001Uh, let's get started here. It's 7:04. It's Thursday, March 20th, 2025. This is the regular school board meeting for District 64, Community Consolidated School District, Parkridge Niles. And why don't we start out with a roll call. All right. Uh, Tusios is running late. Pearl here. Double Day's here. Kennedy here. Leinsky here. Milligan's not here. George Akus here. Okay. All right. Let us then start and stand for the pledge. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. Okay. All right. As far as opening remarks, um I don't have many opening remarks other than that. Um I think spring break is coming up. Does anyone know about that? You might be paying attention to March
002Madness, but it is spring break soon. So hopefully everyone has safe travels and or if it's a station, have fun and enjoy some relaxation. Uh hoping our staff and administration can have some relaxation time, too. Okay. All right. Why don't we um since we have many representatives from Jefferson here, let's start with Michelle and our spotlight on Jefferson School. Hi, good evening everybody. I am Michelle Barkley. I'm the principal at Jefferson Early Childhood Center. And um when Dr. Collins came to uh the principles and had asked us about highlighting a staff member at each one of our schools, um Mrs. Condan or Lynn Condan immediately came to mind. So, I'd like to invite her up here. Uh for those of you that do not know uh Mrs. Condan, uh she is the physical therapist for
003the district. So she travels um to all the buildings uh within district 64. We are fortunate enough um that Mrs. Condan is at Jefferson um and she services um a lot of students uh that attend our preschool. Um so we get to see Mrs. trend in very frequently. Um, so Lynn, I would just like to thank you for your unwavering support and dedication to our students. Your commitment to inclusive practices and building a sense of belonging truly makes a difference in our community. You teach students the essential skills for meaningful participation in their environment and you empower them to thrive. I appreciate you being a thought partner and driving innovation. You inspire all of us not only to strive for excellence but to achieve it. So thank you so much. Um so I asked the
004staff to send me some of their favorite pictures um of Lynn working with our students. So, I have a short uh presentation here um that just displays uh Lynn at work and um her dedication to the students and how much fun she has while doing it. There's no music. It's just Yeah, it's just pictures of you. Physical therapy can get messy sometimes. This is one of my favorite moments of Lynn caught on video. Tickle me. Tickle, tickle, tickle, tickle, tickle. That was so fun. Should we do more? All right, let's see. What are you going to choose next? Let us know which one you want. Got to pick that head up. [Music] What do you want to do? Kiss. A kiss. Oh no. [Applause] Okay. Um when Dr. Collins had asked us about um recognizing
005students. Um as you as you know from last school year at Jefferson uh we recognize butterfly buddies um which are students that are fabulous friends, helping hands, and wonderful workers. And so I couldn't just pick one. Um so I had asked Dr. Collins if I could invite all of our butterfly buddies uh to this to be recognized this evening. So I'd like to call them on up. Come on, butterfly buddy. [Applause] Yeah. Yeah. Go ahead. Turn around, baby. Sorry, you got [Applause] Thank you. Okay. All right. Great job, our Jefferson butterfly buddies. Well done. How about another round of applause for them? And thanks again to Mrs. Condan for her work and Michelle for her presentation about Jefferson. Uh next we um we're going to move to other recognitions. Before we do that, I just
006want to mention uh we have a few people absent from the table today. Just want to clarify. um Ben and Adam and Noel, there's a Park Ridge um zoning board of appeals meeting that they are at. So, they're working with the city on um the field project, but they will be here as soon as that um meeting ends. So, or their presentation part of it ends. So, just want to let you know. Okay. All right. So, we recognize our students from Jefferson and we have more recognitions. Um, we have our recognitions of our uh, Battle of the Books students. So, how about we uh, welcome them. [Applause] So, uh, why don't we have our students all come on up? Okay. And how about the staff members in charge as well? How about they come up,
007too? Okay. Our students, come on up. Okay. All right. Just um if if people are not familiar with Battle of the Books, um these students work really hard reading. How many books do you read? 40 books. 40 books. That is really amazing. What an accomplishment. Okay. And what's are we from? What schools are we from? Franklin and Washington. Okay. Way to go. Reading 40 books. Okay. How many you going to read over spring break? Oh, okay. Okay. All right. You Yes. I'm sure you're going to read 40 new books soon. Okay. Awesome. Thanks so much for doing that. Well, well done. Okay. Hang on a second for a picture. All right. Okay. All right. 40 books. That's uh pretty remarkable. And I bet they've read more than 40 books. I would bet those students have.
008So, us representing the district well. Okay. And um we have some staff members who have been awarded those who excel within the district. Uh we're going to reward most of our rewardes at the April meeting, but we have a special person we want to reward at award at this meeting for March. And so Kevin's going to come on up and Alicia and talk about our special staff member who will be honored tonight. Yes. Well, good evening and thanks uh for having us. This is a award that's really uh coordinated by the Illinois State Board of Education, Those Who Excel. And so this evening we are proud to be honoring Alyssa Zamik. I've worked with Alyssa for years and b in brief to describe uh what she's about as a teacher and educator administrator for us.
009It's these simple words, service to others above self. And I am so honored to be working alongside her every day with those qualities in mind. How she works with other people I would describe as do north on your compass is always students and to be grounded with students and encourage our team to be grounded in students and the work we do is outstanding. It's amazing to work with Alyssa because she brings joy to her work every day. She thrives on making a difference for others and being the difference for our students through their programming and their teameing. So congratulations Alyssa and I'll turn it over to Alicia who could add some more comments. So, one of the things, as you know, that we have going on in the district is our student services action plan,
010and Alyssa has been instrumental in helping us and guide the way uh for our specialized programs as we talk about rolling them out at the elementary and the middle school levels. Um, we tap into her experiences when she was a special education teacher. Um, especially when we talk about curricular resources and making sure that we're setting our teachers up for success. Um, and just for her to be able to take that really large macro perspective, right, of what we need, um, has been so helpful. And so I'm very grateful for everything that she does, not only for Roosevelt, but for the district as well. So, thank you so much, Alyssa. [Applause] Good everyone. Congratulations. Thank you. Awesome. Okay. All right. All right. Thank you. It's great to hear all the work with students, particularly our
011students with special needs. So, um, thanks again. and it takes a village to uh to help the district and to do the work. So, we appreciate that. Again, we look forward to honoring our other staff members at the April meeting. So, stay tuned for that. All right. Um next part of the meeting is public comments. This is where we welcome public comments. Each speaker is given three minutes to address the board. Comments may be made in almost any matter related to the operation of schools, but we ask that you refrain from making comments concerning individual students or staff members. The board uses this time to listen to communicated community questions and concerns, but will not respond immediately to requests for information. Additionally, the board cannot take form formal action on non-aggenda items. Contact the board
012president by email if you wish to discuss your topic further. Please come to the vote uh microphone and state your name and if comfortable, your address for the minutes. All right. So, how about public comments? Okay. All right, Micah. Thank you. Hello. My name is Micah Philbrook. I'm here today as a parent and an advocate for special needs children, specifically ones who are non-speaking or verbally delayed. I want to address a serious failure in our school search policy. One that not only denies the parents dignity and respect they deserve, but also leaves vulnerable children without proper protections. While there is a policy requiring documentation when a search occurs, that reality is that this process is being ignored. At Roosevelt, a search occurred on a child who is verbally delayed and it was never documented. Let
013me be clear. When there is a policy in place but no enforcement, it is meaningless. When a school principal or official has the unchecked power to search a child and then simply not document it, this is not just negligence, it's predatory. The fact that a child who cannot fully express himself was searched without parental knowledge and without any record is deeply disturbing. What if something had happened? What if my child had been harmed or frightened or violated in that moment? Without documentation, without transparency, there is no accountability. There is only abuse of power, especially in light of what is happening with the dismantling of the Department of Education. This cannot continue. I'm calling on the board to take immediate action to enforce the existing documentation requirement with real consequences if a failure to comply, to
014require that parents of non-speaking or verbally delayed children are informed before a search takes place, and to mandate that a parent or a trusted representative is allowed to be present. If the school district truly believes in transparency and protecting students, then allowing searches to go undocumented, especially especially for children who cannot self-report, it's a failure of leadership and of ethics. No parent should have to find out after the fact that their child was searched with no record of it. No child should be put in that predicament, in that situation. This policy needs to be corrected and enforced. Anything less is unacceptable. Thank you. Okay. Thank you. Okay. Any other public comments? Okay. All right. All right. We're going to move on to um our next item the agenda and is this is our superintendent update
015and I did not feel like I could fill the role of the superintendent so I asked um Lily to fulfill this role and he is going to do well in it. Yeah, neither can I. So I won't sit in his seat. I'll do it from here. Um a few things. Enrollment as of the deadline the uh the form deadline on uh 310 there was 3,489 or 79.2% 2% of students who are registered and took advantage of that $50 early bird discount. This deadline is one week earlier than last year. Uh about when as of uh March 22nd, 2024, we had about 88% of students who are registered and took advantage of the $20 early bird discount. Uh these are the only two years that we've had that discount offered and we've seen uh more and
016more students registered by the deadline each year. Um, and now also we have upcoming meeting agendas, but uh, first we held a realtor town hall today and we had about 20 realtors there. Phyllis, this is the third time I've seen you today. So, take it away. A busy day in the district today. So, we did in fact host a real estate lunch and learn. Uh, it brought together real estate agents and then there were a couple Nile representatives from the director of building and permitting was also available. Um, and just an opportunity to network and let know where our school is, what's going on with the referendum. Um, and then we just offered they offered us advice. They suggested something on like a a page like Chris Lily created this fact this page here, which
017is great. They're looking for something quick like this online and Chris is going to work on that. Um, but really they just wanted to know what should they tell their potential clients why our school district is the school district to be in. And u we we told them some facts. One is that our teachers are the highest paid in the state. So, they liked to hear that because they were uh they like that their their teachers are taken care of. The benefits were good. So, we talked about that a little bit. We did talk about the demographics and where they saw that going and um that there's a shortage of there's a shortage of houses essentially and so the only way to go is up. And so, they're building luxury condos for parents, elderly parents
018to come in and help take with the kids. Um, so it was totally informative and uh I think we're going to it's a good partnership. This is the second year we've done it. Yep. The other suggestion is we do it in the fall instead of the spring. Um, so we'll do that uh take that into consideration. But overall it was a good a good session. Yeah, it's a great uh partnership that we've had and yeah, bounce ideas off each other and the needs of kind of what we can do to help them and what we can uh they can do to help us kind of. Yeah, it's a great relationship that we've had there and yeah, they're very busy in March. So they're like, "Can we please move it to fall next year?" So happy
019to oblige with that. And yeah, and the the fact sheet is the one that are in front of you there and it is online uh already uh get on the about page, get to know D64. Just some fast facts so people can briefly know about the district uh in an easy fashion there. Thanks, Phyllis. Yeah, thank you. Yep. Uh we also added an education committee meeting on Tuesday, April 1st. That's at 1 pm to talk through the middle school review information for April. Also, there's a policy committee meeting on Monday, April 7th. So, we have those things upcoming. And then, uh, all FOYA requests have been responded to or are in the process of being responded to at the moment. Any questions for Lily? On behalf of Ben? Thank you. I was getting ready to
020ask you a hard question, but that's okay. So, you know, one of the data points you have on here that was in the report too, I think is how our teacher to student ratio is 14 to1, you know, which in Illinois and even I think I saw the closest district was 15 to1. And so that's such a I mean a highlight of what we offer here in district 64. So, yeah. Anyone else comments? Okay. All right. Uh, next on the agenda, um, Samantha's going to come on up and talk about the Amplify curriculum now for grades three through five, previously adopted for K through two. I wasn't planning on going through the presentation, but I'm happy to. It's pretty quick. if if the board would like. Um, everyone here probably remembers that last year we
021adopted the same program for K12, but had some scheduling and um professional development issues that we had to work out for our channels of challenge program and also our special education program for grades three, four, and five. So, we're happy to to tell you that we've solved those and that we're now ready for an adoption of Amplify CKLA at these grade levels. I know that I put in the board memo and in this presentation and also emailed a little bit more specifics that you all received of how we've trouble um shooted all of that. But if anyone has any questions, I'm happy to answer or talk about it further questions from the board. Did we want to um you were not planning on going going through it? I wasn't, but I can. Okay. I can
022give a high level overview. I don't need to go through. I just got a couple questions. Yeah. So, does anyone want to go through the um the session was the the presentation was in the packet? No, I looked at it already. Okay. All right. So, let's look at some questions then. And this was in the packet, right? Yeah. Yeah. Yeah. So, it was posted. Thank you. Awesome. Go ahead, Gareth. Okay. Um No, thanks. I think the the only thing I really got to question about is and it's great problem solving that you you're basically as I understand it from from recollection of reading a few days ago. You you you're you're solving the problem by keeping the kids for uh reading and writing in the same classroom and those in the challenge challenge program will
023have that teacher now for like double the time that they used to have. They'll be for 105 minutes. So they'll go from 60 to 105 minutes to match that that integrated program. Good good chunk extra. Yes. Um, and the only thing you're kind of taken away is the primary challenge at kindergarten stud. Okay. Correct. So my only my only question then really is like, you know, taking away the primary challenge. There are most probably a few kids that are more advanced in reading and and numeracy. Are you going to do something for those kids? It's even taking away primary challenges the for example like uh put additional books in the classrooms that may be of a higher reading level for those kids to have access to that and is there something going to happen just
024to make sure that those kids are are kind of getting the challenge that they need for primary challenge. Yeah. So so remember that primary challenge is really only one day a week for about 30 to 45 minutes for our kindergarters, first and second graders right now. So our teachers are consistently every day providing that enrichment in class. So we'll have to continue doing that. So although that one day a week session is coming out, those kids will still need like you're saying um those novel study going deeper in some of that problem solving and math. So we'll have to continue to provide that acceleration within the classroom. Yeah. And the teachers are on board with that. They've kind of you've got positive feedback. They're willing to step up and do that. I think so. Yes.
025I our channels of challenge teachers have talked to me specifically about how the the language of primary challenge and what the purpose of that was and what we did in it now needs to be kind of spoken to the kindergarten teacher so that they have a full understanding of it. Um I do think our kindergarten teachers are doing that naturally though personally kindergarten if you want to see differentiation go into a kindergarten classroom right that that's where it's going to be in terms of centers and playbased even preschool right they marry each other so well our kindergarten teachers are so good at differentiating already so I I don't feel like that enrichment piece is going to be missed but our kindergarten teachers are aware they understand um I think every stakeholder group in district 64
026that has been affected has had a conversation with me at some point. Thanks. Yeah. Other questions? It was really good to see the higher level Blooms taxonomy on there like compare contrast. Love that. So, yeah. Excellent. We're really excited to to do this and we start PD in May pending board approval and our teachers are really really excited. So, thank you. Awesome. Okay. All right. Thanks for your work. All right. All right. So, let's take an action item there. Thank you, Matt, for the reminder. I move that the board of education approve the adoption of Amplify CKLA uh parenthesis grades 3 through 5 um as recommended by the K through8 ELA review committee at the total cost of $419,774. All right. Thank you. Gareth of the motion. Phyllis at the second. Any more conversation from
027the board? Okay. Let's take a vote. Uh, Drew Jacis, yes. Kennedy, yes. Double Day, yes. Leinsky, yes. Pearl, yes. Yes. All right. Motion carries. Thanks again to the committee for their work and there's a lot of uh thorough work that goes into our curriculum review. Okay. Okay. Uh, next on the agenda, we have one of our bigger personnel reports and that's why we pulled it out of the consent agenda. Happens at this time every year. Joel's nodding like, "Yes, it does." All right. So, Joel, why don't you speak about this a little bit? Yeah, you're right. This the March personnel report is always the largest of the year. It's the time of year where we will honorably uh dismiss our part-time teachers um first year teaching assistants and uh part-time noncertified staff um in the
028district such as some of our secretaries and that type of thing. And the reason that we do that every year at this time is we're not 100% sure what if we'll have those positions or if they would have the exact same FTE. uh and there is a date in April in the school code that if we have not done it by this date then we have to guarantee that exact same FTE for the following year. This does not mean for these individuals that they would not be hired back or that um they've done anything wrong and we've had discussions with them and many of them will be hired back. Uh, some will be hired back full-time hopefully and others will um if they are if they will be returning as part-time, we'll talk to them
029about if that will stay the same. Sometimes it goes up, sometimes it goes down for the FTE. And there's also the dismissal of several non-tenure teachers which also occurs at this time every school year as well as the additional regular personnel report uh that has uh you know resignations and employment for staff for the following school year. Okay. Um so that should have explained as Joel said we have it every year at this time. Um any further questions for Joel? Okay. All right. This is an action item. So, let's take the motion. I move that the board approve the personnel report dated March 20th, 2025, including resolution 1362, honorable dismissal of teachers. Resolution 1363, dismissal of probationary educational support personnel employees. Resolution 1364, non-remployment of part-time educational support personnel employees. Resolution 1365, dismissal of first
030and third-year probationary teachers, Carly Kay and Hannah Miller, for reasons other than reduction in force, noting that the personnel report is based on the recommendation of the superintendent and not upon the board's direct knowledge regarding any of the specific individuals selected for employment. Second. Okay, Rachel the motion. Gareth had the second. Any further board discussion? All right, let's vote. All right, Levinsky, yes. Tusios, yes. Jacus, yes. Kennedy, yes. Pearl, yes. Double Day, yes. All right, motion carries. Thank you, Joel. Don't go anywhere, though. All right, Joel's like, "Yep, I'm not." Thank you. All right, so next on the agenda, um, this was presented last board meeting. We had policy 4 colon 110 as our first reading at our last meeting. Now we're here for the second reading for the board and then it's an action
031item. Anything else you'd want to add, Joel? No, I don't. Nothing has changed since our last uh board meeting, the last reading. Okay. Any any further discussion from the board? Let's take Let's go ahead. Yeah, we can just take the motion. I think Yeah, let's take the motion. Yeah. And then we can see Go ahead. I I move that the board approve the second reading of policy 4 colon 11110 of the pendant adoption policy manual. Is there a second? Second. All right. Thanks, Phyllis. All right. So, Gareth had the motion. Phyllis had the second. Any further discussion? Rachel? Yeah. Um, I know that I'll just be real quick because we talked about it a lot before. Um, I think I I totally understand the position our administration is in in terms of logistics and the
032additional amount of work and um that comes with what our current policy is. But I still think for me just providing that transportation for our neediest younger students is is really important. So um that's our map but happy to abide by the decision of the entire board. I know Ben was colle collecting some transportation options. Um, Por School District had someone that they were working with when the school presidents met a few weeks ago. So, yeah, totally understand where you are. All right. Any other board discussion? Okay, let's take a vote. All right. Um, George, no. Leubinsky, yes. Pearl, yes. Double Day, yes. Kendi, yes. Yes. All right. Motion carries. Okay. Um, thank you, Joel. Now you may leave. All right. So our next few um our next few agenda items have to do with
033the construction involving our referendum. So it's a really exciting time. Um so first we have our construction bids for field and this is where our administrators are at the zoning board of fields to talk about field parking and um this is to get our field work done um this summer. So why don't we you know what let's maybe should we move yeah I can move them but I think in context though this was you know in our packet last month we just couldn't action it because of all the the the weigh in on the city and the city proved it this year this past Monday. So now we've cleared the hurdles that's why I think it's I think that's why yeah no no you're right because then they went to city council Monday. You're right
034Gareth. So let's do we want to let's just talk with the board. Do we want to wait on this if I don't think there's any new information from Gareth's point? We had it last meeting. So, I think let's um Is anyone Is everyone okay if we take the motion since we had that presented last meeting? Okay. All right. Go with G or Gareth or Rachel? Oh. Oh, your turn. Um, I move that the board approve the awarding of the contracts to the lowest responsible and responsive biders for the construction projects at field not to exceed $4,856,622. Second. All right, Rachel the motion. Gareth had the second. Further discussion from the board. I just want to publicly thank the zoning board of appeals because I think they really helped the district to and administration to think
035about, you know, what creative ways can we look at parking and I think it's ending up in a great situation for field staff having everyone parked on campus since forever isn't that every from this every well and what Ben is doing tonight for the second phase with Adam Noel, every staff member and administrator should have a numbered park spot or field next year. Yes. So, well, maybe within two years depending on the the timeline from the from today the the Yeah, because at the end of construction. Yeah. So, it's good news. But it's good news and I think we got to a good point. Thanks to the city last night for approving um the the first um phase of that phase of it. Yes. Thank you for Gareth for helping out with that. Okay. All
036right. And let us take a vote. Uh, yes. Pearl, yes. Leinsky, yes. George AIS, yes. Double Day, yes. Kennedy, yes. Okay, our motion carries. Um, okay. Let us um so you know what? We're going to move to A8. Right now, we're going to move on to A8. We're going to move on to our construction contract for Emerson. uh because we have our representatives representatives from our um uh construction management group here to Emoresco uh to present about this and we're really excited to be working with them for our Emerson. Thank you so much. Good evening. Um I think I have met all of you by now. So great to see you all again. My name is Diana Vargas. I'm a senior account executive with Amoresco. Um and we do a lot of design build type
037of construction. We've done over a 100 schools um just in Illinois in addition to higher education like Northwestern University, UIC, uh McCormack Place, Cook County, CPS. So not just um K12, but a lot of other public institutions. We're very excited to be a partner with district 64 and help you guys um update and upgrade the Emerson Middle School building. We put together a few slides that we can go through. Um I'll have Jackson do that. Jackson here has been the lead development engineer on this project and we've been working on it for several months. Um so Jackson knows this building like the back of his hand. Um so any questions that you have technical or specifics please um do let us know and ask Jackson right yes yes yes hello I'm Jack yes I'm Jackson
038Bod with Amaresco I'm a project development engineer and I want to talk to a little bit about the scope of work that we have planned at uh Emerson. So on the MEP uh fire protection side we're doing a complete air handler refurbishment and then adding cooling to the gymnasium. We're also doing um hot water boiler replacements. Both of these items address the aging infrastructure and failing equipment at the school. We will also be installing a new building automation control system that will tie all of the new equipment together um and give the facilities team a centralized system that they can look at all the schools understand how their equipment is operating. In addition to address some safety items, we're also doing a new fire alarm system throughout the school. It's a notifier system which is
039uh the standard of the district at the other buildings as well which gives facilities an ease of replacement replacing parts and whatnot. In addition, we will also be doing um interior and exterior LED lighting throughout the entire uh school. This will um provide a more conducive learning environment for the students and provide significant energy savings. There's some schematics of um some markups of the mechanical uh plans. Jackson, could I just This is I should probably know this, but this is probably your everyday world, okay? And the board probably knows this, too. What is MEPFP? So, MEP is like mechanical, electrical, plumbing, and then FP is fire protection. So, okay. Thank you. No problem. I was thinking of all the education acronyms and it was not that one. Okay. So, thank you. Um, so this is
040that's the main scope of work for that uh discipline and we can move on to um more the general renovation work that we're also looking at. So we want to provide a comprehensive paint job to all the classrooms throughout the school. Um we also want to do a complete renovation of the existing labs um on the first, second and third floor as well as add two new labs um in on the third floor. The labs will be um will have mobile uh uh furniture allowing the spaces to be used for any subject. So they could be used for labs or you could have math class or English class in there providing the district with uh versatility in those spaces. In addition, we'll also provide a new testing conference room um that will provide testing area
041for students who need to make up a test where we will also be doing a mother's room um which will provide a space for u you know mothers to take the time that they need um throughout the day. And then also another big one that we're really excited about is the renovation of the uh special education suites. So we're we'll be doing a life skills suite which will have a kitchenet, washer, dryer, handwashing station uh to teeth brushing station um to teach those um everyday skills to our special education students. We're also going to expand the teachers lounge, give them some more space. And in the gymnasium, we'll be doing new paint and also a new drop curtain system. and the existing wall curtain system um really damages the floor when it's moved. And so
042a new modern drop curtain system will provide you know the functionality of the existing system without hurting the floor. In in addition to address um some more safety items at the school, we'll also be doing a whole rekey of the school um standardizing to um where the the locks throughout the district and then also doing uh lock retrofits. So right now, in order to lock the classroom doors, the teacher will have to step outside and lock the door from the outside, which is a serious uh hazard and safety concern. So we'll be installing new thumb turn devices on the interior, which provide an easy, you know, easier way to lock these doors. Um, and then also up updating all the room signage um so first responders can know where they're at in the building. Here's
043just some pictures that can kind of show what these upgrades would look like. Um on the left you can see some old fluorescent lighting that's dull, dim, you know, doesn't look the best. So with the new LED lighting, we'll have a brighter environment and also like I said before those uh increased energy savings. Um on the left you see a picture of the existing laboratory and on the right is a cleaner um you know all all wood look with the epoxy resin uh chemical resistant uh countertops. Um and then like I said also we will have the mobile uh teacher station teachers desks and student desks as well to you know fit any configuration that is needed for the the class. Um we also have some cool ceiling retractable uh electrical receptacles that will hang
044down so conducive to that u mobility that I mentioned before. Um and then again just more pictures of um the door retrofit. So you can see on the left the door and then the thumb turn that we'll be adding. We also have indicators for all the single-use restrooms and because right now there's no indication if they're locked or unlocked. So, we want to add those indicators for those single-use restrooms. And then also, like I said, rekeying the entire school with new core and cylinders and, uh, master key sets. Another picture, um, again, there's that existing wall divider system. It's push back, um, but it's in the left picture kind of where the arrow is. And then we would be doing those new curtain systems and we replacing all the athletic mats too against the wall
045because they're pretty beat up right now. And that's it. Is there any questions? Gareth, go ahead. Yeah, I got a couple questions. Uh, you know that you know there's some good furniture there in that uh old science lab that you know uh you know you got a tagline there about sustainability. um what are our plans to um you know to to see if anybody wants that? Yeah, exactly. So, we wouldn't demolish them completely. We would turn them over to the district to decide what they want to do with it if they want to donate it or use it in other places. Um so, it would be up to the facilities team. Okay. Or even if it's outside of Maybe that's something we can we can check with Ben when he comes back, but making sure
046that even if we don't want it, it goes Exactly. It'll it'll go somewhere community or the state somewhere. Definitely. Okay. Um, and yeah, I just want to make sure that that I know when we did it at the library, we managed to find people who wanted to take it. Yeah. If you give it stop giving stuff away, people want it. Oh, definitely. I hope they put it to use good use then. Um, the second thing was about the Can you could you flip to the picture of the of the door? Yeah. And the retrofitting the lock. One of the one of the purposes, right, was the safety reasons of of retrofitting with those, but I noticed that one in particular has a very big window. Is that right? Or is it it it's like is
047is it is it as good as the doors that we're going to have like in in the schools where we're truly retrofit having to like change the door out the actual door. Sure. So So is it is it as safe? Is it is as breachable or lack of breachability on that? Yeah, I would I would say so. I mean even with a light like that that that's still accessible for you know potential problems. Um I don't think the size matters that much. Um because light like that is the same thing. You know it's The footprint doesn't really matter. It It's all about the functionality of being able to lock the doors. And the doors are very solid still. They're in good shape. That door looks like somebody could smash the window through and climb through
048it. Replacing the door with a solid That's exactly what I'm worried about because that whole point of of this was safety, right? It was part of the referendum. It was safety. So, not having a door with such a big window, like despite you putting that quick locking device on it, that's not going to be a very protective Sure. And there's there's options that we could look at like installing uh impact film resistant like impact resistant film on the lights so then they won't shatter. Oh, okay. So that could be part of the retrofit option as well. Something that's Yeah. Okay. So we can discuss with Noel and Adam today, but they were trying to find a retrofit that fits the budget. So we did look at replacing the doors fully and then we have to,
049you know, back out a little bit, but it's not too late to do anything because Yeah. How about just changing out the window? Is that that glass piece? Is that a possibility? Yeah, you could do that with a harder glass, but I think doing a film a film over the glass would be a more cost- effective solution and provide the same sort of safety that you're looking for. Okay. Yeah, I think that's a good question. We can follow up with Yeah, because I know there's an equity thing if we do it at Lincoln and they all get the Right. Well, and you look at these doors that Yeah. Yeah. I'm just a little concerned about that. No, it's a good question. And I know Ben mentioned to me earlier that this actually came in under
050budget in terms of where we're at right now. So, um, yeah, we can look at that. Yeah, definitely. Okay. Yeah, let's have Ben and Adam and No, I'll follow up with you, I think, on that. So, Sure. It's not too late to make that kind of change. I don't think we have any time for the doors. We have mechanical equipment arriving by the end of everything that needed to be ordered is good. So, yeah. Any other questions? Well, everyone knows, right? We're aiming to be done schools. That's the big And I'm sure you'll be there the day school ends or soon after. Yeah. If not before. Yes. So, well, we're excited to be working with you and um Yes, we've had a good experience. So, thank you. Yeah. Thank you. Yes, we're very excited. Yes.
051Excellent. Thank you very much. All right. Thank you. Okay. This is an action item, so Gareth is going to take that item. Oh, thanks, Rachel. Got the next one. All right. I move that the board approve the awarding of the energy performance contract to Amaresco in the amount not to exceed 11,497,200. Second. All right, Rachel, the motion. Phyllis had the second. Any further discussion? I think based on my questions, I really I'm assuming we can do it through a change order and so we don't need to we can approve the contract and then Ben can and Adam and Noel can work on a change order. I think we can do that. Yeah, I agree. Then I can vote. Yeah. So, I think we could do that and then if the contract changes and that way
052we can have a change order. Yeah. Okay. I just wrote that my notes, too. Thank you. Oh, thanks. Okay. All right. Let's take a vote. Leinsky. Yes. Pearl. Yes. Kennedy. Yes. Double. Yes. George Jacus. Yes. Stepped out. Okay. All right. Our motion carries. All right. Thank you, Amaresco. Okay. We look forward to working with you. Thank you. Okay. All right. Um let us now let's move to the consent. And we are um seeing if the demographer was going to call in. I think we're just seeing if we're we're getting him called in. So, let's work on our consent and see where we are from there. It sounds like Ben and Adam and Noel were just called um called up for zoning board of appeals a few minutes ago. So, okay. So, let's look at consent.
053Uh we can see here um a few different things in there, including the playground contracts, and you can see the pictures out there. Um all right. anything that we want to pull from consent before voting on that. I started to think that um the staffing plan is separate from what we already did with the recommended personnel report. So, scratch what I was thinking in my brain because that should still be in the consent agenda then. Yes. Um in the the staffing plan that was in um the superintendent report is an action item in consent. Um it sounds like we're excited about parent squareear uh for our communications platform. Okay. So sounds like we can uh look at it as uh one motion. All right. So Gareth, you are on on this one. I move that
054the board approve the consent agenda for March 20th, 2025 as as presented. Second. All right. Gear to the motion. Phyllis had the second. Um, any other discussion from the board. All right. Let's take a vote. Leubinsky? Yes. Double day? Yes. Pearl? Yes. Kennedy? Yes. Yes. Verus? Yes. Okay. Motion carries. Okay. Um they are we can Ben text me said they they would be here quickly or shortly. So I just didn't know if you wanted to just take a quick break and we can try to get the demographer. Yeah. So let's hang tight. They're on their way. Um just before we uh take a quick break. Any other new business from the board? All right. One more meeting together folks. So in April smiling I'm smiling. Okay. Okay. All right. So, one more meeting together. Um,
055that'll be exciting. And then the new board will come in. [Music] Okay. Okay. I think I'm connected with a with American flag. Okay. Because it's Daniel Parker Krar on here on the bottom. Is that right? That's correct. Okay. Okay. All I have is the flag in front of me and I got my video on. Okay. All right. Hi there. Welcome to the school board meeting. Uh this is Denise Pearl. I'm the president of the school board. Uh, thank you for joining us. Sure. Okay. All right. So, if we want to start um by running through your presentation and then we can see questions and discussions from the board. Okay. I assume that Adam has it set up. So, I'm going to run through it up on your screen. Okay. You know, hang on one quick
056second. Let's just get it. I think we just have to um post it here. So, give us one second. All right. Thank you. No problem. No problem. Yeah. appreciate you joining us 8 o'clock on a Thursday night. Okay. All right. Okay. John, we have it up now, so we can I don't see it, so I can't um Yeah, if you just want to let us know when we want to um Okay. I have I actually have a hard copy in front of me and so I can work through it. And you know what I have now is that you got my title page up. Yep. And then just Yeah. Let let us know and we can forward to the next slide. Okay. All right. Thank you. I think we can this will work out fine.
057And I think it'll be good for the board. I can also answer their questions. Okay. Great. So, uh let's start with the slide. Housing and population trends. That's slide two. Right. We have that up. Okay. Next slide. Housing units authorized. Yep. Got that? Yep. Okay. I mean, that basically uh says there's very little new development going on. U um I believe that Park Ridge uh uh you serve about 97% of Park Ridge, but only about 11% of Niles. So, I'll focus on Park Ridge. Uh very few uh single family permits have been issued in the last five, six years. Uh uh and uh many of them have been tearowns and replacements. So essentially there's no new construction going on which means that your your u enrollment is going to be driven entirely by turnover of
058existing housing units. Uh next slide. Population by age for Park Ridge. Yep. We have that up. Thank you. Okay. Uh there are two takeaways from this. uh one is you'll notice that uh between 2010 and 2020 uh that the uh and I can't read it enough the under five population has gone up uh uh significantly and uh the other is the 65 and older uh population uh which has also gone up uh significantly. So two items of this. There are more kids in the pipeline and uh there are a lot of retirees uh where homes are going to turn over. So uh pipeline um uh under age five has gone up and the number of people of retirement age uh and beyond are uh um up up substantially and a large number. Uh next slide
059is for Niles. Uh question about that if you don't mind. Um, go ahead. For the 65 and over, do you recognize how much of that is still in single family homes versus No, that's just the this just population distribution of Park Ridge by age. We have very large new retirement communities that have opened over the last 10 years. Yeah. Well, no doubt that's one of the reasons that uh you see this growth in 65 and over. So, I mean, that's a that's an explanation uh of that. This this is aggregate data uh from the American Community Survey. So it doesn't allow you to cross-classify the housing unit with the age. But you know when you do a lot of multifamily units, they're either usually for singles or for uh retirees. So that that shouldn't be
060surprising. The I don't know why my phone's ringing a whole month. Okay. Uh move move on to Niles. Yep, we have that slide up. Basically the same pattern, but Niles is, you know, basically a 10% impact on the uh uh the student enrollment. The important thing uh to analyze is the actual enrollment trends and the determinance of those change, which is a title page that follows. You got that? We We're on it. Thank you. We're on the enrollment history day the slide. Well, total total enrollment history is a good slide to look at. Uh let's let's start with that. That is that just is under the general caption of of enrollment uh trends and history. Uh basically uh you see that around 202021 you peaked at uh 49,000 plus students. uh in the last few
061years it has dropped off a little bit but in general the you know there've been been a little bit of a cyclical uh pattern over time but uh uh the student enrollment has generally increased since the uh every decade since the 1980s but a slow growth. Uh next slide which is the enrollment history by grade that breaks this down into detail. You have that slide up. Enrollment history by grade. Yep, we have that slide up. Good. Okay, that's simply the numbers uh the the aggregate numbers in the right hand that were plotted uh before and there are two issues uh that are uh important. One is the kindergarten enrollment and the other is the graduating eighth grade uh uh enrollment because you can decompose the change every year uh exactly into uh the entering kindergarten
062class size uh and the uh the the the progressing eighth grade that's no longer there uh and student migration uh transfer and then any change in special education. And you see that decomposition on the next slide that says decomposition of annual sources of enrollment change. And in the left side you see how how much enrollment has changed uh each year. Uh how much of that has been due to uh entering difference in the size of the entering kindergarten class and the uh graduating eighth grade uh class. How much is due to net student migration transfer and how much is due to change in special education. So you get the exact enrollment train uh uh uh change uh broken down into the three drivers which are uh the the new students that come in the kindergarten
063the uh eighth graders that move out uh the net student migration transfer and the change in special education that every year will add up. So between September 2023 and September 2024, uh the district uh lost 115 students went down by 115. 113 uh,000 of those 113 of those was due to uh smaller entering kindergarten class versus graduating eighth grade. And I can go into detail on that if you'd like with the previous slide. a net student migration transfer of minus8 and a growth of six in special education. So those totals that you see on the prior page, they break down exactly into the change from September to September of of each year going back to year 2000. So the board can see exactly what has been driving change. In general, the district uh has had
064positive uh student migration transfer and it's been uh substantial in some years. Only in the last three years have I seen any negative numbers. Uh uh September 20 to 2021 to September 2022, the minus 73 and the minus 8 this past year from September 2023 to September 2024. Every other year uh there's been steady migration. So when you've declined, it has not been a result of more students leaving the district than coming in. It's been due almost entirely to your change in the entering size of the kindergarten class and the graduating eighth grade class. You could see that in the column u uh next to the student migration transfer. and to get that the student migration transfer as presented in the next page. This this breaks down uh student migration transfer in the district. I
065do this for each school as well, but we don't have time for that. Uh you can see that the 22 on the bottom left of the K minus one, the first column. That simply means that that uh the first grade class uh this year was 22 students larger than last year's kindergarten class. So you can see in general it shouldn't be surprising your first grade class picks up students above that of the previous year's kindergarten class u uh always solid migration transfer. The others are more mixed but a generally a generally solid positive uh uh picture over the years. Uh uh this last year and from 2021 to 22 is the only negative uh year I could find of student migration transferring. Now let's go to the future uh of the the district which is
066the title page. There are a number of factors that will affect that. Uh excuse me uh the primary one uh uh is is your housing turnover but bursts also affect it. And the table next table you see are the number of births uh in in Park Ridge and in uh and in Niles. Uh they only provide it by zip code. now. But I I co used the zip code areas as proxies for the uh uh communities of Park Ridge and Niles. And you can see there's no root pattern here. Nothing but stability basically. They're up up years and down years, but the numbers are within a reasonable range. Uh there is uh um um um I think just a a there's no reason to think that the entering kindergarten students will go down as a
067result of this. And given the number of uh of of children under age five, uh there's some reason to believe that uh uh that could even increase uh slightly. The population projections, excuse me, in households or in the next slide. Uh these were done by the Chicago Metropolitan Agency for Planning, Cap. Uh there's nothing in there exceptional except I've been probably done 300 demographic studies of districts in the in uh the Chicago area since my years at the University of Chicago and I've always found the CMAP projections high. Uh they tend to they they've always tended to be on the high side. I don't know what the reasons are but uh I've been following them for almost 40 years and uh uh for that period they've all been slightly high. The important thing is it's
068not they're not population is not expected to go down in either Park Ridge or uh Niles. Uh for the enrollment projections uh if you go to the descriptive slide says three separate projection series based on the following assumptions. Can you put that one up? Got it. We have the series ABC slide up ABC and you can read what they are. Uh basically it's and it it's being driven. There's no reason to think the fertility rates are going to go up or down. Uh uh they'll probably be fairly stable as they've been in the past. Uh but it'll be housing turnover uh and tearowns and replacement. 99% housing uh turnover. So I've got three series. The A is basically uh housing turnover uh of of empty nesters and and uh other households to families with children
069are less than uh uh we currently anticipate through 203435. uh if this housing turnover occurs as anticipated which is the series uh B the the most likely u uh projection series and the series C if there tends to be uh greater uh turnover of housing of empty nesters and others the families with school-aged children uh that is than than is currently anticipated as a series C and basically the series A is about 15% under the migration transfer and turnover rates and series C roughly 15% above that uh that is anticipated but the series B is the most likely. So the next slide what you see is Carpenter Elementary School presents the series B projection. You have that one up? We're we're on that one. Yes. Could I just ask a quick question about series B
070then? Um can you go back one slide? So series B right it says that what What are those um expect anticipations in terms of housing units and tear downs and or the turnover? uh they're they're they're they're built in there in into the uh or baked into the bas data we already have uh because we know for every elementary school attendance area exactly what the turnover impact has been uh on the families and children uh kindergarten to first grade first grade to second grade second grade to third grade every single year going back for 20 years. So let me rephrase my question is it's based on Parkridge Niles data not based on um our historical data. You're basically using an average based on um our historical data for those for those those that that that's
071roughly true. But what it what it does is it gives you much more accurate data than than going into the housing data itself which is presented there. I present data on the housing sales uh and the uh number of units that are sold per month on average. But the these these anticipated uh numbers are uh taken directly from uh the concrete impact of housing turnover on uh student migration transfer in the district. And so so basically what they're saying is that the housing turnover uh and impact uh uh of that housing turnover of in the coming five years uh will be similar uh to an to to an adjusted average uh of that housing turnover impact on student uh uh migration transfer by grade uh for the last four years. In some cases, there have
072been um uh in a given year a a student migration number that is out of line and I smooth that. Uh you have to do that because you're looking at small areas here with the elementary schools. Uh and this could cause your projection to go um um beyond there's likely the the co impact of children going to the pro schools because of co less co restrictions and things like that. in there. Well, well, the COVID impact was felt primarily in 2000 and 2021. Uh, and I think we're past that, uh, right now as we're going out to 25, uh, 26. Uh, there may be still some lingering effects of homeschooling and others as a result of COVID. Uh, but these numbers are based on what's happened in the last three or four years. Uh, uh,
073the the the last COVID year would be in there. uh if it was an outlier uh then I would smooth it. Uh so I did take into account the COVID um uh period uh it's in the last four-year averages adjusting for any um where called perturbations any outliers in in uh student migration transfer for any one of the schools. And that does happen and you do have to smooth the data uh otherwise the cohort survival u uh model that everybody uses will give you erroneous projections. So that that's one of the things I want to note. I don't just don't take the name the the numbers the enrollment numbers and throw them into the computer model of of of uh cohort survival. I actually look at every number that goes into that model and see
074whether it makes professional sense. Yes. So that is all you know that that that is something that I I I do quite apply quite a bit of care uh to again I I' I've asked some questions of the administrators before where I saw some odd numbers and I adjusted for that and there have been some odd numbers in the past uh that uh needed to be smooth. So uh the projections that you see here are based on what what we call the modified cohort survival uh method uh where I look at the exact migration transfer the students changing by cohorts and u uh see if there are any outliers that would throw that average u off and try to adjust uh uh for that. So for for Carpenter uh basically uh the projection is a
075very slight increase a small increase uh uh from 438 students uh at present to 461 uh students in 2029 uh30. Uh the next slide's field if you could put that up about a 50 student growth uh to be expected at field uh over the next five years. One of the issues that created uh um a bit of risk in this is that the kindergarten enrollments in some of these schools really bounced around uh quite a bit. And so it's really getting those kindergarten enrollments right uh that are going to affect the accuracy of the projections more than than anything else. And with the bouncing kindergartens, uh, I used my best professional judgment, uh, to get those estimates that you see in the K, uh, uh, column there. Some of these were way off, uh, uh,
076this year versus previous years. And, uh, it happened in a few other years, and I I used my best professional judgment to get kindergarten estimates. All that, but also took into account the bursts uh, in uh, uh, in Park Ridge. uh you saw in the zip code data before to impact some of these numbers, but there's no way the kindergarten enrollment if it stayed the same. I mean, your enrollment would go through the roof. I could can tell you that that it really needed um um adjudication and professional judgment. So, uh under that field is expected to grow by approximately 50 students. Uh but I point out the the bouncing kindergarten enrollment is why you need to check these figures every two or three years uh to make sure there isn't anything that's out of
077line. Uh Franklin the uh back and I'm sorry I you must not be close to the microphone. I I I know you walked through a lot of the the methodology. Um, but that's a really big jump in fifth grade. So, show say that a really big jump in what? In what grade? In fifth grade between 2829 and 2930. Um, like what would explain that between between again? I don't understand what these are projections for years. I understand. That's what I'm saying. Um, you have a big jump in just fifth grade from 2829 to 2930. A 34 kid jump. And you don't see that kind of jump anywhere else. Where? Give me those two numbers again so I can answer your question. I I'm I'm looking at the two columns. 2930 that's a school year. And
07820, excuse me, 2829 and 2930. And where where do you see the jump in the fifth grade? Right. Correct. Well, that's because go back one year and look at the 20 the fourth grade in 20 uh uh uh 2028 29. That that's what's you know that's only going up three students. You're going up the diagonal, right? So, but you Well, you have to do that. That's you know the fourth grade becomes the fifth grade the following year. When you look at it, it starts off at 112 and effectively that's going to be the fifth grade in 2029 2030, right? Is the 112 that's today. and you see it go to 122, which we get when we get a lot of kindergarteners coming in. Yeah. Just just you're you're you're on the the the right page
079and that is that you you go right down the diagonal and that that tells you uh and and this has said that on average uh the kindergarten the first grade uh uh increase has been 10 students at field. Okay? And you'll see that every year. look at the kindergarten class the year before and then the first grade class the following year to to kindergarten class 25 26 102 first grade class uh uh 112 up 10 students. You see that as you go right across and that that says that you know it gives you the that that's that's basically uh what a uh a a a cohort survival model will will generate all the time. you get an you want to get an average of the growth between kindergarten and first grade. You want to follow
080that through uh each year. Uh but that but also if you look at the next one uh your second grade has only been one student typically above the first grade. Okay? So it only jumps by one student uh from first grade to second grade as you go down those diagonals and that will add up to the total migration transfer uh to be expected uh in field for all five years kind or six years actually if you count kindergarten class. Uh so you go down the diagonal and that will explain the differences. Uh uh the going up the fifth grade class going up from 99 uh to uh uh uh uh excuse me uh yeah fifth grade going from 99 projected in 2028 29 to 133 and 2930 can be explained almost entirely uh by uh
081the difference in this in the diagonal that is your kindergarten class size this year's 112 your first grade class is 88. Uh so you've got that that that is what's accounting for um um the the growth from 99 to 133. So you follow that 80 88 down the diagonal. Uh next year uh uh second grade will be 89. You see that? Then the following year 93. The year after that 96. And then the the uh uh 2829 is which is the last year fifth grade class of this year's first grade class. they'll be 99. And the reason it's 133 next year is because you've got that 112 in the kindergarten class and you've got a class that's, you know, 24 or so students bigger uh than the the first grade class. Yeah, thank you for
082the explanation. That really helps. Okay, good. So, we can go on to the next. Yeah, just to point out an observation, I'll just Yeah. No, it's a good observation and it's a good good question because it helps me explain how these numbers are derived and and this is why you have to you know you have to use the diagonals uh to understand because that's that's a class it's a cohort moving over the years. No, my point my point was actually going to be just an observation of of the future here that we have to because of law changes we currently charge tuition on kindergarten for half a day uh because we're only legally required to provide half a day in 2728 or 20 26 27 27 28 we we have to drop that tuition charge.
083So I think what a my suspicion is a lot of parents right now stay at a parochial school such as you know St. Andrews or Mary Seed of Wisdom or something for kindergarten, but then they may transfer in to our elementary schools because the tuition, you know, is not that much of a difference. But if it if it goes away, I wonder if we'll have kindergarters arriving early. Um yeah, that happens in almost every district that I study that uh they particularly it's a half-day kindergarten because uh uh many of the young uh families use kindergarten as daycare and if they only offer a half day uh kindergarten program uh then the um uh it it jumps substantially as you go to the first grade. Uh I I I don't have time to go into
084the explanation of that, but I can say that that what you're pointing out is very common across most school districts where you see the kindergarten to first grade uh jump. And that's that that's because either the kindergarten students are homeschooled or in a private appropo school, but then they join the public school district in the first grade. Yeah. And so I think what I'm saying is effectively in 2728 we may see an acceleration and we may not have that big of a jump then from kindergarten to first grade but we'll have to wait and see. We may know what the cohort is like at kindergarten. You know I think it'll be you'll have less of that transition in in more likelihood. Yeah. And and you have to use assumptions in any forecast there. And I
085hate to to to to use a a a yogi bar uh statement but uh he said you know prediction is always difficult especially the future. So uh uh so Yogi was a great guy. Uh but you again these are forecasts and I I you know forecasts are forecasts. You just have to to to understand that uh uh actually most forecasts I've I've worked with have not been 100% accurate but uh u they they they jump around particularly I'm an actury myself and uh every time we talk to a client we remind them that we're we're never going to be right. Yeah. Yeah. And they're they're b you know you don't test assumptions you make assumptions and the assumptions are derived from the the historic data because that's all we really have or something that makes
086sense you know the number under age five the number of people over uh age 65 you try to bake that into the uh to the estimates but but they are I mean we we really don't know and I remember that uh and you can't even use the bursts as as a as a good indicator uh uh can't be 35 or so years ago I was at Chicago UFC. I went out and we did a survey household to household for every one of the the villages in New Township. We found that uh uh 72% of the kindergarten students in each one of those schools Wetka Wet Gleno I go on uh Kennallorth uh they weren't born in the district. Their young families moved in you know when they were after they had been born. So, so
087this is why the birth rates only give you a little bit of information on what to expect 5 years down the road. It's basically housing turnover and the young families coming in. So, again, for the the the door-to-door survey we did uh with the PTA or PTO, I can't remember what they're they were called. Uh uh and we had reliability tests in it because we knew what the exact numbers were and we looked at the K first grade class as well. Um again on average for the six or so villages that were in New Township uh 72% uh of the of the kindergarten students were from families that moved into one of those villages in the previous five years. So this is why the the you know if you use the first five years before
088as a primary predictor you'll probably be wrong. Uh we can probably move to the next schools. Yeah, let's I think we're on Franklin, right? Yes, we have. Franklin, you can see basically is going to be stable. Some ups and downs, but um you know, not much of a change at all. Uh Roosevelt, you were looking at that one. Okay. Um again, basic stability, some fluctuation, but nothing dramatic. I mean, you're talking about almost 700 students changed to five or six students. So, so basically stability at Roosevelt, uh, Washington at elementary, we're looking at that one as well. Okay. Marginal increase at best of stability as you go out and, uh, uh, again, at most 20 students, uh, uh, a 20 student increase. And let me let me tell you something that's interesting here. If you
089look look at look at the actual column for 2425, you see the the the fifth grade student 100 and fourth grade 100 102 and third grade 100. They're going to be moving out of the system and they're being replaced by these smaller cohorts. Um uh but uh it's not going down because Washington has a good positive net student migration uh transfer over the uh uh the years. But again, it's it's it's entering kindergarten students versus graduating fifth grade and then student migration uh transfer or any change in special education. Uh next slide, Emerson Middle School. I went out 10 years for the uh middle schools because you know the students are already in the pipeline. I can't remember. I think Emerson was what Carpenter Field and Franklin feed Emerson. Yes, it's been okay. uh very
090uh small increase should be expected in Emerson uh over the years uh and and uh uh I won't call it stability but it's not going to be you're not going to see much change in Emerson. Okay, maybe a 30 student increase 35 student increase uh uh over the uh the next 10 years. So basic stability at Emerson. Uh Lincoln Middle School, which again I think is Roosevelt and Washington, fed into Lincoln. Uhhuh. Uh again, I'm looking at the data here. Slight increases, you know, modest increases, but uh uh there's some it fluctuates. There's some ups and downs. Up next year to 278, then down uh to 246 the following year. uh up and down, up and down, ending up with uh something not too much above uh the current uh enrollment. And for for the
091middle schools, it's the same process, entering sixth graders versus the previous June's graduating eighth grade or progressing eighth grade class. So, it's the same model that that determines it. And uh I use New Tur as a good example that uh uh when they closed New Tur West that's a lot long long ago uh which I was involved in everyone thought people were moving out of out of those villages each one of the villages had very solid uh uh student in migration net. Uh and what was leading to the declines in enrollment was the entering kindergarten versus the graduating 12th grade. that was a was a unit district K through 12. Uh and the same thing in their elementary schools. The fifth grade class was was almost always larger than kindergarten class even though the student
092migration transfer was positive. And part of the reason that that was the case was if you have positive student migration transfer, you're going to push up the enrollment over the years. Uh so the fifth grade class will be larger typically than the uh entering kindergarten class. And also mobility uh is tied to the age. Uh the the most mobile uh families are those that are in their 20s and early 30s and then next mobile those in their mid30s to 40s and then as you get up uh into the uh uh later years particularly as the kids are in high school uh the families established uh they tend uh uh to be less mobile than those people that are uh in the younger uh uh cohorts. So the I'm going to present the three series before
093we sign. Hold on a minute. Back up. What's the last line on both Lincoln and Emerson that says 6 through eight? Mhm. What is it? No. Tell me that. Say that again, please. The last line of the table that says 6 through eight. What does that line represent? That's the sum. No, it's not. No, it should be. That That's an error. That is an error. It's on both middle school slides. So is that Yeah. information. I I'm I'm sorry that Thank you for pointing that out. That that shouldn't be that that 6 through eight should be a sum. Does that exhibit feed any other exhibits? Yeah. Yeah. That that that and I I don't know. I don't have my report in front of me. Could you look at us Usually the reports themselves are uh
094uh are accurate, but but that's a good catch. Six. That that should be a sum. Looks like it's nth grade enrollment for main south probably based on the diagonals from earlier in the conversation. Yeah, it looks like it's going to grow more when I look at it the way you put it in. So yeah, let's we can't get those. Um yeah. Yeah, you want you want to double check that. Uh because that's egregious as far as I'm concerned. That that should not be there. Uh that that should be a sum. Um yeah, the reports got it right. If you have the long long report. It's correct. Yeah. Yeah. I don't know how that's it's got to be some sort of coding error that got in the printout for these. Yeah. So, right. I'll get if
095that's in the real report, I'll send a new set of tables. I mean, absolutely. But that that that six to eight should be a sum. If you can just send a new set of tables, that would be Oh, yeah. No, I can redo it. There's no problem at all. Happy to be happy to do that and send the the new set of of uh uh projections. Let me see what we have here. Uh I think I repeated again. I did it for the for the I've got it for the totals in here, right? Uh so so again, thank you for that catch. Uh go let's go to the the table with a series A for the district as a whole. Okay, that is the enrollment projection assuming uh both turnover existing housing units and tearowns
096are less than currently anticipated series A projection. We have that up. Okay, good. Now, uh I hope the 6 through 8 which combines your two Emerson and Lincoln is accurate across uh uh uh the whole uh spectrum. So look at series B which is the most likely. Yeah. Yeah, that's fine. That that's okay. These numbers are good. Uh so u the this says that there's less housing turnover. Basically the tear downs are a small amount of a small impact tear downs and replacement. Uh but basically if housing turnover is such that there's lesser young family in migration with uh school-aged children uh the enrollment will drop by about 11% uh over the 10-year period from 47 uh73 today uh to 4249 in 203435. That's the minimum uh that can be uh anticipated, but and it's
097a conservative uh projection, but you can't rule it out. Uh if the interest rates uh remain high, if we go into a prolonged recession, we have another COVID type impact. I mean, this could be a reality, but it's my my professional judgment is the minimum uh that you would u uh would see would be the series A. So, I give you the parameters. The minimum is an 11% drop. The most likely is on the next slide. Uh the series B which is about a 3% growth from uh 4773 uh to boy my eyes are getting blurry uh to 4930. Uh uh so again um small increase. Nonetheless, my uh uh projections and best professional judgment are you're going to experience slight growth. So if you've had decline basically for the last three years and I
098don't think that will be a trend. I think that's going to turn around and that uh you will uh you will see a modest growth uh over the next 10 years and this gives it on a grade bygrade level. Again you go down the diagonals in the years and that's how you you you follow it. Now what if you know the economic conditions improve that uh mortgage interest rates drop the the the school district which already has a good reputation uh becomes a magnet uh for young families even greater it is now uh then the absolute maximum is shown in the next slide the series C uh which is about a 12% growth in the uh uh student enrollment from 4773 this year uh to 53 3 46 and that's the absolute maximum that I
099can envision can foresee professionally about a 12% growth even if much more housing turnover uh uh much greater uh student migration transfer positive coming in than uh I anticipate uh that so you have a you have you have the the minimum the most likely minimum series A most likely series B and absolute maximum uh series C. Uh so your your range that's not you know 4 500 students when you're talking about 4,000 I mean that's that's a pretty tight projection. Hang on. No my question was about your range your definition of a range there. Um your range of reasonable estimates you're saying your your upper end is an absolute maximum and not a reasonable um um high outcome for series C. Well, well, yeah, it it is if if if if the if there's a
10015% on average increase in student migration transfer as a result of family in migration, uh it would go up uh to uh the uh 5346. Um but that's that's a that's with a 15% increase in family in migration and and and uh uh student uh migration transfer to your your district 64 schools. And in your professional judgment, what sort of um just even if look at it for next year, I mean these are look at it by grade. I mean the these are very tight projections. Look at look at this year look at next year's projections you know and look at the A B and C. You know there isn't much of a a range now. It gets wider as you go out as you would expect because it becomes cumulative. And this this reflects
101the fact that we're pretty much a landlock town with every plot of land like kind of built on right. So the only way is up. Um and the city council is very restrictive in terms of planning and zoning. It's it's it's it's gets very controversial in town as we as we know ourselves from from recent experience. The the so so like are you reflecting that in your professional judgment? Um it's yeah well see what I what I do is I I stay pretty close to I I must have done 400 studies in your area over the years. And so it's not that I have a six sense, but I have a lot of experience and uh I know when the numbers look reasonable and when they don't when they're not. And uh uh when I
102smooth them, that's when I use the term professional judgment. I don't go in, you know, in I could I could give you levity of going to schoolboard meetings over the last 40 years that would really be I mean I I had one lady get up and said she didn't have she she rejects my projections because uh I didn't count the children she plans to have. So I mean you get everything uh any baby buggy counters. Oh, I just saw another another little baby cat. I don't want to go into that now, but it's pretty funny. And uh uh I I just want to say that that yeah, professional judgment takes into account all those factors that you mentioned. Uh but I go right to the data and uh if something looks funny, uh I either
103ask the administrators a question, why did this happen? Uh and sometimes it's real uh but sometimes it it's a coding error. Uh and um uh we get it worked out and you get a set of projections that the board can work with. Yeah. I mean, it doesn't make sense to me to give you projections that are Yeah. that are so wide, you know, that are, you know, 20% different between A and B. So, so you basically, what I'm what I'm getting at, right, is you've reflected one of those very first slides that you showed had a very low um level of new construction, right? And so, you basically baked that level of that there's going to be very little new construction in in these numbers. Well, there's no there's no room basically, right? That's what
104I'm saying. there's no room. And so we just want to make sure right that that we're understanding that this is based on look at the data look at the data on housing permits authorized uh and for the last couple of years that's building that's going to come on the next couple of years right so like 10 or whatever whatever it's in the report that's nothing uh compared to city council operates you can get so yeah so so there's there's not going to be there's not going to be much new construction going on and if I my guess would be looking at the data uh certainly it's been the case in Niles it's almost in all multif family units. Okay. And so that's that's you though that's an interesting question just because only there's been a
105lot of controversy in town about when you do add multi multi-dwelling units. Yeah. Does that add do you in your experience and in your professional judgment does that how what sort of effect does that have on student population because a lot of people say well we we know what they are we know what the impact is because we have the data for the Chicago suburbs so they're based on the the housing type single family multifamily townhouse the number of bedrooms uh in it uh and whether it's a high-rise or lowrise uh uh unit and so we we we get the student yields from those uh uh from those surveys. So basically multifamily units generate few students for the uh schools relatively few students certainly compared to single family units. So that I mean that that
106that that's a result of many surveys done in the Chicago suburbs. So really it's a town home versus like a condo building. Yeah. Town homes. So you know the the the the uh largest yields come from single family detached four bedrooms or greater. Okay. And then uh the the the next from uh town homes and then the high-rise apartments and others tend to be low unless like it's section 8 housing in some areas or other low-income housing that does generate kids. Uh but in general uh multifamily housing yields far fewer students than single family units. That is per unit. Okay. Thanks. Okay, John. Um, thank you for that uh those projections and as we realize they are projections. Yeah. And I'll go back and take a look at that uh table where the one of
107your your colleagues caught the uh the sum and I'll make sure that's that's corrected and and and Adam receives a new set of tables. And then I I think we also would look at just take a look at um series A and B for the LA of the last three slides. I think those were a little off from the presentation in the report. Let me see. Series what about the the series A? Let me flip on a light here. Starting to get dark here. So yeah, one of the last not series C which you which we is the last slide. The previous two I think were a little different from the report. So if you can just align those. Yeah, it shouldn't be. It shouldn't be. So they they should be the same as the
108report and and I'll go and look at that because I think these slides came from the report. There were no changes made since the report was done. Yeah, just just give it a quick look. But will you appreciate I'll take a look at that. Sure. No problem. All right. Are we set from the board? All right. Okay, sounds good. All right, thank you, John. Okay. Well, uh I wish the board all the best in your uh uh decisions. Uh I just again I think it was you, Madam Chairman, that said that uh uh you understand that forecasts are forecast uh uh and uh that uh uh there's there's always risk uh in them. But I feel pretty good overall in the accuracy of mine. And you can go back and call the superintendent in the
109area because I've been working with them for 30 some almost 40 years. So they have my reports from the 1970s right through to the you know the 20 uh uh 24 25 and they can you can see what the accuracy has been uh and on the whole yeah I've missed a few uh but but mostly the series B has been uh uh on target. Okay. I got one last question. table 30 in your report um in 20 right now Parkridge's population in 2020 was 38,895 you have projected that by 2040 to be 44,79 oh no no no that's cap and I never not you no not me I told you I don't believe their numbers they're always I've followed them over the years and they've always been wrong but you know the best we have
110in Me and Tom would believe that. Okay, good. Yeah. Yeah. I would I would guess there's going to be modest growth, but not with the not not as high as the cap. That's been my experience. Got it. That's that's helpful to know to put the the projections in context. Thank you. Sure. Okay. All right. Thanks, John. Have a good night. Okay. You have a good evening and um a good rest of the meeting. Okay. Great. Okay. Bye. Bye. Okay. Yes. even though. Okay, I still hear you. Good night. Okay. All right. Thank you. Good night. Okay. All right. All right. We are gonna go just back to one quick thing. Um item A8 just while Noel and Adam and Ben are here. Uh we did approve the um contract for MRSCO. But we did have
111a a comment about the doors. Let's just talk about that while we're Yeah. Can we put the presentation? Yeah. So, let's Hey, Dan, can you get that presentation up? Just to pull up the um the Yeah. A8 and the There's a slide about doors from Emerson. Let's just talk about that. That's the interior door, right? The interior doors being retrofitted being retrofitted. Um you know, and really I think the concern maybe I don't want to speak for everybody else, but he kind of somewhat agreed with me, I think, was that, you know, the window in this one example looks very with the thing on it and and you know the concern is is from an equity standpoint if you get all new doors in Lincoln right and the whole point of this law is safety
112like how safe are those windows they look a little bigger and they look like some people climb through them um certainly would you know so I think the suggestion was there's some film available and things like that could be a change order that could be added to it but I we can discuss it further but that was the kind of the premise it looked We didn't I didn't get this until they came and I totally works with the work. So the doors are still in good shape. There's no need to change them out at this point. Um in regards to the glass, uh that is something that we don't have in a spec and if we were to do it then we would have to do it districtwide. Um, statistics show that no, you know,
113they haven't basically broken into any locked door under one of these dramatic events. Um, so that's why we don't have an inspect. That's something that we could look into. Uh, I'm not sure how much protection or how much deterrence uh a protectant film would have on the size of this window. I can I can check I consult with our window guy um to see what that would look like and then get a cost estimate. But in this picture, the um the windows look really different in those two doors. Is it the angle or is it I'm going to guess the angle is impacting it because because the one on the left I think the I think well we could point taken. I think we need to go back take a look at and we can
114bring a we can bring a report back in some way shape or form in April. Yeah. Yeah. And to point Yeah. We have to say that the stats have been that they lock doors, but let's not be different. All Yeah, all of our vestibials do have that currently. All of our exterior windows do have that. Um, but that is something that we could look at and price out and see what that would look like to redo all of the glass and the side lights for the doors that we have. And what size is it really? I mean, because it Yeah, the two look really different. Maybe maybe there's some of the doors are only that wide. Now, there's And then, but if you come back with us with kind of ideas, I just don't want
115to Everything we talked about was safety in the referendum. I'd hate that to be a gap and equitable issue between LinkedIn and I think.