001May 22nd and May 27th, special meeting, and a declaration that the audio tapes of the closed session minutes of August 2023 be destroyed. C, approval of a proposal for a new cybersecurity management system with a total expenditure of $60,000. $887.49 for the 2025-2026 school year. D, approval of the resolution directing the transfer of $1,474,823 from the Educational Fund to Debt Service Fund. E. Approval of the April 2025 Treasury Report as presented. At approval of the April 2025 financial report as presented. G, approval of the May and June 2025 check disbursements and financial resolutions, including a payroll revolution for July of 2025, And age, approval of Mrs. And Ms. Michelle, uh, Mandan as new members of the Community Finance Committee beginning the 2025-2026 school year. Yes. Second. Please call the roll. Mr. Brighorst? Yeah. Mr. Curtis?
002Yes. Yes. Dr. Odell? Yes. Yes. Mr. Oregon? Yes. And Ms. Williams-lord? Yes. And we are going to make a, um, couple changes to the agenda. Uh, we are going to start the action items of the Imagine Foundation. Um, we are then going to move to the discussion items, then we'll come back to the action items. So, with that… Well, thank you, James, and thanks for… Yes. Thank you for having us here tonight, and this should be quick and easy. Um, so we are here for the third time to present to D200, um, a grant to support the… or to reimburse for the expenses associated with Project 2, and we have to say thank you to our very, very generous donors, who have enabled us to be able to come here and do this with you
003today. And as you saw in your agenda, it is for a million dollars, so that would be $3 million we'll be giving Um, but on tonight, as Dan mentioned… Well, I'm… I'm just excited as we continue… if you guys continue to make progress. You're building to build the new build towel, and uh, that we can continue to contribute to it, and… To Heidi's point, you know, a lot of people lent hands in this and helped us, and, you know, I'm excited that we've given 3.5, it's 6.5, so we're getting up there in numbers. So, uh, we're just excited to be part of this, and we appreciate all the work you all have done along this project. So, thank you. Okay. You could go first. I don't know. Just in case. I'm kidding, kid. We're so
004excited about getting a million dollars. So, we'll close our assignment for a moment, um, and say, um, I will… Despite our, um, week. Excuse me. Thank you. Uh, I move for the board to accept the donation of $1 million from the Imagine Foundation to reimburse for Project 2 as presented. Any discussion or questions? Please call the roll. Mr. Gertz. Yes. Yes. Yes? Dr. Oakdale? Yes. Absolutely, yes. Now… Thank you very much. We get it. Because it's your phone. Go to. Thank you. I would say, thank you. And before early on, we did want to do a quick introduction. I'll turn it over to Dr. Docs. Thank you. Yes, we are, uh, happy to announce that, uh, in our personnel report. Uh, today, we have, uh, included the… Uh, the higher, uh, the new assistant superintendent
005for student learning. And so, uh, Jen Kester is here in the audience. Uh, she comes to us most recently from home in Flossmore. An impressive career also for that, and a variety of school districts. Uh, Naperville, uh, is one of them, of course. St. Charles School District. We're really excited to bring around to the school district. Her expertise, her knowledge, and Uh, and curriculum and instruction, and, uh, in districts that compare favorably to the experiences that we have here at OPRF. Was really something that was… that was critical to this decision. So, Jen, would you like to come up and say a word or two? Good evening, everyone. Good evening. Yeah, absolutely. Alright, I am extremely excited to be here. Um, I'm very fortunate to join this talented and amazing team at OPRM. Um, it's
006a… it's an honor and a privilege to serve in a district. Uh, who has, uh, touched a lot of so many students over time. I can't wait to get an opportunity to meet all of you, to get to know you, and really to get to know the students and the staff. And really hear the stories about what it makes this such a special place. Um, I know that, um, it's a tall order, working for, uh, such an amazing school district. And I promise, uh, to bring to you, um, the talents that I have, the skills that I have, so that I can help to make an impact, uh, with the rest of the staff on all of your students. And the community. I do want to take a minute, if I can, just to introduce
007my husband, John Shaw. Who is a graduate of BRF. So, um, I am definitely, I promise you, more excited to be here than he is to have today. Uh, he was cheering for me all along the way. So, again, it's a privilege and honor. Um, you know, I just feel, um, so blessed to be here, and to be with all of you, and to join the team. Thank you. Welcome, and we look forward to working with you. We are now going to move to the discussion items, and we will start with the community button. The community finance committee report. Uh, one of the items that, uh, we were bringing forward tonight, uh, not just, uh. Summary of the Community Finance Committee meeting from the prior Tuesday. But the committee has been excited to, uh, work
008to, uh. Put together an outline for this board and future boards in terms of, uh, best practices. In determining when and how to issue types of debt for major capital projects. Um, the CFC, uh, had provided a lot of it important over the last few months, and we were able to take that and craft it and put something together that outlines, um, you know, determining, you know, that there's an objective to issue the debt. When and if to issue debt, uh, the appropriate types of debt, the amount of debt to be issued. Uh, the impact on the student and future boards that needs to be considered. Public currency and, uh, long-term debt management strategies. Uh, that was then cracked, I, uh… Mr. Brisbane had put together visually, presented it out to the Community Finance Committee
009on Tuesday. Uh, and it was, uh, met with an overwhelming amount of support, so… Uh, Graham, I don't know if you'd like to talk through, uh. The algorithm where it fits together. Um, but, uh… I'm excited to bring that forward. Yeah. So, I put in my write-up for the board, it was a thrilling meeting of two men. A number of things happened. We welcomed a couple of sensational new members of the CFC. Michelle Mangan and Bob Spatz. Um, we were also able to circle back on some things we've worked on throughout the year. That was… some of those things are reflected in the… conventional stewardship section of the board office. And I'll just touch on a couple of those highlights. Um… So, first of all, you know, the fiscal stewardship section, your Atlas. Now begins
010with something of a mission statement or preamble that emphasizes why fiscal stewardship is so important for school districts. And those reasons, in some cases, are obvious. If we're going to really provide excellent and equitable education to allow all students to achieve their full potential. You really have to ensure you have stable and sufficient resources For any type of programming that might be necessary to achieve that goal. Obviously, um… the majority of our expenses is in, uh, salaries for faculty, staff, and administrators. We need to make sure we can continue to higher, high-quality, uh, colleagues to work here and serve students. And then lastly, of course, we've got to ensure that we can maintain the trust and support of local taxpayers due to unique circumstances here in the state of Illinois. There's an inordinate dependence on
011property taxes for the funding of public education, and even more so in Oak Park, based on the profile of its tax base. So those are reasons why it matters. And so, what does it really take to provide strong fiscal stewardship? You need the commitment of the board, the administration, but you also need The right systems, structures, and processes. Including transparency and best practices. And some of those best practices include Um, an approach to smart use of debt, and that's also featured here. Yeah, let's… I'll just touch on a couple of other things here. Um, we've had continuous input from the CFC Regarding, uh, the topic of what should go into our financial dashboard. Which is, you know, is a goal that Tim Brandhorst and I are assigned to, um, so we've arrived at a set
012of metrics and data and charts and graphs and so forth that We're now going to be turning over to Tony for putting on our website to go alongside the P2. Dashboard. The other thing CSC is providing continuous input on throughout the year. It's helping us to establish appropriate financial peer districts. And, um, it warms my heart to see the administration is already starting to use those financial beer districts. In their various reports. And some of the benchmarking. Uh, and metrics data that I alluded to for our financial dashboard. Is against some of those measurements, such as our expenditures for people and our rate of expense growth. Last thing I'll touch on to build on Tony's comments is, um. Heading into this meeting on Tuesday, there had been a good amount of work done, and I
013credit Tony for a lot of this. Uh, to establish some… guidelines and toll gates, so to speak, with regard to the use of debt. And you'll see that listed out in the Atlas, and that includes Basic questions such as what are the objectives. What's the timing for the use of debt? Uh, and what should be the process, depending on what kind of debt instrument is necessary. And slide 33 of the Atlas actually provides a table, and it's kind of interesting. Within the state of Illinois, there's actually quite a few different tools and, uh. Mechanisms for use of debt. Some of them are things that we may never have to entertain, because some are designed to help districts that maybe are in a a more difficult financial circumstance. Um, but one of the most common uses
014of debt is for, uh, major capital projects in the form of school building funds. And this… Uh, you know, our district is coming out of an era of about 15 to 20 years in which we had some what I would call anomalous conditions. And that included, uh, a very large fund balance combined with 60-plus years of deferred investment in the infrastructure. Um, combined with and concurrently. No use of debt, at least, uh, capital building bonds to help maintain that infrastructure. And obviously, this is a district Uh, that is 150 years old, its infrastructure in various parts. Uh, date back that old, or that long. And it's a million square feet. So, uh, while we have this… Terrific Project 1 that was completed, and of course, there's a very large project underway right now. Project 2,
015We have to recognize that inevitably. For a campus that old, and that large, you're always going to have a need for investment in that infrastructure. And in the March CSC meeting, we had An initial discussion around, um. Best approaches, uh, processes, or framework for the funding of infrastructure of that type. And there was generally consensus that, you know. Ideally, um… Capital Building Bond's the best way to fund that, uh, for a variety of. Of reasons. Um, but coming out of this anomalous situation we've been in for the last 15 years, how do we, you know, CSC? As board, as a district, think about. What's the right way to go forward, an ideal framework for how to evaluate infrastructure needs, and how they need to be funded. And the goal, ultimately, is to make sure that
016Beyond the time when any of us are serving here, there is a stable and predictable mechanism to provide for CapEx resources when infrastructure needs present themselves. Um, given the age. And the size of this campus, we have the ability to continue to maintain and modernize in order to meet the needs of students. Uh, we do want to minimize the impact to taxpayers, because capital building bonds obviously, uh, involve referendums, and the authority, uh, granted by taxpayers. To take on that debt. And then also the benefit of, uh. Capital building bonds, of course, that current and future generations of users of the new infrastructure. Are the ones who actually bought this. So those are the goals, and what you'll see on page 35 of the Atlas is Um, a framework for examining the use of various
017debt instruments within the context of a total tax levy. And… slide 36 then shows a visualization of where the use of capital bonds could fit within a total tax levy. And also how… Capital bonds can be measured as a percentage of the total tax levy. So, as me as a board are thinking about new capital needs. Projects X, Y, and Z in the future for the new projects. We thought that we, meaning the CSC So I thought that… Um, that philosophy around fiscal stewardship, which we began with. Can combine with… A rigorous. Set of guidelines for how we use debt. To help set planning and investment needs. In the future. So that is my verbal overview of the fiscal stewardship Atlas. To build upon Tony's wonderful opening remarks. And, you know, I would be happy
018to entertain any questions. So, we'll open it up for discussion. Grant, um, just wanted to express gratitude to you and Tony. This is a really terrific, um, piece of work. I was really outstruck in your deck. Um, it sounds like the CIC responded favorably to this. I'm struck by the fact that you you're not looking at specific funding strategies for P3, You're really trying to do something more far-reaching and more, sort of, more, um. Um, something that will… put in place a process that's going to serve this district over the long term, rather than We did short-term… decision. And I think that's absolutely the right thing to do. I think Um, what I really like about it is it… it, um, it's symbolic of its shift And the relationship that I think this district is
019going to have with the community. Um, around funding, capital improvements, um, going forward, it would be just going to be a different relationship. We normalize, rationalize, more typical treatment. So I think that your work on this setting the framing of how we go about making these funding decisions in a rational. Um, responsible their way Um, to the entire community. It's absolutely spot-on. I just wanted to say thanks. Excellent. Yeah, I just don't see any comments, so… Oh, well, to me, I just say, I think this is… Great working, you know, a lot of times you haven't guessed it yet. Um, and I know the sales comes to us on a regular basis, so… So I will have time in the future, but thank you for the work. Congratulations on, um, getting the Bay of Ruth
020out of retirement, not to… to CFC, and uh… It'll be a great addition. Yes. Yeah, nothing to add, I think Greg's summary was very complete. Thank you. And Graham and I spoke a little bit for a wheeler, and Tommy also just wanted to note that my peers have to extend, um, thanks, uh, for this work. Um, and for setting us up to be… easily transparent, to be very clear, to have a process, a structure, um, that mobile, um, as we go forward in thinking about the needs of the school and how we best meet those potentials. Well, and since you're new, we'll move on to the next discussion item, which also involves you, though, anyone else will be coming up with you, we'll move to the, uh, discussion. Uh, the added project reprogram reports. Great,
021so for this item, I hope… term soloists coming to us. I'm sure to get things started, and we'll have a few other books coming up as we go on. Get this started with a little bit of context. The board, the public, of course, will recall that back in 2017, 2018 school year. A large process was undertaken to help us develop a long-term master facilities plan. This is always designed to be a process that would be revisited as time goes on, not as an absolute blueprint, but as a guide. And so, um… In that… in that vein, you know, we… as I, uh, referenced, we do have a project going complete, Project 2 underway, and back in March of this past, uh, school year. Uh, we began conversations about Project 3, um, deciding that we would,
022uh, just take one step forward with that into the, uh, into the programming phase. The product of that work is what we're going to be talking about today. Also on the agenda for tonight. Pending this conversation. Is, uh, the potential, um, funding of the next phase, which would be the development of a concept design, uh, for Project 3. I'll need that for the other presentation. Uh, if we could get the slide deck up for this… I'll turn it over to Karen to start it off, and then I will also pull that up. Uh, welcome back. Can't get rid of us. Uh, the two leaders of the whole Imagine process, the incomes, and my tutorial, who are going to be getting some, uh, background about that whole process in just a moment. So… you know, start
023typing into it. Over the programming stuff to start, and then we'll transition. Right? So, like, it just… So, as Greg said, this is part of the program. So, in architectural terms, programming is the process of, um, determining the needs, uh, of a project, and what the scope of the project, um. It could potentially be. So, um… For Project 3… The needs were studied back in 2017-18 during the initial Imagine process. Um, there's a very in-depth study of all our facilities at that point. Um, and very clear needs identified in the Project 3 spaces. And, you know, that was 8 years ago, so we needed to go back and re-examine the needs, or what we identified 8 years ago still accurate? Um, are there new needs? Have certain, um, needs been addressed already? So that's what
024programming was about. So before, uh, Allison Sternquist, our architect, goes into what we found during this programming phase in recent months, I'm going to turn it over to Ben Kamenica and Mike Poyer, the leaders of the Imagine Process. You talked about the original findings around the Project 3 spaces. Yeah. Thanks. Just let me know when you're ready to go to the next slide. Thank you. Um, why don't you do groups again, because everyone already has. Um… And our task tonight is really to give you some context. About, um, for the presentation that she's going to be giving later. And I have notes in the main hope of keeping me on time. Um… So, as we said, back in 2017, the Board of Education completely matched a team, um, and We were a team of 30
025citizens and 10 faculty and staff. Actually, you know, I had two slides in a good second. Um, and our charge was, as I said, to research. The current, then-current needs of the school. Um, and to see how the school facilities were and were not meeting student and faculty needs at the time. And then to create a long-term plan to address those needs. Um, a plan for school facility that could support not only current. Learning and teaching, but future learning and teaching. Our process varying throughout the process and construction or writing of our work product. We have 3 guiding principles. Everything we did had to be needs-driven, student-centered, and equity-focused, and I'd like to think that we achieved that. After 18 months of research. Um, we delivered our work product. This is the Imagine Plan. It
026also exists on the school's website. Um, and we documented our process, and also the needs that we identified, and we proposed 5 project sequence to address those needs through renovation and new construction. Um, those five projects are all Interconnected, but also independent, in that they can be built one at a time over a series of several years, and after one project is complete. The school is whole and functioning until you have the time, energy, will, or resources to build the next project. So we completed Project 1, there was a break, project two is underway, and Project 3 is what would be next. Okay, next slide, please. Um, it's important to be able to point out briefly that there's a difference between Prioritization and sequencing. So, Project 3 does not mean that the elements in Project
0273 are the third most important elements. It isn't set up that way. There are a lot of things that determine the sequencing, other than just how much of a priority something is. As is illustrated by this little thumb puzzle. If your main goal is to get tile number one up to the upper left-hand corner, you can't just pick it up and plop it there. You have to move other things out of the way and continue to rearrange things in order to achieve that goal of moving… of moving Title I. And Project 1 through 5 sequencing reflects that. As a reminder, our building is completely landlocked. We do not have a parking lot or a cornfield next door where we can say, oh, our top priorities are physical education spaces and performing arts spaces, so we're
028going to just build them both simultaneously on that quarantine parking lot. We don't have that ability. What we do have to do is create… prioritize. Sequence, he… Projects that add square footage to the building first, because that's what makes space, literally, for future projects. So Project 2 didn't come before Project 3. Because we thought. Physical education is more important than a performing arts. It's because Project 2 adds a whole bunch of space to the building, so you can take a lot of other physical education functions, move them into that new space, and in the process. Free up some other space for redevelopment in project for performing arts in this case. So again, it's not the performing arts in Project 3 are less important. Than other things. You have to make room for them before you
029can build them. One way you can do that is to be careful sequencing. Okay, next slide. Here's kind of the big picture, um, of… from the Imagine. And this is a diagram of the school before Um, any of you mentioned work was done. The bottom part is just longer can see, the bottom edge is Soville Avenue, the top edge of this diagram is the mall with the stadium and the fields beyond it. Project 2 tore down a hodgepodge of buildings in the southeast corner, that's the lower left-hand corner, where there are a whole bunch of small boxes. It tore them down. And replacing them with a full basement and four stories of states for… physical education program. Project 3 will do the same thing in the southwest corner of the building. That's the corner closest
030to the football stadium, and it's a corner on this map that is circled in the solid orange line. Um, that will be torn down, it's a central space, it will be torn down and replaced with a full basement in at least 4 stories above that. The project, the imagined plan called per four stories there. That may change in the future, we don't know. So that will be a brand new wing, and that southwest corner of the building. The new way is going to accommodate music spaces and black box spaces that are currently in the dashed line along the Scoville border of the building, or side of the building. And it will also include some PE spaces that are currently inside the orange line that will be torn down and replaced with modern and efficient spaces.
031Next slide, please. So, Project 3 was intended to address many different problems in the existing music and PE spaces. Wait, that's one too far. Oh, that typical news. Can you go forward with you, please? You want to be in trouble, because we… okay, so… There were many problems with his existing space, and those problems fall into 3 buckets. Do not try to read them all on the screen, you can look at them later. I'm going to summarize them for you. Your problems in those space is with condition. Um, the spaces are… many of them are outdated, some of them are physically failing. Most of them are not accessible in the sense of ADA accessibility, and many of them present health and safety concerns for their users. There are also configuration problems. The existing layout and
032location do not mean that The programs that use those spaces Their needs aren't met. The result is that there's lost instructional time, that it compromises faculty's ability to deliver their curriculum, and in the case of music. To conduct state-mandated student assessment. Um, there are also configuration for reasons we couldn't go into, but you probably don't really need to know. It prevents… it prevents the school from fixing those problems in place. There simply isn't the right configuration, there's not enough More safe on the same level, which imposes, for instance. And then there are capacity problems. Current facilities simply aren't large enough to meet the current curricular demand. Much less the extracurricular demand, because these are all heavily used extracurricular spaces. And they certainly don't provide us with the kind of flexible spaces that we need to
033meet future demands, some of which we can't necessarily conceptualize. So now if you could go back one slide, please. So here are the basic elements that are included in the original Imagine Project 3, and by original, we're talking about what's in this book from 2018. Okay. Um… in performing arts, there are new music facilities, new black box theater with dressing room, and a sound control room. There's a new stage path shop for building sets, and some new office space and storage. In the physical education spaces. The Imagine team have included things. Physical education spaces that couldn't fit in Project 2, is basically what it came down to. And that included… multi-purpose spaces for gymnastics, wrestling, and adaptive and cardio work in the classroom, and some limited changing rooms and storage spaces. All of these spaces
034for performing arts and physical education are primarily curricular spaces, they're all used to deliver instruction every day, and the vast majority of them are heavily used for extracurriculars before and after school, so the investment is really important in investing in the whole suit. Um, you'll see there's also some sustainability infrastructure on the roof that we had anticipated. And then, as Karen mentioned, there's some things that were originally in Project 3 in this book, but were actually pulled forward into Project 1, and those are mostly the spaces around the entrance and the Student Commons, the elevator and bathrooms that are adjacent to those spaces, as well as It's a series of all-gender resumes that are all at the north end of the building, the academic So all of those are already included in And of course,
035get taken care of, so they don't need to be addressed in the programming for the actual project three. With that said, I'm going to hand it off to Mike to explain how all of these elements were originally imagined to fit in the budget. I mean, slides you need to know! Okay, well, let me start with a little preamble here. This is not a set of brain infections. This is about that and I have to remind ourselves of regularly. We saw the recommendation business in 2018. Um, what we're sharing with you is… information, and all national stuff, as you… sheet with the rest of your work. Um, the conceptual plans, uh, that Amanda originally laid out. Uh, we wanted to include a basement plus four-story structure immediately west of the field house. All the floor elevations
036line up exactly with what is being built in Project 2. Um, and it starts out in the basement. With the principal on Al Hunter the basin, as you can see, is a facility for wrestling, a tree mat wrestling area. That includes some spectator seating. And then some fairly loosely defined Um, storage space, potentially logger space, um… to be… to be determined. Next slide. Part of this is ours. No, that's… I said, the core of this, of course, is in the performing arts, and on the first floor. Five major components to the programming arts. Address with new states require orchestra, excuse me, band. Well, I bought this since Sarah. It also includes the ancillary things, like, uh, individual, uh, regarding and, uh, practice rooms. Storage space, office space, etc. Uh, if you go to the second
037floor… An important difference between today's phases and Uh, the future spaces. Is that all of these phases really demand Uh, through floors of space. Uh, so you'll see that the chorus band, orchestra, black box are all two-story spaces. There is some available space on the second floor, however, for additional individual practice rooms and additional storage. Next slide. Third floor houses, um, the, um, multi-purpose skin, the Adventure Education, and Gymnastics. And there's this conceptual plan, and I just want to keep reinforcing research and social ideas. Of conceptual plan included, as you can see, some spectator seating, uh, for gymnastics. Uh, this is also a two-story space. Um, that's what a one-story space. For adaptive cardio. Excellent. And on the court floor. Uh, the second storage space for, uh. Adventure of Gymnastics. And above the, uh, adaptive
038cardio, uh, space for mechanical equipment. Uh, to serve this entire complex. So I was, uh, the conceptual… Um, approach. Uh, the conceptual notion that, uh, imagine a planner recently came up with. Uh, in 2018. And, uh, we'll turn it over to, uh, Allison to try to talk, um. But before I do, when, uh. I would like to thank Karen Solomon for the… doing all the work out here to put all this together for us. You will. So, before I get started, and I'm laughing and say that I mean last time when you guys storyboarding, I'll introduce myself. Um, there's many more members here. I also serve as… I am one of the PK 12 Chicago Region Practice Leagues, and I've been working with the district with an open effort going on 6 years now. From
039the time that we starred in Imagine Project 1, where done all of the construction projects that we've done to date. Um, certainly in the capacity as a project manager, and… really led the designing team effort. Um, so through everything that we've done with the district, so I'm excited to work with We were gonna lose here as well. So, as we get into speaking to people forward, what? Um, so, after Project 2, um, we… came back, and we revisited, as Eric mentioned. Um, one of the… As part of the program, we kind of bang, what was done As part of the Imagine Plan, with that being a foundation, but obviously recognizing that there are new Um, and evolving needs in the district, and making sure that what we move forward with, um, really fits that. And
040to put a framework on what we're going to talk about here today. This is not a gospel, this is not like, oh, this is what must be done. This is the vetting and the information, um. Not in the… anything you could ever possibly want at the world, but the, I guess, find this… Uh, realistic ideal. Uh, based on the current program needs of the district. Um, we have not cut anything out yet. It's, here's a statement of, here's the puzzle pieces as they've been presented to us of what should be here in reality, Tim will impose itself along the way in every step of the design process, so we have not imposed any, like, construction or financial or any of those realities onto this yet that will come along the way. So this is just
041the information-gathering phase. And so we have not started to put those puzzle pieces together, that's the next phase. Um, we have spent… this is the time to sit and listen and make sure that we fully understand everything, and set the stage for all of you to understand as we move forward. What are we willing to make concessions on or not, as reality imposes itself? So, that's what we're presenting here today, is the outcome of that updated research, and as we went into this process, um, we went back and reviewed the Imagine Master Plan again, especially with regard to this section of making sure that we fully understand and have worked closely with Lynn, Mike, um… and actually with the Facilities Committee that Mike is a part of, we met with them at the Calcative programming
042to share with them what our planned process was, get feedback from them, and then also, um, about a week and a half ago. To share, here's where we're at, and get their feedback on how they… what they thought was important to present, and Um, kind of a framework for the discussion. Uh, at the beginning of this, the district sent out a survey To students and faculty members that were involved in the programs that were impacted by that Project 3. And, um, the spaces that we were considering looking at. Um, and then we also met with focus groups of Um, faculty and staff, but also students. And this time, we made sure to actually do small groups of students that were recommended Um, by the teachers of that program, because we wanted to make sure that
043we had a group that was sized small enough that people would speak. That when we get good in, but from people that nobody knew those programs and were very involved in them and invested in them. But we wanted to make sure we've heard from everybody, because when you get in a larger group, a lot of times there are people that just won't say anything, even though they have a lot to offer. And that worked out really well. We literally, every single student that we met with gave us a lot of information. Um, and then we, um, also did tours with Performing Arts faculty. We attended the ones that board members went on, all of them, and got… there was a lot of really good information, not only talking to them in meetings, but then walking
044their spaces with them. And then we also use… we have a theater consultant who worked that was part of the programming report, and we brought that specialty consultant out that is an expert in theater design, and actually, the consultant that came out When attended, he is an OBRM alum, they've used those theater spaces and actually knew them from inside here, and so that was all part of our information gathering. Base leading up to the information. That makes us the heart of, um, the recommendations here moving forward. Um, in advance. So, as we get into… yeah, go one more. So we'll start with the music spaces. Um, as we get into this, at the beginning, um, Lynn and Mike mentioned, um, configuration capacity and conditions, which were something that we focused on with Project 28, and
045they said, here, they are also an issue in a different form than they were And projects are gonna show an issue. So, while the museum, um, black box spaces are in the 1967 edition, which is newer than the athletic spaces, it still has significant issues. Um, and when you think about how far, um… music and theater and performing arts have come in the… in the intermediate years, in those 70, 80 years since these phases were built. Um, it's… it's… significance, especially on a technical front. But also, so the band room in these spaces while the, um, spaces were designed for that time and were state-of-the-art at that time, these programs themselves have grown significantly. So, um, the band itself at that time was a military-style band. And now the… it's, um… there's about 125 students
046in the marching band, which is about 3 times the number of students that were using this space when it was originally designed. And you can see from the images the crowding issues in this space. Um, the grounding issues here are extreme, and that… Perhaps one of the biggest issues with this space, um. It also is not designed to… it has tiered levels, so not only has that made it not accessible, but it also actually makes the, um. Crowding conditions worse, because it limits the configuration of the space, and the space shouldn't be a double-height space, and it shouldn't have… have cutting-edge digital recording and playing that in, um… capability. And it's just, so… The whole space is just not designed for the way that they… what they need right now. Um, and it's… To, you
047know, the crowding is a security or a safety issue. Students, one of the things that's… stuck in my brain. If you have a million conversations, there's certain things that stick with you, and one of them is stuck with me. It was one of the students saying that the crowd been so bad. That another student who's playing a trombone or a trumpet will be literally playing it right next to your ear. Um, and you'll exacerbated on top of this are storage issues that Because the sort of issues we'll talk about in a minute, you actually have insurance being stored on the floor in this room, which makes for egress issues, and it's just… it's… it's a nightmare, honestly. Um, and… We then put this into the context that they currently, currently feeder districts. Or OPRF have
048180 students enrolled in 6th grade band. Right now. So, you're at 125 right now, and they don't know what to do. With what's coming down the road. So, the recommendations here… is to eliminate the tiered floor. That allows, when you think about it, not only are the risers not accessible to get up. But for a truly, um, accessible space. You need to be able to get to wherever your instrument would be in the room. So, you just need a flat space, that's what works better in the double-body space that works for acoustics. And have it tied to, um, reporting in digital, um, to the needs of it. That are current. So it's kind of a simple solution. It's a larger footprint. To give some context. Right now, this space is 2,108 square feet, and… Our…
049the recommendation right now that's in there, um, is… based on standards, 30 square feet per student is appropriate, and at 125 students That's $3,750 square feet, so that's what we currently have in the report. Moving on to the orchestra room. Quick question. Where are the current standards for 30 square feet? Um, so there's, um, weather puts some out, and that's what we use, but it's just kind of a general, a general standard. Um, but we can share them. Um, that happening. And so, then moving on to the orchestra room space, so while the band room was designed for that use, the orchestra room was not. It's a retrofitted classroom, so it is not in any way designed acoustically for what is needed. It's undersized. Similar to the band remaining mapped to, um, quite a bad
050extreme. Um, they currently have 70 musicians that they, in order to practice in separating up into the sessions that they need to, kids that are practicing out in the hallways, um, and they… the teacher currently has his office space is within the classroom, too, which exacerbates The space issues in this room. And there's also a lot of large instruments, and one of the issues with the orchestra and the band and the practice room is all being on separate levels, transporting those large instruments to get to the practice rooms requires going up and down stairs. So not only is that not say it's not ADA accessible, it's also It's very difficult to transport those instruments to and from those spaces. So this, again, would be increased in size to meet the knees based on 30 square
051feet per musician. And another aspect of this space is, from a temperature control perspective. Um, in the summers, it gets very hot, and in the winters, it gets very cold, because with the school closed, the temperature some total changes, and there's damage to instruments that happens every, every year as a result of that. So, the… that would be addressed as part of Project 3. 6. So this says the digital music room is something that Um, it's a space that was acquired since the Imagine plan was put together. It was a known teaching me, but not an actual space. It was… There, as part of the Imagine Plan, and so this is a new space. It's, again, a retrofitted classroom. It's designed as a songwriting… it's a songwriting and guitar Classroom where they really need to,
052as they're writing, be able to record, and instead what they have to do is, like, go sign up for a space somewhere else. And get a time, some… Some other time to record what they, um, wanted to do, and the space is undersized, not quite as dramatically as band, but it… so this would be a space that would be tied to, you know, set up a design for What is needed for this, um, this class? Let me add to this slide. So, of course, this again is another one that has the tier risers that just don't work. Not only does it not work for accessibility, same thing with, depending on what your voice is, determines where you should stand and be located in a room. But then also, the risers make it impossible for show
053fire to use this space, because they need a space where they can actually be on their risers that they would be on on the stage, which means they cannot use this room. Whereas if they have a room without the risers, they would be able to do that. It also has very poor acoustic separation from the surrounding spaces, um. Which is also an issue with all of the practice rooms, which we'll talk about then. So, this one, basically, should have a double-height ceiling and be a single level floor that allows it to serve, um. Whatever use it means for during classes and for active school. One question that I guess… to our stuff, and since you… have experience with educational institutions in the area. Is, to what degree can we More than one use out of
054the single space, uh, whether it's in orchestra. Room that also does stand. Of course, your subject's not the work, etc. Right. That is modular. Um, to what extent can we use these cases? So, it really depends on the… how robust your program is. So, um, the spaces that you currently, like your band and orchestra and chorus. Those are booked like, I believe every period. So they… the classes that you have need those spaces every period, but they also think where they serve double use is for practice. And for the extracurricular programs, um, in the evening. So all of these spaces are currently used all day long, just like the athletic spaces were, and PE spaces were in practice, too. So… While he sorted it, but does not have as robust a program as OPRF does,
055could combine uses of those spaces. It's not really realistic with the amount of programming You would need these individual spaces. And, um, it's not realistic to have band and orchestra used the same stage based on just the current curriculum is a very robust, great program that you've got. Okay? Next. So, the practice of ensemble rooms, these are… so, students… use these constantly, and they, um, these spaces are very smart. You have about 14 of them, and the total store footage totals about 500 square feet. Recruited all of them. There's… absolutely horrendous against the separation between them, which kind of defeats the entire purpose of the room, particularly when, as part of the curriculum, students need to actually create recordings of what they're doing, and each year, someone in the other room, so they literally cannot
056use these spaces to do their curriculum Elsewhere in the building in order to do that, and it, um, makes it very difficult to use them for the purpose that they are. So… in the, um, Imagine Plan and in what we're putting forward is 18 spaces, but, um, we've put forward that there should be a variety of sizes so that you can have some ensemble rooms. And some individual spaces. Um, and so… and that comes out to, um… There's more space that we've provided for that. I put a hero. Um, about 2,000 square feet, which, um… who makes… these are… students are actually waiting constantly to use these spaces. They're in use all day long, and they wait for them in their, um. In our experience, etc, so… That's, um, part of the recommendations that are
057in the report. Moving on to the next session? So, storage. Storage is something that… should fall into the background that nobody thinks about, nobody cares about, it just exists. Unless it's a problem, and then it's the only thing you can think of, and, um, and talk about. And if the music department could have literally gotten up on the rooftops and screamed, we need more storage, they would have done that. It was… it's the biggest probably one of the biggest needs that they have. They've… they just are overflowing everywhere. Instruments are stored on the ground in hallways, in the classrooms. They have the marketing uniform restored in the orchestra room, there's just no storage space for anything, and the marching band props that they need in order to perform for, um, competitions literally have to be
058bought, and then gotten rid of it here, because there's nowhere to sort and then repurchase the next year. So, storage is something that we're, um. That's a significant part of the, um, programming recommendations moving forward, so that they become something we don't think about after it is. I would also add to this slide that, um, after the tour. Um, it was, um… wildly apparent that those storage spaces are unsafe as well. And, um, and it… came up that. Um, but this is where band kids have launched, and get together, and it's, like, looking up, and I see 30-pound instruments named, like, I'm like, this is terrifying. So, I do think it's unknown to say it's also a safety. Issue as well. Yes. It's the same issue when you look at that ramp, as people that
059just would walk up to get out of the room, and there's, like, instruments stored there. It is a problem. It really is, so that it needs to be addressed. Next slide. Uh, teachers' offices, uh, these, these spaces and, uh, the performing arts. Or the theater department are… One of the few spaces or departments left that don't have collaborative spaces that have been set as the standard for Project 1, 2, and… We would include shared teacher spaces where they, um, that are collaborative as part of Project 3. Next slide. All right, so getting to the theater department. So, the Black Box Theater, a lot of people that haven't actually been to one probably have no idea that this exists. One of the points that the, um, theater department made is this is something that we should
060be putting on display and celebrating, because it really is Something in about every district offers, and it's a really cool thing. It is… most of the performances that are done in Blackpass theater are student-directed performances. Um, and so this space is a… basically a double-sized classroom space that was converted to a live box theater. It was never designed to be that. A black box theater is usually two stories. The… what they've described is that the stage itself is the appropriate size, everything else. Isn't. And so, they can fit… they sell out about 65 seats. They can get up to maybe 80 with certain configurations, but really, the appropriate… the sweet spot for an audience size would be about 120 seats. The biggest issue that they have is that there is nothing left behind the curtain.
061Like, literally, that's it. That's it. Um, so… But you can see the set storage is in the little bit of depth that's on one side of the The curtain, and that's where they're storing their sets, there's really no space for actors to be in the links, and there's very little… there's almost nothing in the way of support spaces for this. Toilet rooms are far away. Um, and there's no… there's no pre-function, there's nothing for this space, it just sort of is where it is. And with it not being double height, that means that the control booths Which should be elevated and overlooking the space, and accessible. From another space is on the floor of the performance space, and you have to step up into it to get a little bit of height above the floor,
062which makes that not accessible. Um, and changing out and dealing with the lights, you have to get on a ladder and do from below, which is a safety concern, as opposed to being able to be in a double-paced and access them from above. So, um, in all, it's amazing that what they've done with this state, what they have, but they really deserve a space that's designed for them. And for the students that are doing amazing work in the space. So, next? So, stagecraft, there is a… currently a decent-sized stage path stays off of the main auditorium stage. But this program for this age tract. Serves not only the auditorium, but the little theater, and the black box. And at a timely imagining plan, they mentioned that it's, you know, 9 different productions in a year.
063I believe Does the data department go to Schmid that this year they did 11 productions. So that space, not only is a survey map, but it's also… there are classes. That are taught using this space, so it is just completely overwhelmed with what is trying to serve, to the point that sets are now being… they're being built on the level theater stage and the black box stage, um, because they just don't have the capacity in there. And so, as part of Project 3, adjacent to the left box would be an additional safe travel space. To relieve and serve the needs of that space, and put some of the problems. On this space. Next? So, possible storage, um, as part of… this was… this is a request from the theater department that was not part of
064the original Imagine Private 3, um. In Project 2, we did provide a larger classroom storage space, and we met a similar one than they had before. We've put out there that they still feel like they need more space. We gave what was available in Project 2, so this is up for just putting it out there as a request, and it'll be vetted as we move forward as to whether or not that we can make that work in Project 3. Next. Commercial space. So this is another space that was a… desperately needed, but not there. When the Imagine Plan came through, and they were able to acquire this space next to the black box recently, and it is used not only by the theater department, but it is also equally used by, um, the music department
065for… as a, um, practice space as well. And so, it is an actively Used all the time space that would be a serious loss if it was not incorporated into Project 3. So it is there as part of the… Next. And so again, same thing as I said before with regard to teacher offices, when we're going on this slide And then the PE, we can keep going. So, as Lynn had mentioned, there are spaces that still exist within the footprint of where Imagine Project 3 is planned to go, and so these are the places. Um, the Adventure Ed Sage, which is one of the most popular, um, PE classes that the district has, and one of the surveys, um, students are, don't get around in Adventure Ed was in the surveys that we had. Um,
066currently, wrestling, uh, at the Legish University and the girls program. Uses this space, which, um, they reported it doesn't really work. To $400 to have that flooring in there. Um, and so… This space will be there moving forward, but it would be separate from wrestling. It's designed, or planned as part of the managed to be a multi-purpose space So, we'll… we'll get… Um, exactly how to maybe that monthly therapist moving forward. Yeah. As well, because of… the, uh, the resuming at some floor. Yep. Take, uh… absorbing a lot of use equipment. Tim, because of the other uses of the space. Mm-hmm. Including archery. Okay. Yes. So, on the next slide. So, adaptive P. At the time that Imagine Plan was done, AdaptiveP had this one small little area within the cardio. Um, say, switch date.
067Do have some need to use cardio equipment, and so, um, but they've since moved out of that space because it just did not serve the needs that are currently using the Wellness Gym, which is what you see here, which is a bed space for their needs, but it was never designed for The, um, sensory and auditory and just physical accommodations that, um, students in adaptive PE needs. What they really need is a space that's designed for them. They don't need to use it every period, but I think it says it's designed for them. That other people can use, as opposed to them trying to may do in space design for other shoes. So that, that's, that will be included moving forward. Yes? And then the cardio studio, this space, um, the only reason it's in
068Highlight 3 is because it can't go away. It is in the footprint, it can't go away, so we're just replacing it with a similarly sized tools. If it would have adjacency in our minds to be adaptive space. So that, um, they can make use of the cardio. Equipment, but not me. Together. Next. So, PE classroom, um, this was not part of the Arizona Magic Project 3, but as part of Project 2, there… Where two PE classes, one within the footprint of project two, and one within the footprint of project 3, and were actively being used by the PE department, and… We originally had two PE classrooms in Project 2, but as part of the budget considerations. A lot of them was removed because it was within the footprint of Project Green. They could continue to
069use the monogram room. Within the anticipation that it would be included in Project 3. So at the moment, it currently is part of what's here. Like I said, Maureen, that ideal world, not the… We'll see what reality does, but we're currently finding to have this be part of. I had a three bone. And they're lecturing your spaces. These spaces are also within the footprint of Project the existing ones are severely undersized, and so, as part of Project to… we had a coach to… do new furnace spaces, but they just did not make the cut when it came to Two things in the end with Project 2. So, um, but we did do a temporary very light renovation of one of the no longer necessary locker rooms for the interim until Project 3 happens, to give
070them more, um, taping table space. Um, but a trainer space will need to be part of Project 3, because they won't count what's that area bills from that. Next. And then wrestling, and um… So, as we mentioned, the, um, the girls in the university use of masks in the Adventure Ed Studio. Other, um, area, and then the varsity uses this, um. Horrible steps to get up to their, um, their wrestling room. Right now, again, within the footprint of Project 3, the area that would be torn down, and so we're including a 3-mat wrestling space. Um, in… in Project 3 right now. So, one of the things that… It was a parent never support his second. But then, putting in the basement, I don't see that as providing for great ventilation. Right. So that is where
071Imagine put it. So, as we went into concept. As I mentioned, we have defined what the puzzle pieces are, and now we will start to look at it. How did these study go together? And is that the appropriate location? Although that's the next… physically… not physically, but, like, forced myself not to start putting the pieces together until tomorrow, so you approve, um, moving into concept design, where we will start laying out how does all of this go together, what's appropriate to be next to each other, and you know, a lot of thought went into the imagination, but that does not mean that that is gospel, that that's what it's going to be. Next. And just to touch on gymnastics was included as part of Project 3, but because the original space was torn down as
072part of Project 2, um, they're currently off-site while project 2 is under construction, and the other spaces are being used, but we found that we created a plan for them, we found a program in One West Gym, because they would need a home Until Project 3 was built, but we're anticipating that that may be able to just be their permanent home, so they may not need a space within within the book for the project, we have the numbers there to accommodate it, should they, but… Um, but that may be able to just… say and live in one of us, and not be in the project. That will figure that out as we move forward. Next. And so a lot of rooms, there are a lot of locker rooms that were part of Project 2. All
073of the PE longer rooms are there. And between Stadium and Project 2, almost all of the athletic source had a dedicated space for them. The only ones that don't are track and field, cross-country, and wrestling. And so, for now, we have… there is locker room space for those three programs planned for Project 3. Now, we know that as Project 2 comes on, online, um, in 2026, We may find out that that may not be met, that that may not be met, so you may be able to make it work. We'll… we'll see. But for now, we are playing for that space for those programs. Hr or something. Yes, sorry, sorry. And so it just… I just wanted, as kind of wrapping up, one thing I wanted to point out, because And that, as the magic
074plan was put together, it was known Um, this, this road, but it was not necessarily apparent and put front and center to everybody, so I want to put it out there. So, Project 2 starts at the structure of the field house roof comes down right along the The east wall of the Field House, and a project to exist from where that structure is East. Um, Project 3, the structure of the Fieldhouse Room comes out on columns that are… that you see here that kind of live in the middle of where the grandstands are, and… The field house, the grid, the balcony grid stands, and storage below it extend beyond those columns. Project 3 starts at those columns and goes west. And so, those, um, existing… that existing balcony and storage spaces below it, and actually
075the archives room, would go away. As part of Project 3, so we're making sure that we're saying that now. The district is aware of it, and accommodation would need to be made. The intent is that with the 34 gym, the large, um, athletic And, um, gatherings would happen there, and that just anything that happens within the field house would not, you know, just would not have the same. Level of audience capacity. Um, so the district is worried about putting that out there. What we will need to accommodate, and we're have it in our program is that they're… the field hospital still needs some storage that will need to be accommodated within the program. So that's there. Um, and the district already plans to move the archives to be history museum, so… Next. So. That covers
076what was in the original Imagine Project 3, and at the outset of this, the district, or the board asked us to look at as we're doing the programming, is there anything else that is a pressing need that what, you know. That should be moved out from other imagined projects or, um, that it just needs to be considered, and so the group can't… Um, settled on 3 spaces that you'll see here in the next session, and basically that is the auditorium, the little theater, and the TV studio, which I'll get into… which I'll get into. Go to the next slide. So for the auditorium and the little theater, this is, um, these were fully investigated as part of the Imagine Plan, and the deficiencies and the needs of them were documented in the Imagine Plan. Where
077they landed was something had to be cut, we couldn't do absolutely everything as part of the Imagine Plan. These The auditorium and the little theater were moved out of the magic band of plans to be done as part of, um, tenure capital improvements work. Last year, when the district added the lenses of accessibility, sustainability, etc. To the 10-year plan. These spaces, renovation and making an assessment was put into the tenure plan because they have such significant needs on that front. But the reality, um, of financial question marks with, um, the next few years. Um, resulted in this year, they were removed, because there just wasn't the funding for them. So they currently have no home. Um, so that's why they were brought forward here for the auditorium and a little theater. Um… there's a lot
078of technology over these spaces in the theater Consulting Report that I encourage you to read. And not ask me to speak like an expert on him. That's why we had the theater consultant. But in general, from an architectural perspective. These spaces are not particularly accessible, but the auditorium, there's no accessible… good accessible route from the, um, house up to the stage, and there's not a… the, um, discharging of those seating throughout, um, what was included in the Imagine Plan was lighting replacement as part of Project 4, so we did work here that would come out in future projects for the orchestra pit. Um, is, um, is undersized, but it's better than the… what doesn't exist in the little theater. Um, and when you get them into the catwalks, the landing position, that 25% of them
079are instructed by that work. Um… But the other factor in this is this space is one of the most prominent performance spaces in the district, and you walk through the newly renovated Welcome Center and Commons into a significant downgrade in aesthetic in here. Not only is it significant that we're in aesthetic, all of the chairs are, like, at the end of the Their useful life and really need to be replaced. So, um, for consideration for renovation would be the auditorium. Next space. And then the little theater, this one has more significant newsroom either than the auditorium, especially from an accessibility perspective. Um, there is no… there's no LA, no elevator. You don't have to go through the basement tunnels to get to the stage, um. On any kind of… remotely accessible route. Um, they, in
080order to get sets onto the stage, they have to come down very smoothly range stairs that, um. Don't have handrails. And, um, and actually they reported that grandparents that get seats in the front, they actually can't get to their seats or back out of their seats, because they can't physically make it there. Um And the accused in the space are a significant issue, and there is no auditory accommodation in the space, and the worst space, mechanistically, is where the only avian Seating spaces at the top of the stage. The wings that are undersized for being able to accommodate the performances that are there, and they have to build, put a sass on the stage. Um, so as part of moving forward, if agreed to, we would study how to make this space accessible and what
081can be done to improve the space. Next. And the last thing that we looked at was the TV studio. This space was not studied as part of the Imagine Plan. It exists up near the Digital Arts Lab. Um, and it's not necessarily in the wrong space in the building, because it… Um, being close to that digital, um, our side that works well for them, and they do have connection with journalism and English department. But it also seems to make sense to look at it from the perspective of, would it be appropriate To locate it near the… the digital recording capabilities and the types of performance spaces that are, um. Part of Project 3. So, we looked at it, but the current space just needs a bit of a refresh. There are level changes that we
082need to be addressed if you renovated that space in the existing recording space is a little bit too small. It's such and too out of shape, though. So, and with that… I think that's… there's a lot of information. Um, so… with this, if anybody wants me to speak to the details of this, I can. Um, there is a decent amount that was in Project 3 originally that has been done as part of Project 1. Um, and some things that we're able to be accommodated in Project 2, um, and then we kind of sub into the additional needs that were, um. Came along the way since. One other thing that I would throw out there is that as part of the 10-year plan, some renovations to the field house are slated for 27 and 28, There's
083flooring and bleachers that need to be replaced and some refresh, and so we're looking at everything holistically, as we move forward, we would really kind of look at what makes sense For the spending of that money, so it would not make sense to invest money, and then tear down and open up that and do damage to any of us that you just made. So we'll just kind of look at it. What makes sense for that. That's it. Awesome, thank you. That's a lot, um, and I want to just call to open it up for a second question that Oh, I haven't read it. First, I'd like to, uh… Thank you, Mike, can. Your continued work. Um, I just… I think your commitment to this over, what is it, 70 years now? Uh, it's just been…
084Phenomenal, and I think the district in the, um… I just want to say thank you very much. The earth continued participation was so… in bringing this together. I also mentioned this week. I know about a year ago, or maybe a little longer, I… started asking about Project 3. And this is really exactly what I was looking for. Yeah, thank you, I don't think there's any heat. Any of these details, because at all. You know, it's all still… a conceptual plan. And it's just, you define the needs. And I think he'd prefer doing that. One thing I do want to mention is make an assumption, too, is I believe you said that the, uh… Renovations of 1967 were 70 or 80 years ago. And that's sitting in, I don't feel like I'm asleep Saturday and everything,
085but I promise I passed those normally are better. Another adjunct a little bit… Um, so I also, um, thank you for this very thorough report, and I also, thanks to Mike and Lynn for the, uh. The tour, um, it's the second… Sure, that it had a week outside of Project 2 tour, um, and the… I can't underscore enough how how informative and how useful it is to see the spaces of most personal, and I really hope that Um, as it was a part of the communications and outreach efforts with our community with Project 2, I hope that'd be coordinate several tours of the spaces for Piojara community to see up close and personal what it's like, because Um, I cannot underscore enough the… Um, the takeaways that I had after the tour, um, and I
086was troubled by several safety issues with the spaces. Um, I am… pretty claustrophobic birds, and I felt claustrophobic in several of the spaces. And I was curious about how many people are estimated to be claustrophobic, and it's, you know, around 1 in 9 higher in females than males. Um, I don't know… ratios of students on hand here, but… so there are several areas where we're talking about where there's public health issues associated with The current city of these spaces, but… physical and mental health, and… That was just very, very… glaringly appearance fee after the tour. Um, so I hope we… Um, very meaningfully incorporate that into our communications and PR work. I think, um, uh… people have to see the spaces themselves to really get a feel for just how… how deeply we need these
087improvements. Um, so thank you. Oh, one last thing, um… in the, uh, the future iterations of programming research, as we, you know, we have some new… the next phase of the Imagine Plan, I would love to see listening tours incorporated as an instrument. Um, I think it's a very effective way to get at… I do appreciate that you, um. A focus group person, because I don't like… and reliability with that, with focus groups, but I do like that you focus on smaller groups, which is great. Um, but I think really taking a good look at how effective listening tours can be in an educational setting. Um, going forward. Yes? Yeah, floating numbers seem a little bit. You know, it became apparent that there are some folks think are about the AIDS, And then subplots. Can
088you walk me through a little bit of the process as to how we could route Whether it's budgetary, or, you know, prioritized one item or the other, and where do we reach compromise? And what that looks like as we move through the process. So, from my side, we… we don't make decisions on what gets cut. We present… we clean and we as Hitting's come a long way. It may not just be budgetary. It may be logistics. It may be a number of different things. And so, throughout the entire design process, there is a group that we're working with, and we're reporting the facilities committee, and then the main board team, and then we start to figure out, okay, here's… here's the issues, here's what… and here's the options Of, um you know, the Emily, you
089know, and I… And my team will share pros and cons that we see, but ultimately. That comes, you know, what the… that group feels is appropriate to bring to the board. Is, like, as to the board, and then the board decides what Um, want to say someone knows And what budget is, and so, um, for us, it's just bringing forward, here's the reality of everything, and we have yes to that, and look at, okay, what can we do? You know, there are some things that we know are, like. Not that they feel that nobody would ever even notice, and then there's things that it's like, no, we have to, you know… They have to bring it forward. It's a new board member, uh, you'll hear a term that we love to talk about here in
090the Project 2, that was value engineering. And, uh, that's when we, uh, get the, uh, full somatic design and into the construction-type drawings, and really start to look at, okay, what's the true cost of this? Is there a way, with everything involved, that we can make changes to bring the cost down? Or, at that point, does there need to be a reduction to stay within the budget? Um, but it's a, uh… kind of a very step-by-step, transparent process, um, between the administrative team. Our various committees, um. Fgm, and then we bring it to the board for approvals as well. And I would say, too, that decision-making process is like this part is so important, because understanding the true need and where, like I said at the outset, where you're going in the sessions and where
091you're not comes from having a staff. This depth of knowledge, and… and really, with every district that we work with, when it comes to putting options on the table, we always Keep in mind students first, whether the student and the learning needs. First. Um, and so we look at what we can do from a construction perspective and all of that. First, and… program lasted. So, one of the things that I've been bringing up as we've discussed this, and I'll continue to throughout the process, is Right. The only way the system And one of the things that I think we need to be conscious of as we go throughout is How do we… how are we… putting forth an effort to be accountable expert we can. I mean, making that… public and available throughout the process.
092That's going to be the best way to get the record. Yes, it's… it's quite a sense of. Um, which is… Concessions in the city. Absolutely. Questions or any comments? Thank you all for, um, all the work on this. So, we are going to now go back to our action items. And… And… First one is… Um, as you either pay. Um, moved to approve the 2025-26 contracts with various service providers, and the amounts outlined within a memo. I'll also do the discussion or questions on those? Second. Discussion of questions. Just, uh, as a quick point of reference for our two new board members, there'll be several items that come forward at the June meeting that are annual items. This would be one of them. Setting the contracts in place for our service providers for the following
093year. Which specific service providers? Easy… Do you want me to go through them? Yeah, go through the list. This is all… so this is the five contracts listed under Adams. There's one for speech pathology services. Activation therapy, physical therapy, financial services. That sort of stuff. Sorry, we're getting used to the Google. Yes. I'm not sure if you were a very fast. Can we discuss a little bit, um. Some of the speech pathology services, the increase. Um, so every year we have a series of related services that don't really require a full staff person to be on our staff, so we conduct those services out. The increase in hours are directly related to the increase in the additional classroom we have at the City of Cookground this year. So because there's more students, we just need
094more services. So that's the increase. And then the increase in rate is, um, just over time for the contracts, they, you know, every year, we kind of look at more amount of grades, and we try and stay in line here with, um, you know, kind of right around the same for these pieces of contracts. The supplemental healthcare, right? I'm familiar with the speech without doing? I'd just love to, you know, correct? That we explore direct individuals for those services as well? So the two, um, the HealthPro, pediatrics, and the Supplemental Healthcare are, uh, directly related to the staff people. We have a historical relationship with. So, I would say the relationship would be employee comes first, and then we use these companies. We could know the companies who they work with, in terms of licensing
095and just… General, uh, as I understand, they've explained it to me, just general, like, how they use our licensing and promotion development. Questions or discussion? We'll call the roll. Yeah. Yes. Mr. Kurtz. Yes. Yes. Ms. Winsley. Yes. Item B, we have already uncovered. Thanks again for the million dollars. I don't see, um, I move to approve the CDW proposal for the 2025-2026 school year. For a total amount of $54,000. $793.29. Okay, open for any discussion oral questions. And I thought she was the end. The contract was listed in the, um, data. This is an example from what we would possibly get a discount in through our intergovernmental agreement. Purchasing. I know some of your songs. Uh, Erica, I'm not sure if you are still on the Zoom, if you would happen to know that, but
096I am, uh, unsure of, but I do not believe so. Uh, for the most part, the elementary schools, uh, they use very little Microsoft, they're mostly Apple shops, and so we are a whole fully functional Microsoft shop in terms of licensing and Office products, so… There may be some synergies, but it would be more to the elementary theater district's benefit than to ours. Other questions? Right? Dr. Livingston? Yes. Mr. President? Yes. Mr. Burns? Yes. Dr. O'donnell? Yes. Mr. Rambos? Yes. Mr. Arden? Yes. And Ms. Williams-leith? Yes. Um, item D. Move to approve the annual support contract for Decision Ed in the amount of $36,935 for the 2025-2026 school year. Second. After discussion. We'll call the roll. Mr. Wilson? Yes. Dr. O'down? Yes. Ms. Arkin? Yes. Mr. Burgess? Yes. Dr. Winston? Yes. Mr. Ramhouse? Yes. And
097Mr. Angela? Yes. I am pleased, um… I move to approve the project authorization for conceptual design with FGM8. For a cost of $182,500. 500 hours to be paid. Forward 2025-2026 budget funds, and this is under the Imagine Project, um, 3. Item E. Discussion questions. I do have a couple questions, and I wonder if Allison could be coming from. Um, I am curious on the timeline. There's a line on where… The timeline shows community outreach meeting for sometime in August. Um, what is the… What do we hope to accomplish with that? What would be compass for that outreaching? So, Greg, you may want to speak more to… I know that Once, I believe, we got started with the next school year, but before we came forward. But there will be some community meetings, but I know
098that you and Karen had. Spend a lot of time… so I included that, but really this is something that You guys have, um, planned out. Well, there are a few things that could be… that could be part of that. There was actually a recommendation earlier today that speaks to that, but also. As part of any capital project like this, you know, I think that's a racial equity analysis tool. And, uh, that speaks to, uh, to, uh, that process as well, right? So there would be public engagement. To ensure that the needs of Project 3 are, um, meeting our district's expect. Okay. Uh, I just… just want to comment on that. Um, I was happy to see that line. I, I… Yeah, I think that part of the success of the original Agile project, I think
099that part of the community's continuous support Will pass, um, capital improvement projects. It has been Um, that we've given the community opportunities to provide feedback. And meaningful opportunities for real feedback, and we've ingested that feedback, and it's, at times impacted the work. So. Um, it's great that we're gonna do this in bottles. The timing of that community meeting, um, I think needs to be such that It really could provide potential for feedback that is… used by FGM, right? So, it can't be… After the FGM's draft is complete, you know, anything sufficient time between Um, that feedback opportunity. I just don't want it to be, uh, pro forma and optimally shallow. I want the community to really feel like they have an opportunity to provide feedback, and we're listening to them. I think that's going to
100be important. Um, and I hope that going forward over the course of this school year, that won't be the first and last. Opportunity for the communities to really tell us what they think about those projects. Again, I think that's an important part of establishing trust, um, that we are listening to them, that we're responding to community concerns, and I think that we should do that again. It's kind of a lot more than that, so… rate that it's theirs, um, I think we should get it done. Making it more of an effort. And I was weighing in the intent would be to bring, in September? I report to the horse, and the idea was to… doing runners where we've done some patent some of the way in, um, and also passed some people's vacations and whatnot,
101and at the beginning of school year, but before we bring forward, and with each phase, we're going to have community outreach, and Um, so that… that's just sort of concept before we bring forward concept. Um, and that's, like I said, the puzzle pieces starting to come together, where we put a lot of definition in, is during schematic design in order to get to that first budget, or not budget, but, um, estimate. Provided to it, so there will be a lot of opportunity. Within the next year or so, obviously, in that fall, before we finalize somatic design for more. Input, and then, again. After that, that is there, as you're making your decisions in the spring on funding and, um. You know, what the soap truly is. We'll be tied to that as well. That's great,
102great. I… one of the meaningful… one of the, um, um… One of the things that really helped me during the Imagine project was seeing firsthand what other high schools are doing. Yes. Right? Seeing our spaces, and then going and visiting other high schools, and seeing the contrast between two. I'm not saying what our kids' daily lives and daily experiences are, and our faculty's daily experiences are, and what kids are enjoying at other high schools. Uh, because it is often a certain contrast. And so, we can't, you know, we can't, um, take our community members and parents and families to Lots of other high schools, and showed them, but we certainly can show them a lot of Photographs and videos from public high schools, so as we go forward, I thought it was really effective, Allison,
103all the photos that you included in your written materials here. Boy, I do that and do that even more, um, that show us solutions from other high schools. Show us what other students are enjoying at other high schools, um. We'll listen to our conference or other, you know, other peer districts. Because the contrast is stark, and I think that… I think that really helps, um, people understand why we should go forward with this project, and what our kids don't enjoy in this district. Um, so that's just gonna come. Absolutely, and actually, I hope my team was just talking about how, at the beginning of this project, these types of spaces, that it would make sense To take a group to listen. Some… some of those… some of those spaces. Um, and they're spaces that actually
104some of the faculty, um, mentioned to us that if, you know, they're not ones that we necessarily designed, that this is what you like and what you want, and we want to see that. A particular space that… Um, something so to them. So, we will absolutely, um, look at doing that. That's great, and as we'll do that, if we can photograph videos, then we can… But I think that would be wonderful, and there will be, um… Would help, I think, a lot of people in the community understand. What we're doing. And then finally, sort of on the same… Then, um, this isn't necessarily for the next phase, but I think It's gonna be important for the coming year and our work, and it explains to the community what we're doing here. Um, I'm not a
105sure I would set the localist community collaboration last night. That's a meeting of representatives from each of those taxing bodies available for us as explaining what we're going to do tonight. Um, I just walked them through, sort of, the P3, um, schedule. And the very first question that the River Forest leader's pilot was, how many keys are there going to be? What comes next after P3? That was their main interest, was to man, how does this all play out? Like, when we got one, two in place, that's great, we support all of P3 sounds solid, but what comes after P3? And I really think that we need to… Um, to make sure that is part of our narrative. We can't just, um, explain to the community what is in this project. We've got to constantly
106help people see, and I think that we have to be very clear as well. What's left? What's the, at least general plan for, um, for addressing all the other needs that we haven't addressed yet? So, just put that out there. Um, again, that's… you have rightly been focused on Um, P3, I think your report is excellent. I'm excited about going forward to the next phase. Um, but I do… I just wanted to share that, that I think that's going to be an important part of Kurtz suggested, um. Out loud, this process is about. Um, inspiring trust, right? And, um, I think… helping the community to understand how P3 fits into Um, the longer-term, multiple phase, um, you know, capital improvement plan here, I think it's better for everyone. What else? And I just wanted to
107just add, on the communication side, um, to what both Tim and Jeff said, you know, it's a rookie. And how we engage the community, how we connect, how we build trust. Possibility driven by consistency and competence. Um, and really being able to do what you say you're gonna do, and, you know, how you're gonna say so. How we communicate, how we engage, how we connect. This is something that's very critical. I know that the administration has this. Top of mind, and I think it's a force that we continue to go to make sure we're monitoring and engaging in, because that will be very important for, um, or for moving this forward. And your clients come about, really. What's next? I think just reminding people, and telling you about what's the plan, what's the story, what's
108been done, what's coming, those are things that we're getting better at doing, and we just gotta make sure that we stay on that. Right. Um, let's go ahead and, um, call roll. That you'd like to say? Yes, listeners. Yes. Yes. Dr. O'briennell. Yes, Mr. Grant was? Yes. Mr. Parkin? Yes. And Ms. Williamson? Yes. We will now move to, um, item F. Um, on the action item, and it's for approval of the property, casual liability, and workers' compensation insurance renewal. For the 2025-2026 school year, and the annual premium of $996,000. And 48 hours. Second. Second. Discussion questions. It's odd for our, uh, new board members, uh, we have Kathy Slimas here from Allyan. So, just so you know who is, uh, sitting up here at the beginning of the questions. Thanks. Thanks for having me. So,
109just in transparency, Kevin, alright? I'm in the industry. Correct. I asked a bunch of questions, they came back, and I think… before them. Um, bottom line here is that premium's up 30%. It's not unjustified. Based on our bosses. I'm a legacy in the business. My grandfather and father were both in property casualty users. The same mantra is, all losses are driven. So I feel that we… We have, uh, gone stray here, and we're not controlling doing it. An adequate job of controlling. Losses, uh, and… I know your organization quite well. Virus, also. We need to avail ourselves of it in the use of it. A top priority for the coming leaders. This can be… these losses… loss situation, you never filed. Very quickly. I've seen it done. Agreed. Um… you know, simple things I look
110and see, slips and falls. You know, folks are… that's category one. I think they lost control. Lifting, uh… some of the issues were… All of those things can be funny. I will say that yesterday, I said at my computer in my office. To eat in 45 minutes. Um, you know, those, those are things that we… That obviously we need help with. And, um… You know, I also hope to get together. It's not… This can't just be on Toby's mouth. I'm totally sure that it's computer. I think that we should have it today. Yeah, we would recommend that. On a regular basis, whatever's needed, maybe it's once a week. Yeah. Okay. To, uh, put together a transaction. That would be step number one, that'd be a great idea. Okay, um… Then getting into some of the…
111That's, I think that's the overriding. Issue that I am. Getting into some of the… the, uh, specifics. He showed us some cost savings. I don't know, um, if you are recommending any of these in terms of changing the deductibles. I feel like you lose the effectiveness, um, you know, you're gonna save $20,000 to raise your deductible to $100,000. To me, that doesn't make sense. One claim is going to knock that out. Plus. So, I mean, again, I present the options, you guys can decide. I don't… necessarily recommend. I don't think any of them are… been cost savings for you. One of the things that also concerned me was the… the workers' comp. Um, schedule. Schedule, uh, modifier, which is a discretionary on Android. I don't know how big a hammer he is, so he got
112the handwriter? I will tell you, their loss forecasting had to do it at a 50% increase. So we used a pretty good camera. But our experience model went down. It did, but what they look at is the 5 years of losses, right? And unfortunately, that fifth year plays a part. That was the last year with the previous event. It went up. And my point being is that it was with the previous carrier, which means our current carrier do? Correct. But it's an indicator of what may come. So, again, it's all a guessing game, and then they use the rate, and they use their predictive models, but they have to look at 5 years of losses. What do those look like, and then try to predict what is going to happen in the future. So, that…
113right now, in the city… I understand that. I'm just saying is that… the modeling, or the way the… workers' comp calculations go. There's a factor in there for… I'm not saying dispersion, I'm talking about experience model. Oh, the mods, sorry, yes. Which just calculates us Versus our industry. Everyone likes you, yeah. Everybody liked us. And that… something that adjusts us, and now here's… this is a pretty big adjustment. Well, we also have to consider that for one year… Let's see here… you had a fantastic year, um… In 21-22, a lot of… So that is pulling your mind down, but what's happened since then is the story, and why the modifying factor, why they used it. Because they're showing a story of this is going up. And then looking at the last year prior to COVID,
114That way, way up. So, yes, it is discretionary, but The good news is the mind went down, the bad news is the modifying factor went up. And unfortunately, the model will most likely go out next year, based on… No, I understand the experience mod is what we… Yeah, there's no question about that. I'm just trying to continue the manager of what we got. We're trying to get here and now. Sure. And that we can move that on… After next year. Body-controlling muscles. I think your idea of committee is perfect, and your carrier with has great resources in terms of risk management and loss control, so… and we can help facilitate all that. But yeah, I can. You said I can't. I'd much rather put… $25,000 in the lawsuit building, $100,000. I'm sorry, what was that?
115I'd much rather put $25,000 into loss control. Sure. And then put $100,000 in the additional premium. Well, being guaranteed costs here, loss of control is included in your premium. Let's take advantage of it. Let's get $100,000 of licensed fuel services out of that money. Okay. Is my anything. Alright, the other two areas that I'm concerned about are the crime, and desired, okay? Um, first of all, the crime. A half a million dollars for crime. Seems fully inadequate to me. That's something that I would source. You know, a small business out of, um. We have 500 employees, we have a budget of, of, of… almost $100 million. Half a million dollars on crime coverage. Somebody… if somebody were to have access. To our assets. It seems… I don't know if your computer… if you guys are
116capable of doing any kind of… And if it means that we have to separate crime outside of this package, and why… Yeah, we can do an analysis. I will tell you the good thing, these school districts do a really good job of checks and balances and making sure that There usually isn't a person that's able to get away with a million dollars, right? Um, the biggest crime claim I've ever seen in the school district is about $150,000. Um, but yes, we can go up to a million within this program. And we could look at excess options. Well, and that brings… kind of to that other issue of some fertilizer equipment. Which, this policy's only affording $50,000. Yeah, most crime policies don't give you any, but that's something you find on your site. Well, you can
117buy it. Typically. It's very expensive. Yes, but you can. Anyways, it can be… it can be purchased. That is… the new, um… Is the new crime of… You know, in the 1930s, it was a bank robbery. You know, in 2000… 20s, it's, uh… It's… it's social engineering. And so it wouldn't take much for somebody, you know, to send us an official-looking request. Uh, and every clerk somewhere approve it, and boom, $150,000 has gone out of the bank account. Um, it happens every day and all the time. So I think social engineering, whether it's on the Prime Policy for on cyber policy. Or is bought separately? We do have $500,000 on this number. I didn't see that. Cyber's, um… It's on hold right now, due to underwriting reasons, we've extended the current policy, but last year,
118I believe, at your recommendation, um, it was increased from $250,000, which is… But no longer until 500. I'd even like to see… This is on the cyber as well. Yeah, that would be easy to do. Like you said, you guys are getting attacked all the time, so just trace ours. Right. I mean, school districts is a repository of personal identification information. Yeah. Um, and so that sort. People are attacking. And, you know, play hospitals, like. Large retail organizations. Should we change it, please? Yeah. So, you know, I would like to see if you can do some kind of eliminating… Yeah, absolutely. But if we do have the social engineering on the side. Then I feel more comfortable about it. Yeah, it's just good to go throw in. It's possible. To increase that as well. The
119crime. On the side, the social engineering and stuff. We would… we could. We gave you two options. It would be excess. There's one free access first, but absolutely. Once we get it through the renewal, yeah, with the side… I think those are the areas, uh… It'll be there. That you're proposing. Sure. Uh, but I really… before the administration. All right, uh… to put… to put some work in the pudding together. A safety committee, or… Well, it's kind of plan review and safety are two different things. And actually, I've done it where I've had within one organization in different communities. For both, yeah. For one of them. So, um, but it is to put together and design a program. Across the board, because there are different training needs to be done in different areas. It's really
120impactful. You'll see over a couple years, you'll see it. If I could go through each one of these losses. Give a, uh… a reason why I think that they are all prevented. That even us… a hood flying off the roof in a, you know, a once-in-a-hundred-year-old. Windstorm, you know, could have been prevented. Proper inspection. Somebody… it might have been Tom. Yes. And then the other thing is, um, we do have one claim. That occurred. Um, to a sprinkler head, which is a substantial water damage clinic. And I was under the impression that there was some subrogation going on against the contractor. It's solved, because that was right after… The project one. Typically, uh, will, once the claim is settled and done, it looks like he saw some… significant reserves, the carrier will then pursue starvation.
121Absolutely. Okay, they don't temper that? To the… to the carrier of, uh… the contractor, during the course of the flight. It's been my experience, they wait, so they know what they've got. Obviously, they've, I'm sure, talked. It's, you know, they're looking into it to see, is there potential there, and then they're ready to go. Is that we're paying for that. As we go. But we don't know exactly what's taken, that loss is taken in consideration. Yeah, the one from… yeah, 2024, yeah. So the goal, too, is to push this to close, so… My question would be, um. You know, is there a way we can move this along to get it closed out, get those reserves down, and then get subrogation moving? That's what, yeah, we can… I'll look into that with the claims investor
122to see why this is sold, then what are they getting for? You know, what's needed. So, I completely agree with… Fred's points, I especially agree with, um. Um, I don't think we kind of like 500,000 is enough for cybersecurity. I think it should be twice that amount. Well, you lose 3 million, that's just… Oh, gotcha. Yes, you have one of the highest cyber loans getting distributed. Um, what, um, uh… When will we have clarity on the, uh… what do you expect? Is that holding, uh, pattern? The cyber insurance renewal is due, uh, in about 2 months. And then, um, I was reminded of, uh, my least favorite utility, ComEd, um, or something, um, you know… The curveball that they threw us with the geothermal, um. Installation, I was reminded of the comment ball, and how…
123how extremely costly that was. If you could just help me understand how this works, what… when we have, um. How ComEd is not… culpable for that disaster and how that ends up being such a hawk on the arm space and our record. That might be outside of my expertise. I do know that it depends on the statutes and Where does your responsibility begin? Where does theirs end? I don't have to look at it, I think, specifically. I know for my personal home. You know, there are things that have happened that I thought belonged to the town, and they didn't really belong to you, so… It just depends on, you know… and then they're obviously a big company, I don't know… you know, they meant to be our label to strive harder, they… but I can
124look into it and find out. But that one, yeah, that one set up only closed. And done. And I need to help him separation, being that it's common. And you scared me with the band instruments hanging over student fence Please help. Please don't. Anybody else? Um, so, just, you know, Ray, if we were discussing deductibles, I noticed that at least one market was to quantify, specifically because we… we have zero unproductive wall. Um, and uh, I understand that it's pretty common near zero adoptable at our size. But, um, would that potentially open us up to more markets in the future? That's a good point. So, I would recommend next year. Looking at deductible or self-insured retention options. That would open up more markets. It also will cranium. But obviously, then you'd have a verbally conductable.
125We may want to wait if the safety committee in place, get that running, because that's something that will help Lower those losses, and then have your lowest levels. But I think that's something to look into, for sure. And then as far as some of these claims, I don't know about the details about it. Obviously, full disclosure, we worked at a client together, but at the same time, I think. Oh, okay. Sorry? I mean, I've been… I worked… I stopped work there. Okay. Yes, yes. But some of the differences we're gonna need… Okay, yeah, so, um… But, uh, you know, I worked in the, uh, helped them out there. But, you know, with some of these. I'm looking at the… the… I'm not a question and the cause. And some of them seem to be there
126directly. Right? Like, lifting a box for 30 pounds. Being almost $300,000. Right, uh, I injured my shoulder and my chest. What kind of lost control are we undergoing as far as, like, monitoring the claim, making sure that that these aren't being… We're not dipping into general medical, and it's strictly Related to the workplace injury, and trying to encourage people to come back to work, or be late to pick them up. That's a good point. So, you are with one of the best carriers In, uh, the state for work comp, for being aggressive, for making sure that this is truly work-related. Um, they… unfortunately, some of these, depending on the, um, injury and age of the person, they can be quite expensive. Um, return to work, light duty, is huge. For keeping these screens down. It's
127really hard for a lot of solicitors to do that. But that would be something that committee could potentially be tackle. It's been proven if you can get people back. Within their modifications, get them doing stuff, they don't want to do a job that's not theirs, right? They want to get back to doing their job. Sitting at home maybe is nice. But if you get them back to me something that they don't want to do, they're going to get better quicker, or usually come back sooner. So, I think that's a great idea to look into that. Do we have a, um… Is there a, uh, industrial clinic that we recommend people to? I enroll in Illinois, you can't do it. There is… Well, we… you can recommend. Yes. Yes, you can. Because I want to get
128into, um… Yeah, athletic… athletic training. So, one of our athletes gets injured. Okay? They… they are directed through our athletic trainers to a sports medicine app. Sure. Okay, so if… if one of our workers is injured. Um, we can recommend to them… You can say, this is our preferred… Yes. You just can't know when I make that. We can't report, but we could say, here. That's part, yes, absolutely, that should be part of the program, and I believe it is. Your carrier has those, so they don't… So then, where's the disconnect? Um, so, so is that being relayed and, and… Oh, yeah, I'm sure it is. It's a solely carrier to claim that? Does that come through the school district at all? It's typically, um, it's typically when the injury happens. It's usually the employer
129says, here's who we would recommend. But a lot of these people, no, more than I am a doctor. Not going anywhere with my own. So. And I don't really have that choice, but you can opt out of the workout, but I believe here, as in all districts. There is a recommended vendor. They just don't always go there. You guys just… We are recommending… this is an area, uh… that, uh, we have seen as, uh, I don't say a blind spot, but just a deficiency here that the process. Um, is a little bit antiquated in filing the claims. There's times that by the time we get all the needed paperwork to open the claim, they've already went through their own doctor, um, we are, um… just at the point we are ready to, when staff returns,
130uh, it'll be, uh, web-based reporting now. That will expedite this process, and then allow us to get information on the incident. Um, far quicker, and then, um, there will be, um, as, uh. Is that information is provided, then, um. There will be several times that, in real time, they'll get, um, kind of the recommended steps with our recommendations of where to go and be seen as well. Then I should probably know this, but I'll ask the question. Uh, proposed as a potentially recommended coverage list management liability, uh. Those directors and officers. Sorry, that is our, like, prefab wording. I hate that that's in there. You have… you have educators legal liability, yes. We're… they put that in there as a CYN, I think, but I can't remove any of that wording from it. You know,
131you're… I'm kind of… I don't have to eat Dr. Slim. There's always something. Now, you guys are protected under the policy. It goes up to the access, yeah. It goes up to the access. Right. And then, since you mentioned nexus, I'm going to throw it out, that's one nice thing that your carrier does and others don't. Your excess is a tower for each liability, not just a limit for everybody. So, you really have a nice, robust access. Just wanted to get back to something that we… Fred, you said this, um, that we currently don't have a risk management Right? Like, exclusive price management and committee. Um, you know, risk management baked into several of the different committees Right, waste, but it seems like it makes a lot of sense, that it really behooves us to
132have an exclusive risk management committee. So, like I said… So, it seems like that. That's a blind spot for us if we're not having exclusively risk management. So, um, thank you. And just a couple, um, a couple things just to, just to reiterate that came up, um, and I submitted questions about safety, just given what we saw with the experience. Um, on workers' compensation side, in particular, and so I do agree with my peers about having a safety committee. What I'd also say, however, is that you can… put the training out, and you can have the process, but you've got to change the mindset, you gotta change behavior. So, whatever gets done with this, having a change management plan, so that you can actually shift culturally, kind of, how employees think about safety, is really
133going to be critical for any kind of long-term sustainability outside of this area. And Jonathan, to your point about risk management, uh, looking at it from an enterprise risk perspective. And how do all the various pieces fit together? So, whether we're talking about on the people side, or what we're talking about on the financial side, or whatever those elements are, but really take my very holistic view at risk. Um, and helping me as an enterprise to make sure that we're appropriately understanding what the risk is and what kind of mitigating factor… what kind of mitigation to do, um, to lower snorkels. Thanks so much. Thank you. And we still have… I'm so proud, so we're gonna move to you. Oh, I'm sorry, guys. What's up. Lisa, please follow her. We'll start. Yes. Yes. Yes. Dr.
134Lexi? Yes. Dr. O'dale? Yes. Mr. Burns? Yes. And Ms. Williams Lake? Yes. And I was… I'm trying to move ahead, I'll officially approved, so… Okay. I'm going to, um, item G, and this is the approval of the Always Medical Carrier Contract Extension. For, um, fiscal year 2026, and the amount of $36,000 $440.8 Second? Second. Questions? Discussion. We have an option to… God, for this, is this service that we… I… This, um… this always is very, uh, specialized medical transport service. Um, we, uh… there's fewer carriers than, say, general transportation or special education transportation in the industry. Uh, because of that, and because of their reliability, we did not take it to bid because they were willing to hold their rates flat with us. Um, if, uh, if we felt that the service was lacking, um,
135then it would, uh. Makes sense to go out to bid, but, um, for this specialized service they provide, they've done a great job, and being willing to hold the rates flat again, um, meant that we didn't there was not going to be a financial incentive to take this debate. The question discussion? We will call the roll. This hurts? Yes. Dr. Lewinson? Yes. Mr. Libsman? Yes. Mr. Arthur? Yes. Dr. O'briere? Yes. Mr. Ramos? Yes. And Ms. Williamson? Yes. Um, item H. Approval of the medical agreement, or FY2026, and recommend that I let At Leto continue to serve as administrator's provider of athletic training services. For a cost of $83,880.16. Second. Just, um, to answer, uh, question. From the last one. Um, this is one, again, that, uh… Nicole Ellison and I speak about before we talk
136about the extension is time to go to an RFP and look for a new training service. Um, in her communications with other high schools. Um, other companies out there, or even, um. Some districts. This is a very thin market right now, and many of the districts are finding they are not able to be staffed appropriately by various providers. Athletico has been very consistent with the staffing that we've needed, and she did not feel this was the time to go to an RFP, um, as long as the extension was in a reasonable amount. There'd be a lot of risk, um, with being understaffed. And especially the continuity of having a staff that is familiar with our facility. Given the, um… you know, relocation of some activities during Project 2. Right? Yeah, and so… My question here
137is. Uh, first of all, I've… And actually… I have worked with the athletic development, and… seeing their, you know, what the train is doing, they're excellent. They really aren't. Um… However, you know, I still caution whether we should be looking at having our own in-house trainer, Lisa Wong. Uh, so on staff. Um, other schools, I know, do that. Uh, I also know that other schools, they have educational programs. Around athletic training. And, you know, as we look at our… you know, post-secondary… Pathways. We are… what we are to be Considering that in part of our… when there's our CNA program or medical program, uh, because… You can go to some of these other… schools, and… you know, they have kids who have been trained. You know, high school students, and they're doing, whether it's the
138safety and maintenance, or you know, cleaning up a scrape or a cocktail or something else. But if they're only capable of doing it. Uh, and it is a path to another… career, and I think that that's something that we ought to… we really ought to be looking at, um. Is a mesh between the athletic department and the PE department, and… our curriculum. Agreed that actually is a topic that came up, um, in conversations, uh, with Nicole. Atletico does provide that training for some of our students to be able to assist their trainers, but it's not to the level that, say, a full in-house educational program would be. That is something she is looking at potentially exploring, um, and again, that is to say a replacement to Athletical, but as a supplement. Uh, and something she's
139looking at this year, so… Right, but I also think that looking… in doing a, you know, a study on having our own in-house trainer gives some stability, because those athletic trainers do rotate. Um, they come and go. They continue to be at one for 3 or 5 years, you're lucky. A good one. Um, and so… Uh, you know, that, I think. But having at least one person who's Who's on our staff. Is… in a training capacity. Would benefit next to me, so… 3 bodies for 83 grams. There's no way we're gonna get, you know… I mean, it's not a full-time position, it would be a segment position. Okay. I just want to point out, just for sake of… journalists and transparency. Uh, we do have, in our Punicipal Education Department, an athletic training techniques course.
140I understand what you're talking about is a full practical. But the foundation for that, from a parental perspective, is in place. So, it'd be a matter of connecting supplemented this correctly. We'll be like coaching. No questions in this session. Let's move to the roll. Mr. Harkin? Yes. Yes. I can lose. Yes. Yes. Mr. Hostman? Yes. And Ms. Williamson. Yes. Final action item is item I, approval of the Alternative Learning Opportunities Program. Alop agreement for the 2025-2026 school year. That's… Special questions. So the… the… West 40… has two other schools that they recommend to… to Oak Park, is that correct? So there are two programs, two separate programs, through Alternate Larming? Yes. Um… But it's all through respiratory, or is it… these are separate, independent… No, they're all more fluid. Okay, do we use anyone besides…
141West 43rd Alternative Learning, which is the silver part. Well, I'm driving, that's the sole provider. This is the common model that high schools in our region, who are in the sporting. In the budgeting to… I'm going to presume I'm also asking the budgeting for two students to attend. That's, you know… that's appropriate. Um, yes, for the higher needs learning. Yeah, so we budget for two. Um, simply because… It's broken down, the pigs are broken down by semester. And so we paid our quarter, but it may not be two swings, it could be one swing if it's there for that quarter. Sometimes they recommend that they stay the entire semester based on the need. So far, we've only had one student use the service, but again, we budget for two in the event that we need
142another person. We can put up to four. In place of one student. That makes sense. Let's go ahead, um, coverall, please. Yes. Mr. Gregson? Yes. Thank you. Mr. Gurns? Yes. Dr. Odale? Yes. Mr. Granhorse? Yes. Mr. Arkin? Yes. And Ms. Wensley? Yes. And that concludes our action items. Um, we've already had our discussion, so we are going to mostly governance? And… This was, um, powering record by Graham earlier, but our updated board atlas is included in the governance section. And if you haven't had a chance to review the updated fiscal piece, um, just recommend you go to the webpage. Good information, um, just for us, and we'll continue to keep this updated, um, as we go. And then we'll move to, um, item 12, which are updates on our district community, um, our, um, committee
143reports. And so we'll start with importance to be had, um, courtesy of City. Um, other… meetings, and Tim, you referenced the… Workforce Collaborative also met. Yeah, we met last night, and really nothing. Um, we will be having a second meeting for our working group, uh. Reading, um, making amendments to the tribe board contract for a really strong collaboration group. Issue that's scheduled for… July 10th, I think? Is that something? I'm not sure exactly the day, too. I don't know either. And I have a meeting coming up that we come back to that day for it. Any future agenda items? And can I just say, um, I was so excited to come into this meeting, because I was looking forward to watching Fred Strut his stuff. And then come to find out. We have two experts
144on this field. Freakin' Batman and Robin. I went to the Paul Jennifer's home. I think it raised a really important… issue of what I would call safety culture. And so I just… I would like to ask that we can ask for a follow-up report from the administration. Could even be just FYI, as to what action are we taking to convene Leverage the resources from our broker. And really address, you know, I think about industrial environments I work in, and… It's a safety culture that seems like it's… broken here. Last thing I'll mention about it is that I'm sure you all saw in the atlas, that among our financial peer districts, our Benefits costs are the highest among our peers. So, not that they're necessarily a one-to-one connection, but there's certainly overlap. Um, so I would
145appreciate it. It's some kind of a report or update on the fall. Around what we're going to do about safety. Does the benefits fund include the workers' compensation, or is it strictly, you know, like. Employee methods and retirements. Well, it's strictly the latter, but the reason I mention it in saying they're not directly connected is that inevitably, somebody who has hurt you. Yes, your workers' comp's gonna pay you for that direct medical fee, but you think about individual data exchange and so forth, that'll eventually spill into the degree of services or, um. You know, uh, farm is a huge… challenge for us right now, attrition. So, that's why I just… Actually, thanks. Thank you, Brian. But with that, that includes our agenda for open session. Um, we did re-session full session, so I'm going to
146recommend a 5-minute break. All right. Go ahead. So you have to recess, you never recessed out of open session. Yes, so now we need to be… So, we've sent an open session, I need a second, so then we can… Oh, yeah, second, please. Sorry. All in favor? Unmute.