001Right. If we could all stand for the pledge. May I ask Ms. Ipson to lead us in the pledge? I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Mr. Wolf, do we have a roll call of members? Ms. Ipson? Yes. Ms. Pritchard? Yes. Mr. Sabath? Present. Mr. Pagni? Present. Ms. Jacobs? She is on a family uh outing today. Ms. Dixon? She's out of the country. Ms. Carroll? Here. We have a quorum. We have five members, we have a quorum. Thank you. I'll give a mother's statement. Bullying, harassment, racism, sexism, and hate speech have no place in Community High School District 117 is committed to creating a rich, equitable, and respectful learning environment for
002all. We believe in our mission statement, which is ignite passion and discovery in every student. We will continue to develop ways to extend the thinking, learning, and opportunities for all of our students, our staff, and families. To that end, it is critically important that we are explicit in stating that bullying, harassment, racism, sexism, and hate speech of any and all kinds are not acceptable and have no place in our district. Please work with us to discourage, report, and address these hurtful behaviors. Next item on the agenda are public comments. The opportunity to speak to the board is provided for members of the public that have comments to make about the business of the board. The board appreciates hearing from stakeholders and values your thoughts and questions. The board strives to make the best decision for
003the district, and public input is very helpful. The board must protect the civility and decorum of this meeting. Please be respectful of the duties of the board and the democratic process in your comments tonight. Please state your name and address, and address your comments to the board. Please limit your comments to 3 minutes. Please be factual and courteous, and the board requests that you not make any statements that are personally disrespectful or condescending to members of the board or staff. To the extent there may be multiple speakers addressing a single issue, I reserve the right to limit the number of speakers making public comment of a repetitive nature and/or limit the amount of time for public comment. The board does not respond to comments or tend to answer questions during the public comment period. Would
004anyone care to make a public comment? Doesn't look like it, so we will continue with presentations. We will begin with student services, and we Sorry, sir. Mr. Frusnick. Thank you. All right, good evening. It's a pleasure of mine to be able to present to you tonight. It's my first presentation to the board as the new director of student services. So, with me tonight I have Kyle Naughton, our assistant principal of student services here at Lakes, and Scott Leverentz, our assistant principal of student services at Antioch. So, we're going to update you tonight on a few things. We're going to do a recap of We're going to do a recap of some of the platforms and programs that we've been using, then talk through We're going to update on our board goal progress, and then give
005you an update on what the year is going to look like with our presentations to the board this year. All right. So, the first one as you know we were using CYN for our private counseling support, and we have shifted over and hired two social workers, so one at each um high school. So, thank you so much for that. That allows us to provide school-based more school-based supports, counseling support for our students. And we noticed we needed that school-based um counseling and help support both needs. So, we're really excited. Our two new social workers are Ali Seifert here at Lakes, and then Nadia Curry at Antioch. So, we welcome them to A and A today. Um we are shifting from We were using My Learning for our post-secondary platform, and we're moving over to Schoolinks,
006which is going to help meet our needs a little bit more when it comes to helping our students work through their post-secondary planning. So, over the summer, our counselors provided um curriculum work to align our post-secondary exploration curriculum curriculum to that new platform. And that's going to help Schoolinks will help us with the meeting that our pace framework and helping to match the framework to those tools that we're going to use in the Schoolinks. The next piece is our chronic absenteeism. So, we are consistently working on trying to find better ways to communicate with families of students who are really struggling to tag >> How are the freshmen doing compared to the seniors? How are the boys doing versus girls? How are our black students feeling? Are they feeling connected? And so, um the the
007tools that we've been using, um you know, give us the that that kind of information. We can go to the next slide. The, uh, this maybe another one. Um the, uh, second piece though was not just to have that information, but what do we do with that? And so, one of our goals was to increase, um uh, emotional regulation and supportive relationships. And, uh, this is a point that, uh, you know, I know I've heard Scott share a couple times. When we set these goals, we thought, what can we lean into? What are we doing really well that makes it our identity as a school? Um and let's let's look to push those areas instead of just focusing on, um, the areas that that that need improving. Obviously, we're focusing on those as well. Um
008And so, when we sat down with a rep from Panorama, uh, in January, he was show he was talking to us about some of the the district data that we that we have. And one thing he highlighted to us, and Panorama works with, uh, hundreds if not thousands of school districts across the country. Uh, one of the things that he highlighted to us that was that 117's supportive relationships score is nearly, uh, near the highest out of any of the the clients that he has. Um I think it's a an identifying characteristic, a defining characteristic of this community, uh, that our students, uh, have great supportive relationships with one another. Now, we know that not every single student feels that way, but this gives us a pretty good picture at how all the students are
009doing. Um so, uh you you see that there are some areas that are red or that that you can see like in the in the in the data, there is, uh you know, a a lack of growth in some areas or you see the red there, um, in self-efficacy, that's concerning. I don't want to paint the wrong picture for you guys. It's not like we just ignore that stuff and just talk about the positive. But for our board goals, uh, that's what we decided to lean into. Uh, when it comes to self-efficacy, grit, um, things like that, we are we're having those conversations, too. Um so, what we'll often do after we administer one of these surveys, take about a week to compile that data, and we bring it back to our building leadership teams.
010Uh, the deans, activities, athletics, uh, every department chairs, the specialist coordinator looks at this, uh, and we have discussions. It informs goals, yeah, we should work on on this, maybe add this program. But we thought about doing a program for this group. Um and so, it, you know, allows us to be responsive just based on what needs we're seeing, uh, over time. Um and then the last, uh, piece that I'll point out here, uh, is on the area of growth mindset. You see the spring 2024, 54% and the, uh, spring 2025, 27%. We looked at that this, uh, this, you know, certainly you know, eye-popping to see what what happened, why why this 30% drop-off. I just encourage you to not look at it this way because, uh, what when we started digging into this
011a little bit, we saw that they changed some of these questions. And so, the the, uh, on the growth mindset, you see the 54 to 27, it's underneath the circle, sorry. Um Some of the questions, the wording and the phrasing of the questions changed. Typically, they don't do that with our surveys. So, this one caught us off guard, and we're going to, uh, dig into this a a little bit more, but the, um, the I'm sorry to interrupt, but it says only down three. Is that because they like recalibrated the new questions? It says 54 to 27 There's there's there's there's a there's a survey in between, uh, Dr. Coy, right? So, we did spring to spring data without using the same marker each year. Um and so, there was a fall 2024 survey. That's
012what that's what it's three down from. So, that that's an interesting piece you note right there, right? Cuz the re-norming happened between spring 2024 and fall. And so, we don't track fall data here. We were looking at the spring to spring growth. But yeah, that's a good note. >> yeah, no, that you're you're much more, uh, fluent talking about this. I've heard you many times. And, uh, you know, it's it is different cohorts. So, they're different groups of students, too. And that's, uh, you know, for to take that for what it's it's worth that we are, uh, you know, last year's, uh, the graduating class is not, uh, you know uh, identified in this year's survey. Um I'm trying to think if there's >> Maybe No, I think that's that's good. Any other questions about
013this, uh Okay, good. Um and then the last piece I'll talk about and then I'll I'll turn it over to Scott is, uh, our BAG report, the behavior, attendance, grades report. Um A lot of this information they have access to live in Infinite Campus. They can see their grades. This one piece though that we send home, uh, during progress, uh, checks, also gives students, uh, some of these self-reported scores from the students. And so, uh, you know, we'll have a a whole family get the report card, see the A's and B's in math, great. They'll see three tardies, what's happening there? This piece at the bottom also shows them, uh, some of their SEL survey data. And, uh and it's it's it's it's good for everybody to be on the same page. And so, if
014there are concerning things, obviously we see it, the student counselor sees it, but, um home can see it as well. Uh, after parent-teacher conferences last year, I had a father call call me up and say, "Hey, my daughter's grit score is really low. Can you tell me, you know, about this?" Um and it was a a good 15-minute conversation about some of the things he's observed at home, some of the notes that our teachers have left. And, uh, so it's it's eye-opening because it's hard to just have to jump into this conversation with your your own uh your own children about some of these things, but this gives families a little bit of added context and window into, uh, into how their students are feeling. The last slide on this just an extension of this.
015I just shows you some of the questions are that, uh, that they ask, uh, that we that we asked, uh, one more in the, uh, in the survey. So, this is these are some of the the growth mindset or grit or emotional regulation questions here. Um and so, they take these surveys four times a year. When things go wrong for you, how calm are you able to stay? You know, and that's all self-reported, but it gives us good information and and lets us know if somebody's really struggling. Uh, that's just another way that they can reach out, uh, for help. Thanks. Turn it over. Mr. Good. Mr. Lovett. Thanks, Rick. Uh, so I'm going to piggyback off of what Kyle leads here. That graphic on the screen for one second, um, you saw that same
016graphic before Kyle presented Excuse me, presented Sorry, presenting. That that graphic is a nice outline of all of our board goals for our strategic plan. It's hard to read it in here, obviously, that's not the intention, but just to give you guys a visual where we're focusing. We kind of highlighted this this big one that student services bears responsibility for. So, it's that guy in the middle there that when Nick clicks the next slide, if you can zoom in a little bit for us, I'll let you know like, "Hey, here's another one that student services is tackling." So, we just like that graphic grid of how that aligns all the different goals into our themes, but also our different domains, and it's good to see where we're at. So, another one of our goals is
017to check in on MTSS procedures and practices, make recommendations on the basis of current research, and how to improve those to be the most effective for students. In that lighting, look again, Nick. So, here is the baseline data we grabbed from our measurable outcomes, our student Excuse me, our student goal measurements. And one thing to note for you that we had set some pretty ambitious goals for baseline measurements for behavior, attendance, and grades a couple years ago. At the end of the day, that's really what schools all boils down to, and it's helping students be academically successful, earn good grades, right? Hopefully managing their behavior well with our support while they're here. And good grades come about when students are in school. So, their attendance is a huge factor as well. Those are pieces that
018Kyle mentioned we're reporting to families routinely at this point, and also wanted to be one of our focuses. Those ambitious goals, we didn't quite meet in the spring. To jog your memory of our failing that in the spring we shared with you some data that hey, we didn't quite meet at these measurements that we inside as our hopes for those goals. We wanted to talk a little bit more about that now. If you put the next slide, Nick, for us. Those goals, we wanted to make it really simple in terms of where the measurements come from. Panorama, the partnership that Kyle talked about, this is a display screen of one of the dashboards in Panorama. At the top there, you've got this district level data with numbers that match those goal metrics. So, this is
019all kids and numerical outcomes attached to those pieces. Panorama's got some kind of technical definitions of what each of these is. Attendance pertains to how many of our kids are in school at least 90% of the time. Behavior and grades also have kind of clearly defined metrics. There's so many ways to measure attendance that it's it's you have to choose something. At the end of the day, you have to choose some tool by which you wanted to use that quantifier to measure the outcomes. And so, we thought let's go use the ones as defined in the tool that we partner with, that our staff are most comfortable with, that we use and refer to all the time. So, we're staying well in tune with what these numbers are. Working on them is hard, which is
020where in the spring we shared some outcomes. We weren't quite where we wanted to be, but these are really high-level outcomes that we're looking to improve on. What's cool about this that we wanted to share tonight though is just the the ability to disaggregate that data. So, we can see you're seeing here is grade level data. So, ninth, 10th, 11th, 12th graders broken out across those same metrics. So, we can see important and relevant things like the fact that our 12th graders are struggling with attendance. That's a local problem we have that we know that we're aware of and working on. It's also very much a national problem. Kind of got some fears with the struggle after the pandemic, and some recent data from the summer that we were reviewing shows that nationally about 40%
021of 12th graders are currently absent by definition. And so it's not a local problem that is only District 117, but it's something that we see from a national standpoint here locally as well. Thanks, Nick. The other piece on that last slide is just while we can get this aggregated data, we can also get student by student data. So, we didn't want to share that obviously for protection reasons, of course, but we can get individual kids and where their attendance and behavior and grade sit. So, it's a great dashboard for our student support teams to work off of. It's what we use every time we meet together, and it's kind of our hub that we we live within. So, both the demographic data as well as individual data is super helpful. The third board goal we
022have, thanks for good Nick, is this one here to review programs to support our college and career readiness and pathways towards those. And so, that's the third piece we wanted to touch on tonight. You can go to the next slide, thank you, Nick. This is our PACE framework, and if you click one more time, Nick, I think it's going to just going to highlight the top half here. We wanted to again just call a touch of attention. Last year we had worked on this document that's through College Board of Illinois. Every high school in Illinois uh 6 through 12 has a PACE framework. But we had added to ours a really strong commitment. Uh the general language on the sample framework talks about all students being supported to do certain things, and all students should
023know certain things, which is just somewhat soft language, right? It's easy to say, "Well, we supported them to do that even though they didn't." Or they should have known that even though they don't. And so, we wanted to make a really firm commitment within all students will piece. So, that's the piece that makes our district unique from others is the bullet points there that we really committed firmly to that our kids are going to do these things. If you ask a 12th grader, they would say, "Yes, my counselor helped me with that my sophomore year." Or, "Yes, I did that this past semester." And so, I think that's just a a cool piece of commitment that we've made our students this semester. Thanks, Nick. And then this is just a quick screenshot of our new
024Schoolinks tool. This is our new college and career planning platform that we're using this fall. On the top half is a picture of just some of the different career inventory assessments that Schoolinks makes available to us. Our counseling teams have been working this summer to outline a plan for which of those tools gets used at which grade level, so we really make good use of all the different aspects of this tool over the course of high school, maybe even using these more than once if that's appropriate. A lot changes from when you're 14 and a freshman to when you're a first semester senior making plans for college. So, we're excited to have those available to us and looking forward to making great use of this on behalf of our families. On the bottom half is
025also a cool little piece. After taking those assessments, Schoolinks pushes out uh some helpful prompts for you to commit to making a certain post-secondary goal and a career goal and identifying a career cluster that's interesting to you. So, there's just some sample data there in our slides, but that's an interesting piece that we appreciate. Uh one of the challenges that we talk about is encouraging our young students, our 14 15-year-olds, to be thinking about their career plans without being intimidating to them that it's it's okay if they don't have it all figured out, right? I mean, sort of all of us in the room probably at the age of 18 leaving high school didn't know the career that we would end up working in for the rest of our adult lives. And so, we want
026to help students make those decisions, help them formulate plans that they feel confident about without intimidating them or making it feel like they have to have all the answers right now as high schoolers. Thoughtfulness, but intentionality, just not having all the answers ahead of time. Thanks, Nick. And that's wrapping up our piece. Sometimes Kyle and I and and our predecessors have sort of belabored some other details for you guys this evening earlier in the school year each year. We're going to leave a lot of those other fun pieces to our colleagues that can help fill you in on those details this year. So, the summer school principals will be back in September, they'll all be about summer school. In January, our deans of students will be here to update you on our student safety plans.
027And then in April, the special education department and and Jackie will be here. Jackie gets to come back, but the special education will be here to share with you all the work they do. So, rather than share all that, we're going to leave that to them later this school year. Any questions? >> Questions from board members? Does anybody have a couple anybody? Yeah, I have a question. Please. Um maybe a couple of years ago there was uh a graduate that contributed money to uh guidance counseling at CLC. Mhm. Yes, Michael Witt. Okay. He's supposed to be in town this week, actually, this coming week. Do you use his services? So, Michael helped fund our college and career navigator positions. So, CLC sends us a gentleman who works in our buildings Monday, Tuesday, Thursday, Friday. Wednesdays
028he's back at CLC. And Patrick helps us with any students that are CLC bound, but also just general college going interests as well. So, it's been super helpful. There there is a lot of what's often called like summer melt between high school and college for students. Uh students that indicate their interest in matriculating to college, but they never quite get there in the fall. Having the counselor that they will see in the fall in our buildings as seniors is hugely helpful. It's not only a name and an email address that you can reach out to, but it's an actual human, a face, a person with a personality. Uh he brings playing cards into the school. He's a card collector, and so he talks to kids about interests. He gets these awesome personal relationships built. And
029it's been really really nice to have someone that our students can connect with here that will be at College of Lake County for them if that's where they wind up in the fall, and who helps make sure they get there. Yeah, one one thing I'd just add on that is um he you know, we have a a good chunk of our students that go to CLC, and so he's you know, got a far reach, but um one story that stands out to me is I mean, he he works with our students that go to the tech campus, too, and gets them connected with HVAC and trades programs through CLC after high school as well. So, it's not um it's you know, for any student, not just uh you know, what you think of as the
030traditional college student. It's everybody. Wasn't he sitting in his office this morning? He was probably He may have been around this morning. I don't know if Patrick is here. They CLC likes to keep him for the first few weeks of the semester to make sure He may have been around. I didn't catch Patrick today, but I wouldn't doubt it. I'm sure he was there, so chance. Yeah. Um my questions are just curiosity questions. No specific number, but how many students would you say annually do go see a social worker? Great question. And you know, just ballpark. Uh I would Are we going to go down there yet? Mhm. That's a pretty good Anyway, I'm just wondering what what percentage of our population That's a really good question. >> our special education students have like our
031it's within their services, so we have about 170-ish in each school, and I I I don't have an exact number, but I'd say maybe a quarter I think 25% Yeah, of the special education students have the counseling support. But then we we do have the general ed students who like usually won't pop in. Yeah, that's I don't know if we have an exact number, but there are some that like utilize that regularly, which is why like when I mentioned earlier, it's so beneficial to have an additional social worker. So, then like that having the ever drop-in center now that's going to be uh ran and and what's the word where um organized staffed Thank you. We're It's going to be staffed by our related service providers, so our counselors, psychologists, social workers are all going
032to share throughout the week and times and we spend time in there to have a student needing something in that moment that we can also support them in there. Yeah, it's a just to to add on to that. So, we have you know, students by piece that have guaranteed minutes with social workers. We have that. This the new switch this year is that this we have a this third social worker, and so we do have data on CYN and how that was used, and there would be times of the year where there's a wait list. You couldn't There's not an open spot for a student to see clinical help in the building. So, um but uh yeah, it's it's an interesting point that sometimes it's one check-in, and and that's that's it. Other times it
033there are some routine um you know, weekly session at third period every Monday. And anything between. So, it could be up to including the specialist, it's up to 100 different students per school per year. At least. At least. At least at both. And my second question had to do with the survey and the some of the questions that were on there. Is there a margin of error like you know, I know that almost every time I'll give you an example just for me, and it happened just this week. I get my lawn service with a you know, in uh a fertilizer guy, and then as soon as he leaves, I get a survey. Well, if I'm not happy that day, he's going to get the brunt of it. So, I'm just thinking, especially a student,
034if they come in and they've got they had a rough time on the bus with another student, or they don't like they have a a troubled teacher that they're troubled with, and they take that survey in that room, obviously it could affect the survey where every other day of the week they're fine. Yeah. I um uh two things. Um that probably happens. There are probably students that just click through it. Um and our hope is that out of the 2,600 or so students that take the survey, that's going to be a small enough error where it's not impacting our large data size. Um but the second piece is though, even if that were the case, you had a rough time on the bus or you're upset with the teacher um and click through that, okay,
035maybe our our our overall score might be a fraction of a percentage point lower than it really ought to be, but also now that the counselor is um is saying, "Oh, this is something I should go check in on him." So, they know. Yes. Okay, so, that Thursday gets shifted through. So, that's one student that might be able to call and say, "Did you have a bad day today?" Or Right. Um and there's certain threshold that the team will set, you know, if it's a They score under a two in certain category or in challenging feelings, um then they are going to make it to that to our list of follow. We've done these, too, where we just say, "Hey, what's going on?" And the student says, "Oh, I didn't know anybody was actually reading
036that. I was just clicking buttons." And it was kind of interesting. So, that way it communicates to them, we take this seriously, what you say matters to us, um and that we want to support you. So. So, there's more value in that that one that appears than what it appears on the board. Yes. Yes. Okay. All right. Um and sure. After um your day today with the AI lady Saba Yes. Kidwai? Kidwai. Kidwai. Okay. Uh I knew I was going to butcher it, so. Um Does Does that affect Well, probably not. Okay. I was just wondering like would it affect how you guys might steer people uh as far as um professions that people might go into because like I've been listening to podcasts and they're saying, "Oh, like lawyers could be going down the
037drain and and programmers could be going down the drain, but HVAC and you know, those guys, you know, they're going to We're still going to need like actual manual labor." So, I was just wondering, did How did that affect anything that That's the question, right? I'll throw a little anecdote out there. I I was hearing recently that until very recently, computer science was like one of the easiest guaranteed you got a job out of college, right? Like that was the money-making career, high in demand. And and what blows my mind is like not only can these AI tools type English, they can code, probably better, because coding follows more structured rules. And so, straight up computer science where it's like language of our coding and typing quickly diminishing in interest among employers. AI's taking that
038over. It's It's design, it's it's theory behind that, it's the creativity pieces that a computer yet can't do, that are still very much in demand and not growing. And so, it's just funny to see like small subtleties like that. Um so, computer scientist, the traditional coder in school links, not a high job opportunities one anymore, which caught us off guard this summer when we were looking at that. We said, "Well, isn't that like huge job opportunities?" Not strictly coding anymore. Like you got to be able to bring more to the table as someone that has that background, though. And so, I think yes, um it may shift. I think I don't want to be wrong with this. I'm a little hesitant to say how, cuz it is so new and so unique. Um but but
039certainly I think it helps us understand that we may not even know what future we're preparing our kids for. So, the stronger a foundation as we can lay for them, the better. The stronger a foundation as we can lay for them now, the better off we'll be able to handle those changes and new things that come up. 15 years from now it will look like. Yeah, because even some of the stuff I'm hearing, they were saying that even doctors could be being taken over by AI because they'll be able to, you know, Yeah. Anything where it can be structured, right? Anything where knowledge is is the value, I think it's an interesting question. And radiology, too, I know that they use AI. Um the the second you know, there's the post-secondary piece, which is interesting.
040The the other side is is how they're using it right now. Um I think one of the statistics from this morning that sticks out to me is how many of how many teenagers use AI for life advice. It's gigantic. And so, like on Snapchat, when you pull up Snapchat, you see there's Scott and then there's Jackie and then there's my AI bot. And I can message and have a conversation. I talked to a student in the hallway upstairs last year about this. He showed me his chat. It's like you have a whole conversation that um getting in argument with so-and-so, can you give me some ways to So, it's um Yeah, it's like They don't know how to apply it to like what we do every day. Right. And so, I asked you know, they're
041giving you relationship advice from a bot. But we are excited that, you know, I think we're getting more and more comfortable every day at putting this this technology in their hands, um and learning ourselves what they can create, what we can do with it, how it can improve our our quality of life, um how it can help us, you know, work with us. So. Uh yeah, fascinating job market is the change. Saba shared that with us earlier in the week about just how so many of the industries are wanting people who have knowledge in AI. And from what we heard this morning, now all of our students, graduates know how to use AI. So, it's the next piece that, you know, we're just as a nation is really working on, as a district as well,
042is helping to build those skills for students because employers want people to have Other questions from the board? Thank you very much. Great presentation. Thank you for your Our next presentation is the annual strategic plan overview. We're here to get it done. Yes, this will be a deep one. I'm just going to remind the board how this works. A couple new board members since we've been doing this. Remind you what our metrics are and then Ariana's going to go through what you're going to hear, a preview, if you will, of the upcoming days when you'll hear about it. So, once again, if you click on the next slide, we have these six competencies for a portrait of a graduate. We have these great definitions. We're going to review these with our community committee this coming
043fall in the fall of '26 to tell them how we're doing to pursue these things. But how does the board hold us accountable that we're doing this work throughout the year to try to get better at these things? That's on the next screen, if you can click. We have this board progress and metrics dashboard. It's just a simple Google Doc. Uh so, board members, you will know when you're going to hear about all these metrics and you heard some of them tonight. So, the far left is our little icon. We have a cute little picture for each of our six competencies. The first couple are the arrows pointing up. That's for courageous. Courageous, we're going up there. And you heard about those metrics tonight where Scott and Kyle were talking about our bag metrics. Scott
044was talking about that. Jackie talked about how we're going to do the parent-teacher conferences again. Uh we got our social-emotional learning. You see where we're going to come and report on that. Uh no, you heard about today. That's the Panorama data that Scott and Kyle are going in-depth on. You heard about that today. Uh Alan and the CNI team is going to report on the CNI later this year. So, Ariana will talk about that. Click again. Next metric is all the stuff about equitable access and representation in courses. This is from AP and dual credit. You'll hear about that later in the year. Click again. These two with the thinking lightbulb, the lightbulb with the little dots around it, that's critical thinking. Those are the ones around the career interest survey that Scott and Kyle
045talked about, percent to take that. And the percent of graduates that have completed uh an in-depth study of something beyond just academic college, something that's more career-oriented. So, tech campus and completing two semesters in the same CTE program of study. We have a communication goal. That's the thought bubble one. That's the one I report on on how well the community is accessing information we're sharing out to them. And then finally, we have a goal around student participation that you're going to hear about from our athletics and activities director. So, with that, I'm going to turn over to Ariana and she's going to kind of go through the calendar about when you'll hear about each metric. So, yeah, these the um these are the dates just really will when we'll be reporting to you. Next slide,
046next one, please. So, we'll start out in October with Alan and his team reporting on the SAT composite growth. Um then we'll re uh turn to student services again to what uh Jackie, Kyle, and Scott mentioned with the parent-teacher conferences and the bag report um in November. Then moving down, um we'll hear in May about Panorama and and mentioned today along with uh data on AP courses and dual credit courses. And then moving along there on the bottom in April, we'll hear about the career interest inventory uh our survey and the career exploration, a little bit more about that. You can go to the next one, Nick, please. And then again, um in May, as Jeff mentioned, talking about communication and reaching our our stakeholders. And then um in January, uh the extracurriculars and how
047we're getting our kids involved. So, that's how we're we'll structure those different presentations and report on how things are going throughout the year. Thank you, Ariana. Any questions about like the schedule for the year? For Ariana? Just that I like that it's all laid out. You know what's coming. Thank you. All right. And we move on. So, the next item on the agenda is the consent agenda. All items listed under the consent agenda are adopted by one motion unless a member of the board or the superintendent or the associate superintendent requests that an item be removed and voted upon separately. Consent agenda items are matters that the board and the superintendents agree are routine in nature and should be voted on in one motion to conserve time. Tonight's items on the consent agenda would include
048um approval of the regular meeting minutes from July 17th, as well as approval of the closed session meeting minutes from July 17th. The approval of the personnel report, which would be the hiring of certified staff, the hiring of non-certified staff, uh the hiring of interim positions, also the mentorship, uh we recommended people for mentorship positions, also substitute teachers, uh, also resignations are included in the consent agenda as well as requests for extended leaves of absence. Also, uh, in the business office would be the approval of the routine bills and payroll in funds 10, 20, 40, and 50. And also a FOIA request which there was one and it was responded to. Would any board member or either of the superintendents like anything removed from the consent agenda prior to approval? If not, I will ask
049that the interim positions be pulled from the consent agenda and voted on separately. And with that, I would entertain a motion that the board approve the consent agenda as amended. A motion by motion by Mr. Pagano. I'll second that. A second by Ms. Prichard. We'll do a roll call vote. Ms. Carroll? Yes. Ms. Ipson? Yes. >> Mr. Pagano? >> Yes. Ms. Prichard? Yes. Wayne Saucier votes yes. Yes. >> That motion passes and I will leave the room so there's no conflict of interest. Yep, we're enjoying. I will entertain a motion to accept or approve the interim uh, positions. I'll second that. I'll take that, Ms. Prichard. Motion made by Ms. Prichard, seconded by Ms. Carroll. We'll take a roll call. Starting with Ms. Ipson. Yes. Uh, Ms. Prichard? Yep. Uh, Ms. Carroll? >> Yes. And
050Mr. Pagano says yes, motion carried. Thank you. What? Sorry. That was fast. Okay, the next item on the agenda, we go to the business office. >> Okay, thank you. So, the first, um, item for this evening is the hazardous transportation routes. This is a annual housekeeping event as I like to call it where school code school code, um, says that we have to look at our transportation routes every year and to make sure that they're safe. So, um, I review those with Durham to look at, um, those routes and there haven't been any changes again this year. So, this is just at the state where they come to us and say, "Hey, did we review this by school code?" Again, we have to do it. Um, so it's just a way so if they were
051to come to check, um, that we can say, "Yes, we talked about this at the August school board meeting and it was approved. So, it is recommended to certify that District 117 hazardous transportation routes remain unchanged for the 25-26 school year. >> And with that recommendation, I would entertain a motion the board approve uh, that we certify that CHS CHSD 117 hazardous transportation routes remain unchanged for the 25-26 school year. So Motion by Mr. Pagano. Second. Seconded by Ms. Ipson. Any questions? Discussion. Hearing none, we'll do a roll call vote. Ms. Prichard? Yes. Ms. Carroll? Ms. Ipson? Yes. >> Mr. Pagano? >> Yes. Wayne Saucier votes yes. That motion passes. Second item is just more things to dispose. This is more math workbooks and then teacher guides and then we have a fax machine down
052at the district that is old. Put it this way. So, it is recommended to approve the disposal of the listed items as presented. With that recommendation, I would entertain a motion the board approve the disposal of the listed items as presented. I'll take that first off my list. Okay. Except I don't want the fax machine though. Don't even tell my husband it's available. >> Seconded by Mr. Pagano. We'll do a roll call vote beginning with Ms. Ipson. >> Yes. >> Mr. Pagano? >> Yes. Ms. Prichard? Yes. Ms. Carroll? >> Yes. Wayne Saucier votes yes. That motion passes. Okay, the next thing is fiscal year, uh, presentation for the tentative budget. I'm not going to go into all the details that you see in the presentation or the slides that you see there tonight. I will
053save that for the budget hearing for next month. Um so I will get into more detail then. Plus, there as always, there more there will be changes between now and then and I'll explain probably more those more than ever, but I'll get into that. So, overall, um, just to share, um, I was very happy with how fiscal year 25 ended for this, um, past fiscal year. So, that's July 1 to June 30. Um overall, we spent 95.24 2 95.24% of our expected or budgeted expenditures. Um, and then we So, so I think I explained if I'm not, um, mistaken during the finance ability that Well, I think 95% I like that. Like that was a solid A back in the day, right? Like it makes me happy that um, when you're talking about, um, a
054budget of almost $70 million, that's a leftover of like about $4 million. But of course then that just goes transfers over and it's part of our fund balance, right? And then as far as revenues, we're a little over of what I budgeted by like $170,000. Um, but that was really more so I mean there were some ups and downs as far as some was over, some was under, but the overall difference was because of the levy. We received 51% of our levy dollars. Um, in the historical years before that it was like 48, 48 and a half. So, we just got some more money then it was a little bit over. But overall, when you're looking at, um, the expenditures and the revenue, um, we were about $94,000, um, more revenue than expenditures. So, overall,
055I was very, very happy with that. So, we ended the fiscal year with just over $48 million. Um, so moving forward, I just wanted to point out a couple of different slides in there and talk through budgeted revenues, budgeted expenditures, overall funds. And again, like I said, I'll get into more detail, um, about these things in September. But just overall, if you look at the third slide there in your presentation on revenues, I mean overall, we're looking at of having a budget That's fine. It might take me too long. >> I was just going to see if I could put the slide up there for you. Um But the third slide, I'm going to go ahead. Yep. That is that we're looking at a budget of $67,474,000 there roughly. So, um, overall, you can just
056see the the change from fiscal year to fiscal fiscal 25 to 26. So, you can see the ups and downs of whether it's um property taxes, local revenue, uh, evidence-based funding, and so on. So, just a couple things to point out with that. Um like already between how I prepared these numbers with with, uh, what you'll see next um, month, like we got actual evidence-based funding numbers and that went up actually a little bit more than the 200,000. So, some of these numbers again will be updated. So, instead of the 9,780, we're getting 9,820. Okay, we'll we'll take that a little bit more, right? Um I will need to look at, uh, the federal grants um a little bit more, well, in more detail because we just got our final numbers for title two yesterday
057and I think it was last week, right, Alan, where it was title three. So, at first some of those federal grants were not um were not going to be released. So, we thought we were going to get some of that or get them, so I had budgeted these the numbers in the, um, in the budget, but I wasn't I what I did was I just put some some, um I should say best guesses of what we've had in the in the years past to what we had. So, like for example, I put 50,000 for title two because we've gotten anywhere from 45, I'll say 44 to 52 and this it came out and we're just under 45 right now. Yes. So, just adjusting some of those numbers. Um So, that's overall, uh, budgeted revenues of
058again just under 67 and a half million. So, um, moving on into expenditures, just to highlight some things there. Overall, we're looking at 70,732,000. So, just to point out again some things. Of course, we know when you're looking at salaries versus benefits, purchased services, you're looking at we know what, you know, salaries are. You know, we know that we have a 7% increase with our collective bargaining bargaining agreement and some of those raises we approved as far as for non-union and, uh, administrators. Uh, we know that our benefits, uh, went up this past year. So, in in creating some of these other things as far as purchased services, supplies, talking to the buildings, talking to administration, talking to teams of their needs for um um for the the coming school year. Now, you will notice
059that the capital outlay um decreased 1.116 million. Um we had said that we were going to spend around 5 million this year and next year, um making sure of course we get the roof work done. What I will say with that that that could change. It will change. It's just to the extent of how much. So, we talked with uh uh Anthony Roofing who's doing our roof work um because it was the point of we need to see how much they get done, right? Now, I'll explain more of what they all got done when we get to capital projects. But, um we need to look at, okay, overall it was about a 1.6 million dollar project, remember for over 2 years, but we were like we're going to try and get as much done as
060we can, and then we'll pay what they did for fiscal year '26. So, we're waiting for that final uh number or invoice. I have right in right now out of that roughly 1.6, which is actually 1.583, I put in 1.4 million. I think that's going to be too high, to be honest with you. So, I will have We'll see again what that final number is um and I'll adjust that accordingly. Um so, that could go down even more, but then of course if we don't pay for that fiscal year be paid on for next fiscal year '27. So, just an adjustment there. Um we continue to see an increase in tuition and other objects. So, really um what if that's mainly tuition, um where we still see that we're seeing an increase in special education
061tuition, whether that's private facility, whether that's Allendale, whether that's Tech Campus. Tech Campus, that's a good thing, right? But, we continue to see increasing increases in our numbers there, but they said we have the tuition that we pay for our students to go there. So, there's an increase there. Now, I am going to again take a look at that. Jackie and and I look are working very closely together as far as where our students are going, what are those co-op costs are. We talked about this before of how expensive some of these programs are are, and if they're out of state, of course, even more expensive. So, um we're working together and then I actually just had a meeting with Allendale, actually Jackie and I both did last week where um we think that the
062cost will remain the same and I actually had budgeted where it was going to be a $10 per day increase, so that will bring Hopefully, that will bring that down between that and that. And then the next thing is the non-capital equipment. You see that almost a million dollar increase. You might remember that um we will do a one-to-one refresh this year with Chromebooks. So, we'll purchase those. We actually uh write in half for 1.5 million overall for that. So, we will be purchasing those this year. So, that's overall expenditures again of roughly 70 million, 70.7 million. So, while you you're thinking here that um you know, Well, hold on. Sorry. That if you're looking at expenditures versus revenue, it's roughly about a 3.3 million, you can call it deficit spending, right? We have more
063expenditures than revenue. But, if you go to um you don't have to do I'll get into these more in September. If you go to um this Yeah, this right here. This shows all our funds. If you look at where we're at with our fund balances for each of our funds, and remember we have that board policy 420, that we have that target that we want our our fund balance to be between 45 and 65%, right? Remember that? So, right now if we were to take those numbers, um if you looked at your budgeted expenditures um our projections, um now remember this is our operating fund. So, operating funds are only your Ed Fund, your Building Fund, and your Operations and Maintenance, your Transportation, and your Working Cash. So, if you took those expenditures, you're roughly
064at about 69.3 million divided by your budgeted fund balances again of those same operating funds, that's about 43.8. We're still within that target and we're roughly with those exact numbers actually 63.16%. So, we are very very healthy as far as overall numbers, where we're at with expenditures, and um our fund balances and the target. So, um again, I'll get into more detail um for next uh month. Um but, we'll definitely make adjustments, the biggest one being what how things come in for the the roof work and how I make adjustments there. But, overall very happy with how fiscal year '25 ended and then what '26 looks like, and then of course, we'll look at when we get final audited numbers, our auditors were only here 2 days this week. We should have no um audit
065adjustments. Um no journal entries. So, once we get those final numbers back from our auditors, then we'll have our 5-year projection meeting probably I'm hoping November at the latest. It just depends on when we get those official numbers back from all of our auditors. So, but overall very very happy with everything. So, um So, it is recommended to approve the fiscal year '26 tentative budget as presented. And with that recommendation, I would entertain a motion the board approve the fiscal year 2026 tentative budget as presented this evening. So, moved. Motion by Mr. Penney. Second. Seconded by Ms. Gibson. Any questions or concerns or discussion? No, thank you. Uh details good. I'll get more next time. No, I I I'm really pleased that we're within the parameters for our uh fund balance. Uh which is what
066we want to aim for and it's good that we're doing it. So, I make a motion. That's you. Um I'm all good. Are there questions, comments? If not, we'll do a roll call vote. Mr. Penney? Yes. Ms. Prichard? Oh, yes. Ms. Carroll? Ms. Gibson? >> Yes. Mr. Hopsicker votes yes. The motion passes. Okay, the last thing I have then is just the capital projects update that I give you every month. Um there's been little change from uh last month to this month, but we did add There we did have another payment for the Dean's office. Um I don't know if you were able to take a peek at when you use office, but it looks fabulous. I think people are very happy of how everything turned out. So, um it's not You don't have all
067the bills um for it to pay yet, but of course, it's pretty much done. Um so, we did have add one more payment, um but it's just it's phenomenal. I love it. I I think people are happy. So, um I did add and then the the student services storefronts, um wall, so that's basically a glass wall that we put in the student services area in Antioch. So, that was paid for, and then we had some asphalt work where it's just the parking striping here in Phoenix. So, those things were all added. So, um along with that though, I wanted to give you an update of just all the different things that we have done. I know um some of you were at the this morning at the Institute Day got a little piece of it,
068but just wanted to give you a little bit more detail cuz you might be wondering, well, when is all this all this materials in the front parking lot going to go away? It's tomorrow. Okay, we're going to have the waste management. I think Joey is patiently waiting. Thank you that they'll come and they'll take all those materials. They will store those those materials for us until next summer. Um So, overall just with the roof, they did get quite a bit done. I would say between 60 and 65% of it. Basically, all this south area, and then they were able to do the fine arts area in the L hallway, um and then um what's really left is the the theater area here on um just beyond the rest of the fine arts area, the auxiliary
069gym, the cafeteria, also the auditorium, the maintenance area, so back by the you know, the loading dock, um so then the athletic hallway and foyer there, and then the preschool area. So, that's what is remaining. They will continue to work quietly. We've been told I said if you don't, you're done. Um for the next couple weeks just doing the capping of the fascia, so that should be pretty mild. So, they should be They'll be working um with that the next couple of a couple of weeks. So, they were able to then get those rooftop units um up and working. They're making some some tweaks with those yet along with the 16 exhaust fans, but overall we're really happy with how things progressed both with the mechanicals and mechanicals and with the rooftops or the roof
070overlay. Um Then, like I said, we are finishing the Dean's office. Actually, the ROE is coming tomorrow to approve everything, so then it'll be it'll be approved the ROE. Um we also will be um Oh, you might have noticed new concrete out here out of the south entrance. We had some crumbling going on, so we did some concrete work there. And then we'll be doing a baseball softball batting cage over at Polly Field. That's going to start here at the end of August. And then we will also do over at Antioch, we need to finish up. We're going to put a mezzanine in the scene shop over there. That is happening on the 28th of this month. And then the dust collector that I talked about that will go in the work workshop. will happen
071after Labor Day. So, a few things to to do yet, the major projects, um but everything's getting wrapped up. I'm really happy with how things went this this summer and the last few months. So. That's it with capital projects. Okay, thank you. I have a question. Yeah. Uh what are what's with the posts uh in front of the main entrance? We afraid somebody's going to drive through. Yeah, those are bollards. So, that's what a lot of you see at schools and businesses doing them. So, we don't have them over at Antioch, too, in the main in in the main entrances. It's just a safety precaution so you you don't have people driving up there. More and more schools and businesses you see. You'll see the tractors by the antique place on 83? Instead of people
072driving into the building, they put these great big huge old tractors. At Beach Beach Grove? >> No, Beach Grove Road at 83. 83. Oh, yeah. >> the car's driven through it three times. So, they put these great big red tractors in front of it. Same concept. Yep. It's not big tractors, anything. I mean, I have a question. And forgive my ignorance. So, when they do the overlay on the roof, um even though they didn't get it all finished, it doesn't mean like it's going to leak or anything? No, because they finished the areas that they were were working at. So, we made sure when we talked to um um that he said, "Okay, you you need to be done by today." We said, "Today is your last day for the roof, so what can you
073finish?" So, if they would have another week, they probably would have continued it uh depending on how much more they could have done, but reached a smart stopping point. So, no, it's all it's all safe. It's all good. Everything's fine. Okay, I just wasn't sure exactly what that meant, the overlay, but okay. Thank you. We'll move on to governance. And the first thing we have is an approval of an overnight field trip. Dr. Waller, take it away. So, uh this is a field trip that is uh gone on, I think, three or four times. And the uh cross country team goes down to um it's called Detweiler Park. The reason they do this uh to participate, to have the overnight, is this actually is the same uh uh uh route, if you will, for the
074state championship. And so, it gives the runners exposure to that. They've done it several times, so they put in that request again a couple weeks ago. Requesting a approval. Okay. So, with that recommendation, I would entertain a motion that the board approve the Lakes Community High School boys cross country team to Det- to Det- Detweiler Park in Peoria, Illinois, to participate in running the state cross country course. The dates would be September 12th to 13th, 2025. So moved. Motion by Mr. Paden. Second. Second by Miss Ibsen. Any questions? Comments? Hearing none, we'll do a roll call vote beginning with Miss Prichard. Yes. Miss Carroll? Yes. Stain? Miss Ibsen? Yes. Mr. Paden? Yes. Wayne Satzinger, vote yes. We have one abstention, three yeses, motion passes. Thank you. Memorandum of agreement, peer mentoring. This one's mine. Uh
075we brought this to the board in the spring, and uh since then we've finished our communication with the collective bargaining unit. So, this is just to formalize our stipend that we pay for our link crew, our freshman orientation program that we've been paying the last couple of years, but it wasn't in the CBA. So, this is just an MOU that we formalize. And and we forgot about it in the spring. That's why it's here. I didn't say that. And we forget something now and So, it's recommended >> We haven't paid it yet, so you're getting to stamp it before we actually do it, so. I would entertain a motion to approve the memorandum of agreement for the peer mentoring and student transition program summer stipend as presented. So moved. Motion by Miss Ibsen. I'll second.
076Seconded by Miss Prichard. Questions? Comments? Hearing none, we'll have a roll call vote beginning with Miss Carroll. Yes. Miss Ibsen? Yes. Mr. Paden? Yes. Miss Prichard? Yes. Wayne Satzinger, that motion passes. Next one, Mr. Waller, I believe. For administrative salary and benefit second reading. Um Yeah, this is uh just what we put forward last month. This is kind of the We want to make it an annual renewal of this document to make sure that all the titles that we have in there are correct, all the holidays are correct. Um this is one that um years ago had gone 5 6 7 8 9 years in between that we would review. Um we don't think it should be going that long. Uh so, we want to be looking at that yearly, so it's uh recommended to
077approve as presented. With that recommendation, I would entertain a motion that the board approve now the second reading of the administrative salary and benefits uh document. So moved. Motion by Mr. Paden. Second. Seconded by Miss Ibsen. Any questions? We did discuss this actually several times, I believe. Just in case you don't recall. Uh we'll do a roll call vote beginning with Miss Ibsen. Yes. Mr. Paden? Yes. Miss Prichard? Yes. Miss Carroll? Yes. Wayne Satzinger, that motion passes. Fireworks. I can take the next one. So, uh this is a fun one. This is the reason we moved our board meeting off of Thursday, cuz we they picked at Antioch, they picked that September football game for the homecoming. So, homecoming is the week of September 18th, and that is that awesome Thursday where we have the
078parade that culminates in the senior homecoming show in the stadium that culminates in the bonfire that culminates in the fireworks. So, Dr. Barry does it right. It's pretty amazing. So, this is just a contract to pay for the fireworks. Uh just to approve the contract, although the money comes from the cost of the tickets for homecoming. It's built into the student ticket cost. Thank you to Raymond Chevrolet for letting us use their parking lot to blow off the fireworks so we can do it safely. Where do you put them? So, with that recommendation, I would entertain a motion that we approve the contract with Spectrum Pyrotechnics to provide a fireworks exhibit on September 18th, rain date being September 19th, for the Antioch Community High School homecoming as presented. So moved. Motion by Miss Ibsen. Second.
079Seconded by Mr. Paden. Any questions on that or comments? Hearing none, we'll do a roll call beginning with Mr. Paden. Yes. Miss Prichard? Yes. Miss Carroll? Yes. Miss Ibsen? Yes. Wayne Satzinger, that motion passes. Okay, thank you. All right, the next item is board protocol approval. The uh board of education recently completed a formal self-evaluation facilitated by our representative from the Illinois Association of School Boards. This reflective process allowed the board to assess its effectiveness, strengthen its governance practices, and ensure alignment with its mission and responsibilities. As part of this process, the board unanimously reaffirmed its commitment to established board member expectations and agreements. These standards are aligned with our oath of office, uh and reflect our shared dedication to our students, to our staff, and to the communities that we serve. The board remains
080committed to conducting its work with transparency, accountability, and in accordance with the principle of good governance. So, before we approve these, I'd like all of our board members are going to read what we are going to approve, so everybody hears them from the board members themselves. And then when we conclude that, our superintendent will will read one of his. All right. So, I'll begin. Our mission statement is ignite passion and discovery in every student. Our unity of purpose. We affirm the unique role of public education whereby each community collectively pools its resources for the common good through the education of its students. We want to understand our individual jobs and collective responsibilities. Concerns from the community and staff, customer concerns. Board members will will listen carefully, remembering that they're only hearing one side of the
081story. Board members will then direct the person to the person in the off- in the district most appropriate chain of command who is able to help them resolve their concern, then notify the superintendent. Board members handling the concerns this manner will clarify that one board member has no individual authority to fix the problem. Board members will call the superintendent if they think it's this is an issue of concern. Speaking with one voice. No individual board member, other than the board president, per board policy, has the authority to act or speak on behalf of the board without the consent of the board. Board members have an obligation to express express their opinions and respect others' opinions. Board members understand the importance of speaking with one clear voice to both the superintendent and the community. Board members
082have the right to disagree with the decision of the board, but will support the board in its decision by abiding by the will of the majority. Asking questions about items on upcoming meeting agendas. Whenever possible, board members will contact the superintendent with any questions on the agenda prior to the board meeting. If a board member has a question for another administrator, the board member will email the superintendent. Board members will CC the board president on all questions and concerns emailed to the superintendent. Board members understand that although they are asking the questions prior to the meeting, they have a right to ask the questions at the meeting as well. No surprises. No one, the superintendent, administration, staff, or board members get surprised at any time in the meeting or between meetings. The truth of no
083surprises is respect for all participants and the process. Agenda adjustment development. Board members who wish to have an item placed on the agenda will contact the board president and CC the superintendent. Prior to the meeting, the board president and superintendent will confer on the agenda. Communicating with the media. The board president is the spokesperson for the board to the media per board policy. The superintendent is the spokesman for the district. Use of email, text, and social media. Board members will be judicious in their use of email and text and understand that most emails and texts are subject to the Freedom of Information Act and as such can be made public. In compliance with the Open Meetings Act, board members will not reply to all to any district email. Board members will not email the other
084board will not email other board members stating their thoughts or opinions. Board members will be mindful of posting on social media. Visiting campuses. Board members who plan on visiting a school in their role as a board member will call the superintendent prior to their visit. Closed session meetings. Board members respect the confidentiality of privileged information and will not divulge conversations, discussions, or deliberations that take place during a closed session meeting. Board members understand that to divulge closed session information not only damages the relationship with the team, but has a potential of far-reaching consequences which may impact future district operations. Communicating with staff. In keeping with foundational principle number three, the board employs a superintendent. Board members will communicate directly only with the superintendent. Board members communicating with other staff in their role as parents will
085remember the neon sign that reads board member and will not overstep their parent role. Request for information. When an individual board member requests information, it will be provided to all the board members. One gets, all get. The board president. The board is approved of seven equal and board president is first in line of the equals. Each board member takes full responsibility for board activities and behavior. The task of the board president is the facilitation of the work of the board and its ability to comply with its working agreements and mutual expectations. The board president will also assume some responsibility for facilitating the relationship between the superintendent and board. The board will elect a member for this important position who is well suited to the responsibilities. Behavioral expectations. Start with the common belief that everyone has
086good intentions. Create a safe environment for the productive exchange of ideas. Sincerely listen to or listen and seek to understand the viewpoints of others. Solve problems through a collaborative process where all participants support the decision and actively work toward its implementation. Those are our board's protocols. Now I'll read the board superintendent communication expectations. The board expects to receive regular communication from the superintendent every week, which occurs on Friday via email. The board expects to be notified by phone, email, or text depending on on the emergency as soon as possible for emergencies if necessary. The student The superintendent will contact the board president first. The board expects to receive board packets and supporting documentation on Friday before the Thursday scheduled board meeting. Uh the board is to receive regular regular monthly expenditure reports. Um that the
087board members will receive the same information that is one member's request for all additional information results in all members receiving or having the same access to that information. The board expects that board members will treat each other and staff with respect. The board expects that the superintendent and staff will treat all board members with respect. The board expects that reasonable requests for additional information will be satisfied in a timely manner. And the board expects that there will be no surprises. And on the other side of that paper we have the superintendent expects of the board. Superintendent expects that requests for additions to the agenda will be received at least 48 hours before the board meeting. That the board of the whole will consent to put an item on a future agenda before significant staff time
088is expended expended to prepare the item. That direction is only given at board meetings when a majority of the board consents to give direction. That board members will be respectful towards staff and be respectful staff time. That board members will read all supporting documentation before the board meeting. That board members will contact the superintendent with questions about agenda items and or supporting materials at least 48 hours before the scheduled board meeting. And that there will be no surprises. And with that, I would entertain a motion that the board approve the protocols and the board superintendent communication expectations which we reviewed today and during our board self-evaluation workshop on July 7th, 2025. So moved. Motion by Ms. Epson. Second. Seconded by Mr. Pagney. I don't believe there'll be any questions, but do you have any questions
089or comments, anyone? Otherwise, we'll do a roll call vote beginning with Ms. Pritchard. Yes. Ms. Carroll. Yes. Ms. Epson. Yep. Mr. Pagney. >> Yes. Ms. Stabsack votes yes. That motion passes. Thank you all. Thank you. All right, we're moving on to Press policy. Yeah, so uh I can ask Bruce and Linda for their help in this discussion with the board. This is the first reading of press policy 119. So the board read this for the first time for this meeting. So we're open for discussion and questions. We're not voting on this tonight. We would vote this at our next meeting in September. So this was a very light press update, but they said the next one's going to be pretty heavy. So expect a weighty one next time. The one question the board should need
090to answer for us to pick the right policy we want to adopt is right there at the top, question number one. And it's funny that we just did this cuz I'm so proud to work for a board that has these protocols and took the time to read through them. Uh so I can't imagine this would ever be a problem with this board, but there is a question that specifically addresses what happens when board members violate their oath of office. So it says, do we want to put in our policy explicitly that we can uh censure board members that violate their oath of office and ultimately refer them to the regional office of education. Uh this is something we can do anyway, but do we want to explicitly in our policy? You can read the detail
091there. So with that I'll turn over to Bruce and Linda. Any thoughts you had from our deep dive or other board members from what you read? I I thought it was something that really doesn't apply to this board, I don't think. Uh we seem to be almost all all on the same page and and congenially working well together, but uh just remembering Wayne had said when we talked about past boards that there were some real severe problems. Um and so I think it's a a good thing to include and that we should say yes uh to that to have it as part of our policy. And when I read it, I also talked to Jeff about that. He said he thought that would be a good idea as well. I mean we should be held
092to the same standard that we would hold a teacher. Anybody else have any comments? We don't have to decide tonight. No, no. I don't think we have to decide just comments in general. But I said You're you're you're I I said yes. Okay. And I had no problem with that. All right. Well, this is the first reading. If you have any questions between now and the next meeting, please talk to Dr. Foyt. And uh and then we'll all know if there's questions, concerns, or changes. We will need to know our answer to that question because Stephanie is in charge of the interaction with the press and the inventory website, which is really neat. So we'll have to check yes or no for our second reading. So I'm going to go ahead and check yes to
093include it unless I hear anything negative. >> Unless I hear something negative in between. Okay. All right. Thank you. And then anything else in press 119? The rest were very minor. The next one is the resolution to regulate expense reimbursements. We bring this every year. So, this is the first reading of that policy for regulating expense reimbursements. So, we'll address this at the next meeting as well. Yep. That'll be second reading. Okay. Now, we're to the superintendent's report. Yes. So, superintendent's report, just people watching at home, just welcome back to our family. We're super excited. We had a great day today. I'm curious during the board member comments if you have any thoughts about the board members who all came to our presentation today. But, we got freshmen coming on the 18th and we got
094all of our students on the 19th. I really want to express my appreciation to Jory and Mike and all of your administrators for all the crazy hard work you've done this week. Late nights pretty much every night. We've had our freshman sports nights. You did your Link Crew presentations. You did new staff training all last week. Great day today and then you're all day building institutes tomorrow. Our building and grounds and custodial maintenance staff, tremendous job having our buildings ready for Monday. And Arianne shared about the capital projects that'll be ready on Monday as well. So, and then one more note if you're watching at home, remember back to school night is Thursday, August 28th. We want all parents to come to back to school night at Lakes Antioch. It's on the same night. There's
095only one day to remember. Go to your school. It's an important opportunity to meet with teachers and learn about classroom expectations. As always, our families can stay connected through the weekly principal newsletters. So, come on the 28th and then after that, read every weekly newsletter from Mike and Jory. That's our one-stop shop to see what we're doing weekly for ACHS and news from the administration of LCH. We pull our updates. So, with that, the presentation today on AI from Dr. Kordway, I thought was fascinating and amazing. We had great breakouts after the keynote. So, with board comments, if you have any thoughts from the day, I'd be curious. Board comments. Okay. Um Oh, I'm sorry. Can we let Jory and Mike talk? >> Yeah. I was so excited to talk about all of it. I
096just thought they might be coming. >> Jory and Mike, any principal updates before we go to the board? No, actually when I, you know, reread the read in preparation for this meeting, your report, I don't know if I had anything to add to it. It just, other than the fact that I echo everything you said in terms of appreciation for everybody putting these things together. Um I think Jory and I will agree with you. Sometimes you just want to get to that first day of school because you work so hard before school even starts. And uh you know, the late nights we've had with the parents and it's The one thing I will say in closing, to work in a school in the month of July is very lonely. So, when you have an influx
097of staff and students, it just uh it makes your heart happy. Yeah, I would echo that. I mean, it's It's a quiet July here at Lakes with the roof. We were literally working out of the preschool room, which was an amazing, actually super fun experience. If you've seen The Office, we were living it. Um But, such a great, different way to get to know your 12-month staff. I think what's really fun about, you know, the new staff orientation last week and welcoming in the new students this week and then today, Mike and I do so many similar things, but often we don't get to do them together. And so, it is really fun to be able to spend, you know, new staff orientation time together. We present at one of the Camp Chi Talk low
098ropes courses together and just getting to to interact with him more and talk with him Today, you're Jeff, Mike and I getting to present. It was just It's a nice, different twist to what we go through during the school year. So, I think it it has that extra partnership and collaboration that makes it easier to get through these exciting weeks. Yes, we did our weekly update for all staff this afternoon. So, Mike and Jory and I, mostly Mike and Jory, did the same presentation four times in the afternoon to staff. So, they rotated through so all staff got the update. So, that was great. All right. Now, board member comments. Sorry about that. Bruce. Okay. So, as many of you know, I am a retired teacher. So, I was fascinated by the presentation today. Uh
099I started teaching in 1965. The difference from '65 and now is phenomenal. We had mimeograph machines. Uh we had overhead projectors. Uh we had other thing I can't remember what it was called. Oh, it was where you put a book in and that projects that, too. Overhead projector. Well, no, there was the one with the plastic or Oh, lamination. Lamination. Yeah. You put it on top. So, I I was fascinated by the whole presentation because man, it I when I retired, we had started installing computer computer labs at Wauconda. They were there a couple couple of years before I retired cuz I retired for 24 years. So, it I was fascinated to see and and really happy to still be a part of education and what's going on in schools. I don't think you ever
100really retire retire. Uh you like to stay involved. I mean, I am. And so, I I'm really pleased to be on the board and and that presentation was just really fascinating fascinating. Scary, too. Scary, I think. Uh I have a couple comments. One dates us back and um it goes pre-Lakes and it was when my my wife worked at Baxter before she became a nurse. And Baxter was getting rid of their tired computers that they They only keep them a couple years. And she managed to get them, I'm sure Ryan would like this. She managed to get them donated to our district. So, you have a member of the public came in and a bunch of students assisted him and they worked all summer in the cafeteria to revitalize these computers so that each teacher
101could have one in their room. They were big computers. Just like we saw in the the overhead that that she showed this morning. So, that was number one. Number two is I've got a grandson that's just started sixth grade and he doesn't have bus service at his school. It's Prince Peace. So, I have to pick him up. So, I picked him up today after the presentation and I was bringing him back to my office and I was explaining to him about the presentation and about what his mom might be hearing today during the day. And it was about AI and he said, "Oh, yeah, I I do AI." And I said, "Well, this is just doing AI. I said, it's it's learning how to put the human aspect to it and really learning how to
102use AI." And he said, "Well, that's great because I just Like like she said, I just get online and I listen to people and I just do my own thing." He said, "But, if I can learn about that, that would be wonderful." And I said, "By the time you're in high school, you will be learning a lot about Good job. So, I thought that was kind of interesting because he knew more about it than I did, really. Any other comments from the board? It was a great presentation and with respect to kind of calming some of my fears that would that when we talk about AI. Um and the fact that we can collaborate to teach our students how to use it and apply it to what they will be doing sometime in the future,
103whatever that may be. You know, and um There are concerns, but I know that, you know, we'll address those as they come up. And I trust that you guys know what you're going to be doing with it. So, those concerns are down the road. Any other comments or questions by the board other than that or just as well as said? If not, we don't have a closed session. So, we can just let people go home and continue our open session to chat about it. Okay. So, there won't be any closed session. Yeah, that's okay with me. So, having heard that, >> progress to the next agenda Yeah, we can go to the next agenda item, which all the other folks in the room do not have to stay for, which is just us talking about
104our presentation in the fall at the Tri-I. So, everybody else can be excused. And I think we can let the video people go home, right? I I think we can as long as the general public understand that we're just going to be talking about scripts. We're not doing any business whatsoever. And we're doing what we're talking about a presentation that the board as a whole is going to do for a general population at the Tri-I in Chicago in November. And that presentation will be public. So, we're just talking about a public presentation. Yep. Great. Good. Thank you, everyone. Thank you. Can we have like a 2-minute bio break? Yeah, we can have a bio break and do the item consensus.