001Uh, good evening. It is 6:00. I am not sure. Can you hear me? Okay. I don't I can It's hard to tell. Oh, okay. I'll just keep talking. Maybe it could kind of turn it up a little bit. Um, all right. Good evening. It is um today's Tuesday, December 16th. Um this is the Cook County School District 130 Board of Education regular board meeting. Uh we are at the Eisenhower Cooperative in Crestwood and um Dr. Mccay if you could please um give us a a roll call. >> M >> here Martinez >> here. Mr. W >> here. All right, we have quorum. Thank you. Uh we'll move on now to the pledge of allegiance. Right. Pledge of allegiance. All right, we'll move on now to uh public comments. Um, and just as a reminder of
002as we open the floor for public comment, um, if you would like to address board, we do have a designated sign-in sheet at the front check-in table. So, if you have not signed in and you want to speak, now's the time to do so. Um, additionally, please be aware that comments made during this time are not protected from potential legal liability. As a reminder, the board will not respond to or engage in dialogue with individuals choosing to make a public comment. The board reserves the right to limit the length of public comments and has exercised that right for this meeting. Individual comments will be limited to 3 minutes for a total of 30 minutes allotted for public comment and all. We ask that all comments be made respectfully and in a manner that does not
003disrupt the meeting. With that said, um I will invite our first speaker. Um I Alina Sykes. I'm sorry if that is >> Hi. Comments confirmed. This is my first time coming to the meeting. >> Oh, welcome. >> And um it's different from our town hall meeting. So I was just thinking that we norally hear your word. >> Okay. But um like I said, this is just my first time address coming to the meeting and I'll be trying to come to the rest of the meetings. And like I said, my grandkids, they come to the school and um it's just a difference from from um from our town meetings, but this is school district. So I do have some concerns, but I just wanted to know how your meeting goes. So maybe next meeting I'll probably
004ask some questions. So >> Okay, wonderful. Well, thank you. All right. Um, one more public comment. Okay. Thank you. All right. I will I will invite Miss Navaro to come up now. So they're coming across from the classroom and they do have a process to go through and they talk in the classroom for 2 hours Monday to Thursday. Once they have school and price, we have schools and have opportunities for them for them to learn and to be more active in school and help for parents to do this program. They do receive stipens. Um, when they started 30 years ago, it was just a free, but now they do receive two stipens a year, $1,500. So, parents are more motivated to help in schools. and they have kids that are falling back behind. So classroom
005has 30 students and there's just a small group that's falling behind. That mentor is there to help to make those students be catch up to the other students and it has a lot of it has a lot of teachers love it and can they see the improvement so they have a lot of beneficials for students and they do as the student grows the parents also grow and this um program offers for the parents to become care professionals see good so they help them throughout the process allows the parents to get hired from schools. It's very beneficial as well for students as well for parents to go. And we do want to bring it up to the school and be more trying to reach um do you have information you could leave behind? Yes, please. Thank
006you. All right. Thank you so much. Wonderful. I will leave make sure this is in the appropriate hands. I think if you can have another copy. Sure. Thank you so much. All right. Thank you. All right. Um, moving on now. Uh, hearing no other public comments, we will move on to board member comments. At this time, do any members of the board have comments? >> Yes, sir. I have some things you effective today. All electronic communication sent from your visit phone or district issued laptop or include all members of the board of education for the extent by the law district policy and guidance and legal counsel compliance agreements with periodic request. Please confirm you understand this directive. >> I hear you. >> Okay. Secondly, based on information provided by the district's law firm regarding the
007use of legal services, he wrapped up $1,787.50 in district 1's matter matters related to the SBIU bargain. Member of the negotiating team, I provided regular updates to the board. Can you provide a comment regarding this expenditure for the record? >> Yes, as the board president, I was seeking to understand the status of negotiations. >> Do you understand? Ro is one person up here, not yourself. It's seven. So we need to discuss it as all not you. >> Yes. >> So moving forward again those conversations need to be shared while we clear. Thank you. Also a special meeting was held on November 18th, 2025 for the purpose of budget approval for agenda item 38 review and adoption of board policy on educational priorities and was included and acted upon at that meeting. Further guidance from council
008indicated that that required procedure steps may not have been fully satisfied that was that meeting legal you never had any meetings and we'll discuss that later because of the meeting act so that action is void you understand that also >> uh no I do not understand that so I will seek further guidance from our legal counsel >> I have you so you further understand there are 700 last year. Not just one, it's not the Sarah hour. You can't pick and choose what you want to do for United. >> And when was that email sent? You said I have a copy of my email. >> Uh I can look for it. It was sent >> uh when was it sent? >> Last week, I believe. >> Last week. Okay. I do not have a copy of
009my email from my exact more communication with board members. >> Okay. You are saying I have a copy in my email. I do not know what you're talking about. I need a copy in my email to understand what you're talking about. I'm the legal team here December 9th. I'll make sure you're copy of it. Uh that's no way and we'll have to re look at it in executive session. >> Okay. I can't look at anything until I see this email you're talking about. >> Was legal meeting but it wasn't done properly. >> Okay. I will look at the email and get back to you on that. Any other board member comments. Okay. Thank you. We will move on then to our commendations and recommendation or recognitions, apologies. Uh December 25 personnel recognition recognition. I would
010like to invite um Miss Tish to kick us off and then pass it on to the appropriate person, please. Hello everybody. Sorry, you have to turn this way maybe a little bit. Okay. Um, this evening I am honored to recognize members of our HR resource or human resources team whose behind the scenes work is essential to daily success of Cook County Exposure 130. Their dedication, professionalism, and attention to detail ensure that all employees, everyone sitting in this room pretty much um and our systems run smoothly, schools can remain focused on students learning. Tonight, we pause to express our sincere appreciation for the individuals who serve our district with excellence every day. So, I'm going to call my team up and I want you to put a name down to a face when you see them
011cuz you do see them behind an email or on the phone. So, I'm going to ask them to please stand up over on this side of me, please, so that everybody can see you. And then I'd like to say a little something nice about them as they're standing up. So, could my team please come up here? Okay. Okay. First, I'd like to recognize Alia Sanchez. Step forward a little bit. There you go. Okay. Um, she's our district receptionist. You probably recognize Miss Ellia Sanchez. She's the welcoming voice of our district of our district reception as our district receptionist. Ellia greets and assist visitors with form and professionalism ensuring all proper signing and security procedures are followed. She manages the incoming calls, provides central information regarding district offices and policies and coordinates front desk communications including
012emails and mail distribution. Aliyah also supports the administrative staff by scheduling substitute teachers. Her gracious demeanor and adaptility adaptility, sorry, make her an essential part of our daily operations. Okay. Our second is Carmen Pereira. Um, you might see her email as Maria. She's our payroll clerk. Could you please stand forward? Tonight, we extend our gratitude to Miss Maria Carmen Ferrer, our meticulous and highly dependable play payroll. Carmen ensures that all employees are paid accurately and on time, and she addresses any time she's concerned with patience and care. Her attention to detail and strong commitment to customer service help maintain staff confidence in her funeral operations. We thank you for your consistency and support in which she carries out her work. Okay. Next, I'd like to call up or stand forward, Miss Myra Sparsa. She's our
013human resources assistant. We are also honored to recognize Miss Sparsa, a human resource assistant who is vital to the success of our department. My manages the staff evaluation process from placing evaluators in the online platform to entering required data for state reporting. She plays a key role in onboarding new employees and provides ongoing support with teacher certification, reimbursement requests, and a wide range of human resource matters. My's attention to detail and dedication significantly strengthens our department's operations. We are truly grateful for her expertise and our positive solutionoriented approach for the past 11 years. Congratulations, Okay, next we have to hire Cindy Razio who provides essential support for our human resource operations. Cindy plays a key role in communicating important information to employees, ensuring accurate teacher certification, documentation, and creating and updating staff arrays with precision.
014Miss Raio is an essential part of human resources daily operations. Her professionalism, responsiveness, and outstanding organizational skills follow the high standards of our human resource processes. We deeply appreciate her commitment to excellence and the calm, happy presence she brings to our team over the last 12 years. And last, this is like my second mom. So this evening we recognize Moro, our dedicated benefits coordinator. Lori oversees employees, sanitizing and the administration of all employee insurance and retirement benefits with exceptional care. She also facilitates payroll functions with accuracy and consistency. Lor's deep expertise in medical system and her support for employees make her an invaluable resource to our district. We are grateful for her professionalism, her reliability, and the positive impact she has on our daily operations for the past 26 years. Thank you guys. All right.
015Thank you. And now it over to Mr. Terillo. Dr. Terillo. Apologies. I know it's rare people can't. So that very good. The special education department would like to acknowledge two staff members this month of education team. Thank you for the opportunity to do that. First we would like to recognize Heather Ray, our principal specialized student services uh for the intensive communication program called our ICP program in Cook County School District 2030 for her exceptional dedication and hard work. When this position was first created, our superintendent Dr. K recognized that the ICP program required additional support in daily leadership to ensure its success and the board of education at that time graciously supported that initiative. Since the creation of this role is consistent above and beyond to support our students, families and staff by developing functional
016programming tailor to meet the needs of our children in the ICT classrooms. achieves professional development, fosters staff communications, coordinates student services, provides support when classrooms are short-handed, and actively facilitates fundraising and parent engagement initiatives. She also collaborates and helps to support our special program uh in the district. While Miss Gray has demonstrated strong leadership, team building and commitment to excellence, she routinely and humbly acknowledges the success of the ICP program is a part of a collaborative effort. This success is made possible by the working dedication of students, families, pair of professionals, teachers, staff, building administrators, the superintendent, and of course the board of education. Thank you, Miss Greer, for being the tireless advocate uh and leader for the MCP program. Your contribution in the lives of number two Michael for his outstanding support for students,
017staff and administrators in our special education department across the district. Mike plays a key role in developing professional development initiatives and providing guidance and support to our social workers, counselors, speech language pathologists, nurses, specialist teachers, and par professionals. He's known for always being calm and having a calm present as well as his good nature in Mike fosters a positive and collaborative environment everywhere he goes. Mike consistently brings thoughtful questions and perspectives focused on what is best for the children we serve, demonstrating his with wavering dedication to our students and teams. Thank you, Michael, for your commitment to professionalism and positive influence to our department, staff, and students. Your contribution also make a meaningful impact on the lives of our student, staff, and families of our community. Thank you. I'd like to invite Mr. Dudic up
018next, please. I think we're going to be up here twice. Um reading on behalf of individual recognition. Uh but I'm here because I would like to recognize Lford and Velasco Sparza for volunteering to take on duties of the of the receptionist during the month of October when we were without a receptionist in the district services office. Miss Blandford and Miss Glasco specifically collaborated with me to work on a schedule that allowed them to cover the receptionist desk on a rotating basis during the month of October. Miss Blandford and Melasco were able to perform the required work duties while also performing the work of the receptionist. Their efforts allowed office operations to continue without interruption and their work was greatly appreciated. Marissa Sparta or Mrs. Spark took on the role of substitute coordinator during this time
019in October, ensuring that coverage for teacher absences was in place as well as continuing substitutes content contacting substitutes, excuse me, to fill open assignments. Mrs. Sparza worked outside of her regular scheduled day to monitor absences, communicate with substitutes regarding available assignments, and inform building administrators when coverage was needed for an absence. Mr. As far as efforts allowed for instruction to continue in all our schools and teaching interactives and her and her work was greatly appreciated. Thank you. So, I'm I'm reading this uh recognition recommend recognition recommendation for recognition um on behalf of Debbie Redmore. Uh Miss Redmore is currently a fair professional at Lincoln Elementary School. Um she had just finished her student teaching at Lincoln about two weeks ago and she has stated it's been an honor to serve both the district and and
020Lincoln students over the years. Her experiences here have encouraged her to pursue her bachelor's degree and work towards becoming a certified teacher and she's proud to share that she has completed her student teaching this morning as of November 21st. So, she would like to formally acknowledge and express her deep appreciation for her mentor teacher, Miss Janice Lopez. Uh, Miss Redmore previously had the privilege of working along Miss Lopez as her onetoone pair professional. When planning her student teaching placement, she had hoped to be placed in kindergarten. However, due to staff changes, she knew her next best choice would be first grade. And she was grateful beyond words when Miss Lopez agreed to serve as her mentor. The impact Miss Lopez has had on her development as an educator is truly immeasurable. Uh Miss Lopez's guidance,
021professionalism, and unwavering support made her student teaching experience exceptional. Throughout her time with her, Miss Lo Miss Lopez modeled high quality instruction, clearly communicated expectations, and consistently ensured she felt prepared and confident. Miss Lopez embodies what it means to be a dedicated, compassionate, and highly effective educator. On days when Miss Redmore felt uncertain or overwhelmed, Miss Lopez's encouragement and kindness lifted her up. She patiently answered questions, provided thoughtful feedback, and always created an environment where she felt safe to learn and grow. While many of her classmates have shared stories of challenging placements, she can sincerely say that her experience with Miss Lopez has been nothing but positive. She has openly shared with them with Miss Lopez, my supervisor and now with all of you just how fortunate she was to have learned from her. Miss
022Lopez is a tremendous asset to Lincoln Elementary in District 130. Her commitments in her students, her professionalism and her genuine care for those she mentors reflect the highest standards of teaching. In Miss Redmore's 27 years in early childhood education, uh, Miss Lopez is truly among the most exceptional educators she has encountered. So, Miss Lopez is not able to attend. United States will be Miss Red also has a second person that she would like to recognize. Uh, Miss Redmore would also like to take a moment to recognize Miss Angela who played an important role in her student teaching materials. During the first few weeks while she transitioned between her fair professional duties and her student teaching placement, she had the privilege of working closely with Miss Conway. Um, Miss Red was truly amazed by the outstanding
023job she has done as a first year first grade teacher. Her patience, professionalism, and natural rapport with students are remarkable. Every child in her classroom feels valued, supported, and cared for. And her kindness shines through in everything she does. Just in closing, Miss Red had a she had to say she felt she feels incredibly fortunate to have learned from two exceptional teachers, Miss Lopez and Miss Conway, who both model dedication, compassion, and excellence on a daily basis. Lincoln Elementary and District 130 are truly fortunate to have such talented educators representing our school community. It has been an honor for Miss Redmore to work alongside Thank you and um congratulations to everyone who was recognized this evening. We're going to move on now to our student advisory board members and the great recognition Heat. Heat. Heat.
024Me and my fellow student advisory board member Kia Brown were uh nominated this person for showing great leadership, responsibility, respect, and above all kindness, including all her peers and everything, and making everyone feel extremely happy and grateful to be around her. I would like to congratulate Alison Marley for has been for all of us here for uh responsibility, kindness, and just being amazing all students. And I'm going to speak on behalf of the uh Criminal School student advisory board members of New York City circumstances. They could not be here today, but um for the eight award um from school, the recipient is Angel Roman. April was selected by the student advisory board members for showing responsibility, kindness, respect, leadership, and always following the three be at school by being responsible, respectful, and safe, being an
025allaround great student and amazing person. So, congratulations to Angel. Thank you. Uh so congratulations again to our great uh students who have received awards this evening. And I would like now to just take a moment to acknowledge that we have a very lengthy agenda and anyone who was here to receive an award or um and also our student advisory board. I'd like to invite them if they would like um now would be a good time if you want to leave. Otherwise you can certainly stay for the rest of the meeting. That is we're we also welcome that. Heat. Heat. Heat. Yeah. Heat. All right, I'm going to pull everyone back into the meeting, please. All right, I'll turn it over now to Miss Ko, who will be presenting our Honeybee University graduates. When you're ready,
026it's time for that. Everyone, my name is Al. I am the director of early child program district and again I'm coming for you with true joy in my heart for another completed cohort of our university um program. So I just want to go through a couple slides here. So I'd like to share with you our intention is we're going to tell you about the purpose of the um the open course curriculum talk about the Chinese curriculum itself and then I'll go right to congratulating our graduates who are present and were not able to make it as well. Um and then I'll tell you a little bit about our next steps and then I always like to end with some gratitude because nothing is done by just one person. We have a whole team that gets
027done. So um our opening doors um curriculum here the purpose is twofold to honor and fortify parents with the knowledge tools and confidence to support their own children's success and be effective advocates on behalf of their children and then also to support parents to become champions for children and for their families in their community. So it goes not just in their home but beyond their home. And so the timely curriculum really starts with them and reflecting back on how they were raised as children. And then we go through development. We talk about um the power of words. We talk about how we can be healthy in our minds and in our minds. We talk about math. So the techniques are listed as a different and each week I think when we start with week one
028it feels a little exhausting to the parents because they're like 10 weeks and then by like week four or five they're like oh my gosh there's only four weeks left and then at week 10 they're like we want to keep coming a little longer. Um so at this time very quick presentation guys um I'd like to acknowledge our HBU graduates from this round. Not many of them were able to make it today but the ones that are here I will ask when you hear your name please stand. Um so from our Spanish speaking group who did it twice over twice. Um, Jessica Rodriguez Maria on our English side. Maya Diazo, Vladimir Gerard, is that right? He was our only gentleman in the group this time around. ASA Alicia Morris Dana Sanchez and lastly Colette Tame.
029So this was our largest group of our [clears throat] 1 2 3 4 six groups that we've had and we are excited to share that we've graduated 43 parents through this 10e curriculum. So that's really exciting news. Um, so here's some pictures. You can see the happy face and that we have so we so I decided to And so I come back and we just check in conversations are just continue it during the day for 2 hours So we're doing something called taste the invite people to come in the evenings maybe sharing information like this to special thank you actually Our original former office who came as a graduate to be the guest speaker to graduate. That was very lovely. and also the distinguished English group. We also had us one of our graduation um
030allow us to have their photos um at the graduation. So um so she's also friends in school. This is a little fun for her. Snapchat social movement and then of course our superintendent and the board who always allow me to come back up here and celebrate the success of our program and our parents. So thank you so very much. Now is our um meeting out in the lobby area. All right, thank you so much. All right, we will move on now to our 2025 Illinois report card and summitative designations. And I'll invite Mr. Delo and Dr. Grayson, please. >> Greetings everyone. My name is Stephanie Rosa and I am the assistant superintendent for curriculum instruction and Dr. Grayson and I are here tonight um proudly to share with you the uh summit of designations um
031from the 2024 2025 school year. We have several objectives that we would like to cover in our presentation. Um the first of which is really to kind of summarize the designations themselves. I would like to review with you is these multiple indicators of student success. Um it also helps everyone to understand the designations and then share with you some specific district level data and the designations themselves and given the information that we have from those assigned designations. We'll then communicate with you the next steps in our improvement process and then Dr. things and sharing with you some of the proposed redesign changes that has um on the table for next year when it comes to these accountability measures. This time I'll turn things over to Dr. St in success. Good evening everybody and I'm Dr.
032I am the assistant superintendent of student services and accountability. All right. So basically every under state law we are required to be validated every year. So board of education has identified these particular metrics that will be evaluated on an annual basis. It is set up under two patterns. minor academic indicators as indicated by the Navy and the other success indicators which represent 25% of the total map. When you look at this video section one and two represent student. So as you can see student has identified as powerful most impactful element and metric of designation three four proficiency three and four are proficiency which represents 7.5% of the number five is science proficiency for those schools that seventh and eighth grade that represents 5% and then English progress proficiency represents number six another 5%. Under school
033quality and student success indicators absenteeism represents 20% of the 25 and the final survey participation represents 5%. So add those all up and you end up with 100%. However, when it comes to our primary schools, our primary schools do not have all of these factors. So as a result these are just question how can I do want to kind of talk about that. So instead of 25% growth actually there's no science proficiency there's no science proficiency and there's no finance survey of primary those are metrics that aren't even available for them at any point. So EA growth and math grow from 25% to 26.8% 8% of the value. When it comes to English language arts proficiency and math proficiency, it goes from 7.5% to 8%. There is no science proficiency. We do have English language
034proficiency at our district and that goes from 5% to 5.4%. When it comes to school quality and student success indicators, our primary students do not participate in the school survey. As a result, all of the 25% goes towards absenteeism. Absenteeism. Okay. So, we have it set up as five categories. Okay. They go from the highest ranking to the lowest ranking with being the highest targeted support, comprehensive support and intent support. Now basically what they do is they calculate all these points percentage of you know percentage of 7.5 you get to 25 you get add up and you get indicator designated school that score anything actually from zero to 100 today I found out that the lowest for this passenger was 9.6 6. The highest score this year was 91 home. So that was the range
035for elementary school. This is kind of set up in a very interesting way. What they do is they take every school, take their score and rank them from the lowest performing to the highest performing. They then look at the lower end. They [clears throat] identify schools that are considered title one schools or poverty schools and they vote for the bottom 5% of schools. Whatever school hits the top of that 5% without going over that becomes the magic number for this year the magic number is 38.7 changes last year was something okay so they basically ran every score of 38.7 71 this year they are considered comprehensive. They also rate all the way to the top and they look at the the top rate. Okay, this is the top 10% of all schools. The top 10%
036rate are going to be given a number that magic number ended up this year being 81.98. Okay, everybody else. So the very first thing they do, they find out what the test score is at the bottom, but the cut score is at the top. They figure out who's automatically, who's automatically comprehensive, and everybody gets put into category. Slight variation of that. Then what happens is they then do this exact same thing for subgroups, for student groups. There are variety of different student groups that they look at and they do the exact same thing. Again score the magic score is 38.71. So if you are in a student group that is scored below a 38.71 you are no longer you move to targeted support means that you don't worry but you have a student group that
037was that was in a comprehensive category and as a result the whole school now moves into hard support. Some examples of of sub groups or student groups, children with disabilities, English learners, poor English learners, low income, all different races, normal races, all those things represented groups. You need to have 20 students with scores to be able to count as a student school. One thing you should know is that student groups and all student scores are based upon schools. So if a student lives in your school but they are served at another school. So for example we have some students who were served at another school. We have some students who serve in different schools due to um special districts. Okay. So every student who is a public school student right you were comprehensive and you
038didn't have 4 years you're still comprehensive then you go into support right so again basically you sort out everybody this group becomes comprehensive This group becomes exemplary. Everybody in the middle is middle unless you have a targeted sub student group and then that student will be able to targeted support. You can be an exemplary school and still end up in targeted support. You're going to be the highest performing school in the entire state overall and you have a targeted student group. You are going to be ending up in charge of support. Okay, so let's talk about the big three. Three are proficiency, student growth vision. That's where the majority of our [clears throat] So when it comes to proficiency, this is our district's ELA proficiency. Proficiency is measured by the percentage of students who cross
039the cut score threshold. In prior years we had five levels of efficiency for ACT and ISA science assessment had four levels. So what Disney decided was that you know what we should have five levels for and four levels for ACT. So they decided to recalculate the customers. So we now have the four matching patterns. This also wants to test comprehensible different categories. There's no more IR ACT. So now students actually measure both between 8th grade and 9th grade pret. But what did happen is that they did change the customers. So it was before that 750 was the cut score for proficiency. Now some levels are significant lower as they were lower. So the third grade had the greatest difference between the original test score and the new test score. A3 had the smallest difference. It
040seemed like as we got higher in grade the closer and closer to 750 but in the state the state is the outer circle. We are the inner circle. When it comes to math, again the same thing. The password is shifted to economy from five deficiency levels to two efficiency levels. And you can see that the state andreased as a result. So basically we measure there's a couple things about so that has a score of 700 will be compared to the same to a fifth grade book to the same fourth graders that has so we're going to be comparing each other and it be rewrite it is how Meaning that all 700 students in fourth grade will be reranked as grades for that same group will be ranked from the lowest performing score to the highest
041performing score from the highest performing score 99. The state says the near. So the stage will always be like that. So the higher the percentile numbers have the same starting point. Okay. [clears throat] So the students at 50 was considered to go maximum growth for the state. These are our results from the past 2 years and then here's our results for now. Okay. When it comes to credit absenteeism, clinic absenteeism is designed as a percentage of students who have been absent for any reason for 10% or more days of the year. That is 17.6 or 176 school day. The 17.6 Six is the number that highly students when they start 18 days of absence. They are now considered chronically absent 10%. Again, excused unexcused is for any reason. This also includes partial days. So the
042student is an hour every day. Those hours add up and become a day. It is a fractional or decimal value that is calculated for every student membership. It's the number of membership days divided into the number of days that they have. So you can see that since the numbers have been much higher statewide much higher. It used to be a little bit like 11%. Now the state is still 26 25%. We're slightly above that as 28%. Okay. So, how did how did district do? So, when it comes to ELA growth, we were at 35.6. When it comes to math growth, we were 46.3. When it comes to ELA proficiency, we were 38.3%. When it comes to math, we were 21.1% of our students proficient in math. In science, again, only fifth and eighth graders take
043the science. That was 21.9%. Our egress proficiency is a schoolbased measure. It cannot be done as a district. And that's how we're measuring the students. He has a baseline number and how are they progressing to this magic number that they try to calculate for each student over six years. When it comes to chronic absenteeism as a district, we were at 28.0%. And we 100% of our students participating well the average round up 95.7% of our students participated in the um climate survey 4 through eight. So how did that translate out? So when we all sorted all out, how did that go? So we ended up with seven schools in level that's intermediate all intermediate primary primary and Washington school this year all meaning that they had the lowest 5% but they also had no targeted
044student groups. We had three schools that were in the targeted support category. Reyear school, Lincoln school and Nathan Hill Middle School is children with disabilities and Lincoln is Hispanic and children. So it's kind of a wide range of student groups that are being identified for these particular school. So now the information that Dr. reason to share with us um that's the data those are the facts and then we need to decide as a district what's our response um in the um designations that we receive um we must follow the Disney defined um continuous improvement process and so in light of that these are the decisions that we make we want to make sure that in spring of 2026 we revisit and ensure that we have continued align to the newly developed district strategic plan goals
045in three core areas of curative instruction, culture and climate, governance and management. We also want to maintain the capacity building efforts that we initiated um upon the first time we have these designations um from with regard to capacity building um in leadership. We want to make sure that we provide time um and the correct amount of resources for the director of leadership to um engage with leadership capacity building um on a monthly basis with our leadership teams. Um and then we're also participating in the South Intermediate Service Center Leadership Coaching um initiative um utilizing school improvement specialists. Um and that's how we're using some of the grant money as defined in the grant requirements. Uh we are monitoring the alignment to our newly defined professional learning community structures. Um those structures were originally rolled out
046during this past summer's um administrator academy uh weeks of professional learning back in June and July. Um and we're working to ensure that those structures remain in place um so that we have consistency across the buildings. on the professional learning community or PLC as it's sometimes referred to is really a structure that's in place to ensure that educators are collaborating around student data in a meaningful way. They unpack standards. They define what mastery of those standards might look like. They use assessments. They table student data continuously and they decide and then decide what to do with students who may not be responding in accordance with how we would pass. Um and then also how we respond to those students um and ensure that we're meeting the needs of those students who are ministering those um
047and then we are also participating in um professional learning series that's offered through um South Korea service center. Um the uh plan year as uh the state refers to it is the first year that a school is designated and those schools that were designated last year um part took in that particular PD series with their instructional learning teams um out the um Chicago Heights at the South Service Center. Um and then now what they're doing is um those content specialists, those um school improvement specialists are coming to the schools um to visit the professional learning communities to walk through the building to meet with leaders um and to ensure that those curriculums are moving forward which what they expect. Um and then the newly designated school middle um actually just began their professional learning series
048today. Um and so that learning team um kicked off their series. Um and generally those series are between seven and 10 sessions long. They each focus on a different um portion of the school improvement planning process. They go setting to goals that are specific to English learners to children with disabilities. They look at attendance and all of those indicators that are in play when it comes to assigning these designations. With regard to instruction, um we are uh taking notes on um stakeholder feedback during the strategic plan process back in 2025. Um last spring um teachers in the uh curriculum and instruction subcommittee group um informed us that it would be um benefits to have more teacher input in the process of planning that professional development and then kind of having a grassroots effort and having
049our teachers help to train each other. And so we did put out a survey back in November um and gather teacher feedback um to help guide the planning of professional development. And um the teachers um responded um stated that they liked in-person training um and that um topics that they and they wanted in the school day. Um and then two topics of great interest were digital uh learning tools um and then um having the opportunity to collaborate with their department and grade level peers. And so we're working hard to expand those activities and those structures in teacher institute days. Um towards that a lot of time in the upcoming January 5th institute day for building initiatives and allowing teachers time to collaborate and then the mar institute even take a step further. We're also working
050to amplify efforts to effectively use our vetted resources and utilizing a learning law structure. Um that is part of the goal setting that we um participated in with the um regional assistant superintendent Dr. Karen um through um the school improvement process that we're working through. Um and so we'll be working with her and her team on the learning structures and what that looks like um for our district. We've extended supplemental mathematics programming. We did a pilot program called Heroes last year which was after school math um interventions and we were able to extend that and launch it more efficiently this year. Um and actually even um we were able to use grant funding to purchase blue street. uh teachers were saying that uh we have students who um many students are struggling in the area
051and so we looking for additional resources. So through this program we're piloting a program called street and so we're hoping to have some really good results with that and gather some teacher feedback on how they like that. We've developed a very draft version of our district literacy plan. Um again this is um an initiative through um the Illinois State Board of Education that all districts in the state are required to participate in. Um a team of instructional coaches and district administrators are attending monthly sessions. Um they're writing sessions that are helping us to understand understand the tenants of the Illinois comprehensive literacy plan which as you may know was kicked off um a year ago and last January. And so, um, we were required to kind of change, um, a few things, um, the practices
052and instruction when it comes to that literacy. And so, uh, we did our initial review of our draft literacy plan. And comments was so commend, um, that draft will then need to come to the board of education for approval. Once approved, then send it into the state for their approval. and that will be happening in the spring semester. Um, additionally, we're working to refine and extend assessment practices and time use of balanced assessment data. We work to really have obviously the Illinois has evolved over the years. Um, we've had district benchmark assessments, NWA, um, um, and we've had, um, of assessments. And so we worked to work forward process within the district starting first with disciplinary we moved into um very formally English language arts hoping to refine that as the years go on um
053and then science as well and we'll continue to round that out and build that out as uh we go as a slow process. We are working to get a lot of teacher feedback with regard to that. um ELA uh middle school teachers have refined theirs based on um they're becoming more and more familiar with uh the standards and with the product that we're offering. Um and so that's happening and with regard to attendance uh we are refining the means in which we're using data. Um we are providing the attendance monitor reports uh to identify high need students. Uh we have uh participation in the attendance cohort that is offered through South Co Service Center. Um and we're working to improve family communications through our social media and through parent square. Okay. At this time we'd
054like to welcome the school level responses. I kind of summarized for you the district level responses and so we'll go through the different cohorts. We'll start first with primary. So if I have our primary principles join us here. here. All right. So, joining us today to talk about the responses that our primary schools um are engaging in Duncan who is the principal of Harvard Primary School who is the principal of Primary School and presenting for the group is Mr. Thank you. Um so as we talked about already um big indicators um to respond to our our rating at our school report looking at proficiency student growth and chronic absenteeism. I'm going to kind of give a rough idea like a snapshot of what each of our schools are doing as like a collective poll. Um
055so we are analyzing student data to distinguish strengths and areas improvement instruction again through PLC's and through other team meetings. Um we're providing exposure to A test questions um to develop assessment literacy because as third graders this is the first time they're seeing questions like this. So we're kind of giving that exposure a little bit earlier just so they're aware of what it looks like. Um we're providing small group instruction based on student that the student data any data analyzed in our weekly DLC meetings and then um again provide exposure to reading writing strategies at all grade levels. So not just focusing on those third grade students who are being tested in I but providing the exposure to our kindergart second grade so they they kind of are seeing it as they go um through
056the grades. Um as far as student growth um we're going to start from the beginning um aspects of ver articulation with um doicile administrators and teachers um that will analyze our data and identify areas of growth to support next grade levels cuz like Dr. Grayson said um when our third graders go to fourth graders that still impacts our third our our primary level. So we need we need to figure out if we're not making growth how do we how do we shore that up? Um, we're also going to build and build reading and math foundational skills that are identified through analyzing math and reading assessments. Um, cuz we're finding a lot of like we talked about the fluency, we're missing that piece a lot of them when they go to fourth grade. So, building just
057the foundational skills and shorting that up and then identifying students for intervention supports in both math and reading um through our reading interventionist and our heroes math program. And last but not least is our chronic absenteeism. Um, so we have outreach to families. We have newsletters, phone calls, social media, parents who are any way that we can get a hold of parents. We're we're trying to get a hold to to stress the importance of coming to school. Um, we have weekly and monthly attendance that highlight the importance of attending school. And then um we have weekly attendance meetings which we have um um Monday matters conversations with our team, our social emotional um team, the social workers and counselors that we are identifying those at risk students that um the reports that are provided to
058us highlight the kids that are reaching that 10% At this time, we'll invite our intermediate school Welcome to the podium. We have Isabelle Santo. She is the principal of Whittier School. Melissa Boyd is the principal at Nathan Hale Intermediate School. We have Diana Rime who is the principal at Paul River. And presenting for the group will be Daniel Kramer, principal of George Washington School. Hi May. very similar to the primary buildings, we've been working together to um target proficiency in ELA, math, and science for fifth grade. Also, student growth for ELA and math and then chronic absenteeism. So, we've been having monthly professional development and along with weekly professional learning communities that focus on evidence-based literacy and math instruction that are aligned to the grade level standards. We also have staff implement high lever practices
059including modeling, guided practice, formative assessments and differentiated small groups to meet our students needs. And then leveraging professional development and coaching provided by outside um consultants as well as our instructional coaches in the building that continue to enhance academic effect effectiveness and rigor with all of our staff. As far as student growth goes, sorry to as far as student growth goes, we do have weekly professional learning community where we are analyzing data constantly. Um, talking about diagnostics and benchmarks and also our real time our real time data to identify the trends that are happening in our buildings or within grade levels. Um, guide lesson planning and align instructions to our students needs to meet their needs. We do structured retaching and enrichment blocks which will address gaps early on. Um also we use standardbased writing
060explicit vocabulary instruction. I is our oh sorry aligned reading task and also math mini lessons that are focused on are undertaught or uh misunderstood standard. So there's some clarification to help students and sorry uh we do use uh progress monitoring to track individual students growth and adjust intervention supports during our professional learning communities. So we are constantly talking about our kids, how are they doing, who needs the supports, who's making growth, who could use some additional um efforts. So, and as far as chronic absenteeism, this has been a challenge I would say for the entire state, but also we've been working on with our schools. We do have daily check-ins with students that come in. We also are having weekly check-ins with assigned mentors or counselors. um our SEAL team, so our social emotional learning
061team that includes our counselors and social workers and a color crew to support at risk students and address barriers with parents um through frequent direct communication with them. We also have weekly attendance review with attendance teams. All of us meet weekly with our team to discuss kids that are having struggles getting to school, figuring out what that purpose would be and how we can support. And then monthly and weekly rewards. We're trying to promote strong attendance by informing our families how important it is and our students. We know at the intermediate level that our kids don't get themselves to school. So, we are trying to problem solve with um people just to get our kids in school and making sure that even if they're late, we're just happy they're they're there with us. our principles
062to present will be inviting please [clears throat] with us this evening we We have Miss Emily Mayora. She is the principal at Veterans Middle School. We have Mr. Greg Hall who is the principal of Major Hill Middle School. And presenting for the group will be Miss Hill who is the principal at um Ever Middle School. Thank you so much. Just as um the principles from primary and intermediate stated, we at the middle school cohort also um drafted our response with regards to increasing proficiency, student growth, and chronic absenteeism at the middle school level. So, our collective responses to what we're doing at the middle school to help increase um proficiency in ELA, math, and science include really strengthening our professional learning community structures to analyze common formative assessments, monitor student progress, and evaluate proficiency aligned
063to AR priority standards. Really focusing on those priority standards relative to the Illinois assessment of readiness. Additionally, at all three of our buildings, we are collaborating with our instructional coaches and consultants to plan and deliver highquality standardsbased instruction informed by AR data and identified areas of need. For example, vocabulary, numbers and operations, and algebraic thinking were all common themes across our three buildings as well. Um and lastly with regards to um helping increase proficiency, we have really u focused on integrating these released items and practice questions into daily instruction using common assessments for progress monitoring and targeted support for students through differentiation as well as throughout regard to supporting student growth because we all know that that is a big percentage of our overall designation as well. At the middle school level, we really focused
064to increase small groupoup instruction to provide targeted intervention for struggling students. Differentiated support and enrichment for our high achieving learners. utilizing data from formative and common assessments and digital platforms such as Lexia, I read my iPad and multi-level text to monitor progress, guide instruction, and close learning gaps as well as building teacher efficacy through ongoing review of student data, regular professional learning, community collaboration, and district provided instructional resources. And lastly, when we think to um chronic absenteeis, and this is something at the middle school level, we have a lot of conversation around as well. And um kind of similarly to our peers, we really focus on early identification of atrisisk students using prior year data to really work hard at the beginning of the year to get get these students in school right away with
065us. We also have 14 meetings to review attendance data, identify students who are at that two, tier three level, and adjust interventions as needed. We um have um ongoing monthly and quarterly attendance incentive programs as we continuously track data and try to incentify um attendance and in getting our students in our buildings most regularly. And lastly, um communication is is key, right? Ongoing family communication through phone calls, parents for messages and administering meetings or students with excessive absences. Thank you all for their efforts towards um this continuous improvement process um and for their efforts in helping us to prepare this presentation this evening. Um I'll turn things back over uh to Dr. Grayson and she'll talk to you about some of the design changes that Indie has on the table for next year. So just
066as we might get really good at understanding the metrics, they are proposing a redesign and actually the redesign is going to be beneficial. So just to give you a little quick snapshot of what they're expecting. So again before when we were talking about it they identified all these different metrics they were weighted differently and they added all up. What they've decided to do is they decided to separate indicators into core indicators and into elevated indicators. So for elementary schools, you can see that the course indicators are efficiency low and for high school graduation as the as an elementary district for K prek um 8, you will only be measured for core against proficiency and growth. Okay. So what will happen is that they will take all the proficiency for ELA, math and science. It is
067generally dismeant divided by the total number of students that took one of those tests. So we add all the math test that were taken, all the reading tests that were taken and all the science test. the only portion of our schools take it by test. So it is not taking the three proficiencies and averaging them together. It is generally going the number of total proficient students we have in those three content areas divided by the number of students who have a school. Okay? And our goal is very much the same. We're basically going to take exactly what we've been doing for both. That's not changing in any way. We're going to take the math and the ELA and average. Okay, graduation rate 200. What's going to happen is that they are now going to identify
068these two categories. They've also changed it into there's still five categories that they're changing. So they're now looking at and this is one of the areas that there's been a lot of feedback to the state of these levels. So these levels may change. So basically we're saying the levels are exactly commendable approaching developing comprehensive and then there's also still comprehensive categories. So they've taken that large medical section and broken it up into okay. So you look at those two major decision if you have exemplary growth and developing proficiency you start off exemplary. It's whatever the best of the two. So you can have amazing proficiency, you can have amazing growth or you can have proficiency whatever but whichever one is the highest that is the one that you start with then indicators are going to
069be elevate you up. So if you are commendable or approaching you start if you have English language or college proficiency consistent attendance or climate surveys that meet certain criteria particularly if you have two exemplaries that's exemplary and amendable that you're on the lower end. So if you are at a medical school, you have your four educators, you are a commendable school and none of your subgroups are comprehensive. Okay, you will be comfortable if you have exemplary English word progress and consistent attendance cuz they're going to flip a little bit. It's going to be now 80%. We're thinking the positive. Same thing from the positive way instead of identifying the negative is now 88%. If you're 88% um have 80% of your students regularly attending school, you'll get a temporary on that category. Those two categories
070or any two of the three will be from medical. We can no longer students will no longer harm us. conversation no longer impact us in a negative way but improving our English and I can tell you that our English language bars and proficiency for many schools has been very high and actually when we look at putting that in the calculator for other schools many of them are showing up as high number for many of our schools so that is a great thing so again you're basically basically looking for proficiency and growth you will get the higher of the Then you will have the three other indicators that might even bump up higher. The big challenge though will be if you end up with a student group student groups that end up being comprehensive. The highest
071you can be is approaching. Okay, that done automatically. There's no longer targeted support as a category. You would be approaching and then you would go into a school. So if you end up in comprehensives, you will go into a comprehensive school improvement level. If you end up with a subgroup or the student group that is comprehensive, you will go into targeted school. The school improvement are not going away. Those will remain. But you want to call targeted support. So this is something that the state was hoping that they were going to be bringing to the January or February state board meeting. We are not they're doing a couple more feedback on January 7th to send an additional feedback. I did go to all and today so that I'm here in person and raise my hand
072and speak directly to the people who were there and communicate my concerns or communicate what I like about it in addition to the platform. So that was actually a really great opportunity to hear from and listen to exactly and to hear a response also to when we talked about this is kind of difficult what happens if you're a K3 school right? So think about K3 schools they do not have this as a possibility at all. So how are we going to do that? If it requires two indicators, two indicators to get you to up. Let's do is that there is it fair to those schools and what happens situation. What happens if you are in elementary school or primary school and don't have enough English learners? You don't have English learners. Now you only one
073indicator that you can possibly use to elevate your score. How are they doing? That's something that pop up over and over and over again. So talk about that. So this is a very big shift in terms of how we're going to be looking at again proficiency and growth are going to become increasingly important. It's going to align very much to what is expected. But we have these opportunities to elevate and these are going to be opportunities for us to really get attendance is going to be an opportunity for us to raise our school. Okay. Then our TV has actually many of them are at least some of them are so that might help us as well. Okay. So this is supposed to go to the will go to the state board in April. they are
074intending to use this for next year. So our data right this minute will be measured against this metric and that was why it's so important that I attend so that I can sit here. I didn't want to be measured in a metric that I wasn't aware of until suddenly passed in April. Okay. So imagine today because I went to um South today, we actually received the calculator and we're trying to touch the numbers in to see data what would be our um designation just to kind of give us an idea of where that's what I like to do. All right. So, just to review, um the objectives that we were hoping to accomplish in the presentation were to give you um information about ISBY's summitive designations, to communicate the next steps given that data that
075we're provided, and then to talk a little bit about what are the proposed redesigns for his for next year. So, thank you so much for your time and All right. Thank you. Do any members of the board have any questions about this presentation? I That was a lot and it's a lot to take in. Thank you. Dr. Sure. But are there any questions right now? Thank you for this presentation. I understand a lot more than I did a couple hours ago. Um, I know absenteeism is huge. I don't think that's a secret. I do just want to say thank you to the schools for the fun like little incentives that you guys are doing. Um, I really think that's enticing some of these kids to come. Um, in one of my child's school, they did
076tabed teacher events where they got to take little like the removable tattoos and they wonderful teachers um agreed to allow these students to tattoo them which see you know a sunshine tattooer whatever they were. Um, so thank you all for that. I guess one of my questions is just looking at these numbers, the 21% math effic proficiency, the 38% for ELA. Um, that's extremely concerning. Only 21% of our students districtwide are proficient in math. We have a math coordinator and math consultants. Um, I would really like to see them utilized more and kind of, you know, focus more on those groups. Which leads me I guess my question is how often are these consultants going into the schools and focusing on our schools that are targeted to provide our teachers or faculty the support. So
077part of the town grant, the school improvement grant, um the state without grant, they will help to help us to spend that money accordingly. And so what they'll do is they'll give us certain parameters within to work with. And so um the targeted schools are schools receiving school funds um are receiving um learning partner services um and part of that for some of them will be additional days with math consultant shar um she it needs to be approved by the state they have to go through a vetting process and so um luckily the same consultant that we use so there's a level of consistency across the district the same consultant um being used in schools is also being able to provide additional services through that school grant to the targeted schools. Um we have 37
078days for her across the district in our title one grant and then the regional assistant superintendent help us to she's able to then provide additional school improvement grants. So that is that additionally as well using those folks who have five principles and they work with the regional superintendent office in order to provide leadership capacity building. And so that's how they're helping to provide guidance to our leaders in ensuring that we're using data to its fullest and making sound instructional decisions based on how I guess a followup question to that is how often is our coordinators following up to promote um and ensure e advocacy excuse me of these consult We have a couple of checkpoints that are um personally I regular basis. It's generally on bias where I'll meet with them and do kind of
079just a check review. understand what they're doing, reviewing agenda points, um providing teacher feedback and looking at trends or challenges, some wins and celebrations. Um and then additionally, we'll have um the leaders themselves will be attending professional development that provided attend. is a a coach that we keep and we are in close communication with our consultants. We just did a second grade science check in with Dr. behavior science consultant where I will be with teachers and consultants and kind of reviewing all the outcomes of the time that they spent with her agendas talking about the strength that she saw. She was in the classroom talking about um how the um resource that was process including the number of teachers um any product that we purchase will not be a one-stop shop and be able to
080address all the standards. And so what she's looking to do is specifically identify um with our teachers practices that go with the actual teaching of the content itself document. Um and then the teachers are alongside her to identify the gaps of that resource so that we can realize that to spend money more appropriately next year and supplement the curriculum as necessary. It was this positive feedback being shared with the teacher like a little positive goes a long way. Are our teachers hearing this positive? So she was she went through and kind of went through all the rooms that she saw in the classrooms. Um and then they actually reached out to them and one of the questions we asked was it was very well challenges and one of the things that was going well is
081the fact that we have that practices themselves. Um a challenge that was presented was um that um sometimes the members over their shopping for example materials and so we know what we have in order to do these sections. So, it's nice to meet with them and then be able to kind of hear what they need. Um, but the celebrations to answer more specifically your question. She did go over all of the positives that she did see. Yes. So, she goes over that with the teacher like it's she's not just going to sit down and discuss it with just the principal. This does the teacher get to hear the positive like you did great teaching that kid how to do that multiplication? >> Yes. And so the consultants also do a free brief session and they'll
082also do a debrief session. And so they said that session demonstration teaching experience teachers design in each classroom. So um what they need from the consultants based on their communications with the instructional coach um and so we design that agenda and result when they get to that school. Um there is um information being shared with the teachers themselves as well as over time amazing actually this time of making sure that they're in the classroom sessions so that they too can be involved in great things. Thank you. It sounds like math is at least headed in a possible direction, but for ELA, um, and I'm sorry if I should know the answer, they don't. Do we as a district have is there an ELA coordinator? Does a position like that I'm sorry and then consultant. Does
083a position like that even exist? So the ELA consultant we are starting slow with it is new this year. Um we wanted to uh take the model that we had successful with where um she does a curriculum audit alongside the teachers. She does formative assessments with the teaching staff and then it staff and then models and teacher research. Um so that model that is working thing. Um and so that model then we're trying to replicate in other discipline areas. And so the consultant that we've hired just this year through grant funds is Megan Har. Um she is um a former teacher um years ago from um in the service. But um after being a very successful teacher, she then went on to Columbia University and she worked through the teachers college at Columbia University and
084um was able to provide teacher guidance, teacher professional learning and then opened up her own company and came back to Illinois. And so um she says now but she is currently not start instructional coaches and we started there because I mentioned earlier in the presentation that Illinois has moved over to the Illinois comprehensive literacy. Um so that really follows way of saying the science of reading. They adopted that approach to literacy instruction which was different in all honesty from the approach that we had taken in the past because we were more focused literacy district and so was many. So we were now transitioning our curriculum over to the comprehensive literacy. um his heart rate heart rate um is very slow in that area and has started with the coaches um and is working through on
085a regular basis monthly and sometimes she's in with them and she comes in person she does virtual sessions virtual herit plan and they talk about those instructional shifts that need to occur. Um what we're working on right now is a little bit of point in this smaller instruction. Um and so we want to make sure that we are conducting those small instructional groups in a manner in keeping with what best practice is currently telling us and that's targeted skill based instructions. So um that's our instructional coaches and make sure that foundation is laid. They do take that information out and serve as our leaison and provide professional learning um and modeling to the teams not just in those professional learning communities but also in coaching cycles following the student center coaching model. That model sounds
086like it could be really beneficial is the idea of maybe take that model and utilize it in other in science. Yes. and then we'll work our way through. I'm just trying to make sure that uh we don't move too fast or too impulsively because we want to make sure if there's a course correction needed that we're giving a pulse on it and we can you know change it as necessary. Thank you very much. All right. Are there any other questions from the board? Okay. Thank you so much for your presentation. We will move on now to our safety operations. Uh this is Mr. Far, Miss Mareno, Mr. Crochet and Miss Tish. Good evening everyone. Thank you. I have the distinct pleasure to introduce our district 13 operations agency. So I'm going to call them up
087and they're going to be standing here and um the presentation questions up here that you have that they will be able to answer. So, our safety operation team involves our director of buildings and grounds, Mr. J. Our director of school safety, Mr. Jeffrey Far. Um, our director of visual technology communication, Miss Jessica Greenberg. She's not with us today. Our director of technology, Miss Ken Hower. Oops. Um, Mr. John Dudley, our director of human resources. Miss Luceno, the assistant superintendent for business and myself, assistant super tech resources. So what we're going to present today is um a little bit about what this team has done so far, where it started, where we're at today, and then we're going to roll it into a um brief proposal for the access key cards for our district. So, as
088you look at this slide, I want you to look at some of the things that we have done here. This team, we meet bi-weekly. We've met so far since um the summer pretty much in August we started. Um and this is the history of of what we've got accomplished thus far. So, we've strengthened emergency communications and building level safety operations by improving the cellular coverage, transitioning to more reliable carrier, testing upgraded 2-way radio systems, upgraded or sorry, updated our visit visitor management tools and standardized front office security procedures. We also have evaluated and plan for surveillance and access control systems through a comprehensive review of existing cameras costs and limitations engagement with multiple vendors and development of multi-year strategy to expand on standardized interior and exterior uh camera coverage using nonproprietary solutions. Um, we've also
089advanced compliance and long-term safety planning initiatives by exploring silent panic alarm solutions to meet Alyssa's law requirements. We've researched grant opportunities, collaborated with regional technology leaders and solicited proposals to enhance districtwide access control infrastructure. So, at our last warning um in November, the board of education has approved um a security and staffing policy. I'm going to read that to you so that you can hear um what that policy entails. The district has an urgent need to address building security and security staffing. The director of school safety has provided specific recommendations to the board in the areas of security, infrastructure, and security staffing. The board shall allocate no less than 1 million and up to 2 million in additional discretionary funds from the fiscal year 26 budget towards the implementation of security infrastructure and the hiring
090of additional security staff in fiscal year 26. in line with the specific recommendations provided to the board. So with that comes a proposal that this team has put together and that team um has looked at a lot of this information. Um, when we first started talking, we really started looking at our communications, which was our cell phones, and we moved then into looking at um the cameras and and and placing them now in hallways instead of just on the exterior. Um after the September board meeting, um following that feedback from a board meeting, the safety operations team turned our focus to exterior doors and secure vestigials across all buildings, including the addition of key card access systems. Over the past few months, the team solicited better folks to upgrade building access control with a district-wide
091focus on exterior door security and secondary interior security doors. A building by building proposal including better quotes and estimated costs have been provided to all board members for review. This director of safety, Mr. Jeffrey Bar has prepared facilities maps identifying all building entrances and proposed access points um available for the board to review. The director of buildings and grounds collected the district's sorry collaborated with the district's construction manager to develop cost estimates for single and double exterior doors with access key readers. So the rest of this presentation reflects the information gathered and analyzed by the safety operations team to support the board's consideration of enhanced student and staff safety measures. The proposal will estimate costs are provided on the next school slides with with which Miss Lucy Marino will be speaking to. Perfect try. I
092think she's getting six. Here we go. All right. So as uh Miss K. Tish had mentioned uh we broke it uh broke down uh every school of what the needs are in regards to double uh doors and single doors along with excess of brow key panels. Uh we um did an alpha order. So first uh is current middle school. They would need uh 14 double doors and 19 uh key panels for a total of an estimated total of $36,200. George Washington with the uh 12 double doors and one single door with six access door key panels totaling $269,700 early childhood school would require two double doors, one single door with three access door key panels for $59,900 primary school would require eight double doors, four single doors and eight access door ke panels for a
093total of 229,200. Nathan Hill Intermediate School will require six double doors and seven access door key panels uh totaling $139,400. Nathan Hale Middle School would require seven double doors, 15 single doors, and 22 door key panels for a total of $374,100. Nathan Hill Primary School would require six double doors and nine access door key panels for a total of $144,600. And part of your intermediate would require 20 double doors and two door panels for an estimated around $490,200. Power Primary School would require six double doors, one single door, and five access door keels for a total of $145,900. Veterans Memorial Middle School will require nine double doors, five single doors, and six door access door details for a total of5,00. Lastly, um we have Whiter Intermediate School with 12 uh double doors needed along with
094um eight access door key panels for a total of $263,200. So the grand if we add um all the schools and and what the needs are, it would amount to almost $2.6 million. Mind you, this does exclude any architectural, environmental and unseen uh fees or cost. Um, you know, a lot of our buildings are older and um there's property that has you know may have you know like um things that have to be remediated and um and yeah, we would have to uh take care of. So after sharing this information and following the direction of the policy, the board of education approved as a November 2025 special meeting, the operations team created an estimated proposal for these doors and access cards for this December board meeting as an action item to be approved. And I
095would also add um we do have anformational item. I've been working on a uh the 2026 uh tenative budget amendment to be able to uh work with, you know, the funds to um make some of this happen. As as uh Carrie uh mentioned earlier, uh the policy is u a minimum of 1 million to a maximum of of $2 million. So, I've been working on that as well. Um and we do have our directors of safety. We have our director of technology and our directors if you have any questions. Thank you. >> All right. Thank you. Are there any questions from the board? Um I I do have some questions if uh others do not. Um I I would like to just kind of re revisit the um the process for gathering quotes. Um as
096I understand this project has not gone off today. Could you kind of walk me through the the vendor selection process and the process of gathering quotes and maybe as part of that you could explain how what's in the folder differs from the information the board was given in our meeting packet uh for this evening. >> Sure. So um we have a construction management firm construction. One of the services they offer to us is cost estimates. So I approach them and I say, "Hey, we're going to take on a core project. Can you give me cost estimates for we're calling double doors, which is this entrance here, versus a single set of doors, which is that back door over there." Um, I give them the specifications based on what we've done in the past. So it's
097how of course how store front doors. Um, steel no vision panels because we're going for security. Um, so they take that information. They went to several of our school sites. I went with them. They brought a door contractor with them. Um, company we used in the past, GNL doors. They walked with them and they were able to put together a cost estimate based on the information I provided. So, for the two sets of double doors, just the doors, hardware, frames, um, closures, crash bars, long $17,000 for double set doors. Single set of doors is half that00. The labor they came up with is based on union wages currently right now for trades. So that's $3,200 from. And then the access control has a range based on what the board of education chooses once access controls
098are presented to you guys. There's a cheap system that's the it's $1,800 and then the range goes to say it's 23 or 2600. That's that range you're seeing on that on that. >> Okay. >> How much do you get from grants? We have looked at grants and we were going to continue to look at grants. Um actually also on the board packet there is the school maintenance project grant which I get a maximum of $50,000 um it is a dollar for dollar um grant um in regards to to that specific grant um but u so just to be clear though this is an estimate from one company when we go out to bid presumably the next step would be go out to bid given the cost of the project we could receive a range of
099estimates from other companies Is that correct? >> This goes out to bid and they build the spec. Obviously, it goes live. Um, companies have the opportunity to bid on. This is just to give you a number so you know when they come back there's not sticker shock that number like we ever close or the loss. Um, that number is going to be pretty close. >> But are we getting ahead of ourselves here? We still have a uh facility master plan out there uh that we paid a considerable amount of money for. Uh shouldn't we be waiting for that to come back first to determine what we're going to do with buildings if we're putting money into buildings that we're no longer going to keep or have a different director on what this master plan is
100all about? Um that would be a decision the board of senate would have to make. I was just directed to me numbers and present the board of education. I think given that the board did a security threat assessment in 2023, uh we honestly are about 3 years behind maybe one, but we're paying for a facility master plan and we're kind of circumventing the facility master plan. Why are we having them still do it if we're going to come up with our own plan? >> Understand, but I think securing our buildings should be paramount importance. Um the security master plan, uh Mr. could you remind me what the time frame on that is? >> Um, we're looking at October of 26. >> Okay. >> Before we receive any information and are able to make a decision
101to move forward. Is that right? >> Um, our artifacts that you would offer um a check to the board if you guys wanted. Um, so what they did right now is they just finished the health safety. Um, we have tickets that go back 10 years. So they just finished that portion of it. Now they move on to the physical facility side. they look like >> um once they did do that they would come back to the board and present what they found so far. So that's probably sometime after February or March. >> Okay. And I would love to hear an update. I think everyone would. But I I still think security really should have happened yesterday. Security should have happened 3 years ago, 10 years ago, 25 years ago. Uh we we should secure our
102buildings now. I see no reason to wait for a security assessment or a facility. >> That's all set was to decide because we're spending a substantial amount of money for this master plan. If we're not going to use that master plan, let's cancel the contract. >> I think we'll still use the master plan, but I see no reason. >> They want to go a different direction we just did. Are we going to keep some of these buildings for 500,000 over what was budgeted? You put in there for one to two and actually there's discussion if that meeting was valid or not discuss. So I am really thankful for your uh so when this comes out I'll just vote the table because we need to get some information on what we're going to do first. >>
103I really think uh that security is a paramount importance. I >> I think there's seven people >> I understand my opinion and then too cuz this is getting ridiculous. Our kids safety has to be number one. I understand what you're saying about how maybe we're wasting money by doing this, but we have an obligation to protect everyone in our buildings >> with our fail. Priority one is the the people that walk in this building, whoever they are, should walk out the same condition they come in. I'm just seeing a $2.5 million expenditure and we got a master plan out there that we're spending a substantial amount of money for that we really don't have if they're going to tell us to rip this out. That's my concern. So, what I'm hearing you say is you
104want to wait to do this for another year and a halfish before we make safety a priority. >> Can we push this up? Should we cancel it? You you heard me ask. >> No, I don't think we should. I think that's the facility master plan. Should we cancel that and go our direction on safety? Safety is for everyone without fail. But we're doing two different things here with two different companies. Are we hurting ourselves with the monies we're using? >> What do you mean? We're doing two different things. >> We're waiting for a a facility master plan to say how are we thinking to be secured? But now we're stopping that plan. We're coming up with a plan here that just presented. That's what I'm concerned about. We've spent a ton of money for this
105here. How are they going to say the building's too old? We have to pull it out. Again, safety is number one here. You need to walk out of the building the same way you came in. But we need to find a way to where we may be not putting something in then having us pull it out. That's my concern. If we can push this plan up, that'd be great. We get in a month or two. Uh can they push it out for us? I mean, it seems you're right. It needs to be now later. We don't have time for that. If we have any advancements from that shelf then the program is here. >> I still as I understand for the security plan the facilities plan I'm sorry I keep speaking the facilities plan is
106a a road mapap for the next 10 years of the district. Is that roughly accurate? >> Correct. you should dump money to this building versus this building. That's kind of what >> But in the meantime, we're still doing basic maintenance on all of our buildings. We're still keeping the lights on on all of our buildings. And I think, and I'm making the argument to the board of education here that we should be securing all of our buildings in the meantime while we are waiting for this plan to give us some guidance and um direction on the next 5 to 10 years of the district. Are there any other questions about uh the proposal, the um the the any anything that was presented here this evening? I I have a question. Can you kind of walk
107us through um if we were to move forward, what the next steps look like? What does the bid process look like? Um kind of, you know, what's the time frame? Could you kind of walk through what comes next? >> Um approved here. We object to the construction management firm. They do all our architects. We need drawings for this. Um and it would get uh bit out. Ideally, it would be best to get it out in January, especially if you wanted to do this for summer 26. Um currently, these doors are 4 to 6 weeks out. Um the closer we get to summer, the further out we get. Um last year um some school districts around us did waited until March and April to plan our projects and their doors were 16 to 22 weeks out.
108So um faster bid and all that faster you get your doors. Um so yeah the next step would be to formalize it and bid goes out the bid it's come back our construction manager firm will let them along with our architect. We'll put it on a list and definitely recommend the list from the board of education to make their decision. Okay, >> thank you. Are there any other questions? >> We had a assessment plan um and go in service school. >> Again, we continue to do regular maintenance on buildings. I see security as a regular maintenance that keeps every member of the staff, every student in this building safe. I see no reason to hold off. It's a relatively small amount of money. We are looking at an $80 million budget next year. I don't
109know why we can't secure our buildings now and still continue to look into long-term facilities planning. We can walk and chew gum at the same time. feel we need to investigate more right now two months to discuss this >> we could continue to discuss this as Mr. They said the longer we wait, the more likely we are that order for door would would be delayed. ready to do this today. >> I'd be curious to hear from other members of the board of education. >> I feel they would wake up and wait on it also if we can get them in here in a week or two, do a special meeting if we can cancel the contract for them. Why engine stuff in there? The concern is putting money in the buildings that we're no longer
110going to keep. That's the concern we have. We're not just That's the major concern. Somebody's building around here. We spent a lot of money for that assessment. What's the point? >> I'm sorry. Which assessment are you talking about now? >> The threat assessment we had before you were on the board, >> right? The threat assessment 3 years ago where there has been literally virtually nothing done. I am proposing that we do doors right now. Doors are so important for keeping our children safe. The threat assessment was done 3 years ago. Why were doors not done three years ago? I don't have an answer for that, but I'm a parent in the district and I am livid about that. >> Let's ask them where we're at. >> The board of education, let's ask them why the
111doors have opened. >> The people that we paid all the money for threat assessment, what's going on? >> It's not up to the people who did the threat assessment to tell the board to put secure doors in. I don't um I don't think that our children's safety and security immediately needs to wait for a long-term facilities assessment. I don't need to think I don't think we need to go back to look at the threat assessment to know that doors and access control panels will contribute to a more secure environment for literally everyone in these buildings every day. Um, I feel very strongly about this, especially given just kind of the news over the weekend. I feel very strongly that our children need to be safe and secure and I would like to vote on it
112tonight. >> I do want to say I I truly hear what what Frank and and Bill are saying about kind of spending money on building that we may not have. On the flip side of that, I have three kids in our district right now. Um, and I just I think this is something we have to do, especially given, you know, what occurred over the weekend, too. Um, and it's been all over the news. I just I think this is one of the things where we have to do. Is it going to stay in our pocketbook in a couple of years when maybe we do decide to sell this school? Possibly. But the here and now, I I feel that this is important. This is what we need to do. Can we if we families give
113us one week, find out if we can cancel these people and then get it right back on the agenda. That's all for some dialogue. If we could get rid of this room, say that right in order to put it, get rid of this master plan, put these doors in. Let's do it. >> I I hear what you're saying, but I don't think we need to cancel the master plan in order to put security doors in. I I see them as very separate projects with very different outcomes. >> What they're doing is they're working on the same or similar telling us about put these doors in there. We're wasting that money. >> We can update them and let them know. Don't worry about the doors in your master plan. We will cover that. >> That's all
114we're asking. Find out where they're at. Give it a day or two. Have another meeting Monday or Tuesday. Yes. How am I going to You're right. But let's find out on this earth and let's get to it right away. I'm only asking for a couple days. just that we if they can't come up with something we do it but all this money we put into this I want them to reverse the work we did and say well that's not the right way to go that's the problem I have and again every person should walk out of the building the same way they come in you're absolutely 110% correct but when you're paying for one person and we're doing work for another person does that make sense >> I I hear what you're saying but again
115uh Mr. Could you speak to maybe the the what will be entailed in this facilities assessment with regard to life safety and and kind of what you know what percentage are we maybe stepping in front of here with the the access andor proposal? Uh I think as just as far as an infrastructure standpoint that's real look like um saves all the time and viability building right um if you remember when J made presentation talk about commercial buildings which is what a school is considered ultimately it's a commercial facility the shelf life lifespan of that is 50 to 70 years at that 50 or 70 year mark you're going to do a major overhaul of that facility so that's your mechanic electrical plumbing um then you're going to start looking at your roof your windows major
116upgrades is so that by the time you get here number 100, you're doing aesthetics at that point. Um, and five of our facilities right now, they were built in place and haven't been touched. Um, there have been minor upgrades made to them. You know, whether it's been an HVAC unit here, um, some doors put in here, but, um, in conversations with our construction, our architect contractors, we we fall short in a lot of areas. And that's what the architect's going to help on you guys. Um we're happy to meet um with the school district something very similar. Um their architect came back with uh $33.6 million worth of work they have to have done to bring their facilities just up to code. Um and remember that's just building code. Uh safety 88 compliance fire marshals
117building code. Um it's nothing beyond what the district wants. So, um, and I said this to the board of education. I'll say to everybody here, I think you're going to have to make some very difficult decisions when that comes back. Um, which is going to be a shock to the community. Um, our our buildings are in no shape. >> Okay, understood. Um, could we move forward with doors and access panels this evening and then inform our architects, we are moving forward with this project. adjust your assessment as appropriate to account for this. I I feel like we could move forward now, get ourselves in line for these doors in summer 26 and still get our money's worth out of this facilities assessment in October when they are complete. >> 600 grand we're short. What are
118we doing there? I I would have to um I'm just following the the policy that was approved on in November 18th. I have no um >> this is the estimation of of what the total amount is for all the schools. I you know I would leave it up to the board of education to to decide how to >> we're going to have to have a special meeting to change that that number from 26 or 27 cent. We're going to have to wait a day or two whenever they find out we're going to get another 600 grand or you're going to have to feast and figure out which school is not going to get 600 grand. But there was multiple ones that were with different numbers >> or we could wait till the estimates come back
119so that we have a a real numbers uh that we are dealing with and then we could hold you know the appropriate special meeting at that time. >> How soon before the real estimates can come back here? Uh you guys really have to approve it tonight so that I can get them to send out a formalized bid. Um once they send out a bid it's for >> but then they still have to create the bid and um it usually takes the >> realistically like a month maybe a month and a half to go to get the drawings. Um they have the master list these applications in the doors. Sometimes contractors ask them out premided so they can at least look at what they're getting themselves into. Um it's really important to note in there too
120it said it did not include any environmental fees. Um our buildings a lot of them are certain asus and lead and some joints and masonary joints that's not accounted for in those costs. So if they come in a contractor wants that tested we have to pay to have that tested. That's outside the scope of work. They will leave contingency for us on probably fall short what it is. So the board's going to have to be able to adjust on the fly and account for if they come into a door the worker has asbestous that has to be remediated or encapsulated. So everything building who's going to determine what building whatever building we don't get we're going to get enough driving. That's another concern they have. As I understand, our 26 budget has some uh projects
121that we don't necessarily need to move forward on. We could reallocate funds. I think we can find in our $80 million budget uh half a million to complete a safety and security uh project. Um I I really truly think we could find those funds. I think this is of utmost importance and I think we need to start now because it sounds like if we give approval tonight, we could maybe have estimates back in time for January at the latest February of their meeting, we could approve them and we could get ourselves in line for doors for summer 26 and our children could begin the new school year in secure facilities. And I just I see I I just feel very strongly that this is the right thing to do. It is not uh there you
122can't put a price on this really when you're talking about security of your children >> money is something that we have to reverse the only concern I have because you're not going to be happy that you're reversing for safety understand the money fall short down the road for other things with these buildings being as old as they are some real issues >> again I think people who are paying attention are wondering why the board did not act on this 3 years ago when the threat assessment came Can I just add something else too? In regards to being a maximum of 200 $2 million policy, um it also included staffing. So in the tenative budget, you know, like 10 years later and like $300,000 up to $2 million um into uh safety uh staffing as well.
123>> So you may have to think additional adjustments. Sure. Of course. >> Is this something I mean I I truly hear from concern. Is this something can we I guess this is a question for you though to share with our architect like this is what we're thinking about doing and see I mean he's been in our buildings he's looked around um it's his profession and just get feedback from him. I mean, I I do wholeheartedly agree all of our buildings need to be secure no matter what. Maybe maybe one school might look different than the other school. I don't I'm just I'm talking out loud. Can we get feedback from our architects on this? >> Uh his recommendation was he would suggest starting with three newer schools, which would be Lincoln, George, and >> PRP.
124Um he said if you're going to do anything first, you start those three newer schools cuz they were all built in 2001. um and they don't require nearly as big a lift as some of the other schools. Um and then yeah, I can certainly reach back out to him and kind of take his brain about some other sites, see what his recommendation would be. The contractor that's going to do all this work at the same time contractor. >> Yeah. the however they set up the construction. >> Yeah. One door might be there might be like a carpentry as well and then the um door manufacturer comes behind them and then there might be a third party which doesn't know what school prioritize schools that we know aren't going anywhere. get that started because I agree
125we have responsibility of safety number one. I don't want to be on the wrong end of something happen. So it's important but if we get these doors we would have focus on the schools that can any of these double doors be converted to single [clears throat] >> I think it's more so in regards to egress. depends on the location and the type of building. >> Yeah. There's some spots um you know PRI the buildings are falling in a lot of um so if they do go into it you have to pull permit. So we have to go do see when they're done with this make sure the building sound and safe. Um some of these buildings we won't even get permits p um because of the way the vest doors are too close. There's not
126very six in um got 12 ft of swing. Um there's a lot of variables in this that will kind of shake out as the bid get is built. Um so the doors that the car, >> right? There's there's doors that Mr. Car presented, there's some that I put on the list. Um when I gave those to the door contractor, they said this one, you can't do this one anyways without knowing this, this. So um it kind of snowball effect. >> Going back to Mr. ratings um question about sort of doing some buildings first. Um if we were to do that a sort of phased approach, does that mean sort of multiple bid processes and potentially increase costs at the end of this because we're doing bid one here and then bid two here. You know,
127the material cost materials has gone up. >> Well, the idea you can structure however you want. So typically what they would do is you want to do a phase approach and we call it phase one. In this summer you wanted to pick the three schools that would be phase one of 2026 phase 2 will be7 more phase two. Um if your pricing would still kind of be aligned obviously your year changes but um I I don't think it's going to change drastically run into problems if you're just going to do one school now and you decide in July you want to do another one. That's where it's going to be expensive. This construction season's already started. They've already got their work lined up. So, they're kind of just jumping prices. >> So, regardless, better to
128pick a plan and stick to it. >> You're going to have problems with my child at this school. >> That's what I think. I think we just do it all at once. I honestly think we have to. I think it's the most equitable approach. Well, sure, but they like different crews, right? Right. Right. >> Right. >> But could they get it done in the summer? If nobody's here, they have different crews coming in. Could this project conceivably be done >> over the summer? If you were going to do laundry school, I'm talking about that summer. They don't have enough time to do that. >> Okay. >> If you're going to do three schools, that's more realistic. Yeah. I guess. >> Okay. >> And I only say that because if they run into issues where we're
129the ones. >> But regardless, we do the bid process all at the same time. >> Okay. To lock in the prices. >> Okay. So what if we do the three like you just mentioned right out of the gate get the one for the facility master plan back in here ASAP present that's subar if they do it in a week or two and then release all the noise for the rather given that we're bumping up against the winter holiday uh the the holiday break the district is closing. I would rather move ahead with the approval and then adjust on the back end after our architect gets uh >> are we able to reverse course if needed be once we have them working on these buildings they're adaptable in that >> not once they're working on the
130buildings >> once they did the contract are they adaptable to changing it to meet the facility that they'll be securing Are you talking about facilities master plan or doors? Doors. Doors. >> Yeah. So, if I'm following what you're saying, if you guys take the three new schools and you guys released that, submitted, it was awarded, they're going to start in the summer. Um, they're they're going to do little buildings. Is that what you're asking me? What about the master plan results? Is there any way we can get them put on the accelerator and get that factory back in the next week or two? I I I can certainly ask him. Um I know you like to be very like you said you're paying a lot of money for it. So something I don't want anyone
131safety priority one here. I just don't want to see a lot of money into a building. They reverse course in what we're doing. That's a real problem I have. And I just think again I think money spent on safety now is money well spent regardless of what the future of our district holds. >> The thing is they're not going to be able to get all these buildings at one time. So we'll have a week or two to come back and revisit all >> I think we could possibly revisit it in January. There's no reason to make people meet on Christmas Eve or New Year's Day. I say you can go second. >> Yes. >> Tonight. >> Sure. Absolutely. >> No, we are not behind the doors. We are voting on and apologies. I'm looking for
132it in the agenda. We are voting on the uh determination on how to proceed with the 2026 door safety project. >> So all we >> Yes. >> That's absolutely true. We have so I think And then over >> we go back to the drive the possibility of getting not >> that's right. >> So we're not we're not we're not approving for these buildings. We're just approving a bid. >> We're approving the uh we're we're approving the team to go proceed with the project and the next step is going out to bid. So that that is what we're approving. We're approving the going out to bid on the doors and access man. >> Uh yes, we will have to come back. We will have to approve or not approve the bid uh when we get those
133back. Is that is that correct? We will come back the bids will come back to us and then we decide how to proceed. I have no problem with that. Again, I have no problem with the comes back to in the inter bill take a look at if we can get the facility master plan personnel in there to give us some definitive answers and what direction we need to go through so that number one I guess security is number one here and we can make the right drive down the right lane to secure these buildings so we're not reversing course with our money >> perhaps the architect could come to the same board meeting as we have the bids in front of us Okay. Is it possible? I mean, we've already established they're not going to
134do all of our buildings in one summer. That's just unrealistic. Um, is it possible when we get those bids to kind of find out whoever bids what what their timeline is? Like we already identified three schools. Those theoretically could be done over the summer. So, that probably takes care of three schools. I don't know when else people would work on a building um other than you know there's there's winter break that's only two weeks so maybe you can get one building if you're lucky done in there. This sounds like it's just going to it's going to be a summer project because that's when the building's empty the longest, >> right? So you can do you can do majority of the summer. You could also do it off hours during the school year. Um there's a
135cost with that obviously you'll have to pay certain trades over time but if they come they can come in potentially on the 2 to 11 shift when um my custodial staff is here and they can work when kids and staff are off building and do several doors at a time that regard too. So if you wanted to make it a true yearlong process you could Dr. McCay I believe you had something to add. And so when I look at this action item, it says you recommend the board determine how to proceed with the 2026 board safely question. So I think if anything it's going to be worth it to proceed with getting bids for the coming project. >> Okay. >> Then I was going to ask about that differential because there are options for the
136differentials for night work. I don't know but you know Could [clears throat] could the bids include >> proposed time frames for completion? >> Sure. Yes, of course. >> So, let's say um school. So, how long would it take to complete the actual link school project so that they so that you can see a week. Um, and we included the differential cost. Um, then we know what this would look like over. >> Yeah. I can have construction manager kind of project all that out. Just to be clear, you guys want to move forward because when I build a bid um with the architect, the construction manager askked specific questions. So, I just want to be clear with them. Is the board tonight deciding am I getting bids for every school up there and then I bring
137it back to you guys to pick which one you want to do or I think three specific ones. How do you want this structured cuz they're going to want to know that I think seems that things were different during the discussion. I believe we want to get a whole bid back all the schools that are listed there. Then once we get that back, then we'll be able to determine after we talk to the master plan people, we can take them out of the equation, get the ball rolling as fast as we can on that. And like Sarah mentioned, look for off hours work, you know, the minimal dollars that'll probably cost. Again, we'll keep everybody happy because we're trying to secure the buildings and keep everybody safe. Correct. But >> yes. Yeah. Agreed. A whole
138number for now. Can I ask you on the agenda? Yes. So it's under action items after the consent. Are there any additional questions for our operations team right now? Are there any further questions for our >> I have one more question. So long contract strong workers you can um go especially if it's specified business wage um bond your contract um I can fully expect there's three big companies those three are probably just because they can take off to your point I don't know if the numbers are close and acceptable. This contract against three schools contracted against three contracts out. That's a great idea. I think that way we can exercise more time cuz we getting all the buildings done more timely fashion to get them all secure. >> Does that change the bid process in
139any way? >> That's all. >> Okay. Absolutely. >> We dialogue on what everybody really is looking to do here. >> And yes, this is why I I'm very happy we had this discussion. So I want to make sure we know what's right for the next security is number one priority and we're already there. >> All right. Any further questions? >> Okay. All right. Um we are going to move on now um to consent agenda. And thank you for everyone who's still with us this evening. Um the consent agenda uh the items are listed on the agenda. Um, are there um is there any items anyone would like removed from the consent agenda this evening? All right. Um, hearing nothing, may I have a motion, please, to approve consent group uh consent agenda items 5 A,
140B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, and Q. Thank you. I roll to M please. Mr. Burmeister. >> Yes. >> All right. Thank you. Moving on to action item 6A is our 2026 capital life safety um project masonry assessment. Um this is an action item. Are there any questions about this item? >> I think that was just what I randomly missed. >> That's right. $5,280 to include masonry in the capital light safety. >> Uh may I have a motion to approve this item to approve it? >> And a second. >> Okay. Thank you. A roll call, please. That was uh Miss Martinez that seconded. Yes. >> Uh 6A. >> Yes. >> All right. Moving on to action item 6B. This is our 2026 door safety project. May
141I have a motion to approve with proceeding of with the bidding process for this project? >> All right. Thank you. Do I have a second? >> All right. A roll call, please. Mr. Burmeister. >> Yes. Thank you. Moving on. 16 is our school maintenance project grant application. This is tied to the door safety project. It's um the uh the school maintenance grant for an award of up to $50,000. Um so it's uh May I have a motion, please amend that if it doesn't meet the criteria to do that? >> Uh that is a question for Miss Marino. >> No. So, um it's it's based on the school. So, we have to determine all the schools in order for uh it be uh >> I just want to make sure that you know we're not short
142changing the school because we there's other ways for us to get money for state facilities. Correct. >> In regards to this uh business grants. Um >> well, no, this one here is one specific, but if we have some more that need to get done, we could add some extra money for that. Correct. Oh, separately. Yeah. >> Okay. Make sure that 50 grand. >> Yeah. Dollar for dollar. So, we have the district 50 grand in order to be able to get 50 grand. Might as well make sure we're covered every weekend. >> Thank you. >> Um, any other questions about this item? >> Do I have a motion to approve the district applying for this grant? >> Thank you. A second. >> Second. >> Roll call, please. Uh, M. >> Yes. Yes. Miss, >> yes. >>
143All right. Excellent. 60 is our Mason Hill Middle School walk-in cooler repair. This is a uh repair for $21,515 to um let's see, repair one of the two walk-in freezers. Two walk-in freezers at Nathan Hale Middle School. Um, are there any questions about this item? >> One quick question. How old are these units? And are they are they worth being repaired or are we putting a band-aid on a target? We're asking to be replaced instead of retirement. Uh so one bit is a simple fix. Um the door needs a new hinge and new um weather stripping. The other one the far end needs a new compressor. Essentially all the guts. Um I can certainly have them prepared for new coolers. There's four of them. Um I did have one when I first started 2023 for
144precision control. There was $120,000 for all four of them. Um, so I have them up. Um, they are all from um between 1983, I think they said, and um that's the range on day one. >> And what's the typical lifespan for one of these units? >> Good maintenance program. 25 years. >> Are there any other questions? that there's one that has a hinge and a uh seal. >> That's a real reasonable fix. The other ones probably should have some discussion. I don't want you any warranty for the 21 warranty on the compressor. that's reappropriate money. >> What is the cost of the new unit? Apologies if you already said that. >> Well, there there's four of them. So, we just called four. Um, like I said, when I had this estimate done four years ago
145by Control Contract the refrigeration side, they ordered us for all four was >> so does that mean a new one new unit is 25 grand or does it not work that way? >> Yeah, that's a fair assessment, right? Obviously, the price has probably increased significantly in the last two years. Um, in order to be UV lease, essentially they have to take everything out. Um what you're looking at in front of you is essentially just to replace the guts. So the air box will still stay. Um but the coil, the compressor, the blind set, the gas, everything else. >> So by replacing the guts of the unit, does it kind of essentially reset it cycle? Can we consider it a newish unit then? >> It's like a Yeah. 10 years out. >> But you said there's
146a 2-year warranty. You said there were four walk-ins. >> There's four. Yes. >> And are all four utilized? >> This one has not Yeah. >> Well, at minimum we'll get two years with the warranty. Um, do you have a motion to approve uh this walk-in freezer repair? Thank you. A second. >> I'll second. >> Okay. Roll call, please. Yes. >> Yes. >> Put this on your radar, please. >> Can you find a grant for >> All right. Agenda item seven. These areformational items. Are there any questions about theformational items this evening? If not, we will move on to um agenda item eight, which is our routine reports. We'll begin with the president's report. Um I will keep my comments very brief. Um uh I know Dr. McCay shared a communication about board committees. Um we
147will discuss board meeting. So yeah, you know that is uh coming that is um on our radar. And then um thank you to Mr. Burmester for um sharing some information um about what he learned at the triple I conference um for regarding the student advisory board and ways to improve the experience of our students. Um so I would certainly be open to having a board discussion uh with the input of Miss Hill who oversees that school uh student board uh on ways we can change our agendas or just generally improve the general experience of our student advisory board members. Um, also email possibly making two terms. So you're not shuffling somebody in and out. >> That's right. Yeah. >> They can capture that knowledge in one year but they can get a little bit more
148knowledge. >> That's right. So so you have twoear terms. So starting in seventh grade and then by the time you get to eighth grade you can kind of serve as a mentor to the seventh grader which I think is a really excellent idea. I don't know how everybody else feels but I read that. >> I agree. I just want to say um I guess I'm going to direct this to myself because you oversee our students. I really want their input in on this too. Maybe they think one year is one too many. Um so but I I I really want the students feedback on that too if they would like to do two to kind of really experience everything instead of just six meetings or whatever it is that they see in their eighth grade
149year. >> Yeah, absolutely. Miss, have you seen um Mr. Burmeister's email? Has that made its way to you? >> Okay. I I think we can share that with um Miss Hill and then maybe perhaps you could begin with a conversation with the student advisory board and come back to us with um some recommendations as what that they would like to see. Um we'd love to hear their voices. >> Oh, excellent. >> Sure. Yeah. >> Yes. >> District. >> No. >> Okay. >> No. Um so round um from H middle and I went to the Friday um day of the um Illinois schoolboard conference and we attended she attended a morning session that was just students and student board members from across um the state. Loved it. And then we attended together for a voice session
150with people first um in the afternoon together which was you know phenomenal. So the whole experience and like even went to the vendor fair. So she really got into the ins and outs of like what all you know kind of goes into um decisions that school boards make. So um you know and even during like a lunch time around the table >> right with like other school board members um from around the state and it was really really an awesome experience. It's something I definitely hope that we can get the opportunity for all of our members to attend um you know in in future years to come. I know that Kia would be open to even presenting you know some of the things that she um took away from that that conference as well. >>
151Wonderful. Thank you for sharing. All right. Um we'll move on then uh to the superintendent report. When I wrote this I I um conference I attended the trust edge experience. I actually attended two sessions that I did attend [snorts] from the African trusted experience um which is founded and led by uh David Corsagger of course leadership. Um although he applies his research to a wide range of organizations from educational um groups um the session was delivered at a speed manner that reflected the realities of educational leadership uh with clear relevance to uh boards of education superintendent and the community we serve. He introduced the group um to the eight pillar framework um as a practical shared approach to understanding and strengthening trust and um he really emphasized trust and leadership um and discipline that directly
152affect communication decision making organizational culture and demonstrate how trust is reflected through the daily actions and behaviors. Um he's an energetic guy. Um I think here anyway um he really underscore the role of trust as a foundational element of educational leadership and this trust cross edge experience um can really help boards of education, superintendent and stakeholders work more effectively together and reduce conflict and lead to greater clarity and confidence. And I know that the organizations that were in the room um is really good. So, um I can recommend his book. He has um he has a book. I can get a copy of the board if he's interested. Um and the principal was really good. He actually was a speaker last year. >> Yeah, he's really good. Um I assume he's speaking that many people
153in that small group. But um that's all I say about that. Um and then just a reminder winter break starts on Monday um and goes through Friday, January 2nd and teachers return on Monday, January 5th uh for teacher institute day. So it's class for students on Tuesday, January 6th. And I also just want to take moment to staff for a wonderful holiday and a happy new year. >> All right. Thank you. We'll move on now to um our 2025 delegate assemb delegate assembly experience and that is Mr. Warner please. So I was one of uh 150 delegates um at the conference and uh all the delegates got a little pop in both yes no or state and um vote for the uh new officers for the uh Illinois award and also for uh eight different
154uh issues. And um a very long way um people had different issues. They stand up and they talk you know different issues and then we finally got and then all the results were posted usually went 80% one way and everybody got an email. Great. Thank you and thank you for >> All right. And thank you so much for representing the district at that um assembly. >> It's important work. All right. We'll move on now to agenda um item nine, communication from union representatives. Do we have BIA? Hello. >> Hi. Sherry Sarah, president of the BIA for this meeting. [music] I'm reluctant to bring this up, but I just I'm a little concerned with the casual you guys throwing around the closing of buildings. Like, it's really an ugly little that would have a great impact
155on our communities, our staffing, and whatever. So, I'm just curious because this is the first time hearing about all of this stuff. What is your plan for communicating this information to people? Because as soon as this gets out now, I know for me, I know I'll be hearing about this because they're going to be up, you know, what is the timeline? So, again, if there's, but I feel like it needs to be said. This is concerning to me. So, do you have anything to add about a timeline for sharing this information? Not that you guys have been throwing that information out tonight. Well, as as you heard, um we're expecting the first step is this facilities assessment which our architect is undertaking. We're expecting the results back in October 26. So, that's a very comprehensive
156look at uh the district um long-term look at um Moshe could speak to it obviously much better than I can, but look at, you know, population trends, things like that. But ultimately, the the decisions fly with the board of education. We don't know what the architect is going to come back with. And once uh the architect comes back with the recommendations um it will be a very careful process of sort of weighing what their options are. Um and any any process of course would have to include community engagement. Um not only among the school community but among our our four communities that we serve as well because as I'm sure you know your your home school community the place where your children went to school is a very um people get emotionally attached um you
157know people live in these neighborhoods. They see these buildings every day. So any path we go down will will have to be gone uh with with care and and and bearing in mind the sort of feelings and um implications for our entire community which is the you know the four communities that we serve and our district community. So I don't have any real answers except to to tell you that community engagement is absolutely part of the process and we will cross bridges as we come to them but right now we're at the very beginning and and what they come back with uh we don't even know so >> well I mean it would be a huge building their paid >> I don't know I completely understand that um but again we are talking about people
158of whatever. And so it's just a little concerning like last night felt like it's a little bit of a day to go as you guys around tonight. And I think you're not taking into consideration the impact that this will have on the community. >> And I'd like to just Yeah. And I would like to emphasize absolutely no decisions have been made because we don't have any recommendations. Um you know, we we don't even know. >> Yeah. We don't we don't know anything. So we we can't make decisions. So, we really honestly shouldn't be talking so casually because we don't have any um today. It's a major concern that I think that's my concern how it's going to end very concerning what's going to happen moving forward. Some of these buildings that are older than both
159of us put together than the one he was put into. That's a real issue like population change of it. It's all go to you guys first. It's something that we're learning through this assessment. And that's why I was asking about this as a plan. Are we going to be doing something that we're going to be reversing? That's my main concern because if you got a building in the building, it takes time and you know money is not growing in trees. So that's that's why you heard my dialogue going back and forth on that master plan because that's a major concern what we're going to do as a district here, excuse me, in the upcoming years. >> But essentially, we're at the very beginning of a multi-year process. So we'll all learn more together. But our
160architect will come and these presentations will be here in board meetings and open to the public. So they, you know, you'll hear >> Well, again, we don't know. We don't know anything. I we just said >> Oh, okay. Um, thank you. And Dr. M is just reminding me that the architect did present at the September meeting, uh, which is recorded, of course. So the um the sort of initial kickoff of that uh master planning process is available for anyone who's curious to go back and revisit that. But you were probably there in September. >> Uh yes, of course. And again, the recording is available on our YouTube site. So yeah, we can all do something. >> Sure. And I think a number of those are included with the public documents for board meetings. So all
161right, thank you. Um anything else for Sarah? All right. All right. Thank you. Uh we'll move on then to our BSPA local 430. Is anyone here this evening? >> Hi. Um just want to thank the district and board member for collaboration and uh work for All right. Thank you. All right. Um moving on. Do we have BSPA local 330? No. I'll keep moving along. Sie Local 73. Anyone here tonight? Okay. Um, we'll move on now to agenda item 10, which is close session. Um, may I have a motion, please, to go into close session for the following reasons? Uh, let me let me give it out on the record here. Uh for the appointment, employment compensation, discipline, performance, or dismissal of employees. For collective negotiation matters between the district and its employees or representatives. For
162evidence or testimony presented to the school board regarding denial of admissions to school events or properties. For the setting of a price for the sale or lease of property, for the sale of purchase of securities, investments or investment contracts. For security procedures, school building safety and security and so on. for student disciplinary cases, for replacement of individual students in special education programs, for pending litigation, established reserves or federal claims, classification and discussion of confidential matters, and discussion of closed meet minutes of close session. Um, may I have a motion, please? And a second. >> All right. Thank you. Please. >> Yes. Yeah. All right. Thank you. All right. Thank you. 10:26. Um um Mr. um moving on to agenda item a suspension motion to the tradition for student to issue a notice to the student.
163Yes. All right, moving on to this is the step for agreements determination for motion. All right. Mr. >> Yes. Thank you. Moving on to agenda item agreements determination for BA. Do I have a motion? >> Um, can I have a motion to grant agreements for BDA? I'll second. Yes. >> Yes. Mr. Warner. >> Mr. Yes. Mr. >> Mortz. >> Yes. Moving on. Sorry. Thank you. Motion moving agenda. Approve litigation agreement. May I have a motion, please? Second, please. All right. Excellent. We are taking no further action after session. No heat. Yeah. Heat.