DeKalb CUSD 428 Board Meeting 3/18/2026

00112 and we will return to open session. Jackie, roll call. >> Nickwood >> Here >> and now for the pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right. First thing we'll move into is public comment. Members of the public who wish to speak to the board should complete a request prior to the start of the meeting. This section of the meeting will be reserved for comments from the public. All comment should be limited to three minutes. We do have one Chris Watson about Clinton Rosette Middle School. >> All right. >> Is someone outside, Jackie? >> Can we check to make sure no one's standing outside? Fun fun fun. I

002was not going to look for >> well >> I guess since they are currently indisposed we'll move on to the next section which is board correspondence. Does anyone have any correspondence for the board? >> Uh, the middle school musical was awesome. >> Always is. But, you know, >> I just want to give a shout out to Peter and Matt. I had the opportunity this last weekend to stop in on Saturday to the finals for the state wrestling for IESA. And I just want to say just them, Decal Wrestling Club as a whole does a phenomenal job representing our community well >> because this has been almost what were you guys saying? 40 years that we've run this tournament for the IESA and now we're working on many different plans to maybe try to bring a

003couple more IHSA and IES things in. So, I just want to say if we can continue to do that, we can continue to make decal a place on the map and continue to bring in lots of sales tax dollars so we can continue to have lots of nice things in our community. So, but thank you guys. >> Does any other board members have anything? Moving on to student board correspondents. Maria, do you have anything for us? >> Yes. It's been a while, but during the first week of our march, our district participated in SEAL week. In the high school, Barbwire um made an episode on how students like to de-stress. Um there were seal drinks selection in the Barb City Cafe. In the middle school, there was a spin the wheel during lunch to win

004items like fidgets, coloring books, and puppets. And in the elementary schools, there were post-its on every student's lockers with positive messages. On another note, the mini board is also working on a social emotional learning poster for mental health week um during the week of April 14th somewhere around there. We've already made a poster and we're just going to send that out to the district for students to know what they have available for their mental and emotional health. Um Stecon was really fun. I really enjoyed that. It was great. I built my Lego and I was really happy with it. >> Thank you for sharing. >> Yeah. >> Nice to see you. Yes. >> All right. On to the next session which is consent agenda. It is recommended the board of education approve the consent agenda.

005Item 5B through 5K. Board minutes from March 3rd, 2026, personnel action items, purchase order requisition, payroll for February. Financial reports, accounts payable for March 2026, 2027. IHSA membership renewal resolution authorizing notice of non-renewal and dismissal of temporary one-year service teachers, employment contract for elementary restorative dean for multi-ele and employment contract dean for DHS as presented and or amended. Do I have a motion? >> So moved. >> Do I have All right. Any questions before we vote? >> Jackie, roll call. >> Atwood, >> yes. >> Buyers, yes. >> Quz, >> yes. >> Christopher Boy, >> yes. Yes. Mr. Bailey. >> Yes. >> All right. Moving into old business. First item is the resolution of appointing an IMRF authorized agent. Do I have a motion? >> So moved. Second. >> Jackie. Roll call. >> Steve Buyers. >>

006Yes. >> Jose Jquz. Yes. >> Christopher Boy. >> Yes. >> Kristen Bailey. >> Yes. Nick Ell. >> Yes. >> Next item is item B. Two-way dual language conferences. recommend the board of education approve for one teacher and two administrators to attend and present at the association of two-way dual language conference June 17th through the 19th this year. Do I have a motion? >> So moved. Second. >> Jackie, roll call. >> Jose, yes. >> Christopher Boy, >> yes. >> Bailey, >> yes. >> Gwood, >> yes. >> Buyers, >> yes. >> Item C, get your teach on conference. It is recommended the board of education approve for founders educators to attend the 2026 get your teach on conference from July 5th through the 8th this year. Do I have a motion? So moved. Second. >> Jackie, roll

007call. >> Christopher Boy. >> Yes. >> Bailey. Yeah. I think Edwood. Yes. >> Buyers. Yes. Jose. >> Yes. >> And now into the real fun stuff. Vision 428 business. >> Where's my team? >> Yeah. >> You know how you I feel like the rest of us should stand up with the worst gas. All right. So, before I go into the slides, um I want to take some time to acknowledge um everybody who's worked on vision 428 from our staff to our community members to some of our board members on it. really at the forefront when we started with vision 428 and it never shifted was what's best for our students. Yes, you all are going to see um dollar signs to to some of these shifts um that we want to make, but everything is

008for our kids. Um that is um it might make it a little bit more difficult for us as adults. Trust me, I if I were a fifth grade teacher, I probably would not want to move from a building that I'm at maybe to go to a fifth or sixth. But if it's going to be great for our kids, then that's something that I'm going to be willing to do. So, I'm going to go ahead and dive into these now. Um, but I just wanted to say that because it's been a great learning experience of trying to see all perspectives from all the different subcommittees that we have and trying to be fiscally responsible as possible while we do it as well. Um, so just kind of to recap, this is a long-term plan for um,

009our district. So we want to ensure that we are providing our students with the facilities that they should have and that they're developmentally appropriate. So as you can see here, our big goals are to reduce class sizes at the elementary or at the secondary. We've already done it at the elementary. We want to make sure that we are not increasing uh elementary at a large size um trying to get secondary down. uh as well. We want to ensure equitable access to resources and programs across middle school grade buildings. What that means is right now if we just built the LDC, they come out of the wing um we're going to have more students at Clint Rossette than we are at um sorry at Hunley than at Clint Rose. That's why I got my team. Um,

010so we're going to have more students at Huntley, which means just for example, if I'm a basketball player and I'm average, I might not be able to participate. Um, but if I was at Rosette, I'd be able to participate because there's probably less students trying out. And I know it's not all about uh athletics and activities. It's about academics as well. But that's the example that I have for you right now. Um, so we also want to increase the continuum of specialized supports across buildings, illuminate the need for mobile classrooms. That's a big one that we've talked about over the years. Um, and we still have a couple mobiles in our district. Add flexibility and room to grow for future um, if we increase our um, student enrollments. reconfigure school buildings to make sure that

011we have specialized programs, not just in some of our buildings, but hopefully in all of our buildings. Um, we want to move away from utilizing Founders as a K5 building. Um, it's not suited for elementary students. I think we knew that a long time ago. We just didn't have another building that elementary students could go into. So, and we want to fulfill um our commitment to fiscal responsibility. Like I said, you're going to see some dollar signs here. Um, a couple options. One of the options you'll see is all at once, and we're scaffolding the other one. So, I'm going to go ahead and let Jessica jump in. >> There you go. >> All right. Um, last time we spoke to you about this particular vision, we shared the results from our full vision committee,

012which met several times. As you know, these are just the bullet points of a review of what we discussed at that large group meeting. We had 58 people which is a lot of people uh representing staff at the district level in our buildings, administration in the buildings um uh some board members and community members who are not employed by the district in any way who formed the original large committee. Um we reviewed data, we engaged in discussion and then we voted to pursue the original vision 428 proposal which meant reconfiguring schools to a K4 5678 model. Then we asked you if we could move forward with further exploration of reconfiguration. And from that point with your consensus, we've established five subcommittee working groups. All of the committee members were encouraged to join subcommittee groups. Uh

013many are on more than one subcommittee. There have been a lot of later evenings than people are than I'm used to. Um in particular, we've been meeting several times a week for the last month and a half. Um and we also asked people to recommend other members who could participate as well. and the following subcommittees have met over the last month. We've had curriculum, renovations, which is the facilities committee, personnel, athletics and activities, and transportation. Now, we're going to have each of the subgroups step forward and tell you um what they've been working on, the consensus that they've reached, and then also what their high priority topics are to talk about next. >> Thank you, Dr. N. Good evening, everybody. It's definitely been a whirlwind adventure and it's been great to dive into the different

014components with cult or the curriculum, excuse me. Some of the biggest rocks that we need to look at is what is the schedule because that will drive a lot of how much time we spend on different areas and how we support students. The first thing we needed to look at was grades five and six and what would be the program model we would use. So, we decided to do fifth grade self-contained, which is currently what the elementary uses. So students can move between other fifth grade teachers, say two to three teachers for the different subjects or how we want to divide up the students based on their needs and the staff strengths. And then sixth grade more of a middle school model. Um Adrian, would you like to jump in and offer anything as well?

015uh just that with the fifth grade, we'll be able to maintain our um IDUs, our interdisciplinary units, and our bilingual unit frameworks that we've been working on for a few years and uh run it similar to how fifth grade is run right now. Um letting sixth grade be more of a transition year. And then also keeping fifth grade can self-contained is a nice transition as our students come out of elementary school and enter into um this middle middle grade center of 56. And then with the sixth grade um following more of a middle school model, it'll also allows in addition to keep our MDUs is the ability also to maintain staffing at its current levels and we wouldn't have to worry about you know divvying people up. We would just pick them up from their

016fifth grade and then move them into these centers. Obviously there may be some movement but it allows to make sure that we maintain that fifth grade lure. So, I guess I'm a little confused. Oh, yeah. Cuz I thought one of the main reasons that we needed to put five and six in the same building was curriculum-wise, five and six just isn't geared towards K through 4. And curriculum wise, six just isn't geared towards 7, 8, but we're going to split them into these same buildings and then run everything exactly the same for both grade groups as if they were in those other buildings. So, I guess what's the point? Well, thank you for the transition. Yes, that's an excellent transition into it's not the same and we'll be utilizing the same MDUs that is developmentally

017appropriate and brings forth the needs of our students. But it's also about the experiences and bringing in some of the other special classes that they can access music, art, PE and other things that we can explore. We're not there yet to tackle all of that. We first need to look at what was the overall model and then we can fill in those other places. I just would add that um self-contained model is the yep is the term used by ISBY to talk about um lensure. So in our current fifth grades in most of our buildings students are with one fifth grade teacher for their entire school day similar to how they were in fourth grade and in third grade. So if we have fifth graders who have two or three teachers by ISBY that is

018still considered self-contained. So, what we're trying to do by referring to it in that way, not what we're trying to do, what we are doing is making sure that fifth grade teachers don't have to um obtain an additional license in order to keep teaching in the district simply because we've moved the classrooms. Does that answer your question, Chris? >> Yes. Thank you. >> Y >> So, are the the students are staying in the classroom, but they'll have different teachers cycling through with different subjects that they'll be teaching? >> Not necessarily. The students can move as well. >> Okay. So, the fifth graders will be going to different rooms for different subjects then, >> right? If you did like a two-teer model, you might have a math teacher that teaches math and science and those students

019might move them to a second teacher. >> Anyone who speaks up to the microphone because they can't hear you. >> No, just to piggyback on that and hopefully that brings some clarity like a two-teer model, you know, um I have a teacher that teaches the math and the science, then the kids would travel to another teacher that would teach like ELA and social studies or something like that. So the kids would move to give them that to me that that that next step to move towards that to move towards sixth grade >> and they're not really doing that in their current form, right? Are they in like a single classroom all day in fifth grade? So that would be kind of helping with that transition to the seven. >> Got it. >> But also with

020certain exceptions for IEPs and and different things, >> they move as a class, right? So, it's like the >> it depends on how we build the schedule, >> but more like Miss Miss Johnson's class will will take science in Miss Smith's class. Miss Smith's class will probably move over to Miss Johnson's class to take um to take social studies or something like that. They move that way rather than in middle school sometimes they get split all over the place. >> That's a very common model, but it will come out in how we develop the schedule, what those students needs are. also provides opportunity if the students do need to accelerate in a particular subject then they can look at sixth grade as well. >> Yeah. >> Moving on to oh sorry was there is it

021>> looking at seventh and eighth grade um the big areas that we need to tackle next with that are looking at the number of classes within the day. What does that look like? And then the special offerings which we had already talked about for the fifth grade but also looking at that for the middle school or excuse me the junior high or this grade seven eight what we want to call it is how many classes and do we maintain a double block or single block as an example for language arts and math. Currently we have that we're discussing it looking at other schools models um looking at the research looking at our curriculum sets and what are the needs of the students and their trajectories for their postsecary goals as you go from elementary which

022we just described as a fairly restrictive amount of movement and access to the five six more movement even more movement and opportunities at 78. So if we do change to a single block, it does provide some different opportunities for some groups of students where they could access an additional elective. Um they have more opportunities to engage in different classes. We would still have to offer an intervention period. So some would probably keep a double block where if they need say I'm not strong in math, Sarah would need my core math. And then I would need an intervention period which would be a support period similar to what our high school does right now when there are needs for students to take two periods. But we're currently discussing that and figuring out what are the best

023avenues for our students because we also want to make sure when they get to high school they're very well aware of different opportunities that they're currently not exposed to. So they get to the high school and oftentimes the freshmen are like wow we're in this land and there's all these classes even though we do a wonderful job and the high school does a wonderful job with their elective there and our transition events throughout the year bringing in the parents but sometimes you have to actually see it and touch it. So giving that opportunity before they get there to look at what are their different options. >> Any questions on 78? >> Thank you. >> Hi Jaden Weiss. I'm a kinderg language teacher at Founders and I'm tasked with talking about um the renovations committee. Um

024the renovations committee looked at the buildings um and what needs may um happen based on changing their uses whether it's going to be a five six building K4 building and the changing of where students um go um and extracurricular spaces. So there was a consensus reached that um Founders and Clinton Rosette would become five six buildings with students um the remaining eight elementary schools would absorb the K4 students from Founders. Um this would be accomplished by adding one section to Mitchell, no construction needed, and a two section addition at Lincoln. Um there is no need for any additional changes at Huntley at this time. Um there are some other high priorities um that may need to be addressed which um exploring space needs for um and facilities at the middle schools for their sports programs.

025Any questions about that so far? >> Um just looking at the other committees to see if this is kind of where that would fall in. Oh, that's fine. That's fine. Um, so I guess this is more maybe a Jessica and a monoquinet question, but where exactly are our percentages on where elementary class levels will be once we do this switch? Because my biggest concern is we just spent $36 million building an elementary school to reduce class sizes. And now before the board is, hey, let's spend another 70 million to undo the majority of that to then just slightly decrease middle school class sizes, which correct me if I'm wrong, but from data I've looked into, elementary school class sizes being smaller is a lot more impactful than middle school class sizes developmentally. >> So, there's

026a multi-part question, so if I don't answer all of the parts, please make sure to stop me and let me know. Um, first of all, I want to make sure that we're highlighting the fact that adding Mitchell as a building was wonderful for reducing class sizes, but perhaps even more importantly brought a neighborhood school to an area where we had many, many children and no school buildings. So, putting a school where children actually live was also a really important goal, which was obviously accomplished. Uh, middle school class sizes will go down, but more importantly than that, there will be equity brought to middle school class sizes. So if you looked at the average class sizes for middle school right now, the numbers would not tell the whole story because as Brandt I'm sure would tell

027you, Clinton Rosette is packed to the gills and Huntley is able to have smaller class sizes because they have so many more classrooms. That's leading to a lot of the inequities that we've described several times, including we've got well we have one period of choir for each grade in each of the buildings. So, at Huntley, last I checked, the class size for sixth grade choir was something like 65. And at Rosette, it's a much more manageable 25. Is that right, Brandt? >> There's 35 to 38 in there, but yeah, >> it's gotten bigger. It is still not as big as the sixth grade choir at Huntley um by almost half. Right. Um we right now with a cap of 25 students per elementary classroom or most are we're at 81% of capacity. So, approximately 20

028students per GenEd classroom. There aren't 20 students in every gened classroom because they're not distributed evenly in out in every building. Jefferson, for example, because they house our um multilingual learners who do not speak Spanish as their home language is very full because that's where our students go who need that ESL support but don't speak Spanish. So, we have some places where the classes are smaller and some places where they're larger. If we had 23 sections instead of 24, which is what this proposal is suggesting, we would be at 84 and a half% full, which again is 84 and a half percent of that 25, which is still that reduced cap. So now you're talking about approximately 21 students or maybe just over 21 instead of 20 in general ed classrooms. That number also includes

029students that are in specialized program classrooms because they have a seat in GED classrooms, which is a statutory requirement. And also because we don't want to say we don't need to include them in the count. Should they no longer need a special self-contained classroom and would go back into the general educ education student count in those classrooms? >> I guess I'm still I guess failing to grasp entirely how because we we are now going to take sixth grade. We're going to spread that between two buildings which is already spread between two buildings. But now for Huntley Travita's building, we're going to take every seventh grader and every eighth grader in the district and we're shoving them into one building. So I just I don't get how shoving two full grade levels into one building is

030going to reduce the strain on Huntley trying to schedule those same things. >> Sure, I'm happy to explain that. First of all, we'll be welcoming them into the building rather than shoving them. Um, second, uh, we have four grade levels in one building at the high school right now, which is operating smoothly and is is pretty traditional. Um, the last thing I would say is we would be adding about a 100 students total to Huntley and 10 classrooms will be vacated, 10 or 11 classrooms will 10 classrooms will be vacated when the ELVC building construction is complete and our youngest students move across town to that uh, donated land. So if you're looking, this is not the way it will work out, but just back of the envelope calculation. If you added a 100 students

031and you opened up 10 classrooms, you can do the quick math and see there will be enough space for those students there. The reason it's a great idea to have them all together is that first we're establishing the identity of what of one bar very quickly, right? From the time they're in seventh grade on, everyone is together. And a a very selfish um anecdote that I would share is that's why I met my husband in fifth grade, right? which is creepy and I don't recommend it, but because Tequel was all together from fifth grade on, we all felt very strongly like we were one team and all pulling together in the same direction. I'm looking forward to our students in this community having that experience earlier than they do now. And then when you get

032to the high school, you're all kind of rowing in the same direction already, which is great. It also, as we discussed earlier, allows us the opportunity to provide developmentally appropriate supports for seventh and eighth grade students and focus really on what does it mean to be prepared for high school and hit the ground running at DHS, which is harder with more grade levels in one building. Dr. Parker, >> uh, thank you. I'm glad that you asked that question. I was um speaking to a couple people at cabinet on Monday and I said over the weekend I thought to myself, okay, why why do we want to do vision 428 in the first place? Because I I do think there is a lot coming. And um as you'll hear about later on, there's a there's a

033way that we can step some things out and scaffold some things so it doesn't happen all at one time. But ultimately, I I I'd like to answer that question. Why are we doing this? We are doing this because we know that it's developmentally appropriate for our students. We know that having a fifth and sixth grade center is what's best for student and then having a junior high model for seventh and eighth grade is what's best for our students. And that is the number one reason why we decided to to pitch this to our community first and foremost and to um try to pivot. >> Thank you. >> Could I just add to that as well? Um because we also had talked about facil how we're using our facilities and as a teacher at Founders. Founders

034isn't functioning effectively as an elementary school. Um with all of our littles and right now we have five sole classrooms and we have stairs and not easy access to ramps, easy access to bathrooms for little people. It's it's a difficult building for especially our youngest students. So, I'm surprised I didn't ask this question before because I'm on the committee you guys are talking about. When Sorry. If we go to the 56 plan, are our founders and um Rosette going to be balanced? >> No. >> Okay. So, I want I want to thank everybody for all their time and effort on this. I was on the renovations committee with many of you and I was also on the activities and uh athletics committee. So, a ton of work has been going into this, but one of

035the things that concerns me is just like the very short time period that everything is getting done. Like, you know, we're kind of condensing this down some of the details at our at our direction. Basically, we asked you to do that because we wanted to see if we could do all of this at once. And and I'm I am a little concerned about, you know, the class sizes issue, right? Because like one of the main things I think most people would say is like we need to really work on our academic achievement and especially investing in in the little kids and Mitchell was one of the things that did that. And we've been successful at lowering that class size for, you know, elementary districtwide. And and we haven't even had a chance yet to see

036like is that having a positive impact because we just opened Mitchell this year. We haven't seen test scores to the extent those are, you know, reliable measurements. So like I I'm wondering like are we kind of moving quickly because when we start talking about the the academ the activities I don't know that we have a good solution for opportunity for kids at Huntley because of how many of them are putting in there. As it stands right now we've got seventh and eighth grade teams in two different schools. Now we're talking about having seventh to eighth grade teams in one. If we can't, you know, do a a fieldhouse or whatever, like how do we host all these events? How do we have enough room for practices? How's that going to impact busing kids to use

037other gyms and other schools when when what we have now is is working in a lot of those ways. And so I'm wondering like are we making different problems shifting to this and are we sacrificing you know some of the class space that we had and and is it possible that you know there is a different way that still accomplishes or maybe just a longer time period that allows us to have all the things we said we wanted in the beginning without cutting it down. I know that's like a very broad in scope question, but I just want to make sure like we're covering all those bases. >> So, I I think when you see the options that we provided, um that's what we tried to do. Um I did talk to um Paul, the

038executive director of the park district, um said I could share a little bit in general that they're looking to expand um right behind Holly Middle School. And um I would look to want to have some kind of intergovernmental agreement with them um so we could utilize those facilities at least for the time being until we know that we're able to have a fieldhouse for us. Um especially if it's not working out. I'd like to analyze is that relationship working or is it not? Um one of the big things though is how much does the fieldhouse actually cost? And that's why in this the options that you're going to see um today, you're not going to see the fieldhouse in there, the cost in there because we didn't feel it was an accurate cost um at

039this time. So um so yeah, I think we're doing that. If you needed need us to extend it more, then that's something that you can let us know. I just want to make sure that, you know, if we're going to put all these kids in in the same two grades in one building that the ones that are coming over from Clinton Rosette have access to to many many activities, athletics, you know, and we have facilities for them, you know, when they get there. And so it's, you know, that's a concern because like we've talked about and everyone there talked about, you know, we want to make sure no one ends up with less. Yep. >> As a as a result of this. So, >> yep. And then that's been a major conversation and one of

040the like where we have to put up our hands is well the finances, right? Um thinking about that. So, we want to be fiscally responsible as well. We want to make sure the community understands why we're doing this for our students. Um so, if it were as easy to just say we need a fieldhouse regardless of how much it costs, we have the money and it's going to be that simple to put it there, then it probably be an easy plan. but it hasn't been. And there's been some great conversation. Uh Peter and I have um debated a little bit about it and um he knows we need a fieldhouse over there. I think several people know we need one over there if we don't have any other options. But we would have Lincoln there.

041We would have founders possibly the expansion of the park district right behind Holy Middle School. So we are thinking of other options to be fiscally responsible in the meantime. Um, but that's why you you're not going to see the the fieldhouse in there yet. >> Sorry. >> Um, hello everybody. I'm back again for this uh for this board meeting. Um so coincidentally the the personnel updates a little um less exciting just because we had to wait for some of the other uh subcommittees to come up with some conclusions on things. So we will have much more to update for next time. But so far um we talked about how um fifth grade classrooms like we explained are going to be self-contained self-contained but there will be an element of um content related instruction happening. Um,

042so there won't be a need for any additional certifications. If you guys have more questions about that, we do have teacher here that will be able to answer those. Um, sixth grade will operate under a middle school model as we've explained earlier, so those teachers won't have to worry about getting additional certifications. Um, teachers whose positions are moving or being contra um contracted cannot be moved into existing positions um that are not vacant. So, no bumping will occur. We've we've established that as a committee. And then things that we are tackling moving forward are the process for filling positions once this um transition occurs. And like I said, we spent a lot of time last meeting starting like to just really scrape the surface of that because it does um you know, it does address

043people's livelihood and we want to make sure everything is fair and equitable. Um so the subcommittee is finalizing a process for determining how positions will be filled and then we also started the process of identifying what additional personnel will be needed in every building that gets reconfigured. So what additional personnel will be needed in founders to mirror what happens at Clinton Rosette. Um who would move with our two-way dual language program? Those kinds of things. But a lot of it was just kind of determining how we're going to approach the topic of filling those vacant positions when the transition occurs. >> I just want to add one piece. We do know that this is greater than just teachers, but that is where we need to start because of the license and certification requirements, but beyond

044that, we will then talk about needs for support staff, including both assistants and um related services as well as office professionals. um custodial services, administration, all of that. But we have to start with the classroom needs in order to determine how we will move forward beyond that. >> So I'm not really understanding that third bullet, >> the no bumping. >> Yeah. >> So >> let me can I finish my question? Sure. I might I might make it a lot easier for you to explain. >> Do that. The way this kind of seems, it's like the only ones that don't have to worry about moving at all would be the founders teachers because everybody else is moving, >> right? And then >> well, fifth grade is moving from all the buildings, >> right? >> Yeah. >>

045Except founders. >> K through four are still all moving from they still have they still have fifth grade there. So they're the only ones that would theoretically not have to move. So >> not physically move, but think about it this way. We are taking fifth grade as a whole and we're picking them up and moving fifth grade all to Founders. Yes, you are correct. That does not move the fifth grade founders teachers. It moves all the other buildings, but they are moving as a program, fifth grade program. So, they will all move into or split between those two buildings actually. Um, and then same with sixth grade very similar to the founders folks not having to move. Okay. >> Does that help? >> Um, you know what? I'm just going to let it go and

046you guys do what you do. >> I think the other part is that K to4 he was talking all of K to4 from founders also needs to move. >> Yeah, they will. Yes. Very similar to Clint Rosette where the seventh and eighth graders will have to move. >> I'm I'm head over the weeds are over my head and I'm not even >> Got to get you some shells. >> I'm jumping back out of the >> play the shell game. Like I said, us scraping the surface last time, we are Yeah, it's a whole thing. It's a It's a complicated process. >> You're welcome to come to the personnel committee. >> The transportation subcommittee is headed by Armir and Everina, so I'll speak on their behalf. Um the transportation committee is and will be tasked with

047determining how the transportation needs will change and predicting changes in cost based on reconfiguration options. This work is on hold a little bit. Obviously, Everina can run models of um transporting every student in the district that's in seventh and eighth grade to Huntley and also estimating potentially what a fifth and sixth grade transportation plan would look like. But without the boundary lines drawn, which we are going to do once our demographer software is up and running, which um Ben is uh leading the way on and doing an awesome job of um we can't it doesn't really make sense to jump in with both feet until we have that information. But we have decided um per Armier's um information he was able to share, it's not cost-effective for the district to own and operate its own

048fleet of buses at this time. And it's less expensive to run tiered bus routes rather than starting the school day at the same time across grade bands. So if a bus can pick people up, drop them off at one school, go back to the bus stops and drop the kids off at um a 78 school. So do five, six, and seven eight on the same bus, that's less expensive. We do not yet know if we can. So, a high priority topic to address is can we stagger the school start times to run tiered bus routes. Obviously, we have to ensure that all of our school start and end times are developmentally appropriate for children. And we need to know what the options for activity buses after school at Clinton Rosette and Founders are. So, when

049our fifth and sixth graders are involved in sports and activities, what are the options for running activity buses to get them home like we do currently in uh at our two middle schools and at the high school? I will do my best to answer any transportation questions you have given that it's not my uh predominant area of expertise. hearing none. >> Everyone run up here. >> First of all, uh Mr. Boyce, when you first started today, you thanked uh myself and Mac. I think another group that we have to thank is Mr. Kylie, Mr. Weller, and the high school uh and all their staffs in wrestling because they're the ones that put that on. So, they did an excellent job. And like I told the director of the ISA because we're trying to get the

050girls stay wrestling here is that all roads leave to decel. So hopefully that happens. Um kind of uh with going along with everybody else, we've had one meeting and we're kind of waiting to see where we can go. Uh earlier in the year, uh Dr. Garcia Sanchez uh you know tasked me with trying to start looking down at those lower levels and coming up. And now it was kind of an easy transition because I'd already been working on that. Something that I've already shared with the board is that we would like to back when I was a kid, you started pra you started playing with schools in fifth and sixth grade and us going to that model. I started calling around because a lot of the big question is well who does fifth and sixth

051grade? Well, I started back in my hometown and asked them and see how far east they come and they do come. So we would be able to start something like that. But what Mr. Atwood said, we have to look and see what we could do or where we could put things. So, we had a great meeting. Um, as you can see, uh, we want to be able to grab kids quicker and get them involved because it it affects three things. On another project I'm doing, it's attendance. When you're in a uh activity and athletics, your attendance is better to come to school. I know mine was. uh when you are getting better grades and you stay out of trouble. I have me or discipline okay that meaning tardies and absences it all kind of comes

052together and that's where we go just not in athletics in activities with these opportunities with this great uh you know vision 428 which I won't be here though but working on it I'll be done next year about this time but moving on but we're trying to get this to go and and get this started so we can make decal like I've always said a destination and not a layover because whether you know everyone says and I've been to a couple different places they always come and look and see what your schools look like and what your curriculum and then they go into athletics and activities. So I've said it before we're kind of the front porch. All right. So Kevin, you want to throw anything in there? Um, one of the big consensuses from our

053committee was that we don't want to reduce any of the opportunities our students have, whether it's band, orchestra, choir access, whether it's sports, clubs, things like that. We want to make sure that uh all of our 78 students and then all of our 56 students have that same equitable access to being able to participate. Um, I look at it if we were to consolidate our teams being the volleyball coach for seventh grade this year, one of my students who was our most improved player probably wouldn't make a team if we were just running one team. Um, so I don't want to take those opportunities away from those students that this is their first, you know, foray into organized sports. This might be their first attempt at a team in a middle school. Um, so we

054want to make sure that we are maintaining that access to all of our students. Um, we also want to look to explore explore and expand into our fifth grade on provide more opportunities for those students as well. >> And kind of like what you said, how we take those schools and we you know, we're going to plop another school over the year is that we would look at seventh grade uh orange, seventh grade black in basketball. um you know, you go an A and B team and an A and B team because you do give those students who now they're going to see new friends and they want to come and they want to try out and you know, not probably not try but make a team. You never know who you're going to get

055in with those different activities that we can get them into student council. Um you know, try to start an FFA club back there. I just when I left the high school, we had four or five different uh towns here in FFA jacket. So there's just a lot of good things that can happen and the more opportunities that we uh give to these people or give to our students is hopefully in the long run make it a lot better. Okay. So although I agree with everything you said, I'm also looking at the logistics of it. um did some real quick very rudimentary research for middle schools the size that this would be or excuse me junior highs the size that this would be none of them had four teams they all had two teams per grade

056eighth grade A and B seventh grade A and B um that brings up two problem or two questions one how did they do it and still maintain what you were talking about good grades good attendance, good all of that other fun stuff. And B, for the athletic directors, how are you going to plan? I mean, if you you're going to have one bus going to Belvadier or another bus going to Genanoa or wherever it's going to be. I mean, that's you're going to split your school going to two different competitions at the same time. >> Essentially, that's what we're doing right now with Clinton Rosette and Huntley operating as separate entities for most of our sports. Clinton Rose that's going to Burlington Central. We're going to Sycamore. So that logistics aspect of it. >> But

057are they one school or they two? Right now they're two. >> Yeah. >> Then it'll be one. >> So are we operating as one school or two schools? >> We still only have one person over. >> Mr. Kylie can. That's why I brought him along. >> So um >> man speak. >> We just we just went over this last night. Um, how this would work would be we would still be a black and an orange conference-wise. We would still be able to schedule it as almost like it was Rossette and Huntley, but it would be still Huntley, Huntley Orange, Huntley Black going two separate ways. Um, since I have a little bit of a time uh, um, I've been around a long time. We we I was coaching back when this was founder or when

058Huntley was Huntley and we were doing exactly this. We had two seventh grade teams, two eighth grade teams. Um yes, it did work, but they also had two competition gyms at Founders. Um so it it did it was able to work. We we were able to kind of muddle through it. Uh but we also had 600 kids, you know, where we had over close to a thousand. Um so that's one problem. The second one is we've added a lot of different sports now too. So we've added girls wrestling, we've added cheer. So all of those areas right now we're bursting at the seams at at Huntley uh when it comes to all these different activities that we have. Um, I per my personal opinion, um, being around a long time, we have put band-aids on

059stuff in this district forever. And we have changed over and over like we've changed founders. We've changed ELDC. We keep moving things from one to another and spending all this money. I remember when the high school was built. I remember when we sat around and said, "Oh, we had this crown jewel, this great high school, but we weren't going to fund. We weren't going to put in lights for the football stadium. We weren't going to put stands in. But that high school is beautiful. It's crown jewel. And I think we could do something at the middle school level that would be very similar to what the high school has if that goes that route. We have like right now basketball, which I don't know why we use that for examples, but >> there's multiple teams.

060Um, but if we do basketball, if we ran this just like you said, we'd have the two teams, it would be like Rosette is is not not available because that's what the numbers would be like. So, we'd be cutting off half of those kids. So, our population needs athletics in my opinion. I might be a little biased, uh, but without those athletics, I think we're going to get lose some kids that are going to are going to go through the cracks. >> No, I agree, >> Patrick. I agree with you. Here's a another way to describe my problem. It's one school. >> We talked earlier. It's one barb. You're going to start at seventh grade, one barb, and you get the I'm just I'm I think you're probably going to figure out who I'm talking

061about. You're going to get the Jimmy Wilson wrestler >> and he wants to be on the orange team. >> Well, the orange team >> wrestling will be a bad example. >> No, it's going to You want me to take it away from basketball? >> That' be a bad example because it's it's not subjective to the grade. So that you win, you win, you got the spot >> and we can run a double schedule. Okay. >> Let's go with basketball, right? Jimmy Wilson, Jimmy Wilson's going to be the the star basketball player, the star quarterback, even better football, star quarterback, and he wants to be the orange team, right? Is it one school or not? You're going to have the orange team have possibly a a division one A quarterback, and you're going to have the

062other team in the same school being provi provided by the same funds and everything else having the other guy >> in eighth grade. I mean, so that's not >> probably go back to basketball because football's already combined. That's already happening. Um, so that that's a bad example. Um, >> you got the two schools come coming together as one again. >> One school. That's one school. It's for football. It's one school already. Anyway, >> here's what I think is maybe a bigger issue than than the star athlete, right? It is the perfectly average kid who went from being, you know, the 15th best guy at CRMS who made the roster in basketball, let's say, and now he's one of 50 that are playing 78 at Huntley, which would be the fifth largest middle school in the

063state at a thousand kids. It would be massive. And so, how do we ensure that that perfectly average kid still has the opportunity to participate in a sport that he wants to be in? He's with his friends. He's a glue guy, you know, he's somebody that isn't going to be a star, but wants to be involved. And and I love fifth, sixth grade basketball. Like, I think that's that's great, but like logistically thinking of of the amount of practices for all the activities going on at the same time, especially like winter sports, like where do these happen? And and part part of that being, you know, we have a lot of kids who have difficulty with transportation to school in this district. And so we can't stagger practices until 8:00 at night because the reason

064we want these kids involved to Peter's point is they're they're out of trouble. They're not out doing things they shouldn't be doing. They've got structure. They've got role models and all their coaches and their differential activity coaches and all that stuff. We have to keep them in in one place at a decent time and not have them leaving at school at 3:00 because you got to be back at 7 for practice. And like I don't know how we can do it without a fieldhouse per se, but I also don't know how we can do a fieldhouse. So like what >> Well, we we already we already struggle with that situation with PLC's. Um because with PLC's we can't get kids back to practice. Um that that's already a situation that we've been dealing with since

065we've had those. It's better now that it's on a Friday instead of a Thursday, which was always our game days. Um but that's that's a little bit better. Um going back agreed. I mean I'm a taxpayer too. I I I would love to be fiscally responsible, too. Um I So, I've got a I'm fighting on both sides. Um but going back to you guys, I've I've heard one Barb like three times. Um if you guys remember back in the day, we played football at Northern. So, we our high school played all these away games. We never had home stadium. Um, but now like some of these things I'm hearing about busing and so I have kids that would be bus for a basketball practice at Founders. I'd have them bus to Rosette and to me

066that's not one barb. Now they're getting pushed away from their home school where they should be building like they're to me they they don't get they don't get that home field advantage. They're going all over the place. And every time a bus goes anywhere as a transfer charge, it's 95 bucks. So now we're talking some serious money. So once again, I go back to if we get a chance to do something special and and be I don't know what he coined some another term he coined uh what I can't even remember. He said it earlier. Destination. Yeah. Whatever. Yeah. I I Yeah. And I think and I think we can do I think we can do that also at the middle school level. And one of my goals when I took on this role >>

067was to make sure every sport was hosting something. We're there almost now. The only thing we haven't hosted would be a volleyball tournament because we can't because we don't and I don't mean not hosting at high school. I don't want to be at high school. I want to be at our school. But I want to showcase our stuff. They already get a chance to showcase it. I want to showcase that building which is phenomenal for middle school athletics. Phenomenal. But um volleyball is the only one we haven't got to yet. And I think we can expand on that too. And the process of involving the community and all of our club sports, all the rentals that happen at Huntley right now with baseball and travel basketball, everything else. when we we've gone to Sterling on

068a numerous times and seen their fieldhouse that they have connected to Sterling Chapen Middle School and every time we're there, all courts have kids on them the whole time we're there till 9:00 p.m. And whether it's travel, whether it's their stuff, I mean, it it's it's a phenomenal situation to see that on a regular basis. >> I guess kind of to piggyback off of Nick, I I don't think anybody on the board disagrees that that is best case scenario would be a dream for our students to have that. But on the flip side, I was a swimmer in high school. We were the one sport that pretty much got told to go kick rocks when the high school was built. We're going to build a giant fieldhouse for every other sport in the district. You

069get to get bus to the pond that we still have at Huntley at the point in time. Sycamore students have to get busted all the way over there for swimming to our middle school. And we still had one of the highest performing swim teams on the planet when I was in high school. So I I don't know that the students actually care as much what building they're performing in. >> Disagree it. >> I'm just saying Daniel Hines swam as a decal swimmer one state. >> Correct. But you uh the district also spent a hundreds of thousands of dollars just refurbishing that pool probably two years before that happened. So I I I I'm just doing but um I completely disagree. >> Where would you want to practice at? you'd want to practice at your home

070like basketball. Where would you want to practice your free throws? You want to practice them at the at Rosett's court or would you rather practice them where you actually might play a game? >> We would only have one team playing in the postseason though, right? For these sports like as far as like ISA rules. Well, ISA right now is only cross country, track, wrestling are the in scholastic bowl are the are the are only four ISA has girls and boys basketball at different times of the year. >> We were never Yeah, we were never able to do that because of all the overlap that happens with the other sports and then our conference doesn't run it that way either. Would we be weakening the high school programs if we're reducing the amount of like you

071know instead of having like two feeder schools that are both producing starting lineups for every and this again this is a hyper athletic situation right but is that something that like those programs are going to suffer from from not having that or are we going to be able to provide the same level of like athletic training to all the students in the one building? I would say the sports that are split right now the b the girls basketball boys basketball and volleyball. Yes. >> If if you go to the one or two like the A and the B model for seventh and eighth >> cuz right now right now >> 10 more starters. >> Yeah. Every year you lose you know >> you got what five four levels >> for basketball. >> For boys basketball

072it's five levels, right? >> Uh with freshman A and B it's four. Four. So to piggyback off that that so when we're talking about having maybe four sections of of you know black and orange for basketball or whatever what's the equity situation as far as like game scheduling is one of those is orange getting like 25 games or are they all getting the same rules and the IHSA has >> it'll be a mirrored schedule. So by by the and I'm sorry I'm being devil's advocate because putting putting in the dream that we'd have to put in at Huntley is ungodly expensive. >> It just is because there's not when we first when we were first moving from old Huntley now Founders to the high school now Huntley the discussion was you're losing gym space. Mhm.

073>> Founders has a better gym up facility than than the high school did. Why are we not concerned then, Peter, with four freshman teams, four sophomore teams, four junior teams, and four senior teams. >> Well, the the competition that we play, >> they don't have four, they have two. I mean, everyone only has one, >> but but we could go to different schools. we could say because that's exactly what Patrick's talking about right now. He's talking about going to different schools with an orange team and a black team then then and it's going to help the middle schoolers which is also going to help the high schoolers. So why are we not setting up four teams in the high school? >> I think it's a little stricter. >> Yeah. The high the higher you go

074the different >> way. Yeah. I think the the that's where everyone I mean that's when the rubber hits the road on where you who's going to make what. So >> and another part of another question a totally different thing maybe in favor of the idea you said that at Sterling that fieldhouse is being used all the time. How long do you think and grant we're not going to wait this long but how long do you think it would take to repay the building of the of the fieldhouse with rental fees? Tammy's back there somewhere. >> Cammy don't like to rent them out though. >> Honestly, I can't answer that question tonight. I don't have that data. But I will say this, it would take a very long time because a lot of the fees that

075we collect now are reimbursing our staff costs, not necessarily a rental income because they are clubs and programs that are our students that are participating. And there's different levels to which groups pay for facility fees. >> Now, this might be more of a Tvita question. Um, space-wise, when you get those 10 extra classrooms back from ELDC for activities wise, I know one of the like upper I don't know what you would call it, wing gems or whatever, like that's more of like a staff break room now, right? That used to be like when you go up the stairs to the right behind the bleachers, there's that whole room that's there. No, no, it's a it's a concrete floor gym that we we utilize for PE. It's also the um it's what our our JV mat

076room. Uh we also use it, excuse me, for cheer practice also. >> Okay. So, that's utilized for activities already. >> Correct. >> The one on the the other side, can that be used for volleyballs or too short? >> It's too short and there's no And there's no seating. I mean, >> right. No, just for >> not for the competition. I want to jump in just to kind of bring this back a little bit. Um I know it's complicated and I'm not suggesting that we defer to them, but I am really wondering who's asking students what they want in ways that actually like would elicit the kinds of information that would help our decision- making because obviously we have to be the ones making these decisions, right? Like we're the grown-ups. I I can tell you

077that just my own personal like I I bring our kid I bring our wrestlers to Sterling every year and we go into that fieldhouse um and they all they go th this is a middle school and that so I mean that would be my gauge on it like yeah it is a middle school and what's neat I mean you go to high school and you get high schoolers are in there all the time in in the fieldhouse but as you walked into Sterling it was just middle school kids or lower um in there the whole And so I mean I I don't know if we're if that we can get that out to kids and find out their information too, but >> I would love to see like some thought as far as like some

078systematic like way of >> and and >> getting a sense of you know whatever we can do. >> I also want to speak on I know that we that the rec center was brought up um just in the past few years. I mean that has really gone away. Um they only open that up even for PE wise which we used to you utilize back p uh before like almost before co uh we would be able to utilize their turf or have a gym space. Um now the the wreck has pickle ball goes all the time which is awesome anyway but uh and then the other side they have so we don't get any of that space at all. Um and then there's also a safety factor of walking those kids across that way. I know

079back long long time ago when that was built they talked about actually building a walkway uh because that was part of it's supposed to be util utilized through the high school and high school use it all day long and that would be community after that. Um but I do know that I mean it's I mean I've walked the kids over and it's it could be kind of tricky sometimes. Um so and those gyms uh for competition would be really really rough. Um there's not the stands are not there's not a lot there for it. Um, and they have stuff in there all the time, too. So, >> sorry to monopolize everything. >> I guess and I'm thinking too just in terms of prioritization because that's obviously going to have to happen here is figuring out

080>> where do we move pieces around and and maybe student input could help with that. I don't know. >> We do do surveys at the high school to see what they're interested in every once every three years. >> So, I think uh Dr. Bailey, you're not just asking survey about if they want a fieldhouse, if they would be interested the students in having a fieldhouse, but maybe asking the fifth graders if they prefer being in a 56 building over a K through five building. And then our sixth graders if they prefer being in a 56 building over a 678 building. Is that what you're getting at? >> No, I think I'm not sure exactly what questions I would ask. I think I would have to sit down for a little bit and I'm happy to

081do that. >> Yeah, I don't mean the specific questions, but is that kind of what your >> I'm No, I think I'm speaking even more specifically like within these areas to get a sense where students input might be useful um for figuring out priorities and sort of where we shift dollars toward if that makes >> talk about curriculum. We will be bringing in student voice as appropriate when we talk about expansion of electives, what some of the offerings would be, what their passions are, and then also educating them along the way. Like, you know, I might want to take horseback riding as a class. That's great, but how does that align with my posttock? How does that align with the high school goals? Making sure that there are parameters on it and control choice. >>

082Yeah. I just I think we often speak for students about like what really matters or if if they have to look at certain priorities in different ways and I don't know >> um also the mini board and I would always be happy to input our opinions on what we think should be changed. I mean that's that's why we're here. So if you guys ever need any input just reach out to me. >> Absolutely. Which also reminds me, Maria, you can leave whenever you need to. It's It's getting a little late. >> I already checked it. >> Okay. >> I was very interested about the sports. >> So, we're going to go ahead and move on to the uh versions um before it turns like 2:00 in the morning. So, the first version, I'm not going

083to fully go through them because I've shared with the board prior um unless you have questions, but I'm going to kind of go through them kind of quick. Um, the first version is the full version 428 that we first originally came to you with in August of 2028, we'd be up and going. Um, what we used, we wanted to keep our fund balance um, to a minimum of 30%. I know we try to keep it to 2030, 20 or 30, but we're trying to keep it at 30 with the tax rate the same as well, which I believe is 4.83. Um, the second version, we'd actually start Lincoln first. Um and we would be done with Lincoln in 2028. Correct? Y >> and then um with Founders in 209 and we'd be able to start

084um 29:30. So, in this version, Huntley would not have its full renovations complete, including the equip newly equipped science rooms until fall of 29. But the renovations at the other buildings would be done by the fall of 28, allowing us to move the students into 5678 configuration in the fall of 2028. >> And then, yep. And in this one, um, the third version is different only in that on the second version, the fieldhouse is a more immediate goal and in the third version, the fieldhouse is a longer term goal um, should the funds materialize in the Ezone. >> And then this slide just lays them out for you um, all together so you can compare. >> Now, is this full cost? I'm assuming this is only the cost of 428. This is not including the

085cost of ELTC. >> That's correct. But the fund balance would reflect the additional changes um related to the ELDC. And these are Armir's numbers which also include his projections for staffing changes related to lowering class sizes at the middle school and additional similar costs. >> And the ELDC operational costs as well. Are they factored into that? >> Correct. Okay. Okay. All right. Good night everyone. >> So, thank you. Really, so really um next step is going to be um digest it a little bit um a lot of it and please send us any questions that you have. Um and then at the next board meeting, we really would like to know um if the board's come to a consensus of we don't want to do version three whatsoever. that that one's out of um like

086we don't even want to um inter entertain version three or whatever it might be. Um and we only want to entertain maybe two and three and we'll continue to or one and two and we'll continue to um evaluate and see what's going to be the best option for us. >> I would just add Nick I think you asked whether we were going fast at the detriment of good planning. Um, so just to remind the full board and everyone else that the idea may be relatively new in a public forum like this, but it's been discussed um for a much longer period of time than that and is is not hasty and that the time-sensitive issue really is um Tammy, if you wanted to speak to it, that would be awesome. But I believe it's uh

087whether we need to have plans drawn up and construction plans in place for Lincoln. >> She doesn't want to speak to it. I would be happy to speak to that. As I've already explained to the board, um to be able to construct, get out to bid, design, construct, and all of that, have Lincoln ready for August of 28, we do need a decision by the end of April. If we miss that deadline, we are bumping this a year no matter what because it takes that much time to be able to do the proper design and bidding that is necessary as well as the construction. >> What does that mean? mean if you wait another year >> that means that this entire plan does not get completed until August of 29 and additional funds would be

088would it would cost us additional funds to be able to do this because every year that we push this out everything costs more a year from now. I have I have a question specific to you, Tammy. In the fall before we started talking about vision for 28 when we were talking about just the ELDC, there was an option to build that was like a 20 classroom ELDC and then it was renovations to Huntley that was like turning the ELDC weighing into classrooms etc. like and I think it was like $42 million or something like and I know that didn't quite go as part of the vision for 28 but like is that an option to get things started and then you know because if we wanted to try to pay for this thing as we

089went like it may cost like a little bit more to do it over a longer period of time but if we could just pay as we went and and structure these projects in such a way like one I guess would that project not be able to be completed initially with ELC if we were going to move to a five to six grade center and then Secondarily, um, you know, once we'd have we'd have more time to maybe look at some of the because we have a lot of questions still that we need to answer and maybe that might change how we do things. But if we're not borrowing, we're saving a lot in interest, you know, and maybe we spend 10% more, but maybe we spend we save 30%, you know, not borrowing. And then

090we can get everything we talked about initially, like, you know, a fieldhouse and then fine arts rooms at Huntley, which are now like no longer part of the plan. And that the the other part and we didn't talk about with activities that I'm worried about is like you know the arts programs all that because I think fifth and sixth grade music fantastic at the grade centers love to to get them in their own bands, their own choirs, magicals, whatever it may be. But then when they get to Huntley and you have 400 kids that participate in some form of music or band or whatever, we don't even have a choir room to work with different, you know, the altos and or whoever, you know, the teners. I'm not a music guy, but you know, I

091care about what they get to do. Uh it can we have more if we do that and just kind of pump the brakes and think about how we might refinance this in a different way? Like I know we've got great options and again the amount of work we dumped on everyone and said you've got two months. It's an amazing plan, right? But I just want to see like would we all benefit from pumping the brakes a little bit? Is there other options for construction that still preserve the vision for 28 which becomes the vision for 31 or whatever and it might take a little bit longer but we get more in the long run and you know the facilities better than everybody. So like is that even feasible or is that a pipe dream? >>

092I I think it is feasible. It's it's a matter of the we can still do the renovations that we're going to do in the current ELDC wing. We may tweak them a little bit as we move forward in the next month or two of planning that maybe it won't just be what because what we talked about was just making the small bathrooms into bigger bathrooms for middle school age and then uh the bathrooms in between the classrooms are going to be storage or offices. Maybe those are more converted into science prep rooms, something like that. And that decision can be made over the next month or two depending on what direction the board gives us at the next meeting. Those are the things that can still be detailed out. They might cost a little more

093than we originally said when we put together that ELDC renovation quote for that wing because that was more of a general quote. >> Sure. >> Um but those are still some things we can look at and we do have some time to be able to do that >> because I worry about dropping all of this money in three years and taking the fund balance from 102 million to 40ome and then it's like you know what is that what does that look like in a rainy day situation? We just we just got real comfortable having all that money and then it's dollar for dollar. You know, whatever we spend on ELDC in this project goes straight out of that amount. So, >> and I do want to give a little bit of cushion here in that

094the date that we have that I say that April, that's because the additions take so long to build. The addition at Lincoln would take that long. When it comes to renovations that are happening within the ex existing structure being the ELDC wing, anything at Founders, Rosette, Huntley's inside the structure that already stands, those those renovations will still be done in the summer before we actually switch. So it those are typical 10-week projects of summer projects. So, we have a little bit of time there to make some changes because those won't go out to bid as quickly as the addition at Lincoln and then the ELDC new build. >> I think I wanted to piggyback off that just that I I like what what Nick's saying there and um kind of going back to what Pat

095said is like making sure that we're not cutting any corners though. I mean, we we want to get everything we can that we can get. And if we stretch it out a little bit, I think that's a great idea, but we want to make sure, too, we're not making snap decisions on some things just because, well, we're going to push the big decision down the road because we are hoping to get this more money and making sure that things aren't just done unnecessarily. Well, we wanted to make sure what we're bringing to you was fiscally responsible and really were the the almost the basics with a little extra that are necessary for this vision to happen. There's a lot of things we could do. There's a lot of things that would be great to do,

096but they all have a price tag to them. you guys have done fantastic because we asked for pie in the sky and like you showed us that option the bare bones like the middle ground like we they you know the amount of extra manh hours like after work and stuff like that cuz like I've been going to these meetings like I've seen all the work you guys are doing and then you come back to the next one and there's been stuff happening behind the scenes in between and and the the the amount of problems from you know looking at transportation personnel activities athletics the variables are in the thousands and thousands so like everybody's worked so hard at and they've done a great job. It's not, you know, it's just you were just given such

097a limited amount of time. Like I was reading about a school that downstate that built a fieldhouse. They spent a year planning a fieldhouse and we're redesigning an entire district and and making all these other things. So, like I want to make sure that like we do it right and I think we're we've got a great plan as this is, but if there was a way to stretch out like we can keep putting money aside every year and help offset that cost. You know, there's just different variables to think of, but like you know, you guys and all the work you've done has been incredible on this like in such a short amount of time especially. >> And keep in mind, we want to make sure what we do is not something we are going

098to want to change and undo in a short amount of time. So the decisions we make, we need to make sure are sound in that yes, this is what we're going to stick with. But that might mean we hold off somewhere else until we're sure that that's what the programs need, whether it's the fine arts area or whatever that area is that's needs to be revisited. >> I worry about five years of activity busing because we can't afford a fieldhouse, but yet we still want to give the kids the same access, you know, to activities because maybe the fieldhouse costs $30 million, which is insane to think about, you know, Mitchell costing close to that. But, you know, I don't want to commit all the way and then it's like, oh man, like one of

099these problems that we were planning to get to created a nightmare for scheduling and trans and transportation and all that. So, but I appreciate all the work so far. >> So, considering the plan, it seems to be there's two elephants in the room, not just one. It's whether we go and all three plans have Lincoln expansion. So, are we going to go with the plan at all or we're going to scrap and start all over again? And we need to know that by April for the Lincoln part. >> Then >> for the Lincoln to be open in 2028. Yes. >> Yeah. To to make the deadline for the 28, we we need to decide whether we're going to go forward to try to reach 28 with any one of these three plans, we need to

100know that by the end of April. And if we're going to go with a plan that has the fieldhouse in it, we need to know that by the end of April because all of the other >> No, for 28 the the one >> for the full vision. For the full vision 28 years, but full vision, yes, the different versions are really just how long do you want to wait on talking about a fieldhouse, right? How many years do you want? And Nick, just to clarify, activity buses refer to buses that come when your activity is over and take you to your home bus stop. >> Okay. >> Not between buildings, >> not the shuttle. >> Why does he have shuttle then? whatever you got to do to get information. >> Just for the purpose of

101clarity, the the different versions are at what point do you want to fund a fieldhouse? Do you want to do it immediately? The the Lincoln came out of the renovations committee because when you look at the first of all, because there's more of an appetite broadly for going with 23 sections at elementary instead of 22. At 22, we'd be adding a section of Mitchell, a section of Brooks, and doing no construction of any addition at an elementary building. So the price does go up when you do a two section edition at Lincoln, but it also means you can you retain the dual language program on the south side and go to 23 sections instead of 22, which is 84 and a half% full instead of 88, which seems to make everyone more comfortable. So that's

102why the Lincoln edition is now a part of the core concept of the vision. Once the Lincoln edition is done, there are a few additional minor costs at Rosette and founders that would be necessary in order to shift to 5678. That's really why that's the big decision that has to be made by the end of April. With that in place, then you have more of an alleart option that the board can say, "Yes, we want to devote the money to uh renovating the secondary cafeteria back into a choir room. Yes, we want to look at um a kiln at Founders. Yes, we want to look at bringing music down, a production kitchen at Founders, so that the founder students have the food that is as fresh as the students at Clinton Rosette." All of those

103things would then become what do we have the money to do? and they're a bit more alocart because they don't require a three-year planning cycle. Is that right, Tammy? >> Yes. >> So, really the decision is do we still want to reconfigure given that that's what the full committee said was preferable given all those things and the the price tag for that is the the price you see on vision on version one in years 26 and 27. Yeah. Before adding in anything related to a fieldhouse. And then the secondary question is do you want to talk about a fieldhouse now or do you want to wait and see what happens financially and without talking about what happens financially then you are talking about can we use Lincoln gym founders gyms those things to make sure

104that we are again doing whatever the board is has decided to fund with regard to athletics and activities. Does that make a little bit more sense? >> Yes. >> Sorry I didn't mean to cut you off. I'm okay with moving around to the Sure. I think we still got other agenda tonight. >> Thank you all. >> Next item is ELDC business. All right. Good evening. Little bit of a shorter update um about the ELDC um but um little foreshadowing into probably another presentation. So, as I said at the last uh kind of update, the committee has been working doing different tours, having meetings, trying to come to consensus basically on, you know, what is the what is those core essentials that we need in the building and then of course putting a square footage to

105those spaces. So, um over the last month and a half, we've been seeing different schools, different um kind of options both in district. Uh we've had staff go out to Courtland and Mitchell as well as out of district. and I alluded to those last time and the team is coming to has come to more of a consensus of what they want to see in terms of spaces. So what that means is that we would like to come forward to the board after uh spring break. So that April 7th meeting with um a schematic design that lays out what those core components are from the ELDC staff and then uh potentially a request to kind of meet those core requirements. Um, so we're kind of busy kind of putting that together, but that is the most

106recent update that we have. Um, can I answer any questions? >> Just a question just because I know Nick kind of asked the during vision 428. >> Yep. >> I remember when we approved ELDC, did we go with a 24 or a 20 classroom building? >> So, as of right, we are planning for a 20 classroom ELDC. That's what our plan has been from the onset. >> Okay. I know there was some discussion around a 24 classroom ELC as well. >> The initial group as a board >> 16. >> Okay. So I just know we bumped it by four. I didn't remember if that made it 20 or Okay. >> I thought we had said we would be willing to support 24 >> and they came back at 20. >> Correct. >> The original request

107was 16 and then we added four more questions. >> Okay. I just wanted to make sure cuz I just thought I remember we said 224. Sounds great. We did. No, we did say that. >> Can we recheck that board meeting? >> Recheck. I believe >> that's exactly what happened. We said 24 be fine and then and then it came back like 20 is really what we need, you know, and with room to spare. 24 was kind of a bit excessive, I think, was the >> I think the resolution says 24. I have to double check, but my computer died. So, I think the resolution >> We'll double check that. Besides that, does anyone else have any other questions? >> Thank you guys. Next agenda item into new business. Item A, student discipline. This is an

108action item. It is recommended the board approve the expulsion in advance for student number 031826. Do I have a motion? >> So move. >> Second. >> Jackie, roll call. >> Kristen Bailey, >> yes. >> Nick Gwood, >> yes. >> Buyers, yes. >> Quest. >> No. >> Christopher Boyce, >> yes. >> Item B, marching band travel quest MB super regional competition. This is information presented to us by S. No. >> Donna, whoever's in here, >> Donna's here somewhere. >> She's right there. >> The band. Where's the band going? The band. >> The band, kids. Sorry. >> Okay. Um, out of state. >> Super regional competition. >> St. Louis. Oh, here we go. >> Okay. Sorry about that. >> No, this is >> Here we are. >> Way to think on your favorite impro. Yeah, >> sure

109can. I like the new processor. Okay. Um, they are going to the super regional competition in St. Louis in October. That is why this threw me off. It wasn't anything coming up. So, I'm glad that they're ahead of this. Um, this would be a good experience. They usually go to Yeah, in the past it was in Indianapolis, so it's the first time that they're moving it to St. Louis. Um, it will be um a good experience for the students. They'll all be together in August through the football season. Um, and then they will be able to go to St. Louis. So, any other questions? >> Sorry about that. >> Impromptu. Yeah. >> No questions. Thank you. >> Great. Thank you. >> Is that just information? >> Yeah, that was just information. Do we have consensus

110to bring that back? >> Yes. >> Item C, admin stipens out of it looks like our title grants for 10003A. I have a team joining me. Um they will speak on behalf of this request to once again offer stipens to our administrators in the buildings that are in designation or within their planning year. This is paid for out of our title 103A grants that is designated specifically to their buildings and may be used for this purpose. They will describe. >> Okay. Want to write some things down because we do so many things. So thank you. Um, first we want to extend our sincere gratitude to the board of education for your unwavering support of our building administration strategic school improvement initiatives. We are especially appreciative of the administrative stipens which honor the significant time and

111dedication required to navigate the complexities of our recent designation status. Your partnership and investment in our leadership team are vital as we work together to elevate academic standards and foster a thriving environment for every student. Building administration spends countless hours developing BLT agendas and meetings, SIP agendas, meetings, and professional development, staff meeting agendas and professional development, MTSS meetings, and deep data dives, check in the bag, behavior attendance and grades, building and grade levels, uh, truency data review, parent letters, family meetings, student initiatives, data team me, map data, math and reading interventions, students placement, class walkthroughs of instructional practices and strategies and a rate of reliability of building admin evaluations, evaluations of teachers and assistants, planning of professional development, student incentives, building institute PLC's, grade level meetings, ISB meetings and reports. Did I miss anything? >>

112Sounds like a lot. We have we we for um a 10-month adv administrators uh that are included in this obviously we um end five days after the kids come back two weeks before the teachers. Um so all of the professional development that we need to do for ourselves and all the planning we need to do for the professional development of our staff is done on our own time. Since the state allows under 10003A to take a portion of these funds towards administrator stipens, uh we would uh like to take advantage of that >> questions. >> Guess this is more of a teacher question. I'm just going to throw it out there. I I know that I have other administrators who technically reside in the building level who have commented a couple times that they work

113outside of their contracted hours and they do not get additional compensation. I guess what can of worms does this open for now every salaried employee in the district who doesn't get the time sheet should now be paid for completing their job duties outside of the workday. So, everyone does work within their job responsibilities, but the designation um how that impacts the work that needs to happen in the building extends beyond their regular job task. Um does that answer your question? It's above and beyond because our like our summer retreats that we need to have for the professional development to implement our school improvement goals which have to be approved by the state is above and beyond what we have to do when we're not in designation. >> So just to play devil's advocate. >> Yes.

114Did the board request that 10-month employees become 12-month employees within the last two to three years? And we got push back from 10 months that they did not have a desire to have their contract changed to reflect that. >> I won't it didn't come to the board. There was conversation about that, but it didn't come before the board. >> So, I guess would it not make more sense if they need the summer to do their jobs that we employ them for the summer? Well, I will say this that would impact our general fund in paying them versus this is grant monies >> and this is above and beyond that summer work. >> Yeah. Because our 12-month administrators while they work in the summer, this is still above and beyond what they would be doing if

115they weren't in designation and all we're trying to do is avail ourselves of the funds. Plus the additional SIP meetings we have throughout the year that we have >> a lot throughout the year >> that schools in designation do not Um, so >> so after your incredible amount of work that you will put together for the next two or three years when you get out of designation >> and we don't get >> we're we're not going to get these requests. >> Correct. >> Right. >> Because those are just funds that are allocated by the state because you're in and so then they also consider as the administrators of those buildings, you're putting in additional time to help >> recover from being in designation. >> Yes. This is exclusive to designation. Mhm. >> And it's exclusive

116to personnel costs, right? Or something. I read >> this request is the 103A funds are used for a gamut of different things. Staff professional development resources that they may utilize, professional development, you see professional development requests come through instate, out of state, uh meeting hours, things like that for that particular >> I could we could also add that. Sorry. No, there you go. Um, adding to that part, even just with the 12-month talking and things like that, when you're in the designation, there's other there's partnerships that you have to research beyond those types of the work that you do daily for the in and out of the operations for the daily that you do with the scheduling within your like job actual description for the year to get the building up and running. When you're

117in designation, there's paperworks and forms that you need to fill out. There's uh meetings that you have to have with the ROE on top of those things. So that is outside of like creating your master schedule, doing the daily operations. So I think that is why the request and the opportunity to bring this to you with with with that piece today um that will end once we put in all this time and work to get out of that designation. >> Do we have a sense of of the the rest of the school improvement funds like that that grant and how it's being spent? I guess to see like where all of that grant money is. >> You're saying I'm sorry. >> No, I'm just I'm I'm wondering. We have this grant, right, for school improvement

118funds to be used for a variety of things. I would love to understand where the various pieces are going and how much of the pie this is. Does that make sense? >> Yeah. If you want, we could probably set up a meeting. I mean, we've met with other board members who've wanted to see because that's a whole other that's probably an hour conversation just alone on that. >> Gez. Okay. >> You don't know what you don't know. >> The state does set a limit for how much administrators can request. It has to be under 5% and we are under that. >> I also just want to be very clear. I am not opposed to you guys getting these stipens at all. I know that you guys bend over backwards for the district. I just want

119to make sure that, you know, one day if this grant goes away, not just you guys, but just administrators in general don't have that, well, I worked 162 days and my contract was 160. Where's my, you know, cuz I feel like I've heard it from administrators before or sometimes when administrators get stipens, we'll hear from other administrators. That's crazy that they all got that and we didn't. So, it's just I need to make sure that I have the justification for one, it's title grants. Two, there's reason XYZ for the extra work they're putting in. >> I actually want these grants to be gone. As much as the money is great for our school improvement, we don't want to be in designation. So, hopefully you will see this money go away. >> Yeah. >> But it

120is again specifically for those designations. And I think if any of our 10-month staff or anyone else wants to join the 12-month contracts, they're more than welcome as we have vacancies in the district. I don't think I saw any of them apply. Just throwing that out there. >> So, I'm I'm sorry. I'm going to This should be quick. Um designation requires a bunch of other things throughout the school year, including meetings and this and that. The 103 does this grant money also pay for like the subs that are required to fill in for the teachers who are going to the meetings to discuss about how they're going to change their lesson plans and change it? >> It can. It depends on what the overlap is. Um often times it's not used for subs because it's

121better used in other areas. And also there are very few meetings that occur during the day because it is so hard to find sub coverage. So it's typically before school after school. >> I just wanted to be clear too that that's why I'm asking because I think it's really important for us to be able to defend these decisions publicly and understand >> absolutely >> what we're defending. So >> that's all my questions. Anyone else? >> Do you have consensus to bring this back? >> Yes. figure out where I'm at. >> Next item is item D. Summer 2026 teaching and learning TOSA LOA. Hey, each year we look at what is our summer work um that we have across our initiatives, our grade levels, rolling up two-way dual language, expanding MDUs, further honing our different practices,

122and what is it that the function that our instructional coaches, excuse me, I was just slurring instructional coach and TOSA all under one word, teacher on special assignment, but how they help drive those initiatives and their contract is the teacher contract. So when they come in and this is an extension of their work, they're not taking professional development like the rest of our certified staff under this agreement. They're not doing regular standard curriculum work that are um other DCTA members are. They would be using those time sheets that work. This is separate for leading initiatives that we have that's under us. In the past, we've requested 120 hours. That was not needed this year. We did a whole study on how many hours did we use over the last two years. what are our um

123different work that I had already mentioned that we need to do how many hours is for that and then allocating that out so this is um a decrease from previous years even though I know there's still a big number there this will come out of our general fund which um our mirror had said that we did have within our budget and then we'll look at the end of the grant period and see if we do have additional title two funds or title one funds then we will take and move some of those hours into that to alleviate our general fund if that makes sense. >> Any questions? Seeing none. No, >> we squeeze some 100. >> Pardon? >> 103B A C whatever. >> We can't improving the It's improving the district. >> All right. >>

124Hey, no other questions. Do we have consensus to bring this back? >> Yes. >> Thank you. >> All right. Next item is item E, building thinking classrooms workshop. >> Hi, Jennifer Hillard. Uh, back again. I have some of my team here to um talk about 103A again. Uh, one of our large initiatives as a school improvement team is to improve our students instruction in math. Um and this year we have started adopting um mathematical thinking tests to improve students ability to think critically in math work. Uh this request is to provide us with the opportunity to go to building thinking classrooms workshop. They are the writers of um mathematical thinking tasks. This would give us more thorough background. We've already started um our roll out of professional development to staff. However, this would help improve

125that process by being able to go to the conference. We would be taking um a variety of teachers, uh our two instructional coaches, Denise and Michelle, a kindergarten teacher, a second grade teacher, and then teachers from the dual language program so that they can help be that spread as well as um we would like to spread our wealth greater. Denise, do you want to speak to that? Yeah, I've been able to convince the team to present at the October I think October 9th um RO countywide um institute day. So >> I didn't know you couldn't speak ahead. Sorry, I wouldn't put her on the spot. >> Um so not only would we be bringing back to our own staff, but we'd be willing to share with the district and then um it sounds like we've

126got a couple of add-ons. >> Yes. >> Go ahead. >> Oh my. Hi, Sarah Schaefer, elementary scheme manager and Brador, secondary steam manager. >> And uh I I realize this is unusual having an add-on after what was submitted. Uh, but Amy and I were considering going to this training at a later time and then realized it would be more effective if we could be there at the same time as Courtland to be able to sit with the team of teachers that are there and uh work through what is being discussed at the conference and the strategies as well as in Amy and my role, we'll be doing a lot of the development for the PD as our um envision curriculum for math for K5. five renews in 2027. It includes uh the thinking classroom and

127the math walks. So, it's part of every topic that will be um taught through our math curriculum. So, we would like to start ahead and get prepared on how to best uh get our teachers prepared for that upgrade that will occur. >> Yeah. So, expanded to all of the elementaryaries, not just Courtland as well. Ours our um funds would be coming out of title two and um the price would be $3,324 dollar. >> You have that somewhere >> that is not in here. This was just my proposal. >> That'll be amended onto the next for the next meeting. >> Oh, okay. >> Yes. >> Thank you. >> Any questions? >> Hearing no questions. We have consensus to bring this back. >> Yes. >> Thank you. >> Thanks. Pen item Fusion NWBA map conference. >> Link's

128not working on this one. >> The link you click on it, it just spins spins to save for you. >> Yeah. Guess I'll have to listen. >> Good. >> Yeah, go for it. Okay. Um I am uh Trisha Maxwell work at Clinton Rosette Middle School um 8th grade English. Um good evening to the members of the board of education. We are requesting approval to attend the NWEA Fusion Conference which will take place June 22nd through the 25th this summer in Florida. This annual conference brings together more than a thousand educators and education leaders from across the country to participate in hands-on workshops and product training and best practices sess sessions focused on maximizing the impact of the NWA's assessment tools. Um, our goal in attending is to strengthen our ability to analyze student data and

129translate that data into targeted instructional strategies that improve student growth and achievement across for district 428. Participation in this professional learning opportunity directly supports our district's strategic priorities related to student achievement and the development of leadership capacity across our schools. Um I sit uh currently on the SIT the SIT team um which stands for school improvement team. Um have been on that team for two years at Clinton Rosette and we often discuss the MAP data and um how to best use it uh for the benefit of our students. The conference will help me personally better understand the data and be able to bring it back to the team so that we can look at it um and figure out ways to best use that data for our students um so we're better equipped to help

130them in the areas in which they need to improve when it comes to those math school um scores. >> Hi, I'm Alyssa Campbell. I am the math interventionist at Mitchell Elementary. I also sit on our sit team at Mitchell as well as our instructional leadership team. Um so as you know our district uses the measurement of academic progress or MAP tests um as our primary benchmark for students in grades K through eight. They uh the MAP results are also one of our strongest predictors of how students will do on the IR the Illinois assessment of readiness. Um and the state obviously uses that when designating our schools. So because of this connection between MAP and I it's essential that we maximize how we analyze our MAP data. Uh this conference that we're requesting is specifically

131designed to help educators translate that MAP growth data into actionable instructional strategies including how we can identify learning gaps, how we can strengthen our MTSS systems, and how we can support differentiated instruction. So taking a test score and actually doing something with it in the classroom. Um, by improving how we will use this data, then we're better positioned to accelerate our student growth and improve our outcomes across our district and hopefully start to meet our sick goals. Sarah Schaeer, hello again. Um, so one of the most valuable pieces of this um conference that we're going to be go to going to is the map suite data system. Um while we're there, the sessions are designed to help educators build advanced skills in interpreting uh growth data, analyzing the longitudinal um student performance, and using map

132reporting tools to guide instructional decisions. So, this is particularly important um for our district and our data strategist. Do I just Oh, I touched uh data strategists and our instructional leaders as they use this map data. This our universal screener. It's one of three major data points that we are using and um it helps them to guide the PLC conversations that are being had and uh the school improvement teams and planning for MTSS supports at the conference. There's going to be particular sessions that are going to be hands-on uh being able to utilize our MAP data that we're bringing to the table. There's a product solution lab where um we can receive one-on-one support uh for our needs with MAP and then have collaborative sessions with other districts to focus on what they are doing

133in their district and be able to have that comparative collaborative conversation. Um, ultimately the goal is to deepen our understanding and from my lens as well to work with my math interventionists, bring back to them what I have learned so that they can be even more effective than they currently are in working with our student populations that they're providing interventionists with and building out to our teachers to also help them deep dive in hopefully some new ways that they're not aware of yet. Hi, I'm Tammy Cox. I'm the dean at Huntley Middle School. And for the last four years as an instructional coach for two years and the last two years at Huntley, I've been on a quest to make map matter, which has been my focus. We use it throughout our schools and we

134spend a lot of time investing into our students. So, going to this conference will give us the tools that we need to improve how we use the data to support all of our students. It'll help us understand the map growth analytics and be better equipped to address current achievement gaps and identify targeted supports for students who may be historically unders under underdeserved such as race or social socioeconomic statuses. Um this funding for this would come from the title two and the school improvement funds ensuring that no general operating costs would be um impacted. When we return back from this training, we would become um trained the trainer we would use to train the trainer models for our schools. Um we also be able to share the strategies that we learn to help our school improvement

135teams to help our PLC's, the district staff present at institute day, things like that to better equip our teachers with what we really do with the MAP data that we get three times a year that most of our teachers really don't know how to break that data apart to really see how to differentiate in their classroom. So we respectfully request the board's approval for this professional learning opportunity so that we can continue strengthening our use of data to support student growth across D428. Thank you for your time. >> So the link didn't work. What's the total cost? >> The total cost the total cost is approximately $17,000. $17,234. >> Thank you. Hey, no other questions. Do we have consensus to bring this back? >> Yes. >> Thank you guys. >> And final agenda item is

136summer 2026 SFS MTSSB and special ed facilitator. I'm assuming this is Kyle. >> Good evening. Um, similar to uh, Miss Montgomery's presentation, I'm coming forward tonight with a letter of agreement that has gone through uh, DCTA uh, board of directors as well as our administrative team. Uh, for the last couple of years, um, our special education facilitators and our MTSSB specialists have required additional summer hours to do uh, work that has to be done during the summer either in uh, cleanup of the year coming off of the school year or in u preparation for it. Um, more specifically when it comes to special education, um, one of the some of the tasks they'll be doing this summer would be hopefully we'll have our audit results back from the state. Um, we were told it would

137come late in spring, so we're hoping we'll have that by the summer. So, they'll be working on kind of those results and any corrective actions that we have to do um, to plan for the fall. Um, they'll also be leading uh some training, some support for our ELC staff that are supporting preK, blended, and EC classrooms as they learn from each other on how to kind of blend their skills together. Um, at the high school level, they do different scheduling and course corrections as well as uh ECT compliance checks for the upcoming year. Um, they support professional development such as new teacher orientation, institute day, and various trainings that happen throughout the summer. Um, and so overall, uh, there would be nine people that would be completing up to 120 hours of work over the

138course of the summer. Um, in previous years, we haven't filled or, um, used all of those hours, primarily because we haven't had the staff in the positions to do that work. Um, in total though, for this coming, uh, summer, we project the cost to be $103,97340. And similar to um what Sarah mentioned, we're going to be utilizing local funds for that, but also looking at um potential grant funds to offset uh specifically the idea grant. Any questions? >> Hearing no questions. Do we have consensus to bring this back? >> Yes. >> Thank you. >> All right. Moving on to superintendent update. >> Good evening. You know, this is where we're going to wrap it up. I have just one major thing. We heard from Chris, we heard from Peter, we've heard from other folks about

139how great IESA wrestling tournament went. I just want to do some shout outs. So, we are having some state uh based on the IESA wrestling state tourney that just occurred this past weekend, we have a couple of place winners. In first place, we have Parker Weller. Whoop, Parker. Third place, Rashand Watkins. Fourth place, Jaden Janone. I think I said that right. If I didn't, I'm sorry. Uh, sixth place, Anthony Pettington. Yay. Overall, the team got fifth place in state. So, you all know how I feel about wrestling, but you know, in this case, I know how much love there is for that here in Decal. Congratulations to all of our wrestlers and all of our student athletes. And congratulations over to you, sir. >> Do I have a motion to adjurnn? All those in favor

140say I. >> I. >> Motion. >> Yep. >> Double I.