Naperville 203 Board Meeting 10/6/2025

001Good evening. Since What time is it? 5 5:30, the uh Board of Education has been in close session to discuss the following. The appointment, employment, compensation, discipline, performance, or dismissal of employees or legal counsel, including hearing testimony on a complaint lodged against an employee or legal counsel to determine its validity. the sale or purchase of securities, investments, or investment contracts. Security procedures, school building safety and security, and the use of personnel and equipment to respond to an actual, a threatened, or a reasonably potential danger to the safety of employees, students, staff, the public, or public property. and litigation when an action against affecting or on behalf of the school board has been filed and is pending before a court or administrative tribunal or when the school board finds an action is probable or imminent in

002which case the basis of the finding shall be recorded and entered into the minutes of the closed meeting. I will entertain a motion to come out of closed. >> So moved. >> Second. >> Please call the role. >> Kush I. Kelly Black. >> Hi. >> Blastic. >> Hi. >> Winsky. >> Hi. >> Kazminsky. >> Hi. >> McMillan. >> Hi. >> Gerky. >> I. >> Motion passes. We are in open session. Good evening and welcome to the October 6th, 2025 Neighborville 203 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. Uh, please call the role. Mrs. Board members present this evening, Charles Kush, Christine Gerky, Amanda McMillan, Melissa Kelly Black, Joe Cosminsky, Holly Blastic, and Mark Winsky. >> All right.

003Thank you. Um, please join the board in the pledge of allegiance. It always sounds so much better when the elementary school students do it right. >> Okay. Uh item for recognition, item 4.01, good news. >> All right. We have a lot of good news this evening. Um, April 203 celebrated the grand opening of the new connections transition services facility with a ribbon cutting on September 18th. The event included some speeches, student tours of the building, snacks, and photo ops. We're proud of the connections program and can't wait to see what the future holds for our students and staff within their new space. It is a beautiful, beautiful space. Neapville Central Junior's Tai and Teen Nam co-founded a nonprofit organization named N Espanol that offers tutoring including free English classes for Spanish-speaking adults and STEM classes

004for children. Since starting last year, their classes have reached hundreds of students from over 20 countries. They are currently wrapping up a book drive with plans to donate the books to local libraries, schools in Mexico, local children's hospitals, and an orphanage in Thailand. Nice job tying team. Babel Brook Elementary third third grader Ashton Baick was recently featured alongside famous Kansas City Chiefs player Travis Kelce in a new online commercial for the organic sports drink recover 180. Ashton's been working in commercials and print ads since he was four months old. His family says he's kept at it because he loves performing. So we can't wait to see him on the big screen. Oh, there he is. He's right on the big screen. [Applause] And as promised at our last meeting, I want to recognize the uh

00576 students from Napil Central who received College Board National Recognition. This year, the program saw the highest student engagement rate to date for students of all backgrounds and across schools nationwide, helping more talented students stand out to colleges. Awardies of the National Board of the College Board National Recognition Program demonstrate academic success in 10th and 11th grade. The 2025 National Recognition Program offers three award designations. First generation recognition award, rural and small town recognition award, and for the first time, the school recognition award. All 76 students were named for the school recognition award. Well, five of those students were initially named first generation recognition award. Congratulations to those Red Hawks. Neighborville Central student Cole Jackson was recently awarded in the 69th annual scholarship examination in chemistry by the Chicago section of the American Chemical Society.

006Pictured in the middle are Cole Jackson and Jerome Bentley, the Neapville Central Honors Advanced Chemistry instructor. Total 32 students from 10 schools took the 2025 ACS scholarship exam. Awards were given to students at the ACS Education Night Meeting. Congratulations to Cole. [Applause] And finally, Daper Elementary had an absolute blast celebrating National Walk to School Day on October 1st. Uh, thanks to an incredible partnership with their home and school association, every child got to join the fun. Led by Mr. Mazinski, students proudly gathered on the far side of the field before marching triumphantly into the school to the beat of the spirit drum. To top off the successful walk, home and school association generously welcomed everyone with delicious and healthy treat. The partnership was a huge success and brought smiles to all our students faces and

007I know that there were several events at many of our elementary schools uh last week as well. That's good news for today. >> Okay, thank you. Item five, uh public comment. So, we have reached the point in our agenda for public comment. The 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 three minutes. If an individual is representing multiple individuals or a group, they shall be allowed to speak for five minutes. The board respectfully requests that speakers refrain from commenting about specific individuals. Okay. Um at this point, uh I do not have any slips of paper. Um is anyone in the audience wish to address the board of education? Okay, seeing no

008one, um this will conclude our public comment period. Uh okay. So item six, action by consent. But before that we reached the business portion of our meeting. As a reminder to the community, the board understands and is affirmed through our board agreements that is each individual's board member's responsibility to prepare for each meeting. And uh additionally, we understand it's individual responsibility to collectively communicate our concerns either to the superintendent or board president prior to any meeting in a timely manner. Uh board members have also agreed that invoiding no surprise is paramount in displaying respect for all district administration and the community. In the spirit of no surprise and in accordance with the IASB best practices, the board has tasked itself to send questions in advance of each meeting to the superintendent. This practice allows the

009superintendent to provide the best possible answer for the community. Additionally, it allows for maximum efficiency during the community's meeting. Uh those same submitted questions may also be asked in open session along with new ones that may arise during the discussions. If you ask a question, please state if you sent that question ahead of time. Uh, Mr. Bridges, did you receive questions from the board members in advance of tonight's meeting? >> Yes, I did from all seven. >> Okay. Thank you. So, with that, uh, item 6.01, adoption of the personnel report. >> Move approval of item 6.01, adoption of personnel report. >> Second. >> Motion and a second have been heard. Please call the role, Mr. Patton. Oh, sorry. Any discussion? >> Okay, please call the role. Mrs. Patton, >> Gerky, >> I. >> Blastic, >>

010I. >> Kazinski, >> I. >> Kush, >> I. >> Winsky, >> I. >> McMillan, >> I. >> Kelly Black, >> I. >> The motion passes. All right. Item seven, communications. Item 7.01, Board of Education reports. Uh, let's see. Does anyone wish to give a brief update on something they've done in their official capacity as a board member as it relates to our community committee assignments, unique events at adoptive schools, or select special district events? I see someone flagging each other here, >> Joe. >> Okay, Joe, go right ahead. >> Yeah. U so Mark and I um had the uh very first meeting of the uh carbon action uh plan um uh advisory committee. Um and uh Chuck Freint uh led a a really nice meeting. Uh there are about 20 of us on the uh

011committee. Um we had introductions and um kind of an overview of uh what's been done uh an overview of the plan, but also kind of what's been done since we um passed the plan uh last March. Um and then we had a a little activity um looking at uh opportunities for this year uh and kind of ranking priorities uh in various aspects of uh sustainability efforts for buildings and energy for transportation and for um uh waste management and recycling. So uh really uh kind of jumping right in and uh starting to think about uh carbon action plan implementation. So very very exciting meeting and I don't know if Mark has uh anything to add. >> Uh I think Joe you did a great job uh recapping the meeting and I'll just give a thanks to

012Chuck and and uh Melanie uh for uh for the work that they did and preparing for the meeting and presenting it and uh for all the participants. I think it was a very productive first meeting um and really got everything kicked off very very well. Okay, other go ahead, Melissa. Uh, over the past several weeks, I participated in several events that showcased the engagement, talent, and community spirit of our students, staff, and families. The first event was the Kawa Community Conference. The Kawa Community Conference brought together high school students from both Neapville Central and Neapville North. It was a very informative, creative, and enjoyable experience focused on empowering their voices, celebrating their heritage, and building our community. It involved studentled discussions, performances, and collaborative sessions that reflected Kawa's commitment to student empowerment. The second event

013was uh the North Central Elementary cheer performance at the North Central High School football game. Uh, I attended the elementary students performed during the halftime with guidance from the high school cheerleaders. This learning opportunity provided a fun and confidence building experience for our youngest learners while serving as a successful fundraiser supporting the Neighborville Central High School cheer program. It was very adorable to watch. Um, third event was the Neighborville Central High School's veterans recognition game. I attended Neighborville Central High School's varsity football game that honored local veterans through the collaborative efforts of our Neighborville Central High School Veterans Club. The ceremony was meaningful and demonstrated the strength of our students leadership and civic engagement in recognizing those who serve our nation. Number four, I attended the Neighborville North High School homecoming game. I joined the

014crowd in cheering on our Huskys proudly wearing a shirt purchased from the booster club because if you buy them not from the booster club, the money doesn't go to our athletes. They make sure to tell me this at the meetings. Uh the event was a wonderful celebration of school spirit and community pride. Thank you. >> Awesome. Thank you very much, Christine. So um the diversity advisory committee had their first meeting of the year last Monday and Holly and I are sitting on that committee together as board liaison. Um we uh as a group it was across uh we had students, staff, community par community members and parents and we took a look at the comprehensive equity plan. So, at least at my table, and I'm sure it's true everywhere in the room, um we had

015really good conversation about um things that, you know, maybe we could change or bolster. Um and I think, uh the the biggest problem is we ran out of time on each topic. I think we could have gone much deeper. It was really good conversation. So, I'm looking forward to the work of that group this year. I will just pipe in that it was a wonderful first meeting. It was the first committee meeting I've been able to attend in my role and what I really appreciated in those conversations is that the multi-level um organization you know voices at the table with really creative unique insights they could share with everyone and also that Dr. Leaks is a wealth of information and already in this last week community members have asked me questions I'd be like Dr.

016Leaks already has that that resources already available and it was a wonderful opportunity to learn about resources that are already existing in this district. So, it was a great first meeting. >> Awesome. And Mark. >> Yeah. Thank you, Charles. Um, yeah, a couple of things that I was able to do over the past couple of weeks is, uh, attend the prairie fund run fundraiser, uh, which was terrific watching the different, uh, grades go out, run around, uh, and have all their parents, their siblings, their grandparents attend. And it was just great seeing the community come together and participate in this. And just as one grade left, new parents, new siblings, new grandparents came and the kids were just having so much fun and it was such a beautiful day out that uh that Friday. Uh

017they were having a great time. Also, they were able to raise $35,000 uh for the school. So, uh that is an awesome amount of money that is going to go to some really great uh great things for the school. Uh the other thing to point out is in the past they used to use a company to help run this fund run and they did it all internally this year >> through volunteers at home and school as well as the uh folks in the uh the teachers and the administrators. So, it was just wonderful seeing that. Uh I also was able to attend my first home and school meeting. Uh so that was very exciting to see how they all uh collaborate and work together and all the different things that they're doing. And this was

018for uh Neapville Central High School. Uh so that was terrific. But then uh what I didn't know about uh was after I left that meeting, they were having a event uh outside in the school on the on the school grounds but in the outside of the school. Um and what they were doing was um working on a introduction to engineering design as part of the um uh uh project lead the way. And they had a teacher Brian Dunn who was there. And what he did was have all the students who were in this program create an arcade game. And not only did they have to design it and then build it, then they also had to run it profitably, quote unquote. So, it's almost like a a a an actual business venture. Uh, but also

019giving them the skills in engineering as well as understanding what it takes to make something not only something that works, but something that at the end of the day also makes sense economically. So, it was really exciting to see the participation of all the students coming out and playing the games and were also some folks from uh the district office here uh who uh participated and uh uh in that event as well. So, it was good seeing everybody do that. That's it, Charles. Thank you. Anyone else? Okay. Um item 7.02, president's report. I do not have a report for this meeting. Um so then item 7.03, 03 superintendent staff school report. >> I have a few reports this evening. We're going to begin with uh comprehensive facility assessment. Uh Melanie Brown, director of buildings and

020grounds and Chuck for assistant superintendent for leadership and school services uh will um help answer questions for the board. Uh but loaded in board docs is um a updated comprehensive facility assessment aligned to our strategic blueprint focus three um to update that including a 10-year health life health safety plan. Uh and I will um turn it over to Chuck and Melanie for any additional comments on how this will be used to inform future decisions. >> Yeah, I think we'll we'll kind of start right there. And um some of the board questions that came in earlier I think uh kind of prompted um that very sort of topic. Um this is an important reference for us. The board has been asking uh for this facility assessment for some time. Um about a year ago um when

021Melanie Brown came to present her five-year plan uh the board approved this facility assessment. So, that kind of kicked off about a year-long process that resulted in the report that's uh before you in the community this evening. Um it I think it's important to note that it's a very important reference for us. Uh I think this really helps us solidify a roadmap um for the next several years uh potentially up to 10 or more years. Um but it is it is one input. um our staff, our maintenance and our custodial staff as well as other contractors that we work with um that that give us reports as well about our systems, about our building envelope and such uh are also inputs. So there there's several things that go into the decisions we make, but but

022this is an important one and uh you know it's a it's a lengthy one as well. I'm certain you've you've taken a peek at that. Um and then also just to preview later on the agenda tonight, uh Mrs. Brown is back again. Um, and she'll be um providing you the five-year plan um kind of updated from last year about the things that have have occurred and um kind of been finalized over the last year, but then also her her plan based in part on that facility assessment report. Um but but other factors as well. And she'll be asking you for um approval at the next meeting uh for for next year. Um, so we're happy to answer questions about this report at this time. Uh, but just know that some of those questions may actually

023um be answered in her report a little bit later this evening as well. >> Amanda, >> thank you all so much for doing this. I really appreciate and it was very thorough and comprehensive. Um, I did send this question in advance. One of my um concerns is around some of our more uh mature and historic buildings and their ability to have accessibility uh especially in the restroom areas and with um different stairs and levels for students that may have restrictions with walking um or parents and how we're um approaching that. that was outlined in the facility assessment. If you could talk a little bit about that, I appreciate it. >> Yeah. So, we're we're constantly making accommodations for our students certainly to make sure that they're accessing their environment and such. Um, I think a

024good example of this might be Naper School. You're referencing uh, you know, some of our older I think you said mature buildings was the phrase you used. Um that building's almost a hundred years old um and two floors. Obviously when it was built the codes around construction were very different at that time. Um and so we have the ability um when necessary to for example move classrooms um onto one level uh to accommodate students so they don't necessarily have to traverse stairs and such. Um we we've been very strategic in terms of construction projects and such. there are certain triggers that would require us um for example to put an elevator in a building like that. Um but we we've been able to for years and years and years be able to accommodate students that

025that have um accessibility needs in in buildings like that whether it be for restrooms or for accessing uh learning spaces. Um so I just wanted to give you a for instance as an example of kind of how we how we've modified things instructionally u but also Mrs. Brown and her team have come in uh to do certain modifications to buildings as well um when we have those um accessibility needs um in our schools. >> Okay, Holly. >> Um I'm just gonna follow up on that. I asked a similar question, but this is a little bit of a followup given your answer. Um how do we accommodate? So that's like knowing in advance the student coming into the school has that need. But if someone is injured and then they have a class upstairs, that's not

026something you could plan for by moving a class in the middle of the year. How do we accommodate that? >> In my experience, um, in a building like that, it's it's actually been done similarly. Um, while that can be an impact, right, we're we're changing things maybe on a on a moment's notice, uh, at the elementary level because students tend to stay kind of in the same place uh, for most of the day. That that tends to be a little bit easier. In our bigger buildings, like our high schools, for example, uh, we don't necessarily have that same type of challenge because we do have, for example, elevators that that students can utilize and such. So, um, we we've seen it, we've experienced it, we've done it. Um, our our focus has been to make

027sure that students can access those those areas and and and even moving an entire class for a period of time has has actually been a solution we've done. Um, because we also can't, you know, in a moment's notice, for example, rearrange the building in terms of construction either. So, we've had to get creative that way. Oh. >> Oh, Mark come back over there. You didn't put your hand back up. Okay. Sorry. >> Yeah. I didn't I didn't ask this question u in advance. Uh but I just wanted to get your your opinion on the work that was done on the roofs of the building for purposes of putting solar on there. Were you were surprised by what what was presented. Uh was it what you thought you'd get? Um because I was a little unsure

028what to expect in the uh report out on that because it looked like a lot of the work was done by looking at um architectural uh design of the of the buildings, not really going out to the facility itself and and doing an analysis on the roof. >> Yeah. So, we've been in touch with White throughout the process. Um, so I wouldn't say it was a surprise to us. Um, however, we were uh we're still in process in that regard. We have um a couple of our buildings that they are still doing a review and um we've had to provide additional information, give them access to, for example, the school to to get up on the roof to look at things a little bit more closely. So, um, you know, it's it was our hope

029that by this time it' be a completely final report, so to speak, but probably that doesn't exist anyway because anything that's going to look at kind of a 10-year plan is always going to evolve as well. So, we we need some additional information and um they've been working with us to to kind of finalize that as well. Um, that is really step one to look at the structural piece. So they they really did focus on that piece of it which was what the ask was um next of course through the carbon action planning um should that continue to be a priority and I think it's kind of mapped out starting in 2026 on our cap timeline but through 2030 or 2031. So we over the next few years we're gonna we're going to have to

030look at feasibility, right? So it's um it's not just can the can the roof hold the arrays, but also you know what about the directional piece with the sun and shade from different peaks and equipment on the roof and such. So, this is really step one and and we'll need some additional information beyond that if we in fact go the route of of placing um you know solar on our rooftops. >> Okay, >> great. Thank you >> Melissa. >> I have a couple of questions. Um the first question was about we had white do this. This is the firm that we use. Correct. One of the things that's mentioned that has been mentioned when I have gone to the IASB and we've I've taken the course the conferences and I've taken courses on construction. Now

031white is a vendor we use and we had them go through and and point these out and then did they also provide the estimated costs? One of the things have we ever considered using one of the things they advocate for is to use a third party expert to actually go in to so there's not a conflict of interest since White is doing the work to have them recommend and price out the work. It might be, you know, when you go when you engage in a contract with somebody, they're doing their, you know, you each have your own interests. Not to say anyone's doing anything unethical, but have we thought about using another entity? I know there's companies out there, and one of our former board members, I believe, works for one, uh, about having one

032come through and and be an unbiased um, assessment. >> Yeah, the answer is yes. Um so the these are simply estimates at this time. The the work that may be required if we choose to move forward with any of the work that the report uh recommends um would mo would at times be bid out would be there would be a process to select the the contractor or the vendor that would would actually do the work. Um, so we're not we're not obligated to uh you know engage with White for the work that's in this report and nor are they actually suggesting that the prices they provided are exact prices because there's a process for that as well. Um, so at this point really what we were asking was just sort of ballpark figures just to

033get our kind of arms around that. And then of course with the plan that you'll see later tonight as well as just normal procedures and operations throughout the year, some of that work will have to be planned for and depending on what kind of contract work that needs to be done, different companies would would be engaged in that. So we we chose White because they did the 2013 assessment. They're very familiar with our buildings. Uh they have some of the history. it was a little uh more efficient to get some of the assessment done with using them than it might be uh for somebody brand new. But certainly next time we do this, we we may at that time consider to use a different company for the assessment. >> Well, I just if I can

034just add to that answer just a little bit more, just a reminder to the board too, we do work with at least one other architectural firm as well, Haley Bender, for example. They just most recently did the addition at um Ranch View for us. So, we do have that layer then there too. and ultimately we'll make the recommendations to the board and the board will then take action on which projects we choose and what priorities. So I I respect what you're saying. I think we do have enough of a layer but Mr. Freud's point about their familiarity with our facilities is a key to really expediting the process. >> Okay. Yeah, I appreciate your answer. I guess I wasn't focusing so much on the pricing because it has to be estimated and that goes into

035my next question, but I guess it was more of the assessment and saying for example, do you repair this item? Do you not? where there could be a vested interest. I understand the logic that you used. I just was going to throw that out and say that might be a step in the future. We want to just because if they've already kind of given us assessment, sometimes to have more than one pair of eyes on it is good. Then going back to the assess the estimates, my question with that is how much of a buffer is in there? Because number one, you usually want when they give an estimate, you try to put a little bit of a buffer. And do these numbers um factor in that we right now are experiencing, you know, we

036have some things with some tariffs, supply chains, work work shortages of workers. Um these prices could very well go up. Has that been factored in? I would say it's been factored in in the sense that they um they describe their estimates as as really just that that these are not meant to be, you know, exact exact prices and such that this is based on their experience right here and now. Of course, this is a 10-year plan. So, if we do some of this work a year from now, three years from now, five years from now, we can anticipate that those prices would be very different then than they might now. But these are just really their best guess at what prices could be if we were to engage in that work in today's dollars. >>

037Okay. So they it they don't is that typical that you don't put in like so much of a buffer like because you can predict I know that we're in times that are not as predictable but I do know that materials and work will tend to go up you know as just as our economy changes and inflation and all those factors factor in. Um, I didn't know if that's any something we want to go back and just ask them for if this is on the top range of what they can think because that way when we do our budgeting maybe we could ask them to put a certain percentage buffer on there. >> Yeah. In in the larger projects that tends to be exactly what happens. So when we when we engage in a larger project

038like Mr. Bridges had mentioned Ranchville Elementary where there was an addition. When when that budget gets put together, there is a contingency part of the budget to allow for some of that variance that you're referencing. The the purpose of this assessment wasn't wasn't really to provide exact pricing for for certain projects. uh we asked them for the estimates so we could at least just kind of ballpark where would we be for example if we wanted to you know I'm just giving an example replace all of our LED lighting across the entire district like just so we'd have kind of a sense of what are we talking about for a project of that magnitude it it it really wasn't our ask to give us the most accurate estimates possible it's it's the assessment of what's critical

039um what's something that's recommended and what should we be what should we have on our radar for the next 10 years? >> Um, and along with that, I would just go back. I don't see Mike here, but maybe Dan can answer this uh question. Is this information I guess my concern I understand what you're saying and I I appreciate your clarification. Is this the information we will be using as a board to kind of make our budgetary projections? >> Not so much. No, this will be used mostly by Melanie and her team with Chuck as they look at the five-year plans to come to you to say using a variety of factors like staff input u emergency breakdowns um unforeseen circumstances uh programmatic or curricular changes and our comprehensive facility assessment. We will bring these

040then to the board and say here are our recommendations. So this serves as just one of the sources, one of the data points that would be used toward uh doing those things. Now we will use you know information in this potentially in addition to the five-year plan should we want to make any recommendations on use of fund balance for other facility things and upgrades. Having this data and information helps us have a better decision about okay what could we do right and so um this is just one as I think Chuck said at the very beginning one data source that we will look at and bringing those recommendations to >> okay Joe >> yeah first just to uh comment I I I really uh appreciate the thoroughess and and uh presentation of this plan very

041easy to read, very easy to to kind of work through. Um, you know, it's very clear what the priority and critical um issues are uh within each school. Um, yeah, I think it's great that uh there there's kind of individual energy conservation pieces for each school as well. It really caught my eye. Um, regarding uh the the uh solar panel uh roof assessment, uh we did them for the middle and uh middle schools and high schools. Um are the elementary schools uh going to be evaluated in future years or is uh that not really the plan uh at the moment? Uh when White gave us the proposal, they did include uh the elementary schools and a a cost for that, but we wanted to see what the bigger rooftops uh had in store for us

042before uh we we recommended a survey of the elementary schools. So right now there's no plan for that, but that doesn't mean that uh that there couldn't be. >> So that would be kind of a phase two of the evaluation. >> Yeah, we wouldn't necessarily have to wait 10 years to do this updated plan to do that. That could be something we could look at as a an initiative as well. >> Thank you. other questions from the board. >> Okay, Superintendent Bridges, what's next? >> Well, um, one of my favorite topics because everybody always has an opinion. Um, and we will not please everybody. I'm sorry, but we will do our best to please everyone. Uh and we like to as step one come back to the board uh just for affirmation of the criteria

043that we look at because Dr. Nolton uh takes on the yman's task of working on drafting our uh calendars for the outy years. And so loaded in board docs uh is uh the memo which outlines the process and the criteria that was uh of established by the board uh in looking at creating an academic year calendar. And note that we are looking at 2027 2028 and it's a draft calendar. So when it comes back to you'll approve it as a draft calendar. Uh because there are other things that may happen at future dates that impact our calendar. Uh an example was a year that the governor determined the uh general election day would be an off date for all. So we had to make those adjustments. But essentially what we're looking to do is start

044as late as possible in August, but at a time that would allow us to administer final exams at the high schools before winter break and maintain a balance of our semesters. And Dr. Nolton, I know there's a number of other criteria that you look at if you want to kind of mention some of those things and then just looking for kind of a affirmation we're still comfortable with these. >> Sure, I'd be glad to. Um, we have a variety of individuals involved in this. Um, all four associations or unions participate. We have parent representation from um all levels within the district. We also have district and school level administrators here too. So it's a larger committee. Uh we're meeting in 10 short days. Um the next steps once we land on something you'll see I

045think I have a date in here of the 17th. Uh that's when we would have a proposed uh presentation of the calendar the committee's come up with. We have to meet um contractual requirements related to days of employment. We have to make we have to meet requirements around um how many days students need to receive instruction. We can't just make that up. Um we also have to uh run this past the DuPage Regional Office of Education and then finally it gets uh approved by the Illinois State Board of Education. So we're looking at a month between presenting this in mid- November to then hopefully approving in mid December in that time the home and school. U it's shared with the home and school during a meeting. And um to answer somebody's question about who sees

046it first, staff or home and school, we try to do that at the same time. And then we have a mechanism for staff providing feedback typically through a Google form. >> Good questions from the board. >> Good luck. >> All right. >> I know he's I know he he's already created four drafts to begin with the calendar committee with. >> Okay. >> Very nice. Thank you, Patrick. Um, Superintendent Bridges, what's next? >> Okay. And then, uh, just concluding, u superintendent comments and reports, uh, I just wanted to, um, touch uh, kind of update the board on, uh, communication you've received from some, uh, elementary staff members over the past week in regard to uh, the district's implementation of the 105 minutes of administratively directed time outside of the attendance day. And I want to take

047a moment to just kind of clarify the context, the contractual foundation, and then the educational benefits of this decision. So, as you know, as part of the recently ratified collective bargaining agreement, the district and NUA agreed to keep the original language, in other words, go back to book what's written in the the contract book. and the collective bargain agreement with regard to the components of the teacher workday which included the 105 minutes of administratively directed time. Following ratification, which we had to wait for until we communicated or or or shared this, we worked with elementary principles to implement a district-wide consistent schedule for the meetings. The meetings themselves are not new. Uh they've never been optional. Uh but historically practices have varied across the schools. Uh the new approach ensures that all elementary teachers have

048dedicated protected time for collaboration and professional learning. Implementing a consistent schedule has several clear benefits. It provides equity and clarity for all staff. It allows for cross school jobalike meetings and professional learning communities which historically have been very difficult to schedule and it supports coherent highquality professional learning aligned to district goals. It's important to note the implementation is fully consistent with the language of the negotiated agreement. Our September 3rd press release announcing the settlement clearly stated the new contract maintains back-tobook staff workday provisions from the previous agreement. And I know we've heard from a small number of individuals and we are listening to their feedback while ensuring that we uphold the terms of the agreement and support consistent collaborative structures that ultimately benefit students and staff across the district. questions from the board. Amanda, >>

049um, thank you, Dan. I appreciate that. I can understand um the benefits of having uh consistent time across all the elementary schools to have planning and um you know, training. But one of the uh a couple of the um components that have come up in the emails of teachers that have raised concerns about this transition um one of them in particular is um stating that they would have to cancel like after school activities like social emotional or other types of things that uh like Dungeons and Dragons or uh those are a couple that come to mind that teachers were leading and on those specific days and now because of this uh they would have to cancel them because there's no one else to lead them. And so I'm just curious how the administration's addressing that.

050>> Yeah, we've asked our our principles at the schools as well as other administration to work with individuals in those cases to identify what options could be, what alternates could exist, uh other meeting days, um other meeting times, uh just to look at a variety of options. I know one of the hardships this creates is that schedules were set. Um, and unfortunately we were in a difficult position to communicate this and make sure that we were emphasizing this due to the the timeliness of the ratification and the approval by the board in September. So, uh, we continue to be open to kind of working through our issues uh, to ensure that we are not taking away opportunities for kids and so we'll continue to do that. So one more question um in regards to um

051the collaboration. So my uh what you said was that in the past the each individual school kind of like planned how they would use those 105 minutes and now we have consistency right you know of like we're they're going to be Tuesdays and Wednesdays. Um, with that, is there going to be more uh district direction of how that time supposed to be used or is it still going to be owned by the school based off of like their SIPs or whatever? >> Yeah, mostly owned by the school or directed by the school based on their their own committees, their own groups, their own teams. We are uh do see the benefit of the opportunity for some cross-d district collaboration to also occur. So I think the establishment of that uh schedule again was done in

052collaboration with the principles uh so that it did provide that flexibility uh but where the where the kind of autonomy comes here is in the the buildings having discretion over how how those meetings are used at those times agenda topics things like that. Okay, Melissa. >> Yes, I did submit questions regarding this um before our last board meeting and I did receive my answers today, this afternoon at 301. So in my list of uh questions and concerns that I expressed, I think I'm going to first start go back with what Amanda said and kind of that discussion is that we are because of in order to have this consistency of times of dates. It seems as if we're losing clubs and opportunities for our kids. And then there was the comment about going back to

053the principles to make accommodations. I guess my first question would be what I heard overwhelmingly from the staff was that this this didn't change till five weeks in. So this having it I guess what's the cost of having it be on those days and what are we losing and where are our priorities? So, I guess I don't see why the big benefits of having it on Tuesday and Wednesdays and not allowing the principles to continue to choose times that work for their their school. So, we not only have our kids losing opportunities, um part of the problem, too, is our employees. You know, many of our parents or our teachers are parents and love kids and they made arrangements prior to with, you know, child care appointments. We've heard from, you know, teachers that have

054kids with medical and developmental disabilities that have to schedule appointments and they fall on that day. And I as a parent who had to do this, I realize the challenge of being able to get an afterchool appointment for your child that has these needs and the ability to secure that appointment and change it. So, and then we have looked at morale issues. I think that's a concern whether it's true or not. We're also hearing that a lot of teachers, you know, we hear it, we've hear heard a lot about them feeling they don't have voice or influence in decisions and so this kind of goes back and reiterates this versus giving that autonomy to the school. So I guess let's go let's track back and say what are the benefits the proven datadriven benefits of

055this that are worth those sacrifices. >> Yeah, sir. Thanks for your question. Um, I outlined those in my opening comments and I'll just again I think the opportunities for collaboration uh and to work around student uh specific issues with data uh are are are very beneficial um things again like the the equity of the time the clarity opportunity for cross school and cross job collaboration and the uh consistent uh application and use of professional learning communities with fidelity I think is is definitely a benefit. The reality, and this is I I I it's hard to to um implement something in an organization the size of ours without recognizing there's some form of an impact. And while um you know I think it's also important to note that the language that is being implemented is the

056language that was agreed to by the NUA and the board and the collective bargaining agreement and it and it is being implemented now with consistency because that was our understanding of what was wanted a consistent application of language within the contract. And so in terms of looking at some of the things that you outlined, we recognize that due to the timing of the ratification and then the approval of the contract, it came later than an ideal time. And so there has to be some flexibility on our part or some willingness to work with individuals, especially on a temporary basis uh regarding some of those conflicts that you identify um appointments that had been sent months in advance and things like that. we'll have to have some understanding and make some temporary individual accommodations. Uh and

057then I've already, you know, answered in terms of with Miss McMillan, uh questions in regarding to the the the timing of activities and clubs and things like that. Continuing to work through that. Um now recognizing that this was going to be a complex issue is why it was not an immediate implementation. We provided some time to be able to try to work through those scenarios. Um, we have heard from some some teachers and I do not want to minimize the impact to those who have reached out to you, but in terms of the overall, you know, I I I know it is impactful to every elementary teacher. Um, we just need to kind of keep it in terms of overall context of of what we're hearing. >> Can I follow Holly? Yeah, I'll come back

058to you, Holly. >> Um, I was just going to follow up on that because I know we're making some accommodations this year as necessary. Will we kind of are we looking to keep the same Tuesday Wednesday going forward or would next year over the summer be something where we'd reflect on that >> impact of or just consistently those two days? >> Yeah, I think we'll we'll take input. Um my understanding from the work that our elementary principles did is that several of the buildings that already were using this time were using these days which is what made it the days the natural days to select. But I do not think there's anything in stone in terms of it must be for for inuity, right? It can't be Fridays. We have language in the contract that

059it won't it won't occur on a Friday. But I think um I think the um what we want to try to ensure is the consistency across the district to allow some of that cross building and cross level collaboration as well. >> Can I follow up quickly? Are mornings because I was just thinking about the student activities and this may force them more into the mornings. There are mornings out for this. Is it always going to have to be in the contract language after school? >> In terms of meetings? >> Yeah, >> I I'd have to reread the language, but I I do think I was thinking about the club. >> Yeah, I I do think that that in terms of is when the meetings occur as is when Yep. >> Thank you, Melissa. >> Uh

060I guess maybe this is more posed at my fellow board members. I guess I still do not I commend that we want to spend that time and look at those SIP reports. I commend that. But I what I'm hearing is that's not the issue. It's that these came about after these clubs were already planned that it's not the these teachers don't have a problem meeting. They probably want to and you know we want our students to have clubs. So really it seems like what we're talking about is that we're going to to make them mandatory on certain days. We're going to lose clubs. Our teachers are going to have issues which already we have morale issues and to to have the cost to the opportunities of our students and to switch gears with our teachers

061mid, you know, five weeks in when they're parents and they have their schedules and when we could simply go back to letting for this here while the parents have the plans for this academic year. Let the principles do it and then we could ahead of time and then that's fair. If you want to have standard days, the people could plan for it. But again, I have a big problem with saying that we need to have standard days is really the issue when we pay prices to our students opportunities and our teachers. So, I guess I'd like to hear my other teachers that they if my other fellow board members that think this is worth it and isn't aligned with what we say in our mission and our goals, >> Joe. >> Yeah. So, um you

062know, I I I certainly uh understand a lot of the um you know, potential conflicts and challenges of doing this. Um and you know the timing is not ideal. Um however in terms of the clubs I think uh when Amanda asked her question it was indicated that um that they're looking at you know shifting those potentially to other days maybe mornings. Um so that there may be other opportunities to to run those clubs. Um, you know, in terms of, uh, the timing, starting at this year, it's, you know, uh, certainly hard to do it in the middle of a semester. I I run on semesters. My brain runs on semesters. So, you know, winter break would seems like a a natural uh time, but um you know, and I see the value of these uh

063you know, potential learning communities that could develop across schools, uh the sharing of information. So, the the coordinated times I think uh is beneficial. Um and um you know I the way uh I interpret this decision also is uh you know that this is a more operational uh matter like is not uh our role to uh determine meeting schedules and and things along those lines. >> The contract doesn't specify days and things If you see the outline of our responsibility supporting the school code this falls under and with contracts it falls under the conditions that our teachers work under that's why we have to approve the contract. So this is very much an operational how it's done would be that but this is an issue for us because it's our employees. >> Yes. The the

064the I mean but we approved a contract with the language that allows for it. So the the operational uh piece is the implementation right that that that's the way that I understand the the contract >> why I could attempt to I don't want to use the term mediate because that's not what I'm doing here. Um I think that you're both right in part of this the overall idea of what you know how so from a contractual standpoint yes we as a board approve what's in the in the contract and that language Joe's perspective is that um because we've already approved the contract language as long as what's being done in terms of how it's being or done rolled out it does become that aspect of it becomes an operational matter but overall the language in

065the contract was something that fell under our purview. So your point's well taken. Your point's well taken. So I think that Yeah. So yeah, it's not a yes. No, it's a Yeah, you're both right. So other comments from Christine. Well, I I'm just looking at the the contract um language and it's being implemented. Um both sides agreed to it and I believe the NUA membership it was better than 70%. Correct. It was over 80. Okay. So, I I'm just looking at it that it's yeah, it's it's a little clunky at this time of year, but I I do believe um there was a four or five week advanced notice that this was happening so that whatever arrangements could be made or or you know conflicts could be brought to building administration. So, um, we're not

066doing anything or and by we, you know, operationally, we're abiding by the contract language. We're not moving outside of the contract language. We're not surprising anyone with the contract language or surprising anyone with these um mandatory meetings. Um, it it was negotiated and it was agreed upon overwhelmingly. And so, um, sometimes there's some growing pains at the beginning, but I these are these are the terms of the contract. Um, that that's just what's been agreed upon. I do agree. Um, yes, it is our responsibility. We were the ones that um the the contract was negotiated on behalf of the board. we ratified um the contract and then at that point it turned over for the contract to be um administered I suppose by um administration. So I don't feel like we we've stepped out of

067bounds in any way, shape or form. Um we're following the language of the contract. Um we would follow it. We would expect our our bargaining units to follow it. This is a good faith on on all sides in my opinion. Hang on. Okay, Melissa, go ahead. >> Yes, I just want to follow up. I'm again not arguing that it was part of the contract, the minutes. That's not what I'm saying. And when we look at a contract, I think we heard, especially over the last year, we've heard so much from our staff and teachers, and we sit here and we say, "We care. You're one of us. We care about belonging. We even put it in our sit plans. We do all this." But yet, I find frequently our actions don't reflect those values. And

068when you have employees, I don't think the best approach for morale and for the functioning of our schools, which is ultimately what it's about. My, you know, we're to keep our eye on the end goal of the best results for our kids. So, yes, we could be hard ball. We could be like, hey, suck it up. It's in the contract. But that those actions over time are what eroded our relationship with our staff. And I believe when that staff feels that way, if you're in a work environment where you don't feel you have agency, you're not respected, you don't have voice, that impacts your work. And I will say that I think the people the most valuable asset we have are the people that work with our kids. So, yes, we don't have to do

069this, but I guess I would like to see and show our staff that we hear them, we respect them, and that we understand, like you say, it's clunky, but I think it's more about that. It's about showing your employees you care about them and getting that morale up. So, if we say that we care about morale, that we care about our staff, that we're one big family and we're working together, I think we have to show it. And I'm not willing to lose I don't want to say respect, but ignore their voices when it's simply a matter of let's just keep it with the principles doing it this year so we don't upend their personal lives, their children's lives. We don't the the thing that Joe mentioned about doing the teachers are saying that they

070have lives too. They plan as a teacher you know this we don't you know it's hard it's easy to reme forget if you don't have young kids but you have child care so you can't midy year all of a sudden flip to having a morning. So what I'm hearing is these classes are being cancelled. So again what's the bigger picture here? Is it about having the mandatory day days or maybe doing it next year? And then maybe it's more important we show our staff that we value and hear them that we want those clubs and that maybe this is a good time to show them. We're not just going to play hard ball all the time. >> Amanda, >> I'm just going to say I think you have really good points. So I Holly. >>

071Yeah, I mean I share concern about those points and I'm also really want to see these meeting meetings start to happen and all those benefits and I know at the elementary level we have a lot of new principles and um Superintendent Bridges has mentioned accommodation. So, I would just like to hope that these principles and our staff, it was a big I think it was a ch shock and a change to have it scheduled, but in the five weeks in the meantime, I'm hoping, you know, we have great leaders, we have great principles that they're going to be working to make those accommodations. So, maybe some of these emails when we first announced um the meetings, they've been able to work that out to accommodate um those staff members. And so I want to kind

072of give grace to our leaders to to have the chance to provide those accommodations where yes, it was a shock and a change. Um, but I think the even if you went back to each principal having and choosing in their own buildings, there's going to be a conflict, especially thinking about, you know, I've done the private OT after school and had to rush somewhere, those things will still be there. Um, but now everyone knows going forward Tuesday and Wednesday, it's there. We have some lead time. We have some grace. and I trust our leaders that, you know, they will be considerate and understanding and find a way to do these accommodations. So, that's kind of what I'm hoping we can see and get the benefits of both. >> Yeah. Um, so from my vantage point,

073I I recognize the the challenge and the disruption that was caused. I think I heard in Superintendent Bridg's comments, I heard a couple things and Holly touched on a couple of them. One is um that accommodations are being made to be flexible during transition. So there's a sensitivity there that I believe that's happening at the building level according to what uh Superintendent Bridges said. Um the other thing that gives me comfort in this is while it's a transition the um the input from the principles and this is where the principles landed. Um and then the last thing was the fact that these meetings aren't new the day the day has shifted. Um and so when you look at um it's not the concept of these meetings is not new. The um principles were asked for

074their input. whether they could weigh in in terms of what they felt was overall going to be the best day, recognizing that in any change there was going to be um individuals that would have some things to work through. But then we also heard that there's a flex flexibility being provided um to use Holly's term, grace being provided um to um to the individuals who have individual situations that need to be worked through. And uh it sounds like the building level there's ability for them to kind of work through some of that. So that's those are my thoughts. Any other comments from anyone else? Okay. All right. Um item so now we're on the item eight discussion without action. Um, as a reminder all board members, I'll recognize each individual to ask questions or comments.

075As per our board agreements, we share time with other members. Um, and uh, if you ask a question, please state if you sent it ahead of time. I said that before. Um, and then we'll go from there. All right. Item 8.01, IT 5-year capital expense plan. >> Okay. Art Anderson, our director of IT infrastructure, has joined Mr. front uh up at the at the table here to share with the board of education a fiveyear IT capital plan. Uh the board will be asked at the October 20th meeting uh to approve the FY 2627 IT plan that's presented tonight. So the kind of the format of our presentation, our history is Art's going to give us a sn a snapshot of what we expect over the next five years. Your only action is in regard to

076the coming year. And as you've seen from the report, we have a a couple significant investments that we are looking to make in this coming year. We do this at this point then to begin to go out and get bids and all of that. Um and so then when we go to prepare the budget for the 26 27, all of that can be considered in there. Okay. And so Art's going to kind of give a five-year kind of look at what we think's coming. uh and the most clear part of this whole report is what we want for next year and the rest can be flexible and change based on need our evolving technology. So I'll turn it over to Art. >> Thank you. Uh my name is Art Anderson. I am the director of

077IT infrastructure and I do appreciate the opportunity to share our department's uh capital plan. We do this as Mr. Bridges says to allow us to prepare for acquiring, upgrading and maintaining our uh technology infrastructure. This helps ensure the district can meet its current and future techn technological needs efficiently. So this does sit outside our regular bud our budget structure in order to provide the necessary time to procure equipment, engage with vendors and ensure competitive pricing. Now we do have an infrastructure roadmap and basically what this does is it allows us to review all the technology in our district on a cycle. Different technologies have different review cycles. And here just a little snapshot of kind of some of the items that we review. Now, just because we review something does not necessarily mean it's being

078replaced. It just means that we're looking at it to make sure it's the best fit for the district. Uh typically the these type of replacements do appear on the capital plan. So, real quick breakdown of the IT budget. Uh is approximately about $7.7 million this year. uh 2.1 is the total district budget this year and we're broken up into three different areas. Uh capital expenditures, our infrastructure and then operational training supply, training supplies and all the other stuff that helps the department run. So the capital plan reviews the previous year, the current year and then the following four school years. The green column to the right is our actual spend for FY25. And if you look at that, we probably could have bought one more laptop to kind of squeeze it out, but that's about

079all we had room for. So, we did pretty well on that. Our projections are based on information we have now. The farther we get out in years, we are anticipating budget for technology that may not even exist yet. So, the next slide looks at the breakdown of numbers of the previous slide. Typically, our budget sits about5 to$6 million. uh FY30 is new to this budget breakdown. Now, just a reminder, we did move the wireless infrastructure out of 20 FY26 and move it into uh FY27 to take advantage of new technology that we knew was on the way. The estimated cost uh of the wireless infrastructure last year was a little lower and the cost was estimated based on vendor's best guess at the what the new hardware was going to cost. Now, I will say

080with the wireless infrastructure, we are expecting 40% of this wireless internet cost to be returned to us if gets funded at its current levels. Now, as a reminder, last year we also moved to a 4-year replacement cycle for student devices, which is why there are no student devices in FY26. So, that allows us to flatten our budgets as you go as you go from year to year. Now, if you look at FY29, that would be the replacement of the elementary and iPads. Well, since we have a four-year replacement cycle now, we move the iPads out to FY30 and again helped us flatten out uh the curve of that. The one thing I will mention, the the cost of the student devices for high schools a little higher than we thought last year, and that's because

081we are budgeting right now, we're currently piloting the use of Windows devices in our high schools instead of Chromebooks. So that's a little more expensive. So we budgeted for the Windows devices. Uh we'll know more toward budget time uh later this year, but that's going to roll out in a couple weeks here and students will start to have uh Windows devices, a small amount. We're doing 60 per school uh and see if a Windows device makes sense at the high school level. Uh we will also continue to work closely with other departments particularly learning services to make sure we are able to meet instructional needs for the techn for technology across the district. And then the quick uh budget summary um in FY26 that some of that money is the touchboard refresh begins. Now touchboards

082are the replacements for the smartboards. Our smartboard fleet is about eight years old and we started piling uh late last year. uh some L LCD flat panels. We piloted the high schools and the junior highs and have now began installing them in both of those locations. Uh elementary now is piloting those devices and we are hearing nothing but good things. The students love it, the teachers love it. We we're hearing a lot of good things about these flat panels in the classrooms. Um and just as a reminder again, we are pl we this we are proposing replacement of the entire wireless hardware uh this year uh to help us keep supporting all of the things going on in the classrooms this year. Um any questions? >> I do just want to add I think you

083said it but I want to say it again uh for the board's sake is that uh that wireless we knew was coming and we planned for it. So um Mr. Francis and and all the budget consideration and things is aware of this um and supported this at the time. So, it's is something that's being accounted for. >> Okay. Questions from the board. Amanda, >> I'm curious to learn why you are piloting Windows when you've been using Chrome for so long. >> Uh what we were hearing was when the when the students were leaving the district, they didn't have the basic window skills in the college. They didn't know how to necessarily save files, how to create folders. Uh so we thought this may be a good opportunity at this point to look at that since

084they are getting a refresh next year. >> Gotcha. Okay. Thanks for the feedback, >> Mark. Thank you, Charles. Uh just a couple of questions, Al. Um you you were talking about uh related to the wireless that we're expecting if current funding levels remain as they are that we'll get a 40% uh federal uh a rebate based on the federal rate program. >> Yes. >> So in the numbers that were presented is that 40% reflected? I I wasn't quite sure. >> No, the 2.6 is our total cost. That rebate does not come back to us. It goes back to this the district. So we have to budget for the full amount and then the district will receive a check for the 40%. >> Okay. Okay. And and that's not reflected in in any of the numbers

085that we >> none of the numbers that I have. >> Okay. Gotcha. >> That's correct. I mean just to just to clarify that. So it is a rebate. So that is that is an expenditure up front >> and then that rebate comes actually months later. >> Months later. But I just wanted to make sure it wasn't included in in the budget that we saw for for next year. >> That's correct. Okay. And then the other question I have is um and I had asked this in advance uh too is um when we were doing the bills and claims last month, we had seen some invoices for Starlink and I think the answer we got was that that is to provide backup internet uh for remote locations. >> So um just just help me understand like

086where where um who is this for? Is it for uh teachers, students, administrators? Um >> yes, everybody. >> Yes. But here here's what happened. For example, we uh the we relocated the bus uh facility uh this summer. We did not we could not get Comcast to the building in time. So, we use Starlink to provide them internet to make sure that they were up and running uh day one. So, it's used in that type of framework where we need internet very quickly. We we can get it up. We can stand it up and have internet access. Now, the one thing we can do with Starlink is turn it on and off. >> So, if we're not using it, we just put it in >> quiet mode. We do not get build for it. When we

087turn it on, then we're build for it. >> And And I'm not a technology person. Is How is that better than just having a hot spot that can be >> Yes. More people, better bandwidth? >> Okay. Got it. Got it. Okay. Well, thank you. I appreciate it. >> Sure. >> Um, so I I I did send this I sent this question ahead. I did. Um, can you can you speak to how we manage equity and accessibility for wireless connectivity outside of our buildings? Um, any programs that we have to assist uh with that for individuals who may not have reliable internet access? Yes, we we have a program using kajets and basically what a kajet is it's a it's a wireless hotspot. It allows the students to receive internet access from their home. Uh it

088is it also adds additional filtering for that site. Um and it gives the ability to for students to stay engaged and stay connected even though they don't have the ability uh in their being offsite. So we do have that ability and all they have to do is talk. They can talk to their TSA. They can talk to their social worker, they talk to their principal, and and it just happens. >> Thank you. Welcome, Melissa. >> Hi. I have a couple of questions. I was wondering, I didn't see a breakdown. So, are these the prices for purchasing um are they, let's put it this way, are they capital versus operating expenditures? >> Yes, they're capital expenditures. Have we factored in the operating expenditures that would be ongoing using these devices like you know there's licensing there's

089programs like the ongoing cost of having so does this encompass the total cost it's just capital >> on the devices yes we pay all the licensing is paid for when we buy the device for the wireless infrastructure we will buy a five-year license for the device as well Okay. So, >> so that is included in the cost that you're seeing. >> And do we have other are we changing any of our operating costs then? >> No, not that I'm thinking of. No. >> Is there going to be a change in we're expanding I know with our devices. We're expanding our IT. We're doing more and we're evolving with the times. The other thing is I know that we're talking about doing policies with AI. Um, are we be going to be able to support all

090of this with the employees we have now? >> Yes. With the when we buy when we're building our wireless infrastructure, when we're building getting devices for students, we try to take into effect that we may not know what's down the road yet. So, they're built for not just today. We're trying to we build them scalable so that if something should change, we're we're able to handle that change. and art, isn't it? Some of our software and some of the programs and things like that are also in collaboration with learning services. Yes. >> They're purchasing those for the instructional needs and things like that. >> So, they come out of other funds is what you're saying. So, they wouldn't >> Yeah. This again, I'm I'm like Mark. >> I I'm I don't have to be dangerous

091techn but I'm not a tech guy. This is more like the hardware stuff. This is just the >> Yes. This has none of this stuff is is part of my operating budget. This is strictly >> capital purchases. Yep. >> And I would add that these are these are mostly not all but these are mostly uh reoccurring replacements. So for example, the student devices we're on a four-year cycle. So these are costs that we anticipate each and every year. Um the the big significant change obviously is that we delayed for a year the wireless upgrade because of new technologies coming. Um, and so that that was basically money that would have been budgeted last year that we that is now going to hit for this coming year. >> Okay. And I did not see in there,

092do we have other things like for the servers? Uh, do we have a timeline on how are those how long >> that's part of if there's a there's a line about network uh infrastructure servers and switches are in that line. >> Okay. And do we have a timeline for how long those usually last? >> Uh, yes. switches are are about five years and servers are about six or seven depending on on what we need but we are finding uh that cost is shrinking a little bit because more and more of our uh software infrastructure is moving to the cloud. >> Okay. Do you this is just weird having had a software company. Do you do you have the servers on site or do you host them somewhere else for security? >> All the servers that

093we currently have are on site but 90% of them are virtual. >> Okay. Interesting. Um, see and the only other thing is that we kind of had a talk before, but you are up on policy and aggressive with the cyber security. >> Absolutely. Most important thing. That's the thing I lose sleep about. >> Yeah. Because I know that we have a lot of valuable information. We also discussed um that we have insurance to cover that and protocols and making sure that across the entire district >> um everyone knows what to do. >> Yep. >> So, I appreciate that. Thank you. >> Thank you, >> Christine. >> Um can you just help me gauge how excited I should be? Um do we typically do we typically get the 40% rebate? Yes, I I will I will

094say yes, we typically do. However, with the federal funding going on, I I I'm optimistic. All the consultant seems to be optimistic that they're not going to cut that because that will affect not only us but education across the board. A lot of all schools take advantage of this. >> Right. Okay. >> So, I would say I'm pretty optimistic, >> Mr. Fright. >> I was just going to say I think we're cautiously optimistic. Okay. And it's not like what is it with transportation where we're getting a percentage of the percentage? >> No, it's okay. All right. I'm going to go home happy tonight. >> Well, could that change? Actually, >> it's a federal program, so absolutely it can change. >> Oh, yeah. Plan for the worst, hope for the best. And that's exactly why we

095had kind of that orange box around that part of the chart that that's uh we have to budget for it and we're cautiously optimistic that we'll see that rebate, but we won't know until we know. Okay, any other questions? All right, thank you very much. Let's see. Item 8.02, five-year facility improvement plan. Okay, all of the overview that I gave you before art talked, take out it and put in facilities. Okay, so Melanie comes back and now this is the the uh five-year facility improvement plan. Again, Melanie is going to give you a snapshot based on a number of data points, things that she expects over the next five years. We're going to prioritize. um you're you will be asked to act on the facility plans for 2627. So the same work can begin in

096terms of identifying timelines, processes, bids and all of those things. So you'll get a sense of five years. You're going to see the connection back to the report that we shared earlier this evening. Uh but then also she'll be able to talk through how other data points come into consideration as well. Melanie, >> thank you. Good evening. Tonight, I will be providing you an update regarding the capital improvements that were approved as a result of last year's presentation, as well as details of the projects we plan to complete um in 2026 2027. That number just looked too far in in the future. Sorry. I will also share which capital improvement projects we are tentatively tentatively planning for fiscal years 28, 29, 30, and 31. While most of this presentation is informational, we will be seeking

097approval for the 2627 projects at the October 20th meeting. This request is historically done in October to allow us the necessary time for planning, bidding, and procuring at competitive prices. Before we dive into that, I'd like to give you an overview of the operations and maintenance budget and the process for selecting these projects. This year's approved ON&M budget is $33,537,750. As in the education fund and the transportation fund, salary and benefits is the largest expenditure at 44%. For this fiscal year, our capital improvement plan budget is $7 million and that equates to 21% of our budget. Capital improvement projects are selected using information from several sources. Formal reports such as the 10-year safety surveys, otherwise known as life safety surveys, and the comprehensive facility assessment, such as the one discussed earlier tonight, are considered. More

098informal reviews such as site conditions and equipment age are utilized as well. We also have traditional rotations in place for projects such as playground replacements and new learning environment priorities to keep in mind. Overall, we aim to be proactive rather than reactive in equipment replacement and site improvements whenever possible. Sometimes this means that projects that are listed in one year may be shifted to another based on current experience. Another item to factor in is timing when selecting which projects fall into which fiscal year. This is due to many of our projects being completed during the summer months, which could cross fiscal years. For example, many of the approved projects for this year had to begin as soon as school was out in May in order to be completed by the first day of school in

099August. So, some of those expenses were actually charged to fiscal year 25. So, you'll see in this presentation, we list the projects by fiscal year for planning purposes, but they may overlap years, be accelerated, or delayed. The projects that are slated for this current year are shown on this slide. Due to needs that came up during the year, both the replacement of Neapville North's auditorium rooftops and the replacement of Lincoln's boiler system needed to be moved up to this year. The projects with an asterric were approved last fall for this budget year, and we are still working to get these projects completed before June 30th. At this time, the total contractor expense for these projects is expended expected to land right on budget at $6,998,55. In planning for the upcoming year's projects, we prioritize essential

100facility improvements, life safety projects, and other projects that have either been previously presented or have come up as priorities this past year. The color coding on these charts is slightly different from last year since we've had our first look of the comprehensive facility assessment. Items in blue are from the assessment. It is important to note that a lot of these items listed in blue throughout the presentation were already identified in previous capital improvement plans. For next year, our blue projects are replacement chillers at Highlands and Madison, as well as the cooling tower and some original air handling units at Neapville North. The middle group of projects in green are the life safety projects. We currently have three timelines for completion of these projects. One requires that the first group has their issues noted um remedied

101by August 2028, the next group by May 2029, and the final group by March 2030. As you see uh as we go through this presentation that we have life safety projects slated throughout to space the work out while making sure these projects are completed in the required time frame. Our hope is that we will complete the life safety projects ahead of schedule but have left some wiggle room in case timelines need to extend for fiscal year 2027. And we would like to start the galvanized piping replacement at Prairie and Lincoln, replace and relocate Kennedy's generator, and replace the water heaters and storage tank at Neighborville Central. The bottom group of projects in yellow are projects that fall outside those other two categories, but are not less important to complete. Our roofing contractor has provided us

102an analysis of our roofs and provided us a suggested restoration and replacement schedule. You will see the results of that throughout this presentation. Nine of the 12 rooftops at Jefferson are listed as high priority for restoration or replacement. Prairie's playgrounds are next up for in the rotation for a renovation. The building automation system for Neapville North, Mil Street, and Washington is ready for an upgrade. This is the front end of the HVAC controls and we piloted the upgrade at Madison and are ready to bring the other three schools on board. We have also identified needs to provide vertical access to a cardio space at Neighborville Central as well as the band room at Jefferson. This will involve a lift and some renovation to the spaces to accommodate the lift. Also, every year we do concrete

103asphalt and flooring projects throughout the district and this dollar amount is earmarked for the projects that we will be determined once the CIP is approved. The am estimated cost for these projects is $6,989,000. When the when this agenda item is brought for approval on the August 20th board meeting, these projects that we will be seeking, these are the projects we will be seeking your approval on. Upon your approval and when the project costs are firmed up, we will budget this line item accordingly in the fiscal year 27 and M budget. These next four years are tentative and subject to change should priorities be realigned or an urgent matter arise. The projects are listed in the same format as the 2627 request. The comprehensive facility assessment in the blue group, life safety projects in the green

104group, and other identified projects that are in need of being completed in yellow. All of these estimates are provided by our architects and engineers and are based on the current market. The total of these projects is 6,992,000 as we are anticipating that we will continue that level of budget support. We plan to wrap up the large life safety items in fiscal year 29. The next group of surveys will start in 2033. As these projects come off the list, we have an opportunity to plan for bigger ticket replacement items as you will see in the next few years. These are identified in the assessment as well as our known needs. The projects for this year are total is $6,977,000. Here is the proposed plan for fiscal year 30. As you see, there are no life safety

105projects this or next year as again we expect to have them completed by fiscal year 29. This group of work is 6,985,000. Here is the proposed plan for the 20 2030 2031 project year. This totals $7 million. The HVAC system modernization is something that is needed throughout the district. Every building is a little bit different in the scope of this upgrade. As we are replacing equipment now, we are going forward and going forward, we are doing so with the eye towards digital systems. The $2 million here is earmarked in this plan to further that initiative as it makes sense at that time. I would expect that a placeholder like this will be in the plan going forward until we are fully modernized. To recap the previous slides, I provided a summary of the proposed and

106tenative costs here for your review. As a reminder, while most of this presentation isformational, we will be seeking approval for the 26 27 projects at the October 20th meeting. Thank you for your time and support and I'm happy to answer any questions you may have. >> Questions from the board? Mark. >> Thank you, Charles. Thank you Melanie for the presentation. Really appreciate it. Um I asked these questions in advance but I just want to get a little bit more context on them. Um so these are fairly sizable projects that you have. Um I had asked what the roles are within the within the uh team. Um are are there project managers on the team that actually follow up as these projects uh go through their life cycle? like h how do these get managed by

107the the district? >> So, um I have a great management team um for the elementary and junior highs and basically any buildings that aren't uh the high schools. I have a district maintenance manager uh who oversees um the components of a lot of the things that you see in the comprehensive facility assessment and and these big equipments um mechanical equipments. and we have a district operations manager who among other things is responsible for the site work. Um so asphalt, concrete, flooring, playgrounds, that type of work. Um so they each oversee each of their own projects. And then of course at the high schools we have facility managers that do all of that for their p their respective schools. >> Okay. So so like at the elementary level then um they they float. >> Yes. >>

108Right. Okay. Okay. Yeah. We have so many buildings that that makes sense. Okay. Thank you for that. Uh the other question I have is um there there's a lot you you get you're you're basically told here's $7 million that you can spend. Uh and then you you have to you take all the different uh components of that and you know you talk about safety uh replacement uh maintenance u uh the uh accessibility you you you can you just expand a little bit on like because I would not want your job uh but how do you kind of go through this process of deciding with all these different variables here here's here's my list. Like what goes through the your mind as you go through this process? >> Well, in my office, I have posters and

109post-it notes everywhere. Um, and throughout the year, we do keep notes of of troublesome pieces of of equipment, things that we know have come up. You know, we have conversations um with district administration, building leadership. I have monthly meetings with all the schools and we have conversations about what's going right and what's going wrong in their buildings. And um so I kind of keep a running list um in addition to all these other inputs that we've talked about today. Um and then I around this time of year, September, I start putting sticky notes up and we start moving things around and oh, we think we can make it another year on this piece of equipment and oh, we've just replaced this, so you know, we don't have to worry about it. So there's a lot

110of conversation and thinking amongst a lot of parties uh to come up with this plan. And you're right, $7 million. We just have to make it work. >> Okay. Okay. And and uh another question I had um and and I think because of the way it was uh responded to in the previous question um it it didn't have a a specific response. So I'm going to ask it in a different way. Okay. So, um, if if you had to look at that that list that we're being asked to approve in the next, uh, board meeting, um, if if something happened and we came back and said, "So, Melanie, we we can't get the resources from any other area." Um, what would you look at saying, "I I would be willing to take this out >>

111because this is now a a critical priority." Yes. That had to get done. that would be difficult. Um I would the first thing I would look at is especially the life safety timelines. I actually do have uh the Neapville central life safety project for the water heaters. Uh that actually doesn't have to be completed till May 29. And I think the figure on there is like $340,000. So I have some wiggle on that. We also have um uh the uh concrete asphalt flooring. That's always a plug. And it kind of is a of course there are items that we do like to do on a on a regular cycle, but that one is a little bit more flexible where we could size up and size down from year to year. So I guess that would

112be the answer for this year. >> Okay. And and I might just just kind of add to that. I think what you're hearing Melanie possibly reference to is that, you know, we we like to be preventative that those those dollars that we can put in proactively tends to save money long term. Um so if budget were you know needed to squeeze probably some of the preventative things would have to be looked at carefully and possibly deferred and you just don't know how what kind of impact that will have then down down the road >> and deferred maintenance on these facilities and other districts has ended up costing a lot more down the line for sure. Um Melanie, I don't see anything at the table now that I think about it. Things like when you talk

113to principles about building modifications and things like that, more aesthetic type things. There's other things that are fall within our budget that also would be things that are have a little bit more flexibility. >> Okay, great. Thank you both. Appreciate it. >> Yeah, we'd probably say it's not coming from the seven. We'll find it somewhere else. >> Okay, so Melissa and then Holly. actually that I I'm really happy about what you said because um having dealt with older properties um and and knowing that the expense I guess that was my question was kind of the opposite of that because how do you take into account I guess I look at it like investing upfront because you have to factor in >> what is it costing to defer it >> because that could be you know

114you're talking repairs less efficient so I certainly hope that we're looking at that and factoring it in um so that we are getting as much done to be efficient. So, thank you for that. Um I had a question what kind of surprised me was looking at that the under the uh budget components the professional services and the capital plan improvement plan projects. Those are pretty close. Could you explain and break down what professional services? It's uh just over $4 million. So, what's encompassed in that? >> A lot of that is architectural. Um we have all of our repairs and maintenance. So, anytime um our maintenance staff is either unavailable or unable to perform um maintenance on our equipment and our site, um those we have vendors come out and do that. We actually have um

115preventative maintenance plans on all of our equipment. So that it falls into there. So basically um anything that helps us with uh uh maintenance and repairs. Um we have of course in the um winter we have snow removal uh things of that nature too that we have to consider out of that budget line. >> Okay. And do we ever because again getting services they can vary a lot from you know the contractor. Um, do we ever compare that with like other benchmark districts to see if what we're paying is >> I actually get surveys about once a month from um either the DWP page county buildings and grounds directors or uh the facilities managers through IASBO. Um we're always collaborating with each other because you know there's only one of us in each district, right?

116So we don't have you know like principles we have 23 principles. There's just one of us. So we have to use our network to get that type of information. >> And then again going back to some of my experiences going to conferences and talking about the building. Um they were talking about at one of them that there's actually co-ops because the gentleman I think it was Terry former for former board member I could be wrong who mentioned that um there's actually co-ops for buying some of these things because I know that our prices are going up. the materials >> um things are going to be skyrocketing. Do we belong to any of those or participate in any co-ops of buying materials? >> We do. Um in fact, the three chillers this last summer were purchased

117through a co-op program >> because they said that and then the HVAC's units. >> So Oh, I'm glad to hear that. Thank you. >> Welcome. >> Um let's see what other questions. >> Um do we when we make these lists, do who do we consult? Do we consult I don't know if you went over with like the people that use the buildings? Um do we get feed feedback from the community at all on like Yes. So um I have monthly meetings with all of the schools. Um we have often um a one-year uh kind of walkthrough of what kind of a wish list. What would you like us to have done? What are you seeing in your building? Um, and then just we have the daily experience on all of our buildings and our equipment

118and our spaces uh that we pull from as part of our evaluation for these items. >> Okay, I think that's it. Thank you so much. Sure, >> Holly. >> Um, there was mention of accelerating some if necessary or sometimes if possible. Are there I'm kind of trying to ask the Rosie question. Are there situations where we're able to speed up or accelerate these? um galvanized pipes was one of the ones I was looking at. Um just as like an opportunity and kind of what are the factors into that that go into that decision. It's difficult to accelerate unless it's an emergency only because of the planning that we need to do. Um, so for example, um, having this presentation and having the approval in October really, um, gives us the opportunity to go out to

119bid really early and get some good competitive pricing and the available vendors, especially with 204 doing all of their construction, um, we want to get out ahead of them. So, um, so as far as accelerating like the galvanized piping specifically, um, there are some things that we can do in-house with our staff. Um, for example, this last summer they did all the domestic hot piping at uh Scott school. They did not do the the cold water, but they did the hot water. So, there's things that we can do inhouse as well that doesn't necessarily um take as long as a time frame to get done. So, there is a possibility. Uh it's just a matter of u what's available. >> Okay, other questions. Okay. Um I I I'll just make a comment. Um Melanie, thank

120you for this. This is very comprehensive. I mean, between the piece that we got, the facilities assessment we saw earlier tonight, and then the color coding, I mean, you had me at the color coding with the post-it notes. I just um it wasn't lost on me that the everything in blue is kind of like a chiller or a heating cooling kind of thing. Yeah, I'm sure it was. And then the green like life safety, love that. Anyway, no, but the color coding really helps because we can kind of look at this and say, "Oh, this was on the facilities this last minute because it ties to that and so it's really helpful." So, thank you uh for the presentation. Any other last minute questions from the board? >> Okay, seeing none. Um, >> thank you.

121>> All right. Item 8.03, IASB resolutions delegate. >> Okay, this has been on the agenda for a couple board meetings now. reminder that loaded in board docs um is the uh 2025 resolutions committee report. Um Mr. Kush is the board president has received one. I've received one and your uh delegate once elected will receive the third copy. Um reminder of our timeline. Uh any questions or anything regarding the recommendations of the delegate um committee be discussed tonight uh on October 20th? Um you'll elect your delegate and direct the delegate how to vote, have any further conversation. Um the delegate assembly occurs on October 22nd um during the joint annual conference. Did I say October? I meant November 22nd. Thank you. November 22nd. My eyes jump to October 9th where Miss Kelly Black is already registered

122for a webinar from 12 to 1. uh as the what would you say the presumptive nominee, right? You've already selected through the board appointments and whatnot that that would be your delegate and you'll take formal action on that at the uh October 20th meeting. You're reminded there's only one resolution. Um administration supports the resolution because it brings funding uh for a mandate. Um there are 10 amendments to the constitution. I didn't find anything. So I will leave it to the board for any conversation you have about uh any of that. Otherwise, I would recommend that um you will appoint Melissa Kelly Black to be the 2025 ASB delegate uh and to attend the delegate assembly on behalf of this district and then a motion to uh affirm or approve um the amendments and resolution. >>

123Okay. Amanda, >> um I just wanted to make you aware in case you weren't that ISB actually has a podcast. >> Yeah, they do. Yeah. >> Yeah. Okay. So, I don't know if you heard the listen to the podcast where they talked about especially the constitutional changes that they made and they went into detail about the reasoning and the conversation. So, I found that to be really helpful. It sounds like you've already done it, but I just wanted to bring up in case you hadn't heard about that. very much. >> Melissa, did you had you had did you have your hand up before? >> Oh, no. I was just going to mention that. Yes, the webinar is this Thursday, so I can report back to the board what I learned. >> Awesome. Let us know.

124And if you'd like the hard copy, I usually use the digital version. Okay. So, there you go. All right. No worries. Okay. Any other questions? All right. Item nine, discussion with action. Item 9.01, L1 school improvement plans and school improvement process overview. >> Out of nowhere, Dr. Nolton reappeared. Welcome back, Patrick. Right. Trap door. Right. At the uh September 22nd board of education meeting, uh presented to the board the school year 2025 2026 EC12 school improvement plans. Um school improvement plans were loaded and are loaded again in board docs as well as an executive summary outlining our process. Um, we recommend that you approve the school improvement plans as presented. We take any questions. >> Alyssa, >> uh, I submitted my concerns questions before. Um, I have a couple. So my first question is many

125of the reports did did not have goals or data about the a the AR and they mentioned that and then we received in the board question saying that that information would not be released until October 31st. So are you referring to the 2025 um I results? >> I am. >> Um well I had a I had a question. This is my concern. I expressed it. I sent some emails to my fellow board members is that um for those that don't know, we have to do we're required to do and post these school improvement plans and they need to tie uh it's for accountability and transparency and it's supposed to tie with our school report card. Um so one of my concerns and why I actually suggested that we move this off the agenda for today

126for action was that I noticed that many of the reports only had a map growth goal under performance and my concerns with that um okay let me see so maybe it's better if I just read it um my concerns were this inconsistent or missing baseline and comparative data most plans omit the state verified AR data or fail to connect MAP growth to I AR proficiency creating achievement gaps. So when we do for those watching that the the the AR and the ACT that we utilize tell us that our SKI our students are meeting the standards which are determined to say that they're at a certain grade level they're proficient and all of these are designed so that this is saying yes they have these skills we've tested them and then our hope is that they've

127acquired these skills and by the time they graduate. The goal is that these skills have been determined to mean this is what our students need to thrive after they leave us after high school. Um my concern about the MAP growth is that map growth I think is important. I appreciated the reports that included both the IR goals and the MAP growth because those together um are what I think are the best ex the best practice expectations for as listed in the ESSA. I hope I said that right. um because what can happen is the student can show growth but not be able to perform those standardized skills. So it's really we want to show that the students are growing but a child could have a big growth year but be way below grade level so

128it can be misleading. So I would like to and it also would be nice if it was a consistent against across the board because I think when you look at the the school code that we want to have both that they're at the performance that they're getting those standards and that they are growing. Um so I guess that was one of my concerns. My other concern with not including many of them did not include the the I results. I went back in my analysis of each one and I just pulled the 2024 because I noticed some of the the the SIP reports were able to just use you see the trends. You can estimate where you're at and you can estimate what your goal will be until you get the final. The other thing that's

129really important if we approve these before we get those results is the AR shows us those achievement gaps. they break it down as to where those gaps are. And I know that throughout my time on this board, one of the biggest things we've talked about as a board is those achievement gaps. And when I ran our achievement gaps against other benchmark districts and schools, I know that previously and I think according to the data is not accurate. To say that we have a high achieving students and that's why we have bigger achievement gaps is not what we see at the other high performing schools and districts in Illinois. Actually all the highest ranking school schools in the school districts in Illinois most of them don't exceed achievement gaps more than 20% or 20 points and

130we have some that are 50. So another concern with this is we have groups that are less than say your average another thing to point out is the highest districts generally a good score on your I for your for your uh language arts or math would be above 80 or above is considered you're doing very well. These are the top ones. So that kind of gives you an idea of where we're probably shooting for. um of realistic or the caliber of our district. I think we all pride ourselves on that. Um but we have so you think that the goal is to have 80% of the students be able and when we say these numbers it's the AR is that 80% of the students that would mean that 80% of the students meet or exceed

131the state standards. Um but we have students coming in at 3%. no percent. We have student groups, 7%, 10%. The biggest group that I saw, which ironically had the biggest achievement gaps, was the students with the IEPs. And yet, I don't think I saw one school improvement plan that had a goal or any benchmarks or actions to take to these students with that are the most in need. And I know as a school board member, the biggest the the biggest thing I hear from parents that are frustrated and struggling and trying to get their kids needs met are kids with IEPs. And I know that we're a progressive enough district that we realize an IP IEP does not mean you're dysfunctional or less than or can't perform. It just means you have to be taught

132in a different way. And I think there's no argument that we're we're not doing it. We're not we're failing kids when they're that low. So I guess I guess I would like to have the conversation of deferring this argument or this argument not an argument defer defer this conversation till we can have those figures or if we need to pass this is there a time frame we need to pass these by? >> Um not really. No. >> Well that I I'm asking and this is something I know that we all have our passions. The two of you have your environmental, but I think that many of us have spoken to the public even about our passion for those achievement gaps. I would like to see us take a pause on this and wait till we

133can get those different groups. We can break it down and so that we can have that achievement and we can really hone in on those students that are are missing that those achievement cats. I mean, I just don't think it's acceptable to have numbers that low. Oh, I'm pointing like I can say I I would I have more, but let's just deal with this one. >> Amanda, >> before I respond, >> okay, I want to make sure. So what I hear you saying is that you really think that including the IRS are important because they outline student achievement. You feel like that's the most important data point. >> Oh, they're both. And just so you know, this is not like my opinion. I went through like >> No, I'm just saying I I'm just trying

134to summarize. I'm trying to summarize what you're saying. >> When you like is when you're trying to do like as a teacher and evaluate, we want growth, >> right? So can I just uh Okay. So I would say though um that one thing I'm I'm impressed by and and my questions I think reflect this is that the schools aren't ignoring that there's gaps. Right? So, for example, Prairie identified that their children with IEPs uh are at 44% and and Kennedy dropped to 41% of achievement gaps and literacy for IEP. So, they're naming it now whether they use A or not, but they're actually naming it and they have specific um things in there that identify what they're trying to do for this group. So they didn't use I but they did use other components like

135MTSS and then also with and and just let me finish. Right. So I'm just wanted to point out that they're may not be using this one data point but they are saying yeah we're not doing great. Like the literacy growth for black and African-American students at Elmwood is 24%. Washington Junior High is 26%. I'm not trying to call out these specific schools, but I appreciate you that you're not afraid to state that yes, this is not where we want to be >> and that we need to make specific serious um ways to address these gaps, right? And they identified what are some of the reasons what they're doing. And so I do feel like the SIPs are address because what I heard you saying is you want this to make sure that we're holding ourselves

136accountable to where there are gaps and achievement gaps, but I I feel like we are whether we're using this one data point or not. So, that's that's the only thing why I'm not like I don't feel a need to delay this or anything because I feel like this is also part of a three-year plan and that um they are not ignoring the fact that there are achievement gaps there. Right. So, that's my thought. >> Um Chris Oh, >> can I respond to her just because it's >> Well, well, let's go around because you you asked for different comments. So, let's go around and then we'll come back to you. That's okay. >> Okay. Okay. Because it wasn't accurate, but she how it was. >> Okay. So, Christine or Mark, which one is going first? >>

137Mark first and then >> Yeah. I just want to um just comment. Um I did have the opportunity to talk to my uh adopted schools and ask them about the process that they go through because I wanted to understand what happens within the buildings and how does all this come together because I'm very much processoriented if right that that's how I kind of look at things and to to Amanda's comment I I I think with the schools I talked to they certainly understand where they are uh where they have achievement gaps and uh they're approaching that in in in different ways depending on the uh school that that we happen to be looking at. And I think the other thing is is that these are three-year plans that we're looking at and and things change

138over the course of those three years and and people get smarter about things. They get more data points um and they they adjust and tweak their their plan. Um, and they they they're and I don't think anyone I spoke to has any doubt that there's areas of improvement that they can do. I think they're very much mindful of continuous improvement and how to do that. I I think they also uh so I think they all are coming in looking at this as a living breathing plan and that they have to look at this they're working and the other term that came up a lot was collaborative. They're working within their schools to and and other schools to identify what things they should be looking at and how they can approach this. And the other thing

139is um what we're looking at is is a summary. I mean there there's a lot of information, a lot of action steps and and analysis that they're doing at the school level that's not included in what we're seeing. Um so when I look at the process, I look at what you know what they're doing in terms of their school improvement uh plan committees uh talking with the home and school teams, talking with their other staff members about what the results are. I I feel that, you know, they're doing what they can do to address the opportunities for improvement in their areas. They may not all be called out in these reports, but certainly I I I heard from the principles that, you know, they they look at all of this data and they are identifying

140where opportunities are. I IEPs in particular I talked with them about uh so I think there's a lot that we may not be seeing that is getting done but I I did feel very good about the process that they go through to get these plans and and and I think Melissa if there is an opportunity for us to improve it then you know we're finishing up the three-year cycle right now so maybe there's suggestions and recommendations what do we want to do differently for the next three years, but you know, right now I think we're we're at the end of the process. Uh they've been doing it for three years. Um I think the the folks in the buildings are very comfortable with this process. I think they're doing a good job with it. So

141I I don't see a reason why we need to uh uh not approve it. That's just my comments. Thank you. >> So Chris, were you after? >> It doesn't matter. Okay. Joe and you and then back to Melissa or >> Yeah. Um I want to thank you for your perspective on on uh on those comments uh from your adoptive schools and uh I tend to agree with you in terms of the you know we're at the last year of the three-year plan um and it doesn't make sense to change things uh you know in a very large way um this year. Um, I guess the way I I think about these also is they're taking the data, the schools are taking the data that they have at the end of the school year um, and

142they're working through the summer to uh, you know, make a plan to address issues that that they've seen uh, during that past school year. And they're doing that without the A data because it's not released yet, right? So, um, these SIPs are are the first element of trying to address some of the, uh, issues that have arisen or or, you know, some of the the goals that haven't been attained yet, right? Trying to keep making progress toward them. Um and and then I I'm sure once the A data is uh you know available to the schools, they're folding that in and um you know kind of looking at at how that um you know resonates with the uh map data and the other things that that they're doing. But you're not going to wait until

143November, right? essentially um to roll out uh a plan to uh make improvements uh you know for a school year that's already been going on for a couple months now. So, uh, I look at these as kind of here's our immediate reaction and our immediate, uh, plans for improvement based on the the data that's available right now before the school year starts so we can all be on the same page on on day one. And I data gets folded in later. And I'm sure they probably look at the the prior years um, IR data as well. Um but that's you know uh not necessarily the the best benchmark. He gives some idea but maybe you can comment on that. >> Um our schools receive we typ we typically get um early versions of the results

144in late August mid late August. So we always share that internally with uh with different school with all schools involved that take IR or ACT. So the schools have had access to grade level information um subgroup student level performance growth as well as proficiency. Um that's something that's that's been distributed at this point we're talking months ago in terms of uh teams then being able to take that information and reflect on well how did we do now that we have our March I or ACT April ACT data. >> Okay. So, so they get a a kind of a preview of the data um which they can also use to to make these sips, but they just cannot report. They can't report stage that requires Dr. Nolton's office to be working with the buildings to ensure

145that there is >> nothing that jumps out. It's like we there must be is there something wrong with reporting, rostering or something that needs to be cleaned up. >> Right. >> So, so they can have kind of they can use that as an input and base goals on that. They just cannot disclose the data because it's embargoed until October 31st. Thank you, >> Christine and Melissa. >> So, I think some of my my questions have been a little answered, but if you could help me just check my thinking, Patrick. So, we know that the the AR data is always embargoed to the end of October. Okay. So, that we've been working with that framework for a while. Okay. and and and so with the the MAP data, we do that test three times a year.

146>> That's right. Yeah. September, January, and May. >> So, when I've looked at the SIPs and thinking back to the old format and now the new format that we've had for a little couple years or whatever it is now, >> um someone said about it being kind of a living document, the the SIP is a living document for each building because we're always going to be getting new data. So, like we start I mean I the fact that we get these earlier because didn't we used to get them in December, Dan? >> Yeah, that's what I was going to say is our our we actually modified our timeline so that we could have more of a a framework. Um something in place as Joe said to start the school year so that our our school

147improvement teams are not just waiting for one data point to come in November and but yeah, our previous timeline was to bring them to the board of the two meetings in December. Think about that. You're six months and a half of a year into your school and you're presenting your school improvement plan for the first time. And so we found in order to really focus on continuous imp continuous improvement cycle by using more formative data, just more more day-to-day information and data about our kids and how they're growing. Uh we were going to be able to respond more uh in time to their needs rather than waiting for that one day source. So you are correct. These used to come to the board in December. >> So just using again refreshing my memory on some

148of it. Um you just get used to how you start to see it. You forget what it was beforehand. But knowing that we as a board I believe also had said we wanted to see them earlier. Um for that reason of why are we doing this you know pretty much at the semester break thinking of semesters. Um so I I don't want to push them off further because we said we didn't want to and we purposely said please move them up and knowing there's continuous monitoring and testing and new data always coming. I don't know what the magic time would be to say well once we have A, B, and C or do we have to wait for B, C, and D? At some point you have to just take what you have and move

149forward. But knowing that these are these living documents that they're always being modified or looked at or you know I would I be wrong to say it would be like a lesson plan like this isn't working. We're going to correct course now as opposed to just waiting for the SIP to ride it out and just see if we get lucky. I I I Holly said it earlier about a different matter with um trusting our our leadership, our building leadership and our staff to make those decisions as they see fit somewhat in real time and comparing it with documents. I just I I understand that the SIPs can maybe look like this all um just this one document, but I think the SIP is just a representation of so much and we just try to put

150it into a slightly tidier format so we can kind of see the direction of where they want to go. But there's so much that goes into it um that we can't just have that one moment in time to see that. I and I I think I'm more checking my thinking out loud out loud but also giving my perspective of how I approach these when we look at them. >> Melissa. >> Okay. So I feel like the fundamental issue here is I hear a lot of times um people on the board using phrasings like this is my opinion. This is a living document. This is the format we used before. This is a format. What frustrates me is this is not we are not to be acting with what our feelings are. There are specific rules

151about what this is the biggest accountability piece for every single board member here and for every administrator. This is how our community measures whether we are delivering. I get frustrated because every best practice in education says datadriven outcomes and this board goes with well I trust the administrators. That is not what we're supposed to do. And I don't mean that in a mean way. I mean it because to me we're failing our job. We're not supposed to do what we feel. We're not supposed to say to me it's a living document. We're going to change. And that's not what it's to be. You don't get to do that. They are our rules. This is to be accountability. It's to be data driven. It is our way of saying to the community, this is where our

152performance is. It's not the the I the reason I say that is that's an essential piece of the puzzle is why that is there. It's not the only piece but it is this entire thing with the report card. How does it do our progress? The map scores that the growth scores are not on the report card. So, the entire design of this these improvement plans are supposed to be for transparency and accountability and they're supposed to link specifically to that report card. So, the fact that we don't feel or we haven't done it that way isn't how it's supposed to be. We're supposed to be able to look at the AR, look at the it was SAT, now it's ACT. We're supposed to specifically look at those groups and those achievement gaps. We're not supposed

153to say we're going to leave it to them. Do I think they're good intentions? Yes. But the entire point of this is accountability because we're supposed to be showing accountability with results and datadriven outcome. So, no, I will not vote for this. And I feel we are failing. And I think as a district, it's an embarrassment to be quite honest that we're going to go with feelings and trust when we are required to do a school improvement plan that has accountability and transparency and uses that data. And it's supposed to have it's not supposed to be we're supposed to have contingency. It is a specific road mapap that says so the reason we want those a scores is how do we know that how much we grew if we don't have a before and end

154measurement we don't we can't have our SIP plans cannot be outcome based and to just have it on map growth is is just a small like I said you could have a child that can show enormous map growth both, but could be years behind in their grade level. And if they never catch up, if we never flag that child, they're going to stay behind. And I'm hearing from parents, this is happening to kids. So, no, we are this isn't about what we feel. This is about we need to look at the rules, the school code, and say, what is the expectation? What are the best practices? And are we following them? And we're not. And I can't in good faith as we see declines in some of these groups. When we talked about achievement gaps,

155we need to have specific goals with explicit action steps as required by these plans. >> Um I'm just I can't believe that we're not following those. >> Can I can I just get clarity? Is it okay? Can I please first? Thank you. So, what I hear you saying is that if we're not using AR, then we're not using data to um actually look at um improvement of our schools. Is that is that what I hear? That's what I heard you saying is that we just are using feelings and we're not using >> uh So, but so you to you the only valid data is the AR. >> No, not me. No, >> no, no, no. You this is what you're saying that >> No, I'm not saying that at all. You're doing the opposite of

156what I'm saying. What I'm saying heard you saying is not my opinion. This is what is required in the school code. >> Okay. So, let me make sure that I understand. What I heard you say is what's required is data informed decision-m, right? >> And and yes, and transparency. Correct. So, the way Wait, please. Okay. So, I'm just trying to get clarity, right? Okay. >> So, we're required to have data informed decisionm and transparency. Is that correct? >> Yes, it is. >> Okay. And then and so I is one form and ACT is another form, right? >> Is that is that true? >> It's and just to specify these are what are required with the school report cards. >> I no listen I I just want to make sure that I want to say >>

157the state decided these are the measurements. So you're saying the state is saying that we're only allowed to use I A and AC >> no that we're we're to link multiple multiple evaluations to show and the reason they say so the reason they selected I >> okay >> the reason they selected it I didn't and the reason that they're saying is because these are to tie for transparency and accountability they are to tie to our report cards and right now our report cards are state report cards that a parent. Anyone in the district can look this up. It's a way for accountability. They selected what scores they post. >> The state of Illinois. >> So, you're saying the Illinois State Board of Education said we're required to use AR as our thing. >> No, we

158measure our students using AR and they just changed and told us, oh, oh, you can't use the SAT. You have to now use ACT. So, yes, they require which tests we do. >> So, you're saying that those are the only two valid things? >> Those are what they decided. I don't >> IASB required that in the school code. >> Can I can I ask a question? Uh okay. So I personally don't feel like I'm not making data to inform decisions. Right. We have a lot of data that we use in our um in our district all the way down to individual student through the MTSS. Is that correct? Right. And we also have um we have MAP is one of them. We have MTSS. We have our discipline data right that we get. Uhhuh. Um

159let's see what other data can you tell me? Uh I know we have a ton. We have different curricula data but can you tell me more of the data that is uh driven into these SI uh SIPs that I I looked at? >> I mean there's classroom level data, right? There's assessments that teachers provide. There's day-to-day observation of student performance. There's lots of different ways in which educators collect information about how students are performing. Um we're not just for clarity sake. There is no school code that says we have to use the IR in the development of SIP plans and ACT. >> So, okay. >> Thank you. Thank you, Dr. Nton. Melissa. >> Um, I just want to just be very clear because I was insulted by you saying that I I make decisions based

160off my feelings when um and I I'm not saying it's not valid, right? It is. It is a good thing, but it's also pretty broad where NTSS goes down all the way down to our individual child and classrooms and our schools. >> That is supposed to be Melissa. Melissa, let let Melissa Melissa Melissa let her let Melissa let her finish, please. >> So, what I hear you saying is that no, no data was in in in these SIP plans. >> No, no, no. What I'm saying is there's nothing. >> That's what we that's what I heard. >> Okay. So let me correct this >> please. >> First of all, I'd like to say that when I refer to the AR >> and the MAP scores, I am referencing the academic performance goals. So you'll see

161that that's how our state decided to do this. These are the tests that we give all our kids. But one of the was it Highlands? One of them included they used the AR, they used the map, and they used a writing assessment. I was so excited to see that. But what I'm saying >> so some schools are using it. >> One did one did and some are using both. What I'm saying Amanda and there are other factors in other areas. But what I'm saying is for the MTSS um for the MTSS that was one of my >> point of order has been called. Um >> what >> I think we've just gotten like I don't even know who's recognized or if there's a question right now. So I'm just trying to get us back to

162what >> I was just talking I was just talking Hie. I was going to finish Amanda's questions. >> Hang on. Point of order was called. Okay. And is your point that >> I just wanted to know are we on questions and whose question is where I lost track here. >> I think I was answering Amanda's question about the MTSS and she wanted clarification as to what's included. So no, we don't just use >> So So we're going to we're going to we we're going to need to kind of wind this down and wrap it up. we have an issue an issue before us. Um it's I I've I've heard a number of different points of view and perspective and I you know so I guess my question is are we ready to because it sounds

163like you guys have are disagreeing. You have a wrong perspective. You have a different perspective on what's right, what's not right. >> Well, but but this is but this is but at the end of the day, there's an issue and a matter before us that we need to decide upon. You have a point of view and a perspective and I understand that. A man has a point of view and perspective. You know, I don't know if we're at a productive ground where you guys are just back and forth because I don't know that you're going to convince each other at this point. I don't think Amanda is going to convince you. I don't think you're going to convince her. So, um, is there any further? >> Oh, okay. Our superintendent like to say something. Go

164ahead. >> I know. Well, I I I just >> I I will very quickly and and it's in the memorandum that's loaded in board docs. Um, and I I won't be challenged on this. We we follow the guidance provided by the Illinois State Board of Education that gives the schools and give districts some autonomy in our continuous improvement process. Our principal's primary role according to board pro uh policy and job description is the in improvement of instruction in their buildings. I'd like to thank our principles and the school improvement teams that they work with for the countless hours they put into unpacking all of the data doing everything that they can to come up with ways to ensure that every one of our child gets what they need. They it is the number one job

165that they have aside from ensuring the safety of our kids is to ensure things are improving from an instructional standpoint and they look at multiple multiple data points and sets to make decisions about what they should do to try to get better. And so again, we are in alignment with the state board of education's guidance around school improvement. None of our schools have ever been targeted for any sort of school improvement support or help from the Illinois State Board of Education. And I'm proud of the work that our our our schools put into their work, recognizing that we always have room to grow. Thank you. >> Is there I'll entertain a motion if there is one. >> I Okay. Um I think I think we've we've wrapped up debate. A point of order was called

166a few moments ago. >> So I can't add a comment. >> Not after a point of order was called. >> Is that within your privy to just >> point of order upheld? So >> you don't even know what I'm going to say. But >> no, but but a point of order was called. It doesn't actually matter what anyone else will say after. So >> motion. >> Go ahead. Please go right ahead. >> Motion to approve item 9.01, school improvement plans. >> Second. >> Motion and a second have been heard. Please call the role. Mrs. Kush. >> Hi >> Mcmelon. >> Hi >> Kuzminsky. >> I >> Kelly Black. >> Nay. >> Blastic. >> I >> What? Winsky. >> Hi. >> Gerky. >> I. >> The motion passes. Um item 10.0 old business. We have no

167old business. Item 11 new business. We have no new business. Item 12 upcoming events. >> So >> 12.01 101 schedule of events. >> Busy week coming up here. Uh 9th and 10th are institute and conference days. Mondays and non-attendance day. Next board of education meeting is right back in this room on Monday, October 20th. >> Okay. Item 13, adjournment. Item 13.01. Motion to adjurnn. >> I move to adjurnn. >> Second. >> I have a motion and a second. Have been heard. Please call the role. Mrs. That >> McMillan I >> Blastic >> I >> Gerky >> I >> Winsky >> I >> Kelly Black >> I >> Kush I >> Kazinsky I >> The motion passes we are adjourned.