Okay. Seeing none, I make action by consent. >> All right. I had bills and claims. >> Yep. >> Um so, I move to approve um warrant number 1074244 through 1074761 and warrant number

340nine 000000152 totaling 27,064,992 for the period of February 18th, 2026 to March 16th, 2026. Oh, um >> You have to You have to pull the minutes, so just do just do that one. >> Okay. >> Or you can do that in the personnel report, probably, but >> And uh item 8.02. >> Motion and second. Oh. >> Yeah, sure. >> Second. >> I'm going to I'm going to write it down real quick, just so I don't >> You got a motion and a second. >> Motion and second have been heard. Please call the roll, Mrs. Patton. >> Kush. >> Aye. >> Kelly Black. >> Just one and two. >> Okay. >> Blastic. >> Can you shut the door? >> No, okay. >> Aye. Wolinsky. >> Aye. >> Kozminsky. >> Aye. >> McMillan. >> Aye. >> Gerke.

341>> Aye. >> The motion passes. Okay, so >> All right, motion to approve item 8.03, board meeting minutes, um >> You have to separate the minute. >> I have to separate them? >> out. >> Hey, Mike friend. >> Hm? >> Did I say two? I meant 2/17/2026. >> Okay, that's a motion. >> Second. >> Motion and second have been heard. Any discussion? Please call the roll. >> Kush. >> Abstain. >> McMillan. >> Aye. >> Kozminsky. >> Aye. >> Kelly Black. >> Abstain. >> Blastic. >> Aye. >> Wolinsky. >> Aye. >> Gerke. >> Aye. >> Uh the motion passes. >> All right, motion to approve, um board meeting minutes from 3/2/26. >> Second. >> Motion and second have been heard. Please call the roll, Mrs. Patton. >> McMillan. >> Aye. >> Blastic. >> Aye. >> Gerke.

342>> I. >> Wolinsky. >> I. >> Kelly Black. >> Nay. >> Kush. >> I. >> Kozminski. >> I. >> Uh the motion passes. Item Oh. >> Motion to approve item uh 8.04 closed session minutes for 2 17 26. >> I uh second. >> Motion and second have been heard. Please call the roll, Mrs. Patton. >> Kush. >> Uh Epstein. >> McMillan. >> I. >> Blastic. >> I. >> Wolinsky. >> I. >> Kelly Black. >> Nay. >> Kozminski. >> I. >> Gerke. >> I. >> Motion to approve Sorry. I'm like Thank you, Charles, for your patience with me. Um item 8.04 closed session minutes for 3 2 26. >> Second. >> Motion and second have been heard. Please call the roll, Mrs. Patton. >> Kelly Black. >> Nay. >> McMillan. >> I. >> Kozminski. >> I.

343>> Wolinsky. >> I. >> Kush. >> I. >> Gerke. >> I. >> Blastic. >> I. >> Motion passes. Um item 8.0 Oh, sorry. This is you. >> Okay. Um item motion to approve item 8.05 I'm just going to leave it at that. It's very long. >> Second. >> Motion and second have been heard. Any discussion? >> There we go. Uh I just quickly want to say I brought this up earlier. Um there hasn't been clarification. There seems to be some disagreement in who's going to be called back and who isn't going to be called back. So, overall tonight, I am not getting rid of anybody. So, I will be a nay. >> Okay. Any other discussion? >> Yeah, I'm My daughter's on that list, so I'm just going to recuse myself. >> Okay. Anyone else?

344Okay. Motion and a second have been heard. We've had discussion. Please call the roll, Mrs. Patton. >> McMillan. >> I. >> Blastic. >> I. >> Wolinsky. >> I'll recuse. >> Oh, he's recused. >> Epstein. >> I. >> Abstain. Abstain. Here we go. >> Abstain. >> Gerke, I Kush. >> I. >> Kosminski. >> I. >> Kelly Black. >> Nay. >> The motion passes. >> All right, motion to approve item 8.06. >> Second. >> Thanks. >> Motion and second have been heard. Any discussion? >> Just the same, not getting rid of anyone tonight till we have a clear plan and we know exactly what's going on, so that's it. >> Joe? Yeah, um just for to make sure everyone is uh clear. Uh can you explain the yearly process that we're going through right now um for

345the community police? >> I might take that one. >> So, the item that you just approved was the dismissal of non-tenured teachers, but also the reemployment of non-tenured teachers in 8.05. That comes at an annual um every March. Also, part-time staff. So, that was renewal of uh non-tenured staff and dismissal. Um 8.06 are our temporary positions that arise that are the needs in this current school year in 2026-2027. We don't know what those needs would be next year, so that's an annual process as well. >> And as I understand it, this is a state-mandated kind of annual uh thing that that districts do in Illinois. >> Correct. Especially in 8.05, you need to let non-tenured teachers know whether or not their contracts have been >> Thank you. So. >> Charles. >> Yeah. >> Melissa. >>

346I want to explain, if anyone's still watching, that yes, this is something we go through every year. However, this has not been a typical year, and I've been ex- it's been explained that we're not doing things in a typical fashion until I find out what exactly the plan is, I will not be releasing anybody. >> Okay, motion and second have been heard. We've had discussion. Any other discussion? Okay, um please call the roll, Mrs. Patton. >> Gerke? >> I. >> Kozminski? >> I. >> McMillan? >> I. >> Wolinsky? >> I. >> Kelly Black? >> Nay. >> Blastic? >> I. >> Kush? >> I. >> The motion passes. Um >> Motion approve item 8.07. >> Second. >> Motion and second have been heard. Any discussion? Melissa. >> Given initially I was not happy to see this

347on here because I felt like we were protecting the administrators while other employees were their heads were on the chopping block. But, if I'm not getting rid of anyone tonight, not getting rid of anyone, so I will vote uh yay. >> We haven't gotten to the voting part yet, though. >> No, I understand. >> Oh, got it. Okay, sorry. So, motion and a second. Okay, Holly. >> Um I know we're in a different position now with the votes that have been taken. Um but I wanted to discuss this because I did want to see more information and in a different approach to how we were looking at administrators, and I do want to acknowledge that some wonderful administrators have already been in um the personnel that we have approved. And so, we will have changes

348in fewer positions as a result in the administration administrative positions. Um but also um I wasn't aware until today that the administrator contract renewals are required to have notice by March 31st. And so, we didn't have names and know all of the positions on this list um until at least Friday, if that. And when we get this list tonight, if we did not take action, all of the contracts on this list would be renewed. And if we do take action on who's on this list, we're approving all of the names. Um so when we had that riff pending for our certified teachers, as a board tonight, we did not have time and room in our agenda to pull this and reflect on those administrative positions as the community wanted. I'm not saying that that there's

349for sure a different choice we should have made here. Um but I am disappointed and I would like to see as we I think we've made a lot of progress tonight and the administration has worked so hard and worked with the union so hard that if we're in this position next year, I would like to see this come up as a without action that we can discuss, get community consideration, and really think through before we are at a deadline and it's all or all or all I think is really where we're at procedurally with this one. So I just wanted to bring that to the committee's attention. >> Oh. >> I just >> Melissa, okay. >> want to second what you said and thank you. >> Okay. We've had a motion and a second. Any

350other discussion? Okay. Please call the roll, Ms. Patton. >> Kelly Black. Yay. Kush. >> Aye. >> Blastic. >> Aye. >> McMillan. >> Aye. >> Kozminski. >> Aye. >> Wolinsky. >> Aye. >> Gerke. >> Aye. >> Uh the motion passes. >> Motion to approve item 8.08. >> Second. >> Motion and second have been heard. Any discussion? Seeing none, please call the roll, Ms. Patton. >> Blastic. Aye. Wolinsky. >> Aye. >> Kelly Black. >> Aye. >> Kozminski. >> Aye. >> McMillan. >> Aye. >> Gerke >> Hi. >> Kush >> Hi. Motion passes. Um item nine communications, written communications. Item 9.01, is there anything in there? No. Okay. Um >> There's this one. There's >> What? >> This way here. >> Oh, this way here. Okay, this is number four here is for folks of um perusal. Uh

351item 9.02, Board of Education reports. Does any Board of Education member have any >> Okay. I'm assuming people are watching this tomorrow cuz I'm hoping they're in bed for school tomorrow, but anyways >> Oh, it is tomorrow. I've never had a meeting go until tomorrow. Okay, um grateful for that. Anyways, I just wanted to share though that um I wanted to with Holly we were part of the student student behavior policy review committee and the co-curricular code of conduct policy review committee. Um I really I I had this committee when I first started the board um back in COVID it was all online and I loved this cuz it was all in person. Thanks to Mark who facilitated and then also the co-chairs for the student behavior was um Mike Stock, um Denise Gomez and

352Mike Curley the deans of um NCHS and N NHS and then for the co-curricular Sean Williams, Samantha Shipanski, John Pererro, Jeff Plunkett. Um so and then we each one of those committees had students, staff, and parents. Um so in the first meeting we had there was 25 participants of students and staff, high school and junior high represented. The second one we had 44 participants of students, staff, and parents. And we had really good conversation around looking at some um actual uh data around our high school discipline statistics um and uh, reflection from the students and hearing more about, um, what, uh, why they think certain violations are higher. So, for example, our top ones are class and school truancy and accept excessive tardiness tardies. Um, they kind of flip flop in year last year to

353this year, but still really really high. So, that's our biggest area. Um, and the number of like different incidents based on things like aggressive fighting, um, harassment, bullying, theft, um, possession of controlled substances has gone down significantly, um, over the past couple years in that. So, I just want to applaud because I know the uh, district has worked really really hard to change their tactics and ways they address students, um, in more of a, um, the word's not going to come to me, but just more rehabilitative component. Uh, uh, and understanding their story versus just like the, um, the action, right? Um, and so, I know that, like, uh, you know, there's all this administration over here and led by, um, Superintendent Bridges has really worked really hard on that and I know the board

354really wanted that. So, I just want to recognize that we're seeing the actual results here. Here's data, right? Okay. Um, so, I, um, and then also with the co-curricular, you know, like these are some of our most involved best students and the numbers are really really low, you know, of, um, incidents. And what I I really noticed there was that, um, when there's a one first incident, they, um, have an option opportunity now to go through kind of like a rehabilitative class and the amount of recidivism of like second or third occurrences of this is basically nothing. Like just a handful of students. Um, so, that's how effective this is really is. So, I just wanted to say it was a really great meetings, uh, really great stats, really great work by the administration team

355and staff and um, and I really appreciate the feedback from the students there. So, anything you want to add, Holly? >> Yeah, I just want to add to that, um, it was a wonderfully informative two meetings to have Friday afternoon. Mark, I want to I want to thank you for leading those and for facilitating those meetings. Um, we saw there the vulnerability and great perspectives of our students like we saw tonight. And what was really the timing was really important to me that we heard about the CRC, which was a staff position that we are looking at tonight. Counselors, the intervention, how these students told us when they were freshmen or sophomores, the seniors did, that there were many fights in school and they felt it and they felt the safety distant difference and those

356are down to, I believe, 10. This is Mark, I really appreciate this. And then he said, "Well, when you have a fight, it's two people." So, that's 10 is five fights or less. Um, but thank you for facilitating that. Thank you for that wonderful, um, you know, just that perspective and bringing that warm, vulnerable and open meeting at that time and showing us that our staff, like our students said tonight, are achieving our goals in making a safer, more welcoming environment for our students. >> Meredith? >> Yes. >> No? Joe? >> Yeah, um, uh, last Friday, I think it was, we had the, uh, community advisory, uh, council meeting. Um, Holly was at that as well. She was busy. Um, and uh, really appreciate the discussion. Uh, it's a group of, I don't know, 40,

35730, 40? >> It was only about 20. >> 20? >> 22. Around there. >> Yeah, it's a fairly large group. It filled up the entire room and uh, we were able to talk in tables about um, you know, different, uh, things the district is doing well, uh things that the district could improve on, and then, uh you know, what we can do going forward. And a lot of the discussion was around communication. So, just really I appreciate the um the dialogue at that meeting. >> And I'll just pile it again as the second one on that one. Um, again, it was a wonderful meeting. Um, it was so great cuz we were doing it in the building at the same time staff was working so hard all day with the union figuring out um, the

358riffs. Um, and that this was picked in a different way than other committees. I believe it was a consultant who people applied and made sure it was a balanced list of people, maybe people who haven't participated in the past. And across the board, they were all direct. They were very clear. Um, you know, leaders in the room took hard truths well, and I very much appreciate that, but I really appreciated everyone in that room. Um, communication was the key component that they they emphasized, but they were honest, they were direct, and they were perspectives we really need, and I really appreciate that committee. And Dan, I really appreciate you facilitating that and taking so well these very direct, important feedback from a new, uniquely formed committee. >> Christine. >> Just a quick update. Um, I

359am on the NEF um uh I'm the liaison to NEF, and on Thursday, April 16th at Bobac's, um which is over by Seven Bridges, they have their annual breakfast. Uh the theme is where potential takes flight. Begins at 7:00 a.m. Um, so if you don't have your tickets, get them. Um, it will be a wonderful event. If you're not familiar with NEF or community members who might not know the work they do, this is a wonderful opportunity to see um, all the different ways that they impact our students. And, um, just again, it's at Bobak's because there had to be a venue change. So, um, if if you're, uh, thinking you're going in one direction, you're not going in that direction, you're going to go east. Um, and again, it's behind Seven Bridges, 7:00 a.m.,

360April 16th. Um, it's a Thursday morning. >> Okay. Any other Board of Education reports? Okay. Um, from a president's report perspective, I just have a couple things. One, um, I am the, uh, liaison for Naperville North High School, so I attended their home and school, um, meeting. And, uh, afterwards, well, during during the meeting, um, um, Jake Principal Walkedole, uh, mentioned that, uh, and Dan covered it this during, um, during good news, uh, Michael Sniderki, um, a long-time teacher there, uh, sorry, Matt, sorry, Matthew the Matthew Sniderki, long-time teacher there, um, won the WGN Teacher of the Month, I think it was. Um, and so, there was a film crew there to to film him, so I just wanted to to highlight that. It was, uh, I was fortunate that I was able to be

361in the building. It was, uh, great to kind of speak with him for a while. Um, and then, uh, also had the opportunity to attend, and Mark, uh, joined me for this, the general home and school meeting, and, uh, we had the opportunity to, uh, interact with all the, uh, home and school leadership, uh, from across the district, so that was, uh, good, um, opportunity as well. Um, that was it. That's it for me. Uh, 9.04, Superintendent's report. No, thank you. Okay. Um, item 10, discussion without action. We have no discussion without action. Item 11, discussion with action. We already covered 11.2 and 11.03, but we still have 11.01. >> That's correct and um team can help me out, but I think uh my math tells me we approve this, it's going to be modified

362with uh a cert- certified educator positions at 1524. >> Correct. Additional 38. >> Yes, and the narrative won't be accurate. >> Correct. I mean I'm I'm just focused on the table and I think just the understanding again with the board, uh which I believe you do through your discussion. Um the initial recommendation was based off the directive on on getting the 12.4. Um now, we had worked to try to close that gap to get from the 91 or the that we presented um at the last meeting uh down to the number that is in here now, but it'll be modified in the uh 2026-2027 certified educator positions would be 1524. >> So, the administrator number would stay the same. >> That's correct. >> Okay, it's the Okay. Joe. Would it make sense to table this

363tonight and then uh just have the fresh document and uh come back to it next time? >> The board can do however >> Okay. So, are you making a motion to table? >> Uh I move to table. >> Second. >> Um >> Before you vote. Anything I'm missing on why it would need to be done tonight? >> It could delay us posting positions. >> I thought. >> So, any vacancies that we do have, we will have to wait until you approve the staffing. >> I think we probably should just wait. >> Just wanted to make sure everyone knew. >> So, we should probably talk about that. Um Amanda. >> So, what would be the ripple effects if we waited for posting positions. >> Competition for um >> good teachers >> top candidates. Um even though

364we do it in March, it's it's it's at the prime hiring season. Um and so I you know, again um when we think about the recommendation, the the actual recommendation is we recommend a total certified staffing reduction of approximately 88 positions for that is what the recommendation is. And so I recommend you would approve the recommendation as amended for a reduction of approximately 50 positions. >> Got it. So so instead of just delaying it, we could amend this recommendation. So um I could uh because we're not doing the riff, that means we're keeping 38 positions. So doing simple math 88 minus uh eight is 50. Right? So would the board feel comfortable if I just made an amendment? >> Can I comment? >> Oh god. >> I guess the issue is that I think after

365all we've been through in the late hour and we also it it seems kind of ironic that we're going to vote on this when we still we're sorting this out and then if it's that we're going to lose good candidates I think we have a lot of good people in our community. I don't think that's going to be an issue. So I don't Wait. >> Other discussion, Holly. Go ahead. >> Um yeah, I would like to delay cuz I think one of the things I would like to know is we're going from you know, we're no longer at that 81 number, but I think we need to understand well certified. Um we need to understand which of those positions where they were in the riff. Um which positions we're looking at, which positions we're filling.

366And I think if we were willing to riff 31 of them, I think there very few left that we are looking outside for. Um, so I would rather have the clarity, let the community, you know, know at the building I know we won't have the exact but kind of the range of if we're not counting those 38, where are these remaining ones going to land? What is the priority? So that's why I would like to move >> I just want to make sure we understand. So with the riff not moving forward, all those people still have their jobs. >> Yeah. >> So the positions we're talking about are the positions of retirees or attrition resignations and renewal that are still needed some of them in the district. So example, we had several LBS retire at

367the middle school level. We don't have anyone to put in there currently. We need to post them. There will be a everyone is always looking for certain positions, dual language, multilingual, LBS, certain hard related services. Even a few weeks can be pretty difficult, I'll be honest to um, probably recruit. So we don't have like everyone who was going to fill spots or possibly lose their job tonight, that didn't go forward, they have their their job they had. So we do have several open spots from retirements that we would want to look at that we have to fill like we have LBS positions that we have to fill. So we can delay, but we do know through attrition who is retiring what positions were retired that we have to offer back. >> I think I my

368yeah, my follow-up is I just don't know which of the retirements were retirement spots that we were going to fill and which of those were ones we were not going to fill and that's why I'd like to take time um, understanding what those are before we vote on this. >> Yeah, cuz I think we might even have had My understanding is that some employees might have resigned or might have left because they didn't want to get riffed. I I just think we need to honor what the people said, but get the clear information, then make that decision. >> So, is discussion for you? Okay. So, I again, I I think that uh we made it pretty clear where we voted on the the resolution. So, the RIF did not move forward. So, therefore it again,

369that to man to Amanda's simple math, we were originally the the the RIF was going to eliminate 38 roles or 38 individuals. That doesn't that no longer exists. So, you take the 88, you back 38 out of it, you're at 50. So, I think we could do an amended and that'll give us the amount of time. Though, that'll give us the ability to begin to recruit for who we need to recruit for. So, that's just my thought on it. Joe. >> Yeah, I appreciate the context on that. Um and I know educational hiring can be very challenging and and there is a kind of a flow to it. So, uh I am comfortable um with uh amending uh this is an end moving now. >> So, do you want to make you made Did you

370make >> I'll I'll make a motion. I was inquiring before, but I'll I'm going to make a motion to amend the recommendation to approve amended recommendation um uh a total certified staffing reduction of approximately 50 positions for the 26-27 school year. Is that right? Okay. So, that's my motion. >> Second. >> Motion second have been heard. We had some discussion already, but is there any more discussion? Okay. Please call the roll, Mrs. Patton. >> Wolensky. >> Aye. >> McMillan. >> Aye. >> Blastic. >> Nay. >> Kozminski. >> Aye. >> Gerke. >> Aye. >> Kush. >> Aye. >> Kelly-Black. >> Nay. >> Uh the motion passes. Um okay. So, that's all of 11. Now, we're at uh item 12, old business. There's no old business. Item 13, new business. No new business. Item 14, upcoming events.

371Um item 14.01, schedule of events. >> Today is an e-learning day due to elections. Next Board of Education meeting is Monday, April 6th. >> Item 15, adjournment. Item 15.01, motion to adjourn. >> So, moved. >> Second. >> Motion and a second have been heard. Any discussion? Seeing none, please call the roll, Mrs. Patton. >> Blastic. I. >> Kozminski. >> I. >> Gerke. >> I. >> Kelly Black. >> I. >> Kush. >> I. >> McMillan. >> I. >> Wilensky. >> I. >> Motion passes. We are adjourned. Get home safely, everybody. Welcome to Tuesday.