Regular Meeting - Feb 24 2026

001is Tuesday, February 24th. It's 7:05 p.m. Bonnet, please call the role. >> Sure. Johnson here. Ross Driven >> here. Spurlock is absent. Morris absent. Perez >> here. >> Kim here. >> Carney >> here. >> Meeting call to order. It is 7:05 p.m. >> Great. Um, we'll start with public comments. Uh, I'm just going to read a quick statement. Public participation is a vital part of our organization success. During a board business meeting, committee members are invited to speak during the public comment period. The board welcomes participation, but generally does not respond during public comment. Those who wish to speak are required to sign in on the public comment sheet prior to the start of the meeting. When your name is called, please step up to the podium. And I'm going to apologize if I say

002your name wrong. And state your name for the record. Public comments are limited to three minutes. If you're still speaking, when you reach three minutes, please finish your thoughts and conclude. If multiple individuals wish to address the board on the same subject, the group is encouraged to appoint a spokesperson. Um, if there are an abundance of commenters, please note that the board president reserves the right to shorten the time for each person to address the board during public comment to conserve time and give the maximum number of people an opportunity to speak. All speakers are asked to conduct themselves with respect and civility toward others. Um, so up first we have Maggie Poto Hot. Again, apologies. [applause] >> Is there a timer I can see or should I put it on there? >> Um, we

003don't have one that we use on usually just time. So, if you want to use your own for your own. >> All right. Hello. My name is Maggie Pad Off and I'm a parent of a second grader at Forest Man. I am here with a group of parents from across the district to ask for the development and implementation of a comprehensive school safety and communications plan in the presence of federal enforcement activities. My purpose right now is to deliver a statement from a parent who wishes to remain anonymous for safety reasons. So, I'm going to launch into their remarks. I am an Oak Parker born and raised. Except for my college years and sometime living outside of the US, Oak Park has always been my home. During my years abroad, I met the man who

004would one day become my husband. However, due to situations outside our control and despite our many attempts to navigate the immigration system, he has yet to gain legal status here in the United States. So, we have lived with many frustrating realities. He cannot work. He cannot drive, fly, go to school. He cannot do so many of the things that you and I take for granted. For years, it has been difficult, but it has not been an [clears throat] all-consuming fear until recently. Now, we live in live in fear every second of every day. that he might be taken, that I might do something to draw attention to him, that our family will be ripped apart, that he will die in a detention center hidden away from us, that we cannot walk down the street and

005speak our family's language, that he will get stopped on his way to taking our kids to school and they will have to bear witness to the moment that changes our lives forever. It is terrifying every single second. We have come to lean heavily on some of Parkers and are so appreciative of these special people. Friends walking our kids to and from school, teachers who have become our support systems, and social workers and admin who have helped us out during some very scary times. We have also learned that some people we once trusted are no longer safe and we have begun to feel that Oak Park is no longer safe. My message to the board and to all Oak Parkers is that was two minutes. um is that we are here, that this is real, that

006our fear is reasonable and actually understated. That many of us are privileged because of our skin color, our education, our accent, our immigration status, but many of us are not. And those privileges will only protect you to an extent. Even if you might not feel it, we are all in danger. I call upon the board to act with urgency in addressing the concerns that we bring here tonight. There is no precedent for this, no easy way to navigate this nightmare. But what we can do is to prepare for our fears to become reality. We can strengthen our safety systems to protect all our children in schools. We can organize and verbalize and listen to what is being said and so often not being said. That silence is painfully important and I call upon the board

007to be a voice in the silence to stand up and say that our kids are safe here, that we are wanted here, and that we are all Oak Parkers. You might not see us or hear us because we are literally in hiding. My name is not important, but my story is. Thank you very much. [applause] Sorry, Row and Jody. >> Hi, good evening everyone. Um, my name is Rohini Dilva. Uh, I am a parent in Oak Park. I currently sit on the Hatch PTO and I have two kids in D97. Um, and I'm here to request that, um, the board implement strategies that our peer districts like Chicago and Evston have been using, specifically school-based safety teams. Um, and that these teams develop plans that are tailored to the uniqueness of each of our school's

008profiles. Um we the the purpose of the safety uh team is to ensure that there's very clear and consistent communication protocols and that role clarity uh is defined so that in the presence of federal activity but really more broadly any type of uh potential abduction or suspicious activity that it's very clear what has to happen. For example, who is on task to be able to call administration, who's on task to get kids in the building and do a headc count, and who is in the building at all times, who has language fluency to be able to speak with any of the families that need to be communicated with. I think that's been one of our biggest challenges is that parents feel like they're in the dark. They don't know what the steps are and it's

009preventing them from feeling like their students are able to access a safe learning environment on a daily basis. I hope you guys have been spared from witnessing an ice abduction. It's terrifying and disorienting. And when ICE arrives, things happen within seconds. And so any plan that's not detailed down to the first 30 seconds of a transaction or an interaction is probably going to have the unintended consequence of creating more chaos. So, we're asking that the board that you use your mandate and that you help each school ensure that there is a comprehensive plan in place and that school and staff have the ability to review that plan on a monthly basis to make sure that it's workable for staff um and that everyone feels comfortable with the plan. Uh we really appreciate you being here.

010Um thank you for listening and we appreciate your leadership in this critical moment. >> [applause] >> Hi, I am Jodyie Bro, a Hatch and Brooks uh mom and family physician who's been working with families in our community for three years. I spent my entire career um serving uh clinics that serve Latino uh communities where ICE has been present and many school districts have much um more detailed documents in place to ensure that their students are safe. Um so in addition to these coordinated efforts for safe passage, we need documents in place um to make sure kids who are already traumatized have thoughtful plans in place in case their family and their emergency contacts are detained. I'm going to take you back to the day that uh ICE was spotted right at Wonderworks. We often uh

011remember this day. A lot of you all were there um making sure that our uh plan in place was for uh for safe passage was there. I went to the front office as a Spanish speaker and um I know a lot of the families myself and so I was helping send texts uh call families, make sure that our um our students safely got home. Uh we all remained calm and supported the kids in the front office. Um but it definitely felt chaotic and we could definitely have a safer plan that didn't involve parents like me kind of coming in and helping. Um and thankfully that day everybody made it home. But let's consider a different scenario. We just had one of our families um leave um and um be deported um this past week. Um

012and um let's let's make a scenario where we can't reach that family or reach their loved ones. In that situation, we probably have a few emergency contacts on file and those people might also not be reachable. So without a detailed family preparedness plan plan and limited power of attorney, a child who's already frightened and traumatized could potentially be sent into the custody of this state. A migrant mother I know well wishes she could be here with you all today. She gave me permission to speak on her behalf, saying um that we must have a better place uh a better and safer plan in place for each child. Uh like many members of our community, she lives in fear of being detained each day. But her biggest fear is that she will be separated from her

013daughter, her most prized possession. I am standing before you here as a mom and physician who knows um and cares deeply for our community. But I am actually sharing that this ask comes directly from our families. Um and I've talked with multiple of them and they all would love us to have documents on file uh outlining their needs. So, the ask is for a family preparedness plan, which is a very detailed um uh list of emergency contacts. Justice forall.org has very great bilingual documents that be I'd be happy to share. Um and we need this for each um student on file. Uh the small one by one mile town of Central Falls in Rhode Island, where I practiced for many years of my career, had a f a document on file for each of these

014students. And I know um from families that I serve that they were used and helped kids uh keep kids out of state custody. So we owe it to our families in the district to protect um their children in the case that they are detained. And this is the ask from them that we all have better prepared um that we are better prepared than we are currently. Thank you. [applause] Hi, I'm Megan Carter. I'm a parent to a third grader and a first grader at Longfellow. I'm also on the Longfellow PTO. Uh I was here one year ago to present a letter to the board that was signed by 140 plus members of the community. That letter highlighted the importance of maintaining our values of diversity, equity, and inclusion and the need for and the need

015to plan for and train all staff about interactions with immigration enforcement officers. I'm here today because I'm concerned our schools are still not adequately prepared. I have no doubt that district staff, teachers, power professionals, and every school staff person wants to do the right thing. I want the board to equip them to do that. One important piece is signage. I appreciate there's new signage at the schools that limits visitor access, but our schools need to go a step further and explicitly include in that signage that any agents with an immigration purpose must have a valid judicial warrant signed by a judge or magistrate judge to enter our schools. I'm asking today for clear and consistent branded district 97 signage at each school main entrance that specifies that the school requires a valid judicial warrant from

016any visitor who is there to enforce immigration law. I understand that the district wants individual schools to direct any immigration agents to the district. If so, the sign should also state that so the policy is clear. We've seen the value of the salute signs that have been allowed on school grounds. We're really grateful they're allowed on school grounds. Um, now it's time to have official District 97 signage that specifies what to do when immigration officials come to our schools. We want the highest level of protection for our students that's permitted by law. So, we want the valid judicial warrant signed by a judge or magistrate judge. And we want explicit signage so there's no question about protocol in a time of crisis. Another important piece is an updated visitor policy and training around that policy.

017The school district must update visitor policy section 830 to direct all staff how to handle immigration agents. The visitor policy policy should follow the safe schools for all act and ISB guidance. For instance, each school must designate a point person at that school who will be equipped to interact with any agent about the validity of their presence on the school site. Everyone at the school or associated with the school should know who the designated point person is. They should know how to reach the point person. Um they should know what should happen next. We can only be ready if there's adequate preparation, regular training, and clear communication. So in sum, I'm asking with our group here for proper protocols to be reflected in the district's visitor policy at section 8:30 of the policy manual, as

018well as signage and training. This will ensure our staff know what to do and will let our students and families know that the district is prepared to protect their safety when immigration agents come. Thank you. [applause] [clears throat] Um, good evening. My name is Gail Ferraris Derzac. I'm a lifelong Oak Parker and graduate of D97. My son attends third grade at Lincoln School. Uh my parents came to Oak Park in 1974 from the Philippines because they were denied from buying homes in other parts of Chicagoland. Oak Park was one community that would actually sell them a home. My parents felt safe here as brown immigrants that survived the atrocities of World War II in their homeland. No matter what brand of marginalization I felt in society, I always felt safe and accepted myself in Oak

019Park, a community that prides itself on being inclusive. However, in the tradition and promise of our reputation, it is time for the school district to take on a more comprehensive safety plan. I know everyone in this room shares the goal of ensuring our schools remain safe, stable places where students can learn and where staff feel equipped to respond to challenging situations. The district has stated that they will not support rapid response training for staff, but has not explained how schools will receive credible information that impacts its safety response. We believe the schools need to be connected to rapid response teams in order to efficiently get information about threats that require implementation of the standard response protocol. And we are asking for the district to coordinate training for staff and rapid response and collaborate with trained

020rapid response teams already established in the community as part of our comprehensive safety plan. The rapid responder trainings help all citizens and community members know how to identify and use the verification system to communicate about federal agent activities in the neighborhood. There are many parents trained in rapid response. We just need to connect each system to identify a few people to connect with at the student level such as administrator or member of the safety school team. To implement, we ask the D97 board to refer to their 4170 safety policy. When guidance is unclear or inconsistent, it puts an unfair burden on principles, teachers, and support staff to make judgment calls in high stress moments. Clear district-wide protocols allow staff to respond the way they are trained to respond in any crisis by following established procedures,

021communicating clearly, and keeping students safe. Recent enforcement related incidents near school settings show that these situations [clears throat] can escalate quickly. Preparedness and proactive scenario planning ensures that teachers and staff are not left guessing, but instead feel equipped to respond just as they would to any other safety or law enforcement related scenario. We recognize that emergency plans are reviewed annually. Given the current context, we respectfully request that these enhancements be prioritized and brought to the board at the March meeting with interim guidance issued to principles using existing protocols. Clear guidance will support staff, reassure families, and help ensure schools continue to be places of safety and trust. Thank you for your time and your commitment to our D97 families. [applause] >> Claire Barand, sorry. Hi, my name is Claire Barand and I am a resident

022of Oak Park. I have a daughter at Longfellow and I'm also on the Longfellow PTO. I'm here tonight to request that this board create a formal sanctuary policy for District 97 that protects students and families from federal immigration enforcement. This request is not asking you to create something from nothing. In fact, a sanctuary policy reinforces protections already embedded in your own board policy 720, which prohibits harassment of students. That policy explicitly states, "No person, including a school district employee, agent, or student, shall harass, intimidate, or bully a student on the basis of actual or perceived race, color, national origin, military status, and goes on to say, "The district will not tolerate harassing, intimidating conduct, or bullying, whether verbal, physical, sexual, or visual. that affects the tangible benefits of education, that unreasonably interferes with a student's

023educational performance, or that creates an intimidating, hostile, or offensive educational environment. Immigration, immigration enforcement activity creates exactly the kind of intimidating, hostile environment that policy 720 was designed to prevent. When students stay home from school because they fear deportation. When families avoid school events because they're afraid of being targeted. When the threat of federal agents interferes with a child's ability to learn. That is harassment based on perceived national origin. That is intimidation that affects the tangible benefits of education. You don't need to look for models. Chicago Public Schools has implemented a sanctuary policy that explicitly supports families targeted by federal persecution and directly refutes the fear tactics that keep students and families out of school. Right here in Oak Park, the village has its own sanctuary city designation. District 97 should join them with a

024clear formal sanctuary policy at the district level. A sanctuary policy would provide several critical protections. It would establish clear guidelines for how district employees respond to federal immigration enforcement requests. It would communicate to families that schools are safe spaces for all students regardless of immigration status. And it would operationalize the values already stated in policy 720. I urge this board to create a district 97 sanctuary policy immediately. Thank you for your time and consideration. [applause] >> Thank you. Uh my name is Rang Bola. I'm a resident of Park with children in district 97. I'm here tonight to request the board take immediate action to ensure all of our childrens can safely access education. While I appreciate the district has communicated about its immigration policies and protections within school buildings, the current plans fail to address

025the most critical vulnerability our students face. The transitions to and from school. These are the moments when students are most exposed. Walking to bus stops, waiting on on corners, walking across the highway, or standing outside school buildings before and after the school day. A policy that only protects students once they're inside the building does nothing to help the child who never makes it to school because their family is too afraid to let them leave the house. The current situation is creating direct barriers to education. When students cannot safely get to school or when fear keeps them home, we are failing our fundamental responsibility to provide that access to learning. This affects not just individual families but our entire school community. I'm here to request three specific actions from this board. First, review and expand transportation

026options to support student tenants. This can include additional bus routes, more flexible pickup locations, or partnerships with community organizations to provide safe passage during these critical transition periods. Second, provide expanded afterare programming so students have a safe place to remain on school grounds until families can arrange a secure pickup. No child should be standing alone outside a school building uh because their parents are afraid to come get them. Third, offer to temporary remote learning options for families who due to legitimate safety concerns cannot send their children to school buildings this spring. These requests align directly with board policy 410, which allows parents to petition for transportation due to the existence of a serious safety hazard. I believe the current documented immigration enforcement activity in Illinois constitutes exactly such a hazard. Oak Park has always been

027a community that protects its most vulnerable members. Our schools must be sanctuaries for learning where every child can access education without fear. I urge this board to act swiftly to implement these protections and ensure that immigration enforcement does not become an insurmountable barrier to education in District 97. Thank you for your time and consideration. [applause] Christina Okan Oh. Oh, again. I'm sorry if I'm butchering names. Good evening. My name is Christina and my daughter is a second grader at Longfellow Elementary. I'm also a PTO member. I have come back to inquire once again about the district's response to the ICE and other federal agencies immigration rates in the area. Like many other residents, I have been anxiously expecting another surge this spring. As I hope you can imagine, in the wake of crimes committed against

028citizens, immigrants, and children alike in Minnesota, I am concerned about the escalating violence used to enforce this administration's policies. As a Mexican-American woman, I have been afraid to walk my daughter to and from school by myself. I make sure that I always have appropriate identification that signals my American citizenship out of fear of being profiled. Added to the fear I personally experience, like many of us here in Oak Park, I have witnessed people kidnapped off of our properties, parents in the community wrongfully detained or harassed for practicing their constitutional rights. And as I've seen workers resorting to working in large groups in the dark, holding only a flashlight to collect leaves off the lawn. It has been heartbreaking. And then there are the most vulnerable among us, our children. I'm terrified about what they might

029be forced to witness, especially after we leave them in your care. All of this brings me here once again to ask the district how your policies will meet the extreme dynamics dynamics of this moment. My ask of you is to provide professional development districtwide to all staff to ensure they are aware of the psychological impact this is having to all district 97 students. Much like the other issues happening at the national level, students are talking and aware that students are in fact being targeted at risk of disappearing and or themselves losing their status in the US or losing a loved one. Thank you for your time and I do would like to have a response. [applause] No. My name is Rachel Single. I'm a D97 mom. I'm standing here before you to share actual experiences.

030My older kid running home scared from Brooks Middle School because he thought he saw a federal immigration vehicle. My younger kid constantly worried ICE will take my husband or me even after we've reassured them many times over again that it probably will not happen. My BIPO friends sharing that they are not comfortable with their kids walking in the neighborhood during this time. Kids receiving taunts from other kids. We will call ICE on you. >> The kids who receive these words know the weight of what those words mean. They know that immigration enforcement does not care about people for who they are. You look at skin color, accents, and see who is supporting who. We have seen this in LA, Minneapolis, and here in Chicago. An empty desk and chair that was once used by a

031classmate. Kids know why this desk and chair are empty now. And they know they might be next. They might enter an empty household after school because their parents have been abducted. How confusing is this when just month one month before our kids were taught about Martin Luther King Jr. and how he stated that we should not be judged by the color of our skin but by the content of our character. This is the way our kids are caring in their minds. How can we expect them to prioritize school when they're scared when they might be hurting inside or when they see their peers hurting inside? I'm a mom of sixth grader at Brooks and a fourth grader at homes and I'm also on the PTO board. Our ask number seven is that students receive psychological

032support to manage the anxiety our younger generation is facing. This aligns with district policy 7 250 student support services. The psychological support can be done by one having direct outreach from school counselors and social workers to all students and families instead of having families come having families come forward and seeking their services themselves. Two, bilingual district-wide communication about available mental health resources. Three, coordination with community mental health organizations to stand access to services. We are not asking schools to take on new services. We are asking for communication and coordination so that everyone can stay in their lane and do what they are best position to do. >> I thank you for your time. [applause] Love you. Um, good evening. My name is Nicole Mendes and I'm a transitional bilingual teacher at Holmes Elementary School. Um,

033I'm speaking on behalf of the multilingual learner teachers of Oak Park District 97 who stand united advocating for the safety and well-being of our immigrant students and their families. But before I begin, I wanted to thank all of the parents in this room. I didn't know about this meeting until Saturday when they asked me to come and we talked as a team saying that one of us needs to speak. So I put my hand up and here I am. [clears throat] Um so thank you. Um it's been a rough year. Um but knowing that you guys are behind us really means a lot. Um I wasn't going to cry. Okay. Um, this year we have witnessed firsthand how fear of immigration enforcement has affected our students ability to learn and feel safe at school. [clears

034throat] Recently, our community lost a fifth grade student and his family after they were detained and forced to return to their home country in the middle of the school year. Um, we also have students across the district with family members who are currently detained. These events have had a profound impact on our school community [snorts] and my home [laughter] life. Many affected families are afraid to leave their homes, leading to financial instability due to lost work. Some parents are feel fearful of going to work, attending appointments, and participating in school events. Another uh thanks that I want to give to our community is that many of these community members have been donating their time, their money, and their resources to help our families eat. They've been bringing grocery bags. So, thank you When children worry

035that a parent may not be home at the end of the day, that there may not be food on the table, or that their housing may not be stable, learning becomes secondary to survival. In our classrooms, we are seeing increased absenteeism, heightened anxiety, and a noticeable decline in focus and academic engagement. students are expressing a strong need to process and talk about their feelings. However, the Spanish-sp speakaking social worker that was hired for this job was asked to work for a leave at a different school. Therefore, we had limited avail that person had limited availability to meet with the students with this need. So as a result, students experiencing the fear and trauma were not consistently receiving the support that they need or are not receiving the consistent support that they need. So as a

036team that see these kids every day, we are requesting a more consistent and intensive social work services that was mentioned by um reach a parent at my school, particularly a Spanish-speaking provider to ensure that students have access to timely emotional support. We are also calling on the district to implement a clear, consistent district-wide safety plan with the specific action steps communicated to all staff. At the most recent multilingual parent advisory committee meeting, a parent voiced concerns about her children's safety in our schools, as many of the parents here have tonight. That concern is shared by many students, staff, and families, not just the families that are being affected. >> Yes, every child in district 97 deserves to feel safe, supported, and protected at school. We urge the district to take meaningful and immediate action. Thank

037you for your time today. [applause] Before I begin, I have to say on your website it says it's a five minute public comment. >> When it's um a really large group, in order to allow for as many people to speak as possible, we do have the right to shorten it to three minutes. Okay. >> So, I'm prepared for five minutes. I will do my best to reduce it. [snorts] Um, you can have my my time slot if you need. [snorts] Thanks. My name is Georgina Swanson and I'm here as a former Whittier parent, a retired Whittier teacher, and a rapid responder, a person who responds to ice sightings in our area. We all know that ensuring the safety of all students and staff is paramount. I began doing rapid response in our area last summer

038and I was recently in in Minneapolis doing rapid response work with my daughter who lives very close to the site of Alex Freddy's murder. We in [clears throat] Oak Park have not experienced the level of ICE activity and trauma that I saw and felt in Minneapolis. As we know that community has had an inspirational level of success. I learned that ICE only made abductions when they were able to do it very quickly. And that meant a response time of two to five minutes in order to bear witness, document, and notify the community about the presence of ICE. With that level of response, they were often able to prevent abuse and illegal abductions. When I was there, agents dispersed tear gas within a half mile of the area that we were in. Tear gas, a chemical

039weapon that's not allowed in warfare in our area. I've seen smashed cars where people were dragged out of the car, including a pregnant pregnant pregnant woman. There have been abductions a block away from Whittier school. One while families were walking to school and one during the school day. I've also responded to a scene where a delivery man was abducted and we worked to identify him in order to notify his family. Ice broke the alley broke a fence in my alley. Um, and these are all shocking, appalling, and heartbreaking events. So, how does this this pertain to our school? We know schools. We know that no place is sacred and we expect that ICE will return and continue to make arrests and use tear gas near schools. So, what are the plans to keep our our

040children safe? ICE tactics are constantly evolving and we have relentless work. And for you, this work is occurring while educating our students. Witnessing the horror of an abduction is not something any of us should witness and especially not a child. I've read the statement on the district web page and right now I read them as standard protocol from when I worked in district 97. But these are not standard times. Careful planning around potential scenarios is crucial and they can be predicted. Further, this work needs to be done with teachers. Having details that are reviewed in staff meetings where teachers are given a chance to ask questions and understand the best way to handle different situations is critical. I am certain that teachers want this information. They care and are always concerned about how to protect

041their students. Putting information like this simply in an email or on a website is not a sufficient way to share this information. Teachers don't know. If they don't know what the plan is, then you don't have an effective plan. Teachers are the bottom line with kids and the immediate protector of their safety during school. They must understand your plan. Questions to consider and there are many more. Uh I'll skip my questions. So what PTO's have established uh growing networks of parents and community members to respond to concerns specifically around schools. D97. that PTO's seem to be working in two separate silos. Why not plan and work collaboratively? We also know that school districts in Minnesota, specifically Columbia Heights District, have done considerable work and people in Minneapolis are willing to share. We're beyond a point

042of scaring people. Knowing what to do, having the knowledge on how to handle these, what should be shocking situations, is where our community power lies. school-based protocols after careful planning with parent led or organizations are crucial to developing that knowledge. We have an extremely dedicated community of volunteers who are working hard to further develop our model of rapid response and D97 needs to be a partner in this. Producing a detailed living written plan, one that is clearly communicated to all teachers, staff, parents, and community is the only way to go. Thank you. >> [applause] >> Bethany. >> Bethan. >> Sorry, it's hard to read. Sorry. Bethanne. Yes. >> Okay. I'll only talk for a second. >> Hi. [snorts] Hello. Hi. Um, my name is Beth Anne Fener and um, so I'm a mom. My wife

043and I moved here with our twins when they were almost four. And we we didn't move here on accident. We moved here very deliberately um to be with a diverse and close town and and we're so glad we did. And I teach here in this town, too. I'm a fifth grade teacher at Holmes and um so many of these beautiful people wearing blue have already said, I think everything that that the group wanted to state. But I because I'm a parent and a teacher in this district, I just wanted to say that um teaching in these children and and these babies, like it's supposed to be joyful. It's supposed to be a place where they get to be curious and learn and love learning. And that is my goal all the time. And they're so

044afraid and they're so confused and they want to talk about this stuff. and I'm one person and we are effective and we have all these really wonderful passionate people and I think if we can come up with like a common language and and come up with common systems that we can all like look at it and point to it and go no I know you're scared and but we're going to do this together like we're going to take care of each other together we're we're that town you guys right we're that diverse group we're not going to let any any of our babies any of our kids be hurt anymore. We've got each other, right? So, that's why I wanted to come up and say thank you so much for listening to us. I know

045a lot of times you get people coming up here and yelling at you and we're not doing that. We are so thankful that you're listening and that we can partner and and take care of these babies together because that's what all of us want to do. We want to take care of our colleagues who are scared to go line up in the morning. Want to take care of the families that are scared to go to and from school. We want to take care of the tangential children who are like what's happening this like rippling anxiety thing that happens trauma it ripples and we talked about that already so I'll stop now and it's not my time and I'm sorry but thank you so thank you for listening to us thank you so much for having

046US [applause] Molly Hi, I'm Molly Greenwood. I'm a Julian parent, um, a by parent, also known PR parent, uh, and I'm the president of the PTO. And I just wanted to talk a little bit about, this has already been said, but um, I organize the safety patrols at by at recess and after school during the fall. Um, immigration enforcement surge and it felt very ad hoc and buried by the seat of our hands and so I'm here to ask for some support and some guidance. Um we have parents who want to help. They want to be involved. Uh but we need a little more officialness than some people and with vests and whistles. Um because that just didn't ever feel like it was enough. Um so I I'm just here to ask you to consider

047how times when our children are outside during the school day, how there can be more of an official presence and if that's a parent presence, how that can be supported by the district. Thank you. >> [applause] >> AND THEN FINALLY, Jim Posnet. >> Hello, my name is Jim Poseman. P O Z A K. Uh, thank you for serving as school board members. It's our job. And thank you for staying here 45 minutes plus to listen to everybody speaking. I think the number of people that have come here tonight is an indication of how serious the community considers this and I know you do too. But an extra reminder, I also want to say that ICE is still here in our town. I know this because I um have access to the reports submitted by rapid

048responders and every day there are abductions in Chicagoland. ICE is still here. So, this is an immediate urgent problem, not [clears throat] something that, you know, they say they're going to come in April. It's today. There's been talk of signage. We need signage. The signage has to not just be on the building. Signage has to be on the perimeter of the school property, on the fences, on the playgrounds. The signage has to be designed so that if someone is abducted, it increases the chances that their lawyer, I'm a attorney, it increases the chances that their attorney can get them released. So the signage has to make clear that this playground, this building is only for the use of students, their parents, you know, residents for recreation purposes to create a pro that it's a private

049space. It's not a public space that ICE can just come and go as they please. It's got to be on the perimeter. Um, and the other thing is is that what about after school and on weekends? We have people in the community in the buildings, on the playgrounds, outside of ours. The policy has to include all of those users as well. And and and make it clear that if an ICE agent shows up on a weekend with a warrant, they're going to have to wait till business hours on Monday to come to this building and present it. Thank you. [applause] Those are all the public comments we had signed up for tonight. So, we do thank you for your time. Uh, it is funny recognizing some of you from the signal chat. Um, all right.

050Uh, I think we're going to move forward. Sorry, we do uh we don't comment on the public comments. So, I think that was it. Thank you. Um, all right. Then we are going to move into the approval of the superintendent contract. Uh so I just have a couple remarks. >> Yeah. Folks, don't ask. >> Um okay. So, uh Dr. Terry Brnahan, who's going to be our new superintendent, is actually here. Um and so before we do the official vote, I'm just going to make a couple remarks. Um we're really excited to have her. Um as a board we wanted to thank everyone who has participated in the process from all of the focus groups through um the feedback at the end. Um from the beginning we committed to an inclusive search grounded in community input.

051We heard from students, families, staff, and community members through surveys, focus groups, and public engagement opportunities. And that feedback helped guide our decision. Dr. Breahan brings more than 30 years of experience in public education, including over a decade serving as a superintendent. Throughout her career, she has focused on improving outcomes for students, supporting educators, and building strong relationships with diverse within diverse school communities while leading districts with fiscal responsibility and care. We heard clearly that our community wants a leader who will be present, invested, and engaged in Oak Park. We believe Dr. Breahan is the right leader to move District 97 forward. In the months ahead, she will spend time in our schools and community getting to know students, staff, and faculty before officially beginning on July 1st. Um, we are excited. I realize now

052that we probably should have done the motion first, [laughter] >> but whatever. Um, we're excited for what comes next and look, yeah, hopefully passes [laughter] and look forward to working with Dr. Brand. >> Um, so maybe we'll do the vote [laughter] or the motion. Sorry. Uh, I move to approve the contract of Terry Breznahan for a 4-year period beginning July 1st, 2026. >> Second. >> Moore is absent. Her Johnson, >> yes. >> Kim, >> yes. >> Sperlock is absent. Connie, >> yes. >> Perez, >> yes. >> Ros, >> yes. Motion passed. [applause] >> Yeah. I would love to say a few few words. Thank you so much. Thank you to those who are still here and thank you to the the community members who spoke before. Um it is it's such a great um a

053great night to be here. I just want to thank the board um to see it is a big part of what drew me here to Oak Park 97 and to see the true value of diversity, equity, and inclusion in action and to have a committed community that's here and to have a board that is truly listening. It just makes me even more excited and passionate about joining this team. I am so thrilled. I want to thank this board and the community for being very transparent and rigorous process. Um it was really refreshing as a candidate to be a part of that and it makes me feel even more confident coming into this space. So thank you. Um I want to thank the interim superintendent um Griff and and Patrick. Thank you so much for being

054so welcoming and to the to the team. I really look forward to beginning my work here. I am eager and ready to get started and look forward to to the next four years together. So, thank you so much. [applause] >> All right. Um then we are going to move on to um the transformation goal area update. Uh we'll talk about uh relatedly social emotional learning. >> Yes. Yeah. [laughter] So excited to have Michelle come up, our director of student wellness. So back in the um September, we talked about a lot of the work that we have going on within core instruction. And tonight, we're so excited to really kind of just focus on all of the work that we have going on within social emotional learning K8. And so we have Michelle, our director of

055student wellness, to really focus in on all of the work. Just kind of like so a brief overview, really like a brief overview of all of the committee work that is taking place um with all of the different committees on the different initiatives that's taking place. So with that, I'm going to turn things over to Michelle. >> Sure. And I I think almost a natural connection to all the public comment we just heard. I'm not sure I even have to explain what the bridge is between um wellness in terms of safety and emotional wellness alongside learning. So, they did it for me. So, that's wonderful. Um so, I'm going to update you on four different key areas um that fall under the holistically well dimension of our portrait of an eighth grade graduate. We're going

056to talk about responsive classroom. Uh it all is social emotional learning, but specifically some curriculum work we've been doing. uh respect campaign and then um last but not least the mental health universal screening update which I'm going to preview of course we will spend more time on that um as we move forward. So I'm even more happy I put this in here now after that public comment as well. Um there's something that's been really evolving and happening since co in education which is you know really understanding where our staff and teachers are and there's a real interconnectedness between staff wellness and student wellness. You cannot disconnect the two and I think for a period of time we were not having that conversation as much as we should. But in January we started to really peel

057that back talk about the window of tolerance and give staff some opportunities to take a walk outside do an art project. all our art teachers really, you know, um went out of their way to facilitate some artwork with teachers. And again, the the purpose was to help us draw that connection between your wellness and student wellness. We can't disconnect those two things. So, that work is just started and we're really excited about it. I'm going to go out of my way to share lists of people. I'm gonna pass them by you quickly, but I think it's important that as I [clears throat] sit here alone that everyone here understands everything we are working on has a large team of teachers, student support specialists, principles, assistant principles, uh just a wide array of folks that are

058highly invested in improving our social emotional learning in this district. So our first team, we started today with a 3day training of responsive classroom at the elementary school level. And responsive classroom um I I think principle three is where I've been really stuck in my own work and working with our teams that great cognitive growth occurs through social interaction. >> And social interaction occurs when we know how to interact with each other. And that does require some competencies and underlying skills. And so as we move towards embracing and adopting responsive classroom, I don't want you to think of that as like another thing or something separate from it's a an approach to our whole day to create the positive learning environment we all hope for connected to our work with Danielson and also I think

059just the fundamentals of what teachers went into the work for. If you read the six principles, I don't know that you could find a human in education that'll disagree with this. What a lot of people need the support with is the how the how do I do it? And so we have a like I said a a large group that are going to bring this to our elementary schools next fall and then middle school training will start next year and then the next fall middle school will follow that lead. And I founded today they have an advanced course in discipline which I'm very excited about and I think could um really enhance some of our work there as well. In terms of the so social emotional learning piece, the last time I was here, I

060talked about our middle school advisory committee that's working very hard to adopt something different for our middle school um as a curriculum social or the second step curriculum has done really well EC through fifth grade. Um we just did a survey of middle school families. They agree, teachers agree that EC through fifth grade, they see the value. In middle school, we have not had the same impact. So, what we're looking for at middle school is something different and something that will appeal to um our students in a different way and meet them developmentally where they are. I also as we think about adoption, I don't want people to think it's a segment of the day. It can also be woven throughout our core curriculum, but we need to start somewhere. So I think our somewhere

061to start will be with that advisory and making sure that all of our students E3 EC through 8th grade are getting some exposure to that skill development because we know through our respect campaign just keep going along. This is our MTSSB work. So these folks on the screen are MTSSB for behavior. These are our leaders in that work and our panagramama data was very clear this past um fall that there's a lot of growth with the teacher student relationship piece. We know that um even at middle school we've seen really radical growth with the students saying I know I have an adult here I could trust if I'm being bullied. What we did see across all 10 buildings though was a real um decrease in studentto student respect and a belief that other students are

062following the rules which is interesting because if you ask a group I I met with the Rainbow Tribe at Julian are you following the rules? Of course they're all following the rules. Who's not follow there are other kids that are not following the rules. So it's an interesting conversation with the students about who is it that's not doing that. I think we can probably all guess most kids probably need um a refresher or an understanding of what do we define as respect and I think they need to define that right so every building all 10 buildings right now are reaching their students in some way to talk about what did you mean when you said kids don't follow the rules here what did you mean when you said other kids don't show respect and then

063they're building a goal off that work to um include the whole student body in I'm calling it a respect campaign. It looks different at each building. So like at Lincoln is one example. They've got the respecttograms that kid to kid now they're giving some reinforcement to each other when they see a student do something that is respectful. So that's um that's been really kind of the first time since at least I came back to the district where the whole district is focusing on one goal even though we're going to do it differently um because we know it's an area that we need to grow in. All right. And then we have mental health universal screening and um we have built a really uh unique committee and I say unique because this is going to include

064our nurses. It really expands beyond a typical teacher um committee. Um and I'll point out um both Daisy and Laura from our community partners at Thrive in Oak Park Township are sitting on this committee with us. And I think that's really important as we partner to talk about um the identification of student need and how do we as a district respond but also as a community what are we going to do if we have kids that have higher needs. And the state of Illinois, you know, the the mandate for us to start screening comes out of their identification that a lot of our students are not getting linked into the community with mental health supports the way that they should. So this is just a reminder that uh we do need to begin screening in

065the 2728 school year in some fashion. Um and we are setting ourselves hopefully up to do that. So the first step in that work is identifying the tool and you all as the board already um gave us the go-ahad to trial sabers. We haven't trialled it yet but the committee has decided this is the appropriate tool to go with. It is built into the Renaissance assessment suite that teachers are already familiar with. The tool is over 20 years old and so we know that they've done a lot of research around it and if you can see it breaks into three different groups. Social behavior, academic behavior, emotional behavior, 19 item scale that the teachers are then going to fill out on the students. You can also have what's called my savers where the students fill

066it out on themselves. So, we're going to have the ability, which makes a lot of sense, at the middle school level, to get that student perspective alongside the teacher perspective. >> [snorts] >> So our our timeline and our goal for this is uh this year was to select the screener and the next step will be um to really really get geared away from the screening and move into intervention and understanding what do we have available once students come through that screener as somewhat um in need of support or at a high level of needing support. So check-in, checkout and social, academic, instructional groups are two things we need to refresh and get our teams together and really do some explicit instruction and what the expectations are around that. That'll be either in the summer or

067in the fall. We'll have to host a community night to make sure parents feel really clear about all of this. And so the team, the committee is working on an info uh graphic for both the um teaching staff and for the community. Then we would like to pilot in two schools in the fall and two teams, two elementary schools and then two um middle school teams will probably have to pilot it. Not the whole grade level or the whole building, but a small group where we could really drill in and see where the barriers might be when we're screening. Um and I didn't say this yet, the mandate is third through 12th grade. So we will probably be starting looking at third through 8th. We probably will leave K12 alone for a minute. Then our

068goal will be to launch winter. [clears throat] Okay. And I say our goal will be because we have to make sure if we're going to screen, we know what we're going to do next. And that intervention has got to be in place. So there will be some checks and balances in the fall to evaluate at each and every school. Are we prepared for 7 to 10% of the population of the school to need a tier 2 intervention? If we are not, we will continue to do the work. But by fall of 28, which will be fall of 27 school year, I do this to myself every time. It's okay. It's late. The fall of the next year, everyone needs to be screening. >> Fall 28. >> Thank you. And I'll say thank you for [laughter]

069your driving attention. Um, any uh questions or thoughts or just questions? >> It's exciting. >> Yeah. And I'm excited to see a screener. >> Yes. single. >> I have a question. I know you were working with [snorts] Thrive, which I know we've have a long-standing relationship with, as well as the township, but um I know we have an Oak Park mental health board. Have they played any role in this process for you guys? They so I sit on a um we meet now I think three or four times a year with uh a youth um I'm forgetting what the name of it is with the mental health board and they both sit on that with me and so our goal will be to bring this to that um it's a large group of all folks

070that serve youth in Oak Park the libraryies there other folks [snorts] are there where we'll present to them and get their feedback. >> Okay. >> Thank you. Mhm. >> And so my question is that 7 to 10% is that >> what is that based on? So like how are we make you know >> what's our best guess so that we are really prepared like you said that's kind of one of the critical pieces is you can't just find it out and then oh >> right. So >> yep. So um I was part of uh the state team that did universal screening well before it was popular and that just was the trend of the actual number of kids that came through. So most places you go people everyone's going to come through the screener but

071the that's what the screener is there you know to support us with that that is not actually what usually happens but we'll pilot and see what happens and in our but that has been that is my understanding of generally the percentage and when I talked to Renaissance and the other folks that use these tools they have confirmed that that's about the number we'll also identify kids that have full support plans already in place and so that that will be okay as well to say you're going to continue their current plan plus add something or to leave it where it is. >> And I would just add the energy in the room this morning um for a responsive classroom was just amazing. And also we started with a group of administrators at the middle school and

072also at the elementary this summer getting trained with [clears throat] responsive classroom. We also ha have had several teachers throughout the district on their own getting trained in responsive classroom. So the re the response to responsive classroom has been has been really great and wellreceived throughout the district. Teachers just really excited to just have a common framework that we have for just how we are setting up our classroom. the morning meetings because we've been talking about morning meetings since I've been in the district, but just having the common language, the framework, and all of those things have just been really wellreceived. And so the energy this morning was great. And so I'm really excited just even tomorrow to sit in the room a little bit with the staff that's getting trained and every school already

073have some people, some individuals that's part of the the team. So really excited to kind of have this work happening. along with our curriculum work that's happening. It's just nice to see all of the puzzle pieces coming together nicely within the schools. So kudos >> all right >> to that work. >> I have one wonder for you. >> Okay, >> just you don't have to answer this now but um you might already know how long does it take to assess one kid at a time. So the teachers are doing it. >> So like every assessment the question will be when will they find time to do it? So what what would you say is the recommendation or a prelim recommendation right now >> in terms of how long it takes or how we're going to

074try it the first time to make sure staff have identified time? Sure. >> Yeah. I think our our goal in the winter will be to have the entire staff be doing it together so that they have support and so that there can be coaching and so that it's not on their own time. We've thought that through. And I think it's also the first time you do, as I've I've facilitated this in districts before, it does increase families anxiety and staff anxiety at first. So having there to be a very structured first attempt can really reinforce the positive aspect of it because there'll be some people who want to take an hour to fill out something that should take them 10 minutes and other people who go really fast. So we'll try to give that parameter

075for them. And then as we move to getting more comfortable with it, it might not require that level of support. >> Okay. >> But I think that you're you're completely right that the first time that you do something new, it's important to have the structure and allocated time. >> Okay. >> Yep. >> Thank you. >> All right. Thank you. Wait, I have one more question. I was waiting. It's okay. Okay. This may be slightly unfair, so I'm prefacing it by saying I understand if this >> if there isn't an answer. So the if the sort of benchmark is 7 to 10% with the screener, where are we now in identifying our students that have um some challenges? >> I think that's a great question. I can't give you the exact number, but what I will

076tell you is this. We identify externalizers really well because we track that. So we use a very specific, you know, if you throw a chair in the classroom, we all know you did it. Now we're we're clocking out how many times have you done it. It's our internalizers. We're not identifying. So even as we were talking earlier about kids that don't feel safe at school but aren't saying anything about it, we might not know that. So what what a screening does is it really enhances your capacity for identifying internalizers and kids that otherwise nobody is noticing are really struggling. Okay. So, we want to identify those kids because if we can intervene and give them that support, maybe we in the long run we uh and I didn't say this, but the screener is not

077diagnostic. You know, it's not going to say anything about mental health. But if we intervene early with that kid that's an internalizer, perhaps you offset something that if you let go for that long could become something that is a mental health concern. I do think for parents >> leading with that >> is going to be critical and help reduce some of their anxiety about >> absolutely >> what this process is and what it means for their kids. >> Absolutely. >> All right. Thank you so much. >> Thanks, Michelle. >> Thank you. >> Um staffing update. Next we have Natasha. >> Is Anna join you? >> Anna's going to join you. >> Your co- facilitator. >> Can I put this in? >> Is this paper? >> All right. So, hi everyone. This is our um annual

078strategic staffing plan. Um we started this process last year or so um presenting around this time of the year and so um we are aligning our resources making sure we're looking at how to best strategically use our funds um in regard to staffing efficiently. So, um, we had a the whole administrative team that participated in reviewing this information and that we've met with, um, over the last month and a half or so. Um, and so what we're looking for here is again to strategically identify how we can best staff um, as appropriately for the enrollment that we have and the needs of the district. So again, it's always good to identify what is the purpose of our staffing plan. And our staffing plan is a tool that's used to identify what the needs are of

079our students based upon our enrollment. And then based upon those needs, then we identify what our current needs are, whether that's targets for class size or whether that is instructional staff or where the supports are needed. So it's really becomes like a tool that we use in identifying what our staffing needs are from year to year and how those change. So um some of the ideas that are based in that staffing plan is everybody should be aware of the vacancies and how those become available. Um those become available during um like a nutrition type of space. So it's non-renewals, it's um retirements and resignations. But then we also could have changes in positions, new positions are created, difference in needs. And then also teacher assignments are based upon available positions in the district after you've

080identified those. So one of the things that is different this year from last year is that this year based upon our needs, we are considering a possible riff. Um that is just a reduction in force. And so we're going to talk a little bit about um that process. And Anna, jump in time. Okay. So, one of the things we think is important is to understand just what is the rationale for a riff as well as a riff process. So, we have not had a riff here in the district in about 10ish years. Um and so some of the rationale that has come up most recently is um we transitioned away from the IB program and that was it required students to have specific classes at the middle school and with that change it provided more

081elections or some more choice on the students behalf. However, those requirements did not um we have not adjusted for the that change. Additionally, this year we went to we have a new middle school schedule. And so again, that that impacts staffing based upon we went from a block schedule to a a modified block or hybrid. Um and then also student electives choices. Every year we send out a um a feedback form and then families select the classes that they have the most preference for and then we do our best to staff based upon those choices. So all of those are reasons that we would consider a riff. What is the student and community impact is based upon where we are right now. We do not think that this would impact our class sizes. Um the

082proposed changes are really just more efficiency in our staffing. So what you know what considerations do we need to make in regard to the teacher contract. Um, also one of the other reasons to do this is um, based upon our most recent projections, we did um, we are looking at possible deficit spending by the year SY29 or FY29. And so if you're looking at this process and you are staffing as efficiently as possible, then we could actually distance ourselves from deficit spending. So pushing that out further um, and that helps to build our funds up, our fund balances, excuse me. So again, we need to look at what is the actual process of the riff because these are this is a Illinois school code process. And so that's the first part. There's also some implications

083in regard to the teacher contract. So we will actually then um we identify the basis of where we think that we are the most overstaffed or where we think that we were overstaffed and then based upon that we then place all of the teachers across the district into various groups. We then sort them and then we um arrange them based upon seniority based upon their qualifications. It is a contractual, it is a school code requirement that 45 days prior to the end of the school year, anyone who's being honorably dismissed is notified. And so that's part part in this timeline that as we're considering this, we want to make sure that everyone is aware of where what the timelines are. Um, and then again, it doesn't mean that we won't have a um positions that

084become available after this process because it is so much earlier in the year. So with that being said, anyone that is possibly rift then what would happen is they are recalled in reverse order. So the first person gone is the first person back depending upon what their qualifications are. So what where we are right now is we have been reviewing our enrollment. We've been in in we've gone and we've met with principles. We've spent a lot of time with the middle school team in regard to scheduling. Um and then most recently we have met with the entire administrative staff to determine is this something that we need to consider or not. And then tonight we are bringing it forward to um just discuss what we think our possible needs are before I go into um

085and so then the next steps really include um we would look to finalize that choice or that decision. Um and then if that is the case then we would review the RIFF process with OPTA. Um we would present the we anticipate presenting the final staffing plan in March as well as conducting the um the actual riff if that's what's happened for impacted staff um by April and then we would have our normal uh dissemination of it of assignments by May. So before I go any further into um the presentation, are there questions at this point? Okay. All right. So one of the things that is really important in as we go through this [cough] process is actually identifying and describing how do we actually come up with the number our projections? How do we come

086up with staffing numbers? And so we actually predict our enrollment based upon partly the Casarda report but also previous year's enrollment. We then also make sure that we are staying within contractual guidelines for class size. And then we're also making sure that we are following school code in relation to IEP and um bilingual services percentages in each class. So all of those things impact our staffing projections and our plan. These are strictly out of the contract. This identifies this is our baseline. we we stay within these contractual guidelines and then we make decisions based upon um how close do we need you know how tight is the schedule um where are we in enrollment for those and that predicts whether we need to close a section or open a section um based upon what the

087contractual limits are and then we basically try to identify a target and so I'll show you in a little bit um that we are not staffing to these maxes these are just the maxes identified in the contract. So once we have all of that information, this is what we wanted to make sure that we're showing um in regard to over the last four-ish years, we really are not have not really changed very much in class size across the various grade levels and they are all under the contractual limits. Um what is um asterricked in the sixth through eighth grade slide is that that 26 with the two asterisks those are our average class sizes for core content area classes. So as we're building the schedule we are looking at how do we make sure that

088students all get their core classes and then we start looking at the elections that they make in regard to the individual specials or electives that they choose. And so those classroom sizes vary drastically depending on the number of students requesting those um those courses. But I wanted to make sure that we were clear on what that 26 represented in the sixth through 8th grade range. So this slide is really just trying to show you that we are not staffing at class max that we always leave some room. So the dark green is the projected average based upon the previous slide that we just had and then all the way to the right is your contractual max. So we have room in all of our grade levels based upon our projections even if we're considering a

089riff based upon what our enrollment is projected to be and the needs that we are outlining. That's what I got. quick, fast, and hurt. Um, so again, this is this is newer information. As I said, we have not we have not had riffing on um a presentation, I think, since about 2015. So, it's just over 10 years. Um, we have mainly been handling the shift or the change in sections um or staffing based upon attrition. So, we are hoping that a majority of that will be able to happen this year. Um but again based upon some of those other projections in regard to our fiscal responsibility and the idea that we are staying within and under our contractual limits for class size that we are really just trying to be efficient with our staffing. And

090so um we're reviewing and then you know we will come back in the next couple of meetings to have further conversation. But um that's kind of where we are at the moment. Um, quick question. This is really helpful and I think presenting it at the classroom scale obviously is I think what most people um, want to know about because that's where the educational experience is. But I know that one [cough] of the sort of broader dimensions to this is that um, our enrollment has declined postcoid and our staffing reflects essentially like precoid levels. And I'm wondering if either of you have handy sort of like what that what our where our enrollment stands and kind of what that trend is over the last you know several years. >> So I'm going to let Anna speak

091to the trend but I will say we actually are more staffed like after COVID because of the social distancing. So we've actually had additional staffing initially after COVID and we've just slowly been kind of trying to get back to precoid levels and so that's kind of a little bit of a clarifying piece about the staff. >> Yeah. So in terms of enrollment like if you just look at the Illinois report card for example you're exactly right we had a a pretty steep decline um between SY20 and SY21. Since then it's been I use the word leveling off a little bit. I mean, I think we do see, you know, 30, 50 kids fewer in one year to the next, but for example, in 24 it went up from 23. So, um, you know, year to

092year, we might see dips here and there. Um, I've been using the term said leveling off. And I think the other thing to consider is that that's the district-wide total, which includes a lot of numbers. And of course, once you get down to the grade level, that's where we want to be really precise um, and staffing. So, you know, theoretically, you could see an increase in enrollment and still have the need for staffing depending on how that shakes out at the at each grade level. Um, so yes, I said I've been I've been using the term leveling off. Um, we'll see what the next couple years do, but we did have a little a little blip up in between. >> This is less of a question, but I guess more for the public's understanding is

093that this is a relatively common process that happens almost annually in a lot of other districts. So, this is something that we've not done in quite a long time. And so, it's going to seem shocking to the district that we're doing this, but it's actually a fairly common thing. Um, and I think to Natasha's point, it is about kind of the long-term fiscal health of what we, you know, what we need to do as a district, uh, in order to to >> what we need to consider as a district. >> Sorry. What we need to consider as a district in order to to kind of think about the long-term financial health of the district and um, and all of that. So, question, I know people are, you know, sometimes people freak out. They see things

094that are nice. So that's what I was >> you talked about attrition. Approximately how much of our certified um staff do we [snorts] lose every year through attrition? >> Um so if I just use this year's numbers, we're probably going down about 15 staff members that are either retiring, non-renewing, um or changing industries like that, right? And that's just what we know. We know that there's also you know people make decisions between um you know May and July right and so then what we end up doing is we may make judgments based upon where we think we have but then at the same time then other people get additional um changes in their life and so we end up hiring at least 25 to 30 each year. And so that's why we're also identifying that

095um and that's on the low end. Um but that's also why we need to look at if we do consider a rift then we also need to be aware of the recall pieces because some of the people that are rifted are then qualified to come back and teach other things. So it it's it's really kind of a turnover piece and and just a change because of what we're predicting and because the school code identifies that we have to do it by a certain time. that's when, you know, we really need to be thoughtful about it because then if it's not done within that timeline, then we just carry over staff. And so I think even um the amount of turnover that we've had in even administration has kind of let worsen the situation where we're

096actually in a position because we haven't had um consistent people processing this and determining if this is a need or not. >> Thank you. I had just one other question. I was just looking to see if anybody else did. Um the the the wonder was more about in terms of the enrollments, you know, um Mr. Kierney just talked about enrollments. I know some um you know, trends are some schools are at the seams, you know, bursting at the seams, other schools are shrinking. So, I was kind of curious how does that usually get handled at the end of a school year? Do a lot of teachers as you mentioned the turnover go to other buildings or >> Yeah. So um again that is part of looking at seniority and when we've handled attrition it's it's

097been you know we might move a teacher or two here to another school or another school may receive another teacher. Um this process also is K8 or prek8 and so it really impacts the entire system. So even if we have larger changes at the middle school, those staff have additional endorsements and things like that. And so even those staff can also go back to the um elementary school or if we have staff at the elementary school, they can also be transferred to the middle school if that's where their endorsements lie. And so that's why at this point we're also saying it's a consideration because we may be able to, you know, flesh some things out based upon the attrition that we have being able to move some staff around to other places that um that

098they're needed and they're qualified for. Um we just want to be transparent in you know where we are right now. We are we are thinking that this is a possibility in some areas. >> Thank you. Thank you so much. And that brings us to the consent agend consent agenda. >> I move that the board of education park elementary school district 97 uh approves the consent agenda as presented. >> Second Johnson. >> Yes. Ros, >> yes. >> Absent. Perez, >> yes. >> Kim, >> yes. >> Brings us to um action items of Park Township. There are any questions or we can just go into the motion? No. Okay. So, I'm going to read the motion. I move that the [clears throat] board of education Book Park Governor School District 97 approve the IGA with the Book

099Park Township to support the expansion of the on the rise programs. >> Second Perez, >> yes. >> Rost, >> yes. >> Sper is absent. Kim, >> yes. >> Johnson, >> yes. >> Absent. Um, middle school connections. >> Keep going. I motion that the board of education of Park Elementary School District 97 approve the SY 2627 middle school connections program in an amount not to exceed $84,050 as discussed on February 11th, 2026. >> Second Johnson, >> yes. is absent. Absent. >> Yes. >> Kim, >> yes. >> Discussion items. Contracts over 25K. We have a synthetus agreement for facilities. All right. So, I put the memo in there. Um, so going into we're using Omnia Co-op. So, most recently, we've done that for the the vehicles that we brought forth uh few months ago. Um, so going

100into a longer term contract, there's some savings rather than just being on monthtomonth. So, that's listed in there. Uh, we've used CentOS before. um have good experience uh as part of looking back and historically too from our last times we've gone out and looked at this uh the rates are actually pretty similar um annual cost that we had when I was able to like pull back some memos from about five to seven years ago. So um we expect that and then obviously using the co-op gives us that and then there are there are abilities in the contract if we ever had any issues with that to um looking into the different options. So, any questions pretty straight forward? [laughter] >> So, come back next time. >> Uh, we got >> I just want to comment

101before you walk off though. I just want to say I appreciate as we were discussing earlier the the looming um deficit kind of coming up in in 29. Um, I appreciate that you are looking for places where we can save in other spaces as well. >> Thank you. uh core instruction, title one funds. >> Good evening everyone and thank you for opportunity to share this with you. uh memo was attached with uh this uh with this item for your for your view and also we to put for a little few slides just to give a high level overview um to simp uh to simplify the process also because this is like a new program that we're actually trying to use. This is a we're seeking the use of title one grant funds uh for the

102partnership with magnesium. This will be serving title one students and they will be serving both of our middle schools. So we're seeking the approval of 87,20 that they are grant based title one grant base that we have to be able to utilize that as part of our uh policy of $25,000 approval process review. And so my is a a formal organization that has been uh in place for a few years and they are actually leaders. They are resultsdriven approach that they take into this into this uh tutoring and support services. they are also uh providing uh those conditions and access for students uh in a way that that is supporting the students and then also helping our students to be motivated into the area of math and ultimately to become a a last long learners

103along the way. So the program opportunity that we're seeking of is engaging with them about in the parent component parent workshop. This parent workshop allows to to kind of like level set and also have clear understanding with our parents and parenting with them about the tutoring support and how also the parents uh can extend that in their house and what is expected. So that's a clarity opportunity to kind of partner in that is part of the process. Then with that also we have the the boot camp that that's actually u an a program that we are uh that we're planning in in in running both our middle schools and they are serving like 30 students each uh for each site and they will be an opportunity for uh one hour in person for three or

104four weeks. So that's a total of 12 of sessions for 30 students through this process. And then uh finally, sorry [clears throat] about that, we have the uh summer middle school map individualized tutoring that is projected uh at least we're seeking the capacity of 108 students to have this access uh through this program. they will be uh it's a tutoring services that they work with three to four students at a time. This a very like robust uh software that they have and access to that. So the tutorial is actually very accessible, very visual, [clears throat] very supportive to the students learning >> [snorts] >> um opportunities and access to that. So that's like a two hours of virtual individualized tutoring in a in a web-based setting. So this this program has been uh can we

105this program has actually uh there's some research that has been done about this program. And they um they uh study like uh students for 30 to 120 days and they saw a positive treatment effect size with a range from 15% gain to even a 42% depending on the level and the frequency of the work. And with that also demonstrated in in this research that that is actually linked to the memo as well about some of the uh parents feedback about the their perceptions about their students improvement where a 94 90% plus into across those areas and that's all that we're safe in class 4 and open for any questions that you may have. Um what's the curriculum set? So like if it were during the school year the tuing I'm assuming would be aligned with

106what their students are doing in school but because it's a summer program or some of it's a summer program what are they going to be working on? >> So it's a skill base students grouped based on that skill base and in the summer program they had because of the amount they're able to pair them based on on those skills. So they we have these standards that normally that we that we teach that we base on and they all had opportunity to drill those skills throughout the summer and retach them. >> Okay. >> So the boot camp um workshop [clears throat] where are those being held? The other the last one was mentioned is web based but those two are those virtual or those in person? >> Those ones they will be in person. >> Okay.

107>> They're in person and happening in our schools. And is there any offering beyond the one-hour parent event to help support parents in supporting their students? >> Uh, we can look into it. That was not part of the package as of now. Sure. >> But definitely we'll we'll be open to that. >> I just um I know one of the spaces I run into a lot with parents are just not comfortable with the new ways we do certain >> skills. And I'm looking at this and saying an hour to go over different strategies might need a little followup and whether it's through magnesium or that there is a a D97 staff were available to answer that question might be prudent to plan with that. >> That's great point. Thank you. this reporting that actually they

108is available to the parents but I do agree with you the opportunity to connect and and have that opportunity to understand what really means and how does that implications that go with the with the individual student is important they're very important uh we have already uh conduct like a family night at Brooks with this company and we're looking to replicate schedule one uh Julian it's part of our employing support partnering with them through PTO's >> and then actually kind of related to that how are is this being offered to students like how how are you selecting who's participating in this >> or how are they self- selecting? >> Yeah, it's title one students. So title one students they there's like uh students who qualify for that from the free and reduced launch uh status and

109then also part of the uh um the performance gap. So those are the theater uh students that we have. So >> you'll be connecting with parents and offering and kind of explaining what the whole program is. >> Yes. And that will be part of that why of the of that first um session with the part uh workshop to explain to explain that. >> I'm just I'm wondering to get people to that first one hour meeting um you might think through a communication plan prior to that um just to kind of get people to >> get to that meeting. >> Thank you. >> Question. Um, yeah, I was want So, um, this sounds good to me. I'm not a mathematician, but, uh, I'm glad we're doing this kind of thing. And it sounds like this is

110our first time working with mathnesium. And, um, a question for now or for um, not necessarily now, but you know, later, but when we're looking at it again, is just how we intend to measure return on the investment. >> [clears throat] >> And I don't know if you guys have that in mind already or if that's something that's in the works or >> Yeah, we we are actually definitely looking forward to to to be able to measure that that impact and that's one of the pieces that is uh beneficial for this program because it produces like a standard bas on students. So we should be able to measure about who uh the impact about even the percent of growth among those skills. >> Yeah, that that would be great. And I >> bath nasium creates

111a standard based report. >> They have as well as spot their services like that reporting piece >> and is and I wonder if it would be worth assessing how kids that participate there compared to kids that don't so we can see what the >> sense >> the difference is between the two. Okay, >> I had one question. Um, just so it sounds like you said Julian has it and Brooks or vice versa. >> We provided like a family night at Brooks already >> and then we're planning on doing one Julian. >> I know there's an effort to, you know, uh, like go out into the community and collaborate with services. there's been quite a success with like getting connected with providers through the park district. So, this is kind of like a private company that

112um uses I think and I'll only say this for full disclosure. I enrolled my child for about a month to see how it went. >> It was it it was harder for a kid that already has a math disability. So I wonder if these kids with title one kind of skill levels I'm hoping that they would differentiate that and also like their credentials. So so there my experience was overall it was positive at first but I think once it got more complex it got >> it was harder for a person that is really struggling to understand and usually our title one kids already are like tier three. Yeah. >> So that would be my wonder about how they would move that Socratic model cuz they they do like Socratic questions. So that would be my

113wonder about like how does it work for kids that are really struggling versus like a higher functioning kid which I think a lot of parents because of the cost normally access Mathnasium because they want to push their kids a little bit further. >> So it's more like an acceleration program on a in a private model setting. So I'm curious. I'm curious about it. And then I think the other one was was there an effort to talk to certified teachers to provide this kind of programming instead of going through the private model and maybe that's something that happened before my time or um >> yeah well title one funds you know it's always to find a ways to utilize them. I know there has been an intent to expand the access >> uh but at this

114point like I don't have an answer to you about what has been known before >> in this area but this is one that has been seen. Yeah, because during um during the pandemic there was and again some people may know the there was a very driven parent that like organized like staffing teachers to do like virtual like tutoring sessions. I don't know if anybody remembers >> whether that had a curriculum or not was maybe another part of the the challenge. So I don't think you know we're not comparing the exact same thing but I remember you know that parent reaching out and um my child also participated in that it was hard to do the virtuals right so um it does seem like their virtual sessions were there in person >> so the ones the

115ones in summer they will be virtual >> okay >> the other ones they are actually that in person >> okay I I'm like totally excited about in person only because kids that already struggle with like engagement when it comes to like being at the tier three level title one intervention, you know, being in person makes a lot more sense than doing the virtual. My child has also tried the virtual and again thinking about them being tier three and eventually getting services. It was really hard to keep them engaged. >> So that's my that's my only perspective. >> Yeah. Thank you for that. I apologize because I misunderstood something earlier. Did you do one of the one-hour workshops at Brooks already? Like the official piece or was this different? >> That's okay. I did not misunder.

116>> It was more like a family game. >> Okay. That that Okay. On the same page. >> No problem. >> All right. Any I'll see you next. >> Thank you. >> All right. And that brings us to board remarks. >> Um, I will just say I appreciated the public comments that we got tonight. I thought that um, obviously these are extraordinary and unfortunate times we're in and extraordinarily unfortunate times we're in and um, it's great to be in a community where people are really rallying around uh, supporting one another. I also know that as a district we've been doing a lot to meet the moment. Um and um I'm interested in uh hearing from folks not necessarily now but like soon in terms of some of the specific suggestions that came out um whether they're

117worth considering and whether it makes sense to engage to some extent with some of the folks we heard from tonight. Sounds like there may be some work for the board that the board could do as well that could be beneficial here. I would certainly be interested in being part of those conversations if we agree that it makes sense to have them. Um but would just am interested in kind of as an administration um what what folks think b uh in terms of what we heard and and whether there is some value in um in connecting with folks and and thinking through some of the suggestions and concerns a bit more collectively. >> Yeah, I think I would echo that. Um full disclosure, I'm in some of these signal groups. Um and they started talking about

118coming to the board. I did chime in and I was like, can you please come with very specific requests um and they did which is awesome. Uh and so what I would actually love to see and I know this puts more work on you guys but um is a list of some of the things that were asked for and whether we're already doing it. And this might actually be a public facing document which I know makes more work for Amanda um but looking at like we may be doing some of these things. there may be legal reasons why we can or can't do some of these things. So I know even in my committee report um like for Ed we talked about uh the safe schools for all policy and part of it is about

119protecting the identity of kids who are undocumented or come from undocumented background or from families or mixed status families. And so this idea of having a file on kids who have that and their background is >> I'm not >> confidential files, >> right? Um well, and so I'm not sure like how that works, like who has access. So like again, I I'd be curious to see how that's worked in different schools and like how the access issue works. Um because I know that's something they talked a lot about that people kind of gloss over like when they they don't read the full safe schools for all is that part of it is about also protecting the identities of kids who could be vulnerable. Um but but I am really curious about some of these things.

120I'm um really grateful for the PTO folks who I know have been a really big part in being kind of the bridge between the schools and the community and trying to fill in some of these gaps. And I appreciate their kind of request for some sort of more official designation or response. Um I will say when you know some of the things I had seen online people were like well when Ice comes back I'm like ICE hasn't left. I mean I know like again being part of some of these signal groups there was a rapid response call for something I think I want to say around Whittier earlier this afternoon right and so um you know these are like live things that are happening. It's not like this. I I mean, yes, a surge may

121return, which is I think maybe what people are referring to, but there are like active abductions right now. there's um and and you know and I think the other piece that I also had put in the signal chat was um like we can't require rapid response training but I would but it seems like based on what some of the teachers have said that they would appreciate access to or facilitated rapid response training. I've done it. It's relatively painless and relatively short. Um because I think part of it is also I know we've talked we talked about this in the fall is also just the like we can't as a district ask people to put themselves in potentially in harm's way right um but if people are asking for this training we can facilitate that I

122say that even working at a university right now on one of our campus sites I I leasing a space in the building and we've moved fully remote because we have undocumented students um And you know, we've talked about rapid response training. Um, uh, and you know, they talked about links, but you know, again, it's different from sharing links to actually facilitating a training that's maybe geared more towards educators or your specific community. Um, I think, you know, and so I appreciated the the work people have done to come up with specific things. Um, I think for me it it feels hard because it reminds me of COVID and how schools are expected to do everything and um and I think because we have children for you know in some cases like you know like my

123parents worked a ton growing up I was in school longer than I was with my parents and so the people want schools to be able to do a lot more beyond just educating kids. Um, and that's a lot and that's hard. Um, I also recognize that's reality. I mean, kids come, we found out during COVID, like kids come to school to get fed, to feel safe, to get mental health care, all these things. Um, and I don't think we're ever going to go back to schools ever just being places only only of learning. Um, but you know, I think about this in conjunction with all of the roll backs of like federal money and like threats of anti-Dei and like it's just so can I just suggest I think that there are >> Can I

124calm down? >> No, [laughter] no, no, no. You don't have to calm down. Um, that's the reality. >> I think that um there are undoubtedly challenges and hurdles to work through. Um, but I do think there's value in having that engagement and figuring out whether we can work through them rather than sort of proactively identifying them and thinking, oh, well, it's just hard because we can't require this or we like I think often times >> and that's what I think I'm saying is that we can't we could we can't require teachers to get reprint, >> but I would rather focus on let's >> let's focus on what we can do and figure out how we can meet folks and and do, you know, collectively do the best that we can to protect our kids. And

125I think like using the folks in the community that are willing to be more of a bridge when we can't do specific things. >> Um, and trying to find ways to make them more officially like partners with or something like that. >> Um, >> you know, I I will say and then I'll shut up because I'm sure other people have things to say. Um, like I I was a little nervous about tonight's meeting, but I really did appreciate the thoughtfulness and care people brought. I was really um impressed by I think the empathy of the folks and especially our teachers who I think see firsthand how this is traumatizing on so many levels for kids. Um and there's a whole another layer of secondary trauma that happens to people who work with kids who are

126in the direct line of this as well. Um on top of all of the issues kids are already struggling with just on a regular basis postcoid. I think it's just a lot. Um, and so I I do I just feel for everybody. I think this is um it's hard to to feel like you're moving against the larger stream of things um and just clutching at each other to try to stay afloat. So I do appreciate that we're in a community where people do care and are trying. So I'll stop talking. Sorry. Sure. >> Um, I wrote down I'm I'm I'm also asking for us to consider putting in the future agenda a discussion about this because I do think it sounds like it's a worthy topic. And part of the the challenge is that oftent

127times the individuals that are being represented by these parents and by the teachers is that these are not the people that are going to come and make a public comment. not because there's a lack of desire or interest, but because it's just not safe to do so. So, I do think it it sounds like I would like to see this as a future agenda item for discussion. They mentioned um visitor policy, safety policy, anti-harassment policy, and I didn't hear the equity policy, but I do feel like that is a piece of this puzzle. >> It was referenced. [laughter] >> Good. there was a shout out there. But I mean that's really the underpinning of everything. So I do get the sense that you know there's to some extent a calling to the policy committee to

128do some of this review of the work as well. >> Um the other layer of it is you know I think hearing from the teachers. So, I've, you know, had, you know, an opportunity to work with some of the, you know, folks in the audience that are parents, but I think like the teachers perspective is really critical because I think I've heard those things. Those things have been reported. Hey, I feel a certain way about, you know, I I'm worried about my kid. Am I going to feed them? You know, am I going to deliver groceries or am I is is the child, you know, going to make it home? Um, are they going to have their parents there? like those are real conversations that I think I had heard about, but to hear them

129today represented by especially the, you know, uh, the multilingual teacher um, on behalf of that group, I think that was that was more confirming of what I had heard. And [snorts] so I would love to be able to respond to that. Um, and I think some of the asks were already happening, but I do think that it sounds like so much of it is happening in the community that they're just asking for maybe like how can we be a liaison to that work. Um, so I think that hopefully it doesn't just fall upon schools, right? Um, clearly they're doing things and it's like, oh, can we can we share what we're doing and can we collaborate? So hopefully that'll be something that we can do in the future. And I'll wrap it up with saying

130like I did get really visibly moved. I would have been considered an anchor baby many moons ago. And I think like you know my parents and my sister were undocumented for decades um in the United States and are now citizens. So but there was a pathway and it was during you know a time in which there was a pathway and right now there's no clear pathway. So, I think that um that's hard. So, to go back to the personal side is my kids, they're they know we're documented. We come in and out of the country all the time. I have an 8-year-old and a 10-year-old and both at different times in at different stages in the fall, the helicopters would either keep them awake or [clears throat] upset them. Um, and the last piece is

131they both asked at different times, of course, at night because that's when children usually like get really worried and upset. >> Right before bedtime, everything comes out. You know, I'm afraid are they going to take you away? And also, they also know like I'm a pretty vocal person. So, um, there's things and activities I didn't participate in in which I felt like I can't I can't engage in those activities, but I can engage here. So, I do hope, you know, to be able to respond to the community's requests to continue to have these conversations. So, that's all. Um, I will say I was I didn't know how this was going to go at all and I was very impressed with how um the community [laughter] members were organized [clears throat] the information that they shared

132and and often times almost every time they they connected it to a policy. Again, some of these I'm not going to reiterate what you guys have already said. some of the things we are doing and [snorts] to the degree that we can communicate there's clearly um on our part not a succinct communication or detailed communication that allays some of their concerns. We're not going to be able to allay all their concerns. We're also not going to be able to do everything that was asked. But with Gavin said, here's the list of what they asked for. We have a record of it. What can we do? What can't we do? what services are connected to somebody else so that they they know the pathways and the the sort of algorithm of how things should work. Um

133but it was very impressive. It was very moving and there is more than we can do than even I thought we could do. So, um I look forward to our our part um from a policy perspective and then um from the admin being able to do some of these even the signage. I didn't think about the impact legally of the signage >> on being able to get someone who's been detained out based upon where they were taken if it was on our school property. That was um just a small piece of sort of the aha moments and I think there will be more of those as we figure this out because we have to be faster than the track. >> We're mice. My analogy. Sorry. >> Yeah. [clears throat] >> I like that. >> That's

134a good segue if you're done. >> I'm done. >> All right. Um so first of all, you're here to everything else everyone else's everyone everything everyone else has said. Um, I think one of the components that was brought up was that this is constantly changing. The chaos is part of the process on this. It's part of the plan. Um, so setting things up to be flexible and to revisit what's going on is going to be a key component of all of this. Um, echoing a little bit what Jung said, um, one of the pieces I I appreciated the specifics that were brought in by everyone who commented. I thought that was really helpful in terms of outlining and I also think it provides an outline beyond the the district for others to listen to and

135I say this in part I sit on so this is kind of a transitional to like reporting out from a gov but um there are resources that covers that we can tap into so you know questions about people providing food for folks we had presentations that I got from beyond hunger that they are now set up to actually deliver and to handle specific needs needs that are specific to these times. So this is not some of these things are not things that we can just answer ourselves. Some of this is an outline of how do we connect with other government agencies who are handling this smoothly so that it's not a oh yeah they're handling this but like an intentional connection between what is happening in each of these spaces um you know mental health

136from the township um public park spaces our spaces there's a whole bunch of connections on here and I think just setting it up as something that we recognize as we're going to have to do check-ins is an important way to not have this suddenly overwhelm is to plan ahead so that you can be ready for it without having that chaos drive it. Mhm. And I would just add um on Friday, Amanda, Felicia and I had a meeting with a small group of parents. Some were here and [clears throat] I think one of the eyeopening things that came out of that meeting was that we are kind of saying a lot of the same things just differently. And one of the things that came out of it was just the goal is the same. Um the

137policies or our our safety plan and some of the things that were mentioned today, it speaks to some of the same things. And I think the the call for like the open dialogue, it's there is a need for that. And just gathering what you said, you know, if we can kind of create a space where we are coming together and just kind of having that conversation and kind of seeing how we can tap more into the community and kind of come together um and talk about how the things that we cannot do as a school, but kind of lean into the community to kind of support more may be an opportunity that we can like create those spaces. And that was something that we walked away from that conversation just kind of saying we may

138need to just kind of figure out how to operationalize that, you know, where we stop as a school, we can lean into the community more and figure out how to do that. Can we um I just had this idea my in the fall um a bunch of my colleagues and I put together like a virtual forum on um ICE in schools and we actually had someone from ISV uh come and speak as well but people kind of shared what they were doing within their own schools some of their concerns and then we actually share we started a Google doc resources. >> I wonder if we could do like a town hall style with almost like breakout working groups around different issues. Um, that would also allow for a Q&A. I think the public comment is

139obviously not a very great way to like talk about like here's why we can't do that or here's I haven't thought about that. like it would I think that would be a really interesting way to both capitalize on the resources that are happening um or that are currently in the community especially ones people have access to or are currently working with but then also allows for that partnership and dialogue um because I think there like I'm really you know I mean because even some of the like the the lawyers the person um Jim who spoke at the end who talked about the signage and a lawyer. Part of me was like, I don't know that any words are protecting anybody right now, let's be honest. Um, but it does add another layer, you know, and

140I'm like, if we didn't like, you know, let's fact check that. Like >> that's a question to answer. It's not a I'm sure it's not true, but like let's figure out if that's real, >> right? And so like I would love to have people because I think there's so much energy to work around this stuff and people know little bits and pieces and the more we can come together I think the more people feel like they're working mean walking in solidarity or working alongside the district and not just coming with like demands and that's not what I'm saying what has happened tonight but >> it allows for much more of like a community pull um >> because there's even things happening in isolation around the communities. So for example, there are stronger things happening in

141different school communities and that even came out in our conversation with share. >> Yeah. And that can even share across and help some of the other school communities that may not be even stronger. Like I think that might be a solution or a next step for us. >> I I I like the idea of a town hall. I think that town halls can be a great way to get information out and to get >> feedback. I also think they tend to be episodic [cough] and I do think >> that this is a moment where sustained dialogue is going to be important. Like I sort of think of it like I think and you guys have all been saying this it's sort of collaborative problem solving, right? It's not people coming to the district and saying

142you need to solve this whole problem. >> [snorts] >> That's based what I'm hearing is you need to do your part and there are other folks that are there to do their part. >> I do think that working through what that looks like is going to is going to be a sustained kind of effort and it does seem and you're closer to it and I think Becky you're closer to it than I am as well. >> It does seem like there is sort of a core of folks that are sort of driving this work that could be part of that sort of sustained discussion. And I do think like to the point you were just making Patrick we also can play one of the roles we can play is convenor you know and if there

143are um you know if there's a lot of I'm assuming there's sufficient interest a lot of interest at each school but maybe different levels of expertise knowledge we have some structures PTOC we could play you know other roles we could do it ad hoc with folks but I do think um that some of this is about like a sustained engagement including as circumstances change, etc. >> That sounds good. The last comment I was going to make, I think uh just because I'm a psychologist, I I can't forget to mention this. It does tax the bilingual staff more when we have situations like this. I know you're not foreign to this, Patrick. You've worked in the building, you know, and you've known your staff who's bilingual, right? You you you call them up, you know, if

144they need to. So, I do think um I was surprised to hear and it's been a while obviously since I've even done an inventory of what the what the staff looks like in terms of psychologists and social workers. So I would be curious how like how many people in each building actually speak another language so that we're >> just so that we're aware too and are they usually the people that parents build relationships with or are they the people that we as staff usually say here talk to this person which is hard when >> sometimes people have varying levels of fluency and you're pulled into the transit and you're like that's not my job. >> Yeah. All >> [snorts] >> right, >> that's a great point. >> Well, the last piece is that we don't

145have to re we don't have to create a wheel. There is a lot of information out there that's available to us that we can pull from in different communities within our state, outside of our state, and customize that information or those tactics or actions to meet our community needs. >> Yeah. All right. Uh, we have standing committee report. Um, back I think Beck has met since our last board meeting. I'm trying to remember the sequencing of it, but I think so. >> Yes. Um we are right now working with um STR and CS2 around um sort of laying out our options in terms of sustainability as we as we make changes to our um HVAC systems and in some of the bigger picture investments that'll be part of the master facilities plan. That's kind of

146the major set of questions that um are hanging out there in terms of like um getting some clarity around how we might move forward. Um I think we're going to come to the board. When are we coming to the board on this? >> Next meeting the 10th >> on the 10th with some initial indications around that. >> Um PTAC [cough] we have a meeting uh tomorrow night. um or it's not a meeting. We're having an event where we're talking about kind of restorative justice and developmental um expectations of students. It should be a good event. It's from 6:30 to 8 and emails should have gone out. I think right now we have around 30 to 35 folks signed up. Um so if you're interested, come check it out. Um >> now only the So it's

147you and Holly, correct? is >> for the board folks. We'll do like opening and closing comments, but anyone can come. Like we're not going to be discussing board stuff. So, >> sounds so interesting. I'm really excited. >> Yeah, I'm I'm excited to kind of learn the the the learning the group has been doing has been really great and really eye opening. Um, so it's been really interesting. Um, and yeah, I I was going to go off on a tangent, but I'll >> Will we get information about that afterwards or how will >> Yeah, I could do a report out at our >> It would be really neat to hear what comes out of it. >> I heard you giggle, Gavin. >> That was [laughter] how >> I appreciated his giggle, but it wasn't. I didn't

148giggle myself. >> My brain is always firing. Uh, fork. That's me. We have I haven't been to a fork meeting >> ever. >> Never [laughter] apparently. >> Um I don't have an update but I know that we are part of what we presented today is affected by work but um I don't have an update. >> Um Nancy I know you talked >> is there an update >> for we haven't met since the last time. Our next meeting is >> got it. So, a brief addendum to the IGV update that kind of snuck in there a little earlier um is that one of the things we are looking at speaking of sustained conversation and dialogue at this point um looking at um a forum um it's me as the volunteer at the moment to do that

149which is not sustainable slashworkable. [laughter] Um so given the calls on everyone's schedules uh one of the things we are looking at is different ways to show how government agencies are working and can work together. So as we're having conversations inhouse about what sort of sustained dialogue we can have I would love to feed that into IGV um because again the town forum is a one-off piece and I do think some of the stuff is actually best served as [snorts] sustained dialogue. PTOC. >> Uh we missed the last meeting because it conflicted with the superintendent search and our next meeting is March 9th. >> Sustainability >> that also met um and really good progress around our three main bucket areas which are energy. Um, I think when we come back on the 10th with the

150with the master facilities planning update, Michael, I'm guessing we'll share some updates around our solar energy efforts. And we've also been talking about developing metrics so we can evaluate our progress along energy lines. Um, and looking at some efficiency opportunities there. Uh there's also a food waste group which has been doing really great work and is in the process of thinking about thinking through how they can take some of the successes they've had in specific schools uh in by in particular and um export that to the district as a whole. Um, they also are in, it sounds like we've found some grant money to help buy reusable cutlery for all of our schools or pay for reusable cut cutlery for all of our schools, which would be great. We can get rid of the plastic

151sporks, as much fun as it is to say spork. Um and then this third group is around climate curriculum and um I have been less directly engaged with that group but I know they've been making some progress and I think they're looking now at trying to as a sort of first step figure out some um kind of specific modules celebrating sustainability at certain times of the year and um as maybe a prelude to then building it out more uh and embedding it more in our curriculum in general. >> Um, sorry, where we at? Uh, collaboration. >> So, um, collaboration had a lovely meeting the other day. Um, we are so close to the new IG. I think we are about ready to send it off to the legal teams and all the different So, it's

152coming to a desk near you, Patrick. [laughter] Um, which is a good update. We have not updated this in over a decade. um and it doesn't necessarily reflect um ideas of trying to bring in other parties such as the park district or the library or T90 who might have interest in also participating. Um it allows for that. Everyone should have uh in their mailboxes the lovely document that the collaboration put together that shows what was in the contract, what they have changed, and offers up why. Um it's nice and clear and it's a really good model for how to update an IG. I'm just going to throw that out there. Um, so that'll [clears throat] be here soon. As piece of that, one of the things we're looking at is the um fee that each

153of the IG members pays into that. That has apparently not been updated since 2017. So, as you might imagine, it's a little low. Um, additionally, they've been kind of working through that using ARPA funds, but those are now running out. So, they will be getting back to us with new numbers. um that are updated for 2026. Um adding in that we had a lovely hackathon here that had D97 participants, D200 part participants, um collaboration participants and um the data evaluation team to just really look more closely at the data and what is happening. Um one of the pieces you end up with with such a small group is you could have one representative of the given thing. So you can't really present that as generalizable findings but looking at that in the context of um

154more flexible hackathon piece you can start asking questions over time. So you can start getting questions that you get more information gathered um beyond just the big numbers the big questions and also look at what kinds of questions you might want to ask of the data. These were heavily influenced on our part by the equity component that we established a couple years ago um that Ebony works with um [clears throat] to see how are we really really serving our community and all members of our community um and how effective is this being uh again for all members of our community. Um it it was very exciting and I'm not doing it justice here because it's late but um I will say one of my takeaways from that is this is a program that is very

155close to being able to do some I would say grant funded work that could be influential well beyond the confines of Oak Park and the local community in which they work. Um that would benefit us but also benefit others to see. related to that, um, we are all heading down in, they changed the date, it was March, it's now, I believe, May, um, to Early Childhood Day down in Springfield, um, to start talking to folks down there and doing a little advocacy. Um, finally, just because I know everyone really wants to put this on their calendar, or at least if they don't, they should, um, the fourth annual blast off to kindergarten will be May 17th, and that is just the most awesome event ever. So, let's go. Is it always that early? I always

156feel like I thought it was in the summer that >> maybe I guess the weather was just nice. >> It was nice last time. Yeah. Um, OPF, uh, I was sick at the last meeting, but looking at the agenda and just some of them, um, I don't have the minute, so I can't report out what exactly they talked about, but I do see that base camp in the Hunger Games of summer programming, uh, was already at 97% capacity February 3rd. Um, and they talked a little bit more about uh rebranding and upcoming spring events including the STAC award. Um, so I will have more of an update hopefully at the next one. Um, like I said, I missed it and so I was just looking at the agenda. Um, Ed Red, we spent a lot

157of time talking about the various legislations. We uh kind of like I said earlier, we talked a lot about safe schools for all act which was effective January 1st and talking about kind of the different parameters of what that means for schools and students um and how it's attempting to protect students uh in light of all of the immigration things that are happening. Um they also talked a lot about AI and its use in HR. Um they talked about a few bills to watch. Uh tier 2 pension reform. Um K12 discipline. The highlight of that is it's prohibiting kids in kindergarten through six second grade um from being expelled, which I've always thought was ridiculous. Um so these are not things that have passed, but that are kind of in process. Um the uh the

158other um one that was interesting was a notice to remedy um which is that it's when um teachers are issued a grievance, they can challenge it. So there's kind of a lot of different parameters, but it actually puts kind of much more of a burden on districts around this. Um and so there are some concerns around this upcoming bill. And then they talked about tax warrants. Um so that's the lots of things happening um and things to watch out for. Okay. So then um upcoming for March 10th um >> for that oh >> oh I'm sorry community council >> we are meeting on Thursday so I will have an update for the next meeting. >> Um so then the upcoming agenda. So, for the next meeting um for the transformation goal updates, we'll hear about

159the eighth grade field trip, the master facilities planning uh and the student wellness presentation. >> We need to modify that because that was tonight. >> Oh, okay. I was like, is there more? Um >> that sounds vaguely familiar. [laughter] >> I was like, oh, >> I was like, is there something? >> Uh for discussion items, we'll talk about the copier annual contract. Yes. >> And then the annual contracting >> we're pushing that. >> Oh, okay. >> So, the annual contract will be pushed back 24 agenda. >> Correct, Michael? >> Yeah. >> As long as we got the copier on the 10, >> right? I'm cool. >> We'll make sure that that stays. Yeah. >> Um [laughter] the action items are the approval of the title one funds request and then the centus agreement. Um, to

160Becky's earlier point, I would I don't know where it would fit, but I would like to have some sort of more conversation around the um, ICE and school safety and kind of some of those things. So, uh, I think I'm happy to have more conversation just as a board member or with folks in the district or whatever, but, um, it would we can kind of talk about that, I think, in terms of where that might >> Are you saying you'd want to have it on the 10th or do you It seems like there's some ground work to do before. Yeah, maybe just at least a little bit of an update of like what um I I because I do think you know I know one of the commenters specifically said that they they would like

161a like a response response. >> Yeah. Yeah. >> Um and so um even if we don't have anything specific that we've done, I think it would be important to communicate to the community um what we've been thinking about, what we're starting to work on, like what discussions have happened. I I don't think we've we'll have solved the world's problems by >> I think we can start with the the sort of list of requests what is actually feasible for us to do and maybe identifying >> what >> or what are we already doing some of those >> um well that's two pathways but for the to answer the questions maybe some of those new things because we clearly need to better communicate the things that we're already doing >> but some of those news that some

162of the requests or action items that came up that we potentially could do, maybe identifying three that we will then flesh out more and provide an update so it it at least is progressive in nature and then the other pathway would be to better communicate and highlight what we can about what we're already doing. I will just reiterate that I think engaging with rather than just giving information but engaging with folks is going to be really important. >> I mean we're starting there and then it'll you kind of talked about already engaging. >> But I think even if we are thinking about doing some sort of town hall or series of events like it would be >> I'm not and I'm not talking about events. I'm talking about like meetings. >> You're more like you're

163talking more of a committee. >> Yeah. or not or it doesn't have to be a committee, but I'm saying like just as say like when we did safe gun storage like we had a series of meetings with the folks that were really knowledgeable and focused on that >> because it's hard in a board setting or a town hall setting or committee setting to really work through like okay you guys are asking for this let's look at models let's think about whether what our impediments are so I'm not saying we have to do all that before we have this >> but I think an update we can talk about this is something we're starting I just I'm just making clear that I think it's not just about us communicating >> yeah [clears throat] >> what what

164we're thinking and doing it's about actually working with folks yes >> collaboratively >> so I think updating I mean I think to to's point I think it is important to highlight what we are doing although it seems like there is a communication fall down um somewhere that people don't know what we're doing some of these things already uh even you know folks within our district uh and and so then also then talking about like here's how we are hoping to moving forward and and I do think um there is like the con and I think to your point Gavin it's not about having like a one-off committee or one-off event but it is you know to many of the commenters points a dynamic constantly moving things so I think it's about even beginning some of

165those relationships and conversations to continue on into the future. >> Yeah. >> So >> agreed. Um, okay. Anything else? >> I did have one wonder. You didn't go over the action items on that agenda. I had no comments there. It was just for the school year 2027, 8th grade. Could somebody flesh that out a little bit more for the eighth grade field trip? What What um what's the purpose of that um agenda item? What do you foresee talking about? And then I'll see if I have a question. So this was more of just what what's the planning process for next year's okay >> trip. >> So this is more just giving the presentation of starting of the conversation for next year trip. >> Okay, that'll be helpful. And then could part of that conversation also

166be about not having competing trips um in the future like making sure that that's >> No, >> because that's outside of our park. >> Okay. or considering why that's happening. So meaning like >> so this will be part of kind of like what's the process like like what are some of the things we need to consider? So that would be the conversation for the group. >> Yes. >> Is the district completely uninvolved in the DC trip? >> Yes, that's a private parent. >> Yeah. I know in the past that hasn't necessarily been clear um that I think some folks in the district have actually been engaged in like helping facilitated but >> this year we're totally diver and this always goes back to like >> oh whatever okay um see see how good I am

167at like keeping myself quiet sometimes um >> you just don't want to tag yourself to this meeting out please >> okay Okay. Okay. All right. It's time to close.