001for um one of the things I had the opportunity to do is to present some of this co-constructing and co-designing Bo with EV viewing one of the authors from the mentor text and one of the things that she uplifted to me is she said that I put time and Care into making sure that the science in my Comics are accurate you made me feel scene thank you so really thinking about the ways in which we are thinking with other intellectuals and Scholars do their writing and do their work and capturing the ways in which we can transformed science has been really an important piece of this work and it also has been true to us as we have been developing as Learners and learning from and with students on how do we transform science and
002how do we create opportunities to think about science as being an expansive face to think about the world around us um I really want to to thank you all for allowing us to share this report um we we sought to illustrate the efficacy and value of this course this curriculum the instructional model but also thinking about the ways in which we're actualizing Equitable stem learning Pathways for eths students and thinking about how historically undisturbed students can create can have the sustainable way to think about themselves and guide us in really continuing iterating this course so thank you thank you thank you I want to add one more thing the pillars that you saw transdisciplinary literacy storytelling science and science identities are the questions and the questions underneath that are the questions that this team asks
003themselves after every lesson so what really drew me to this class was not only the amazing idea but also the ongoing care uh and and it's a lot and it's greatly appreciated and I've had a chance to sit in on a planning session uh and I've visited the classroom and um it's it's pretty amazing work so thank you for sharing and um if board has any questions I'm sure this team is ready to to answer thank you thank you for that information thank you for the report as well it was really um very thorough reading it uh reading through was really helpful so thank you um questions Mir I don't have a question I just want you to know how brilliant um this is and you are um you don't need me to tell you
004that but I really feel compelled um and I was just thinking of the criticality that you've designed into um the work and coaching and help helping our kids um to do that as beautiful and science possibility um so thank you so much thank you Mia so this is really exciting um and what I was wondering about is um you talked about cohort one and cohort 2 and I and if I missed the numbers I I'm sorry but about how many students does that involve and is there plans to expand this is this considered kind of like a pilot and does it end up replacing biology with support moving down the road I can say um so in a perfect world yeah I think so but what we have to also realize is that we have
005um this team is is works very well and elevated this course to a level and and I think the next steps down the road would be like how do we make it replicable with folks because it really takes a commitment Beyond expertise you have to be an expert in your content area you have to be able to team but you also have to be a willing to interrogate what is happening daily and that's extraordinarily intensive but I do think given the right tools and the right time we could you know it would be great if it could replace a biology with support but we like to scale that back so that that would be a freshman the transdisciplinary notion is important because what happens here is you get your biology and your Chemistry so you
006get that life science uh and your physical science by the end of sophomore year and then Junior and senior you can take electives like like every other student who starts science in freshman year so we have to keep that in mind too yeah I think um thank you um to add on we have currently serviced uh about approximately 70 students um between cohort 1 and cohort 2 so we are now in the concluding year of cohort 2 um we don't have a cohort 3 currently uh running concurrently with cohort 2 ending in in year two um but one of the things that we when we originally proposed this course was thinking about it as as a model right for how do we service this group of students in particular and these groups of students are
007typically um within the reading enrichment course um so creating opportunities for students who would not have had an expansive kind of um more developed generative science experience creating an Avenue and an a lane for them to experience some more um theel of kind of science curriculum and instruction and thank you for all the Intensive work it looks like you have to do on a daily basis thank you very Monique yeah just quickly this is brilliant and um when I think about those students that would benefit from this um I immediately started thinking about our middle schoolers and I mean you talked about the lane and and and um creating a pathway into this um and from what I was you know able to gather from the young lady that was speaking I'm thinking about the
008sooner the better yeah right um and how when and I know this we're meeting with District 65 next week I know that but when we have the conversation around being creative and out of the box this is what I'm thinking about when we're talking about our colle collaboration with District 65 and preparing those students to enter um into high school you know fully ready to to take on um this work but not only just to take on the the classes but to be empowered and to feel empowered and see themselves in this work um so that's where my head went immediately and I'm I'm hoping that this is the type of conversation we're having with our other District have you been able to have conversations with the district with the other District actually um in
009uh the winter of 2021 um we actually had partnered with um a reading specialist at King arts and uh our students had this was actually before the official pilot um but it was informative for our thinking around um our course proposal as we were developing our course proposal at the same time uh we actually H our students had developed books um that were conceptualizing science in ways that were accessible um for younger readers as well and was also very much about um them telling stories about science in their homes right as we were actually this was during the pandemic this was all remotely yes so um we the students had created these beautifully developed books um that captured a science experience and a science um conceptual idea that they had chosen from their homes actually
010um and they did the experiments and the processes in their homes during the time and we were there to support them in that process and those books were actually sent over to the students at King Arts where they were able to experience that first science lesson um we have visualized some iterations or or ideas around that but um thus far this year has been really fruitful and we've had deeper relationships with Dr bavis and um Miss Perkins which has really um been very supportive of our process but that is definitely something that we would love to um continue to think through so thank you so much for the question yeah thank you you other questions Liz then richel I just want to re reiterate um this is amazing um thank you so much for the
011comprehensive report I read the whole thing um I loved seeing the origin stories of the students that was so great and so insightful I learned so much from the report um so I just wanted to say that this is this is great I love it um I was just wondering I don't know if I missed it or not but how do students access the course is it based off of map scores is it like a recommendation then or how does that work no it's based off of map scores uh so students who are are um the design of the course technically is for students who are already enrolled and freshman enriched um which is very much scheduled based off of math scores for eighth graders and so our course is meant to serve those students
012in particular thank you great Rachel um well I had two things my question was how did people like access the class but then my second one was just like wanting to say how much this seems like such a great course that um I wish was accessible to like everyone because science literacy is so important and um I've have experiences where in math classes and science classes people just can't like articulate like the their thought processes and this year I'm in a class where the half of the point of it is to be able to do that but it's my first time doing it and I didn't realize how difficult it was but um it's just my first um kind of experience doing that and I'm a senior and I feel like starting it so early
013has been or would have been like so great because I think it's helped me be able to sort of speak out my thought processes and everything and so just wanted to say this class sounds really great and should be for everyone thank you thank you absolutely I agree I agree that it is really so practical so needed and um and and she's right we could certainly expand this across the whole school I know that's well well well no um I do think that there is um Beauty to expanding it and I think one of the things that we've learned is that it does take a lot of work and it does take a level of um not only reflection but it also takes a level of uh manpower to really think about you know think
014with people I think a key part of this course is co-designing and creating opportunities for folks like every summer we host one or two think tanks at Northwestern with the Lovely help of Dr Perkins with a group of people just kind of thinking through how did this year go what went well what things could we think about for next year um how do we do we go back to our atheological principles and go back and reground are we re reaching the true goals of this course and I say this all to say is that it does take a level of work that I think education really is hasn't been designed for and creating opportunities to expand this will require a paradigm shift because it really does like we have to really shift the ways in
015which we instructionally think about teaching as well as we have to spend a lot of time together like we SP spent more time with her than my baby you know and um and her baby you know um but I think that I I think that sustainability would be the first approach to thinking about this and really thinking about if it could be a large scale thing as well as one of the things we really wrote the report for is to think about how do we name the pedagogical move we are trying to make and I hope that that came through because that's that that's a difficult task because it is something that has not existed and we don't have a model for um but we're also engaging with folks to really think about what that
016could be and what it should be and honoring the students and Scholars that we're serving so yeah we want to underscore that this isn't co- teing it's co-designing yeah and it really requires an intentionality to understand the theoretical framework that Dr Fugi and her colleagues provided um and it requires that we are essentially teacher Learners as we try to amplify in our report as well um and so that type of positionality where you're constantly learning as an educator while also trying to teach on the day-to- day um it is a pretty intense Endeavor for both of us um and we have been grateful for the partners that have been supportive especially this year um but that is truly something we um we do need to name so thank you for the questions you thank you
017thank you for setting the groundwork for um for how this can be done so hope my hope is that um others will learn from you and begin to emulate this even in other departments yeah yeah thank Youk you right thank you thank you so much all right our next item is the Centennial renovation update great thank you uh we're going to have uh Dr will remain at the table we're going to have a CFO Kendra Williams and our new Chief advancement Officer Jeff hammock to come and share even more exciting news uh here uh for the district we have not added square footage in this school in 60 years and we're the largest high school Under One Roof in the country with 1.3 million square F feet of space and I think what you're going
018to hear tonight is we're going to get even bigger all right so who am I tury this over to First is it you Kendra all right Kendra good evening board so as Dr Campbell teed up uh we have a lot of big bold plans as we're celebrating 100 years um for just how we're going to be able to breathe more life into this building for our students uh we have spaces that have gone many many years without being updated uh haven't added on to the building in quite a long time and so as we really reflect on the last 100 years and what we've been able to accomplish start looking forward to another 100 years we know that we want to do even more for our students and so that uh happens in one way
019through our Capital plan and so rather than only doing the typical um presentation for you all regarding our Capital plan we decided to get even more exciting and really talk through some of these pieces uh as it relates to uh upcoming Renovations this will be a multi-year project that we're going to be bringing forth and so we have uh Michael doter from Perkins and will our architect uh firm he's here to talk to us about uh what we've been doing what we've accomplished over the last year and what we're going to be accomplishing in the near future and then of course when you hear about these big bow plans I know that it's not just my brain that goes here well how are we going to fund that right and so then uh also to
020my right here Jeff hammock our chief advancement officer uh with the eths foundation is here to talk some about some of those pieces as well and then of course any puzzle that we put together here had always always always involves the students and so we have Dr Pete bavis joining us to talk about the impact for our students and C curriulum here at eths so I will turn it over to Mike great uh thank you it's great to be here uh very excited to continue our conversation around uh the Arts and Innovation Wing projects associated with Centennial uh projects here at eths so it's great to be here tonight my name is Michael dolter I'm a senior project architect with Perkins and will um we're going to be talking just a a brief introduction about
021uh who we are uh and then we'll talk update on work that has been done and work that is ongoing um as well as just an in and uh have a little bit more touch base on uh from the foundation side as well so uh we are Perkinson will uh Perkinson will is uh a has a long history here at uh Evanson Township High School District uh going all the way back to the original building uh which was designed by the father of one of our Founders um and so we also uh Perkin will was involved in the major work in the 1960s in which we're um also happy to be continuing that Legacy um uh as you know learning about how we were involved in it and and and really expanding that as well
022so you see here uh some of our project team there's a a wide variety of people from our team that you'll see around uh the office as well but um just to give a brief introduction to those few uh individuals here so uh just one of the one of the few projects that we've worked on just our initial touch point with with the school was the Health Sciences Suite A Very uh what we consider to be a very successful project that was completed in January of this year um this took place in what was a former uh CTE offices in the uh the three-story uh building uh in awing um this classroom really took a a life of from trying to mirror the uh clinical environment the industry providing an industry Focus for uh uh
023uh Health Sciences strand so multiple different strands of Health Sciences including um Nursing education so you see uh you know a lot of flexibility built into the classroom um the a lot of things that mirror the real world environment for that in order to make that a really a a strong uh uh adaptable learning environment for a multiple different uh Health Sciences uh approaches so uh you know the design was really around uh trying to again introduce a flexible environment but also uh you know have the furnishings and the equipment uh that are brought in that really uh make this into uh a a really uh a professional environment something that mirrors the what you what students will see in the healthcare environments if they choose to continue on with any one of the strands
024that are offered within the courses and the final product really came out really well here you can see that there's a wide variety of opportunities for movement with the Furnishings as well as the uh equipment within the space here so that you know the the space can be rapidly reconfigured uh to allow for both direct instruction as well as small group as well as engagement with the uh the equipment on the side here um you can see Chris is one of our also also our team members here um who is uh posing as a model here does a really good job with that and as well as some of uh we were able to leverage um uh Chica Chica from our office who has a daughter who just graduated from school here and some of
025her friends were able to come and help us out um with photographs so um great to see that as well but you can see just how this space can be used and and really has had a a a really good impact and we see a long future for that um with the the programs that are able to be used within that class going on to Alumni Hall recently open project here um that uh was a summer project um the intent for Alumni Hall was to really to take the what was a uh a mixed use space sort of a multi-use space looking for somewhat somewhat of an identity um had some storage pieces to it as well and really make that into a front-facing unique technology filled uh space that allows for a wide variety
026of uses that that um currently are were not available to the school um so you can see that in how the space was originally uh uh operating here um behind the camera you won't see that there was some additional storage in the room but this is um really just H how it sat here um and um you know the rooms had a multiple different uh lives over its uh its lifespan you open up the ceiling and you can see a different layer of it of the age and and the patina that that has uh grown here but we're happy to put our stamp on this uh working with the school to uh really identify how that can be a a future use here so conceptual rendering of how this could be used the idea again
027to to really try to get the maximum utilization out of the space as much as possible make it as flexible as possible um and and give opportunities for uh a different use here um make open up this space so it has more of a connection back to the hallway here so that it really has that again a real front Fe facing space a place that uh for Community Connection both within the school and within the broader Evon Community Corridor as it was originally uh uh uh designed uh pathway down to the Terrace here again we wanted to make sure that there was some transparency that you could so you could see that what was happening within that space and gain that excitement as well as provide opportunities for a display of uh of artifacts and
028articles from the history uh the long history of the school here so as it was conceptualized here you can see that the the idea was to create that transparency create the opportunities for display throughout here so the final completed project I hope you've all had an opportunity to review the space um it turned out you know well better than what we could have possibly expected here um so the you know this is infused with uh with technology that allows you to adapt the space allows you to use this in in many different variety of ways um both from uh remote learning hybrid learning spaces small uh presentations uh small performances uh uh outside speakers inside classes you know we've heard a lot of good uh good things about what has been happening and what continues
029to happen throughout the space here um so you know you can see how the furniture ows for that space to be uh adaptively used flexibly um it has a you know uh an ability to to connect uh students on in small group individual large group um then there's a variety of different opportunities again that to create that connection um from the hallway into that space um also built in here the ability to create privacy when it's necessary um but the idea again that this is a space that's open that it's a democratic space it really really allows for a lot of that that special use so we'll go into uh here the the project planning process that we've been working on and we' we're continuing to work on uh projects here we started really uh
030with looking at the overall master plan for the Arts and Innovation Wing um we are in design with our first phase of work that's been broken down into a couple different uh packages from there um and we are also continuing to uh progress with the the majority of the work here identifying how to move forward with any of that so this includes um all of the uh uh the Arts and Innovation Wing which also which includes Visual Arts music uh Performing Arts um Career and Technical education so that's uh engineering uh geometry and construction and other Allied uh courses there family consumer Sciences which include culinary arts fashion design um and business and consumer Sciences um and throughout that Wing um and so what we've really been doing is we've we've taken a look at
031you know kind of what was the history of the of the building and and that goes a little bit fast but um this was again this is a a drawing from back in the 1960s that was from uh that was developed by Perkins will here but the idea was that the the really the the Ford halls and and then you had the um the Arts and Innovation Wing off to the left on the page here physical education facilities off to the right and shared core facilities on the center and that's really kept true uh throughout the history here so we're we're really really interested to see how we can continue developing uh that as well so the areas in in the colored uh side of the drawing here are parts of the the wing that
032we're looking to uh really remodel reposition uh so as any building does over time uh you know the kind of the Mission Vision of some spaces gets changed in order to be convenient or in order for to be necessary so what we took originally was take a look back and say okay how do we really reposition all the components within this area of the building to go for the current needs and the needs well into the future how can we make it so that the the building is reactive uh to an everchanging you know pedagogy an everchanging World um we can't predict the future but we can create an environment that will allow us to be flexible and react to that um as we need to and these areas have changed over time of how
033you're using them how you know even from from how they were originally conceived um there's been shifts in student interest there's been shifts shifts in in uh in Industry uh focus on these areas and so uh you know continue evolution of those spaces and we want to make sure that the the new plan here really reflects that as well so uh the the design process has a multiple different phases here where we go through uh and we we add additional information from the users we we always make sure that we're focused on you know how is the the how are the spaces going to affect teaching and learning here at at uh Evanson Township High School and we continually have a feedback mechanism for any one of the parts of the process project that we're
034working on um so that we have distinct phases during that which we'll review the process make sure that it accurately reflects the needs of the school and then uh understand what the budget is Recon reconcile the design with the budget um so that hopefully when we come to bid day here we have no surprises in our in the project um and we we are currently in the first phase of work in the design development stage right now so we've gone through our pre-design programming we've gone through a schematic design process and we're currently working through our design development so we're continuing to add detail on information and refining the design as we move on here so um our communication decision process really uh the Perkins of will bully Andrews team bully and Andrews is the
035construction managing team for the project um we are working back and forth with a Steering group uh composed of uh team members from the executive team the the school administration as well as cter Consulting who is the the school's uh owner's representative and then there's been there's both direct and indirect communication between the end users that includes students um staff faculty and other uh other individuals who are using those spaces so we've had Direct connections with them and then there's always communication depending on what information is necessary to do that so we want to make sure that anything that we're doing is reflecting the needs of those groups um in what we're working on so the first project here that we're currently in design on uh is the is uh work that will be anticipated
036to start in summer of 2025 that includes improvements to the three-story uh building of building uh of wing a here um that will look at replacing exterior windows uh addressing some uh masonry needs on on the exterior as well as the roof that's a really clear focus on there so that as we go through future phases we can look at the interior without having to work worry about what may be uh happening with the exterior we're also starting cons we're also uh anticipating starting construction of a mult of a year-long phase of work that would include the addition of a new studio theater um so it is a multi-purpose uh performing arts space um that will replace the small theater eventually outside of the main Performing Arts Center um a new Orchestra classroom there's been
037a significant you know uh understanding that there is a a continued growth within um music education programs here that is outstripping the space that is available for it so um that really came out of the the uh user group discussions as a a significant priority in order to look at Future projects that would happen within that Wing so these are the uh uh some significant enabling projects for future work that will happen also within the footprint of the Arts and Innovation Wing we also have a small audition here that you can see it's called new vestibule it's a expansion of the hallway here um and that's a critical component to future work um it's it's not going to be realized on immediately what the impact of that is but the future intent of this is
038to really take and straighten the corridor that comes through here instead of having the jogged Corridor um both from a wave finding standpoint as well as a uh a Safety and Security standpoint making that straight Corridor is much more you know uh uh effective than the way it it moves and meanders through the space as it is right now I will only wish I knew the architect who did that so but that the intent of that that new new vestibule is again to to make sure we can do that in the future of extending that Corridor making it straight and the reason to do it now as we get a better purchase on on multiple projects if they're being built new than we would if we did it as an independent small building Edition at
039a future date future phases um the building really breaks it itself down well into uh three major uh categories or three major areas um that we can look at on when those will be done so uh a phase these are all to be determined that's uh going to be based uh both on you know programmatic impact what's has the highest and best impact on teaching and learning within the facility uh logical progression what makes sense with other work that is being done or will be done um that's from Building Systems side as well as a straight construction side and then Financial uh uh considerations what is the what best matches the finances that are available at the time for the project and we take all we we work um with the group here to identify
040uh all three of those uh basic pieces here to determine you know what's the next phase of work that's going to be done and we like to see that happen in the January time frame so that we can have design that would be complete throughout the the year bid out at a comfortable date in the fall and then the work would start the following summer so we're we're in the process of uh of re uh of in in a uh budget um reconciliation process right now in which we're taking a look at all of these phases and understanding you know what's the best way to fit those within a larger uh larger scale budget here and then we'll start talking about what's the next phase of work to be done um after the current phase
041of work goes out to bid uh later this year or early next year so again there's lots lots of elements that come to that including uh I'll go through some of the draft renderings of some of the spaces here these are conceptual imagery that that just shows what are uh some approaches to these you they I don't think you'll find spaces that exactly mirror this but same concepts are going to be really brought in here so when we look at culinary arts we look at you know having a very flexible space um we have fixed equipment around the perimeter the ability to move within groups within the space and reconfigure as necessary again the the whole idea that you'll see that that keeps coming up here is how do we make a space work hard
042with the amount of uh space that you have um so that the that it can really reflect what's necessary for teaching and learning Visual Arts classrooms again the same thing introducing flexibility uh really reflecting uh the art that's being done within the space um adding the utilities that are necessary in order for these spaces to work addressing the storage needs um both temporary storage for for uh uh student uh belongings as well as uh Student Art work um that may happen within the space and materials um this shows just a draft image of what the building addition may look like this is a uh this right here shows what the Studio Theater would look like could look like we're still working out some of the details through that um the idea uh when we look
043at the interior renderings here is that we have some presence of this out onto the same area as the pre function space for the main Auditorium that has a a uh a good connection back to that and creates a good pre function space for um that that Studio Theater and then a theater that is flexible it's able to be configured uh as being in the round or as necessary for whatever performance that may be used at the time we're still exploring what the what uh the viability of providing Windows into the space are we think it breaks down the exterior more than just a a straight uh masonry face and we also think that it provides the opportunity for this to be used as a a true multi-function space so if you're using this for
044clor work you can open up the shades you can open up the blinds you can have that light that comes in there if you're not if you're using a performances you can shut that down or or if you have the ability to integrate that into the performance um that just allows for that flexibility in that use of that space so a future project will also include this is the the replacement area for the uh small theater that's outside the main Auditorium um the idea here is to create a pre function space that expands what is currently out in uh in the front lobby of the of the main Auditorium and the cor create a connection back to the visual arts uh Wing here so this space is able to be closed off and or or
045able to be opened up entirely so that you can have Gatherings here you can have uh you could have you could have uh special events in this space you know you can you can imagine that the artwork from the from the visual arts classrooms can really spill out into this um entire Zone at this point as well so I will hand that over thank you good to be with you guys tonight thanks for allowing me to uh be here and introduce myself just a little bit first and foremost I'm a proud parent of three wild kits um I've got two alumni and a current senior here in the building um and I I began my career in fundraising 26 years ago mostly working in the University World um and most notably at Northwestern University where
046I was the director of development for the school of education and social policy leading a $40 million campaign as part of the larger Northwestern um comprehensive campaign a few years ago that they finished up um and I'd have to say that um as as I was um getting in these conversations about this opportunity this was not the job that I was looking for actually um but as I started to peel back the layers it was the job that I wanted when I thought about the ability to invest in our community and all of our students I thought man what a better way to be able to come and be a part of something is to help us kind of accomplish what Perkinson will is going to do graphically and what Pete and the team are
047going to do for students so I'm I'm thrilled um to be here um in this new role as the chief advancement officer for the district um and and working with the leadership team to ensure the eths you know delivers on the promise right delivers on the promise for equity and excellence for all of our students because that's why we're here um and that's what we're going to be raising funds for so again just to orient you guys as the chief advancement officer um alumni relations and um the foundation are being brought underneath my leadership um while I have a direct reporting relationship with um Dr Campbell here I also report indirectly to the foundation board um as its Chief as its new chief executive of the foundation and again for you guys I'm sure but
048just to remind you that this is why we're here as the foundation speaking on behalf of that part and our mission is um the mission of the eths foundation is to raise and distribute funds to the high school in order to to complement enhance and enrich beyond the means of conventional Public Funding that's important opportunities that further the educational mission of Evanson Township High School um you know so since since 2008 the foundation has funded over 46 projects and given um to the high school over $14 million in student support an amazing accomplishment by the foundation unlike any other public high school in the area and frankly in the country in a lot of ways you saw two of the more recent projects that we've um raised funds for as um Perkinsville alluded to the
049Health Science Center and Alumni Hall we helped raise the funds to make that a reality as as the need for improved physical space has grown and become more and more apparent to the administration there's been a commitment um from the leadership team and from the foundation to say how can we invest in these facilities um and maintaining the reputation of the school and doing it without putting undo burden on Evon residents and taxpayers that is a critical piece of why we set out to do what what we're doing um and so this is where we the foundation the foundation board our volunteers and the alumni relations team come in um you know our plan is to raise the funds to support these aspirations that's why we're here um right so as we've talked about already
050a number of times um you know this is this year we're celebrating our Centennial um of being here at church and Dodge and our history although complicated is made clear by the land acknowledgement um here tonight um our history is an important part of the story that we need to be telling um as we fundraise not only for this project but really as we think about the next UND years of what we're trying to do for students not just today but into the future so we've been working um and are working with the aler group is which a nonprofit consulting firm to really assess our capabilities and infrastructure so that we can you know how do we scale our efforts that's the challenge that we're here for um how do we scale our efforts to
051support a project of this size so again um I'm excited to be here I'm excited to be a part of this team I would not be here if I didn't think we could do it um and the goal here is really how do we do this in a way that helps us achieve our aspirations while not putting that burden on Evon taxpayers and residents um and do it through philanthropy so they didn't give me a slide but they let me talk so watch out um I love coming after uh the architect the CFO and the uh Chief advancement officer I just love that curricularly uh let me just tell you a story uh you know building these things is great I mean when we buil you know in in growing demand there's growing demand for
052healthc Care Professionals in Evanston we heard about it uh we had a Roundtable here with Tammy Duckworth several years ago we built a new health science classroom and that's great but what we've done with that classroom is even more important right we built courses aligned with not just local employment need but also culminating in a CNA certificate that is a gateway to nursing and the medical field and we did that in collaboration with Oakton Community College and IDPA so this illustrates how when you have a demand in the community and you can partner with local folks you can actually create really amazing opportunities for students that utilize fantastic spaces so this gets me excited obviously um so our approach to curriculum development often involves collaboration with external Partners you saw that earlier tonight with our
053transdisciplinary science class to ensure relevance and alignment with the rapidly changing world we don't develop an innovate uh in isolation we develop and innovate in colle collaboration outside of these walls I'm thinking about our steam design thinking and Innovation course where we also partnered with the McCormack School of Engineering at North Western to develop a a course that's amazingly impressive and I I think some of our board members have actually seen it in action um but you know some of the most Innovative courses are are grounded in student needs right informed by external perspectives and implemented by our teachers are extraordinarily talented entrepreneurial teachers and these programs demonstrate our commitment to providing students with relevant engaging and effective learning experiences so just as our physical spaces must be adaptable thank you architect over there appreciated
054that our courses need to do that too to be relevant within our community within the ever evolving world we live in um so what do we do we collaborate with external Partners just earlier today we did a future casting meeting with some folks um those meetings are interesting because everybody loves to predict the future and everybody loves to promote their industry but that requires us to make decisions and be Discerning but that's also why our spaces need to be extraordinarily flexible what is in and popular today I mean we're not putting smartboards in every room right that would be a huge mistake we wouldn't want to do that what we would want to do is build our our our rooms so that they're flexible for the next 50 to 75 years and that's a major
055task but it but it's a task that curricularly we welcome because then we're not confined by spaces that can only do XYZ um we open it up to to everything so I want to thank you and and we're ready to take on the challenge and and collaborate and and populate those those classs with Innovative transdisciplinary spaces and and every other kind of learning you can think of thank you before the board jumps in with questions I want to say I should say that uh we are actively raising money we have rais we have gifts that are committed gifts in progress but we are in the quiet Pace setting phase of this campaign you all have some idea what the money is but we're not going to be talking about that tonight until it's an appropriate
056time to share what we've done so I just wanted to give the board our heads something we're in a quiet phase have the quiet place thank you for that okay questions question you you can shut me down if I in light of your the comment you just made if if I'm going if I'm trying to push too far I you know I can't um not be excited by pictures of glossy spaces like this um and but I have all kinds of questions about the money and I and I think we're going to get there but let me just um you know since we're here and we and and we have all of you sitting here um I I have a few maybe General thoughts that that could inform a discussion when we get a little
057deeper into the money um one thought that I have when I look at some of those spaces um is good Lord didn't we just redo that whole Auditorium lobby area I was on the school board when we did a bunch of work around that that around the current and I can't always tell on these pictures where all that was and the you know the bird's eye view of the the layout I couldn't tell what any I I was not oriented very well there so you know I feel like we've done some spaces that are pretty quickly getting redone yet again and I'm I'm not sure how much of that overlaps here so I'm just making that observation but on the money piece I um I really need some help in understanding um um how later
058in our in our um agenda tonight we have a five-year Capital Improvement plan and we're we're supposed to approve that I think as part of our action and there's all kinds of expenses on there and and you know over the course of five years a piece of the expenses is the Centennial our contribution multiple millions of our contribution into the Centennial project so it's hard not to talk about the money to some degree because you're asking me to approve that tonight and I'm not you know I don't I don't want to be all negative because this seems so exciting tonight um but I I need to I would like to know more about how those multiple Millions over those years fits into what we're talking about here I sometimes feel like we're just a little
059bit disjointed in you know we have the we have the excitement over here but but I'm a board member accountable to my community and there's a lot of talk about money in this community lately and how taxpayer dollars are getting spent and everybody knows the schools take the largest chunk of those ta taxpayer dollars so I for one whether it's right in this moment whether it's at a later meeting whether it's when we have a few minutes to talk about the capital Improvement Plan before we approve it would like to hear just something a little bit more on that without putting pressure and then one more thing um uh you know we also have this 10-year audit on um improvements that's conducted by the Regional Education Authority um and there's associated with issues identified with
060our building in all sorts of different areas to the tune of many many more dollars and I'm having a hard time just figuring out how all this intersects we also just approved the budget for the year um and I I I I just not to be a broken record here I need some help tying together these pieces um and so by the way welcome new head of the foundation but I actually thought you when you were introduced that that's we were going to hear more but so thank you I I I think it's important that Marcus yeah our superintendent clarified that so um so would you like us to start yeah so I'm sorry that that was a little bit rambling but I I was really trying to think hard about it over the course
061of the presentation here so just let me start by clarifying we're not redoing spaces that are already already done these are these are uh different spaces and I'm going to let Kendra speak to the money uh the conversation that we're having here is not a new one this is definitely a conversation that the administration we've agonized over and we are not going to get out over our skis on this um so we're going to do what we can afford to do when we can afford to do it but I'm going to let uh Kendra talk about that part go ahead KRA thank you uh thank you so much Gretchen for uh bringing up the various items that we're going to be able to speak to so I think the first thing was about the spaces
062um and you mentioned the space uh near the auditorium but I just wanted to uh kind of give some more some more context to the process that we have for the renovations and the Arts and Innovation Wing like I said the spaces that we're talking about are spaces that have not been touched in decades and so but there are spaces in the Arts and Innovation Wing that have been renovated so if you were thinking of for example the literacy lab um that's a space that's been renovated more recently the ceramic studio also has been renovated uh within the last 10 years so those spaces when we had our Architects come in and look through the scope of work and you know really discern what we wanted to touch we made sure to say this this
063is not a space that we need to touch you know what I mean and so um we made sure that we identified the the spaces that we had already poured resources into so that we weren't just redoing everything um and just throwing money at something that really was already good uh so there are spaces in the Arts and Innovation Wing that may not be touched for that reason but by and large that Wing needs help um I mean we when we do tours there are spaces that we know are Alum from many years ago uh Marvel over and then there's some spaces that they say looks just like it did when I was here 50 years ago right and so we we like Marcus said agonized over it and decided that this was something that
064we needed to tackle and with that see this is what happens when you throw three things at once but I'm trying to think what the next thing was I'm pretty sure it was the money cuz that's yeah money okay great yeah and so when we're talking about so you brought up the CIP uh when we're talking about the CIP there are the uses for funds which are laid out there but also the sources and you will see that there is a larger amount uh coming from the foundation than we've ever seen in the past because that is the plan that we will be able to do this work by and large through philanth RC dollars that doesn't mean that there is not some portion of the work that will be um done by the capital
065the capital fund that we have with the district but the vast majority of the money for this project will be coming from the foundation and some of the things that we will be putting money into are things that we would have been addressing anyway such as roof Restorations Windows masonry those are the things that we have to address whether this happens or not and also speaks to what you mentioned with our desial health Life Safety survey these are things that comes that come up in the survey that we know we need to address so we are putting those dollars into keeping this building um in a good condition to the best of our ability we know as uh is laid out see now everything's getting mixed in but as laid out in the memo for
066the CIP the depreciation that happens in this building forever and always surpasses the amount of money that we are able to get through our debt service fund to support what's needed right and so then if we know that the building is depreciating that when it comes to Windows tuck pointing roofs Plumbing mechanical electrical all of these things how do you find the money to pour into the spaces that we know need to be renovated in order to support where we are right now with education for our students right how do you how do you also make it pretty we don't just want the building to stand we don't we want it to look good so that our kids can feel good about coming into a space and I and I I say pretty but it's
067more than that right it's it's about making sure that this building can support the needs of our students for the excellent education that we know we are here to provide and so it takes money we know that we don't want all of that to be on the backs of the public which is why we are um trying our best to get after all of these things through philanthropic dollars and also why if you can recall the slide that Michael brought up there are so many points where we have to look at the budget so we may have the schematic design phase and then we say where are we with the budget what do we think we what do we what do we think is going on here okay we can move forward now we're what's
068after schematic design Michael design devel design development that's where we are now design development and then what do we do after design development where are we with the budget and if where we're at with where the money is coming in does not match what needs to happen then we have to make decisions based on what's the level of impact what are we going to accomplish how are we going to prioritize all of those are the questions that are coming up based on where we are with the money we're not trying to get out ahead of this and then you know what I mean put the cart before the horse we know what we want to accomplish but we also know that we have to be responsive to budgetary um restrictions and so that is the
069plan all through this project and that's also why thankfully it's phased out in the way that it is so that we can have checkpoints we know what we're going to be able to accomplish next summer but if we have to Pivot for the summer after that then we'll pivot accordingly say it one more time C we know what we're doing next sum we know what we're doing next summer and also what I want to make sure that um is clear is that while we forecast out in this Five-Year Plan right The Five-Year Plan looks at what we accomplished this previous summer what we plan to accomplish next summer and then an additional three but the board is only approving what is happening next summer the board is approving this year not all of the the
070years that are laid out because we know that that can change that's going to need to be tweaked right and so that's why we lay out what we want to accomplish but also recognize that if we don't reach the funding goals then that could change next summer is what's sure that's why that's the year that's not in the negative so I I appreciate you for um clearly laying that out and it's I mean it's a 100% solid um I think as a person speaking um speaking as a person who's also in a capital campaign in the quiet phase um um I will say it's quiet internally but everybody in the community knows that you're doing this right so I think because it's quiet in terms of trying to get everything in order we been very
071public um and because we've been very public it may help to um enhance the knowledge of this board what quiet phase looks like because each campaign has a different like way of being quiet um but you're raising money in the quiet phase and and I think that is important so that people understand that we're raising money to do this work and and the things that we have to do HVAC systems chill all that um we have to do that every year I mean these are things we're looking at every year but that is not what we're raising money to do wholeheartedly we're the Centennial has been broadcasted as this big you know thing in Evon only because I'm in a capital phase too so I know who my competitors are um so it it is
072I mean so we we we do have to talk about this and and we have to know like where we're at with um our pledges with the money that we have so far because if we're also telling the story that we've also done some work right which you just highlighted then yes there's a question financially what does that look like I mean people are not going to just look at the work and not want to know that that has been covered through some of the the donations that we've had so as much as when we're doing these these campaigns we try and we understand what quiet phase means to us publicly it doesn't translate the same especially if you're not in this business of doing a campaign we only know what we see we see
073the community coming together we see The Branding we see the hats we see all that and and that doesn't NE necessarily mean quiet to other folks right so so I think there's um and this is where I will agree with Gretchen that there there is an expectation that we dive deeper into what the phases look like for us so if we get you know so people in the community are like oh you all are doing this and I heard this because that's what I'm that's what I'm getting now I'm I didn't know we were quiet right I thought we were out there because that's how it it feels so uh we just have to clearly Define that and communicate that so people understand that this is going to take a minute or this is this
074is what we're doing and this is where we're at so um but this is exciting I mean my goodness it's the building has been here forever and yes there are parts of the building that look the same like day one and and so you know we pride ourselves and in being um this wonderful facility that offers um wonderful opportunities outside of what happens in the classroom but what happens in this building to our students and and you know people are and families are drawn to us because of that so we absolutely have to create an environment um that is appealing to students wanting to learn in it we cannot continue to think that we can operate as we do or look like we have um and it not have a direct impact or effect in
075how our students learn so um it's exciting but I I absolutely want to know what phase we're in and what the phase looks like so I can communicate that as well great question um thank you for asking for Claire you know this is the the fun game of fundraising um you know it's kind of like double dutch you're trying to figure out when to when to get in and I don't know about you but I'm always getting hit in the face when I when I try to get in there um you know and and so in terms of how that looks differently or how we look at it um you know we're in the quiet kind of advancement Pace setting phase and what that means is we're going to some of our closest friends and
076partners kind of on the down low I mean like we are trying to be as quiet as we can to go where's the interest and where's the potential investment from who we think are going to be our biggest Partners in this um and so we're in that phase right now again there had been um some work done for over the last year plus as we engaged the Alfred group um starting I think at the end of 22 preceding me obviously and we spent most of 23 um doing an assessment phase and helping us to kind of map out what what might be possible um that said we think you can do this we think it's there um it's not going to it's going to take execution it's going to take some scaling but the possibility
077is there there is tons of untapped and and so I want to say this to you Mo'Nique this is not just about taking all of the money out of Evanston I think there's enough money to go around oh I I know that I I you know but but just I I know that I'm with you on that I you know I may five time five days a week at the why get my workout on um so I want to see the why be successful as well and this is not just about taking money out of Evon it's it's untapped markets of we've got almost 70,000 L across the globe that we have not engaged and so for us the question is and that's why part of the strategy was we need to better align alumni
078relations and Foundation um because it's not just you know we we are this is a scaling challenge too you know if we talked about going 14 million over the last 16 years to you know maybe three and a half times that over the next fiveish um so so the phase we're in is we're talking to our closest partners and because CFOs count money different than advancement officers I can't really tell you what that is today because you know KRA and I would arm wrestle over what's the number we're at um you know um but what I can say is I think we will likely have some some good news between now and the end of the year so our hope and our goal is to be in terms of the phases and I have a
079beautiful chart that I could have thrown in there but we were trying not to be too um transparent um not to you guys so I'll just tell you right so so we're hoping that by may we might be at about 50% in terms of commitments of where we're at um we'll have a better idea of where we're at come the end of this year and I'm sure we'll come back and do the stance again and have some better information for you guys but it's absolutely the right questions um and I fully appreciate them and welcome them um but I'm also cautious I don't like to jinx gifts um as we're in negotiation um you know and and we're close in some spaces um and so um you know as we have information we will be
080sharing that out um appropriate with you guys well can can I ask no I and I I yes I I appreciate all that there is plenty in Evon to go around um at what point do you go public so it depends on what you mean by public right so sometimes and this is what right this is it depends on since this is now the loudest quiet phase we could have ever had so so here's what I would say is in May say we hit our number of 50% that's when our activity is going to start you'll start to hear chatter in the community and we we'll start to activate but again from a public versus in in some sense I still think of that as a primarily an internal conversation because it's really going to
081be us primarily communicating with our alumni with our foundation partners and really doing very tactical work because we're still operating at those higher um seven figure and high six figure gifts to me that's still not really Public public will come in the last year of this campaign six months to a year when we're like all right now let's talk to the community because we want everybody to be a part of it so so again you will see our activity become we're we're engaging with a marketing firm to help us build out some of our materials and our narrative and how we're bringing you know building and connecting that with curriculum and what's the story we're going to tell about the transformation and the opportunity we're going to bring to students we're engaging with a marketing
082firm right now to help us put those elements in come May hopefully we'll hit our Target and then we'll start to activate but again I would say I wouldn't call that public per se because it's really still more of our internal friends kind of conversation just a little bit louder with some branding and a name on it okay um but really when I think public it will be more of that last year when we're like 90% of the way there that we will then really start to activate in the community and celebra in that way will it will it be a secret by then probably not probably not but execution that's what it looks like yeah we no more okay thank you thank you it's really helpful thank you other questions you don't have anything
083about all this well I don't have a question I have a um I mean so as a parent of children who are here or a child and multiple kids who' have been here um that phase of the campaign and I know nothing about these I'm fascinated by the um nomenclature used um so the louder part um I think will be essential to highlight be the the aspects of what we're obviously doing for our kids the you know it always blows my mind that we have these Antiquated spaces for our future um and that we actually get away with it um especially when we have such a wealthy community I think is it like is it hazing like why why do we do that to our kids send them into spaces that are um not as
084well equipped as their own home sometimes obviously there are other situations in which our space um are different and providing other opportunities and so I am of that mind of like of course we would um take any amount of money trying to increase whatever sources we can to really take care of our kids um in the best way possible and so what you've shown us I think is incredible um and I can't wait to see more um and I feel like when we think about why we haven't been able to deal with some of the um what we call often Equity uh gaps we probably um are looking at some of these spaces to help us um create more opportunity and close some of those gaps and so when we start making those connections I
085think um I can't wait so thank you yeah I ALS don't really have a question but more comments um I think that we're this is why we're so fortunate to have a foundation I think that um as highlighted um we have a huge building and we have all this depreciation and so much to do and I think that everyone here led by Kendra works really really hard to um use our taxpayer money to do the things we have to do those practical tuck pointing HVAC roof kind of thing um and this is an incredible opportunity to have the foundation really provide um philanthropic funding to really move us forward and I think just like we talk about the resources of curriculum and our people resources and our teachers um ET Etc um the space and
086the equipment I mean our resources too that I think are really important for our students to have um and to have us um really when we talk about how we really want to make education in this building relevant to our students and really help them prepare for their Futures I think this is um and particularly in the area of arts and Innovation this is a really amazing opportunity so that's all I wanted to say and just add that uh in 1921 this District set out to do something pretty incredible right to move from Elmwood over here at this location and provide and and build a facility that was Second To None they were competing with boarding schools at the time which is you know they wanted this this this edifice to be a monument to
087education so 100 years ago they set out to do that and we are standing on that tradition today and I think we owed it upon ourselves right to do to once again do something bold that lays the foundation for the next 100 years and I know we have the team to do it we have the talent to do it we have the community to do it we have the commitment to do it and I'm very excited about it so thank you all for this just moving ahead I do have one more question Pat not a question just a statement and then this was the one I wanted to say um how intentional will we be in making sure we hire subcontractors that are local and of color to be a part of this project yeah
088thank you so much Monique so that is actually something that we have been talking about like so even when we did the interview process for our construction management company um who they are the ones that help us to Source out our subcontractors we spoke to them about this our Architects as well and we we continue to have those discussions to make sure that that is um thought of during the bid process thank you can I ask a related question then yes um is there anybody on the Perkins and will team who's got an Evanston connection apologies if you you might be one of those people but um not myself uh I know we have uh several uh members within the uh within the firm who who are either members of the community here or um
089or have history within the community here um the team the team is a is a broad and and diverse one in our internal team um uh I don't know that they have specific connections um but we we uh really wanted to make sure that we were um representative of the uh uh expertise that was necessary for the project uh within our office here but we we certainly have totally I get that I was just kind of hoping you'd have an eths grad an eths parent an e you know yeah what I'm getting I appreciate that thank you all right I think we will get there thank you so much thank you thank you team okay so we're mov moving along we have our data quarterly update yes uh our data quarterly update so this is
090the first quarterly update since the launch of our new data District data dashboard and so we have a few administrators Dr Mia liso our associate principal for student services Dr Keith Robinson our associate principal for ad services and Dr Carrie Levy our director ctor for research and assessment all joining us tonight to kind of talk about where we are with this first update uh I'm going to leave the technical things to carry about setting a baseline etc etc uh but Dr Robinson and Dr liso are here to answer any questions um that you might have about what's currently there and uh we'll get into interventions and things like that in the in the subsequent meetings but Dr Levy why don't you take it away tonight all right Dr B is going to drive while I'm
091over here so um B for dat bord and Dr uh bis and David Chan presented sort of our kind of the roll out and our initial um layout of it so before I start talking about excuse me this year's data just some layout and design so you'll see in the middle right school year 2023 that's the first thing you saw that was from this really our report card data from a couple years ago it was what we were starting with to figure out how to do this it is uh our data eths data is navy blue the state data for comparison is gray and when I come back to you in November with our year in review and the report card I'll we'll have a school year 2024 it's going to be a very similar
092format and that's because this is now historical data the minute we do it it's all old it's last year so now and then our graduation rates we'll have those too if I transition to this year this year in every quarter that we updated it's now going to be un color it's it's our present students it's current and so that's sort of the the visual for why we're going to have the old historical data sort of in that navy blue and gray with the state but then as we come to you every quarter with quarterly data and in these areas it'll be um more visually representative so go back up to the top pretty please okay okay so it's in four um can you go back to home okay there's four tabs there's we have academic
093supports we're going to have attendance discipline and the student services and special ed okay Pete now you can go to academic supports um okay so this is uh the way we have this organized is we're looking at number of students who are accessing currently in our first quarter our different academic supports academ study center Homework Center lit lab and wild Kid Academy and then as we go down we'll have academic study center Homework Center and W Kid Academy disaggregated by student group and grade lit lab is too small to uh disaggregate but we're um looking at uh by student group and grade we are still working out some of the little kinks and formatting as we get this up and running live um but we're almost there so I just want to point out this
094is new this this is going to be different but as we look at by demographics we are the bars are where we have data for students student groups that are 20 or more but we have named all of our student population so we have African-American black we have American Indian or Alaskan native Asian Hispanic latinx Middle Eastern or North African native Hawaiian or other Pacific Islander students who identify as two or our races and students who identify as white we're going to name all of them but we're only going to be able to provide data for students where we have uh 20 or more otherwise we're trying not to it's a uh we never want to do that to make students possibly identifiable but that's um that's new and that's going to uh different for
095us but we want to make sure you want to talk just briefly about why you're choosing to name them yes we had um we had a really great uh professional development today we had Dr Mangan Bang from Northwestern and some of her colleagues and one of the things that we learn and one of the takeaways is as we think about all of our students and our student populations is making sure they're known they're seen and not uh historically when we present data and we only do the groups we have enough it just doesn't acknowledge all of our groups so we want to acknowledge that they're there that they're seeing that we see our American Indian or Alaskan native students even though we don't have a proper sample size to report on them but we want
096to make sure that they're named anything else okay and so we're probably going to that's something that new that we're going to be doing going forward and grade was there but now it's not but there is a wheel right next to it I don't know P maybe refresh um so okay yes there it is okay so then we have grade and we have our um this one is by grade the others will be by class of as we um work through some of our data that we have is by grade um most of it is by class of um so this will be the um percent of students so for example students accessing the academic study center there were 937 unique students and 28% were in grade 10 10% were 25% we're in grade 11
097which is in yellow and then our uh seniors grade 12 represented 36% of those 937 so that's how we look at that um and then below that we have homework Center and one things we're working on so there's a little um side scroll piece we're working on getting this formatted so it all fits so you don't have to scroll up and down um it's one of our Kinks but so Homework Center and then the bottom one was wild Kid Academy the Same disagre by student group students with an i students who are free reduced price lunch and our emergent multilinguals also for what it's worth I really like it when you put the grade rather than the graduation year because with graduation year I have to do math in my head to subtract and get
098the right grade I just I I I mean I don't know is that is that a thing for people I mean I know probably within this School you am I miror is with me so actually um one thing I I will say so um I did do it so that the colors are the same right so class the grade nine and class of 2028 right now they're all there'll always be teal the grade TW 10 currently class of 2027 right have to do the math two are green and as we go around the only the Nuance with that right is students could be uh class of 2020 7 but because they may not have enough credits they could be the grade before so CLA class of is more representative and then is that that like
099the nuances I'll suck it up if I have toor it's kind of surprising coming from the woman who is asking about all the numbers and the fundraising to pay for our the colors I think the colors are very helpful yeah there are colors around the building it's our pallette so I love it I love using um doing our visuals of this okay Pete let's go to the next one which is attendance thank you uh so this is first quarter um and honestly it's about a week and a half shy at the end of the first quarter so we have time to do this but we have students with um five or more absences and that is excused or unexcused all absences in the first quarter so the blue is represents right first quarter 89% of
100our students had less than five absences and 11% had five or more and this is important as we do this one will be cumulative over the course of the year so that by the time we get to the end of the year we'll really have a better picture of where we are this is um kind of a proxy for chronic absenteeism right so by the end of the year we'll have an idea of where we are with attendance chronic absenteeism we shouldn't have any surprises when we get to report card next year because we will been looking at this in this way all year long the one next to it is percent of students with two or more unexcused so again we're going to have that cumulative as we go on throughout the year this
101is only unexcused unexcused is approxim for chronic truant um so we can see that 93% of our students have less than two and we have a 7% of our students have two or more un unexcused absences and we will look as we uh look on this at this and cumulative over the course of the Year another one so we're hoping not to we'll know where we are by the end of the year ideally where we are with um chronic absentee and chronic turism and how to work through that um proactively throughout the year both of those are also disaggregated by student group and by these are by class of Gretchen these are by class of I noticed which is more representative of how our uh data is reported um okay also a big thank you
102for doing percentages here and not just the raw number it's always been a thing with me and it's it's noticed and appreciated thanks yes so so um that is uh will you go down a little bit is there anything else I hell on that no so okay so um start right there so right for right now right 248 students we're talking about that 7% is 248 students or two or more unexcused absences and so for example the class of 2028 The Freshman that's 37 of those 248 students are grade nine or freshman um okay and then our third tab is discipline and so with discipline we have where we are and this will um likely be cumulative but um in the beginning of this first quarter the percent of students with any discipline incident so
103we have 230 stud 37 students with any discipline incident 7% of our students so 93% of our students have no discipline incidents and then if you go down thank you then we look at um our breakdowns to the 237 how they are um by our student groups by uh classa by grade by students with an 0p free reduced lunch emergent multilingual um and then is there anything down I think there's more Pete okay and then when we look at our students those 237 it's you know there's multiple actions with incident so of those actions how are they distributed what are the types of actions so if we go to the teal um that's our percent of the actions 4% were inside suspensions 3% were outside suspensions in the green and the yellow 4% were alternative
104Su suspensions and then another 6% were restorative practices and then other a actions which I have listed Out Below it's like conference with Dean and parent and social worker detention social probation that's the bulk of the remaining 83% of the actions could I ask a question about that totally that seems to be a an enormous part of the types of discipline actions and kind of like uh when we used to look at um how we code the disciplinary infractions and we had that category that was included you know all the things that we couldn't otherwise Define but that clearly annoyed uh the Deans you know it Defiance of authority I know yeah it was all the D's it was Defiance of authority and you know you know the things I'm talking about right and it
105was this huge and I feel like I'm looking kind of at the same thing here but on the flip side in in the terms of how we handle the discipline um and I find it extraordinarily unhelpful um but I'm not sure how hard it is to break out that other stuff I just think I think by the very Act of creating this dashboard has alerted us to this and we now notice for example that restorative practices is only 6% of this but my question immediately was I wonder if some of this other actions actually is restorative like these conferences possibly restorative but I don't know so I think this is going to be incredibly useful I'm not saying that I am able to interpret it now um and I appreciate that today's report on this
106is going to be a little bit of an orientation and a little bit of you know this is what we're thinking about and I really appreciate this kind of iterative process that you're going through and you're sharing with us here and um it it feels like you know we're working on the same page um but anyway that that in particular jumped out at me and maybe we could flag it for future work yeah we can definitely look at that I mean I want this to be helpful so we can look in a way to make this more informative good work hello good evening I can speak to a little bit of that I would agree with you that most of the conversations in nature are restorative all the consequences this specifically one are reductions to
107suspension so those students who may have had an EXT ended amount of days outside or inside through a restorative practice have been reduced uh which is pretty good pretty significant but it might be still a little difficult um and we'll just have to work at this how do we tease out all of the things that the Deans are doing in that other 83% yeah we have it yeah yeah that that's that's a bigger report right right right so this is this is a s right a snapshot AB yeah absolutely it is and we can still look at it and see if we can tease it out in this snapchot exactly because we talked about it cuz Pete if you scroll down it's a little blurb at the bottom there Carrie I think you added this
108after our conversation and we probably want to tease it out a little bit more yeah okay last tab I believe um student services and special education services so we have types of student service referrals so Universal referrals so in first quarter there were 274 Universal refer referrals um for supporting students and within those we've teased out a few of them so Social Work referrals referrals to AIT and 5 plan referrals um and the definition of universal referrals is kind of includes all of that plus tier 2 mental health groups and safe pass and SST problem solving um so there's an extensive um definition of that and then for special ed services this one is looking at so all students in special ed are actively just go up a little bit more please thank you accessing
109special ed interventions but specifically um working with their IEP team on problem solving around risk factors and looking at um problem solving and um developing interventions in alignment with the students IEP whether or not they're addressing attendance um academic or some combination that's what this is uh reporting on looking at so we have of the students with an IEP right now 12% they're doing problem solving and some more specific targeted interventions on top of um their specialist interventions that they're receiving and so that's a layout for the data dashboard so now we're just open for questions Pete is there anything else you no I would just say say okay so yes you can go for the home and they were drop down to those tabs um so it's found under research under Department's research and
110where our board reports our um year review lives is just in there it's uh directly linked in there so you can just click on data Dash and takes you straight to this and we will get this quarterly is that correct okay believe it or not so we we figured out how to do this in a way that you get this quarterly that we have data that's um uh current and present but the is also sustainable for us to do right so and then I see that um if we wanted to we could get these other reports because they're all in here too yes yes the board reports are in the board packets but then in here I have our our annual year and review reports and um opening a school is always added there um
111yes yeah so so I do have another question um so one of the things um that I think is so hard for us to do um is when we look at the in in 2023 we can pull up the the um sat the Science assessment Etc uh the the testing data what we what we really and I guess we get that by subgroup what we can never really do um is somehow overlay that information with the academic support attendance disciplines and student services data that we have in those other tabs it seems to me that the single biggest problem with our management of data and correct me if I'm just if there's places where where this can be accessed but it seems to me the point in looking at academic Sports attendance discipline and student
112services we obviously want to see the numbers go in the right direction to get better you know more students getting support less absences from School etc etc but we also want to understand how that's connected with achievement and there's never a place where you really see the overlay between the achievement and this other stuff isn't that really kind of the Crux of the problem and I can do it oh there you are hello so hi so I uh so I'm not clicking anymore uh I would say that that's a that's a research question that wouldn't be in the data we would have available we would have to do that but I think we could look at the correlation between I mean we know this because we did work with nerra early on that said we
113know if a student gets a suspension in the first like X number of days or first quarter then their chances of graduating their GPA goes down so we do know because we have student ID information right we could link all of that together but what we would need though and we could work this out is a really discreet question to pursue to be able to answer with that data because otherwise it'll go like this and we want it to go like this because we want it to be helpful and informative but that is absolutely something we could we could do sorry Carrie well it's just it's just something to consider as as we're moving forward with his dashboard my wheels are we're not just doing this as a matter of curiosity I mean we're doing
114it because we want to improve our our students lives and success both while they're here in the building and upon their graduation and and that's why we look at this stuff we're not you know it's not just can we come up with a good chart you know and I I love this because we're we're having the conversation we should be having about this I think yes it it putting it out publicly like this doing it quarterly doing this allows the board and and us to have a more sophisticated conversation where we could then say okay that's a great question let's figure that out and let's bring that forward to the board so I think this conversation right here just first quarter that question really gets us I mean you're you were saying Carrie that oh
115I'm already thinking about already thinking about it like you know how much time you need semester data semester 1 semester two how many touch points are there yes yeah this is good great question so then you figure out where where you can dig a little deeper and and why mhm um rather than just coming up with a report that's trying to capture everything right right it's a specific and it make it even more complex right we're now tracking that well-being survey data by student ID number so there's a whole lot more we can do as well so we're on the right track right Dr you shouldn't just pile on more data for the sake of having more data again it's not a matter of just curiosity dots right and connected with the kids for sure
116right but this quarterly data is different from the annual historical data it's more timely more present um more actionable is the the intent um yeah I mean I you know just in this quarterly data I have to say there was something in here that was jumping out at me like the absences the um how you know um wait let me get this right sure I'm looking at the right thing you know free and reduced price lunch absences students with five or more absences that's that's like a lot of our free and price kids so of the 380 students with five or more absences excused or unexcused P one pass it was like 228 yeah look there students are eligible for free reduce price Lun so they represent what is that 6% yeah but then also
117super interesting to me was the emergent or multilingual Learners is um quite a bit lower you know 177% compared compared to some of our other subgroups that's just interesting I guess that brings me to what I was thinking about um Pete will you go to um the discipline um tab yeah Tab and then scroll down to yeah this section here well first of all amazing I want to be like I want this um in other spaces that I work in and um you guys are amazing so thank you really for creating this um and what I was thinking about is that just one was the language since you were bringing up kind of why we use certain um terms and so the kids who are being um described who receive Services which are special ed
118um financial and language I would just say let's add the student also because they're not student first right we have students with IPS and then we have free and reduced price l we're talking about students yeah yes um and then um I was thinking also in these numbers I was trying to do the math given that it is a tool for us um I was thinking about since this is such a small number really which is a celebration 7% of our student population but for some who don't necessarily then think okay well so what is the rate within let's say our black population that are receiving receiving discipline so that's about 133% just using some old numbers right and then looking at um all of our subgroups in that way to understand really what this
119means for each of our groups of students so that could be an interesting I don't know if it would be a bar that would add on to that or but somehow because it looks like it's hard to understand um kind of the State of the Union in that way okay thank we we will continue to play with this and make this right it's an evolution it's it's amazing as it is too I want to go first no okay um I so this I really this is great um so yeah I was trying to look at it with okay what am I learning here what's the data but also not looking at it just for data's sake and so my only comment is one thing that jumped out at me that I don't know if it
120jumped out at anybody else is that when we look at students with five or more absences the actual number of students who have five or more absences goes up with each grade and I just thought that was worth noting and might be one of the things that you know when we look at this so then what so okay what are we learning from this data or what can we in you know look into oh and also a question how what how do you distinguish between alternatives to suspension and restorative practice how should I think of those an alternative to suspension would be an opportunity instead of the suspension you would be referred to a program okay uh typically one of three might be a community service uh program reduction a um another alternative to thank
121you sui which are students who are having some uh some support who need support with um I am losing all my words substance abuse than you uh and finally those students who can uh benefit from restorative practices okay so restorative practices when you when you talk about restorative practices you actually mean the whole process the formal process of restorative practices correct so we do have a restorative practice coordinator now and those students would re be would be referred to that uh coordinator who would then do an assessment uh as far as what what's the treatment uh per se uh whether on the incident right right which could be pretty intense uh or like in a group setting okay good thank you all right well thank you for this this is exciting this is this is
122really amazing thank you right let's keep it moving so the next item is foas Dr bavis looks like we have one two three four yes uh we have uh Foya from Scot Wang citric no and milanowski and the responses are in your uh packet okay thank you all right next item is board committee reports do we have any board committee reports that we want to hear from tonight tonight if not this this is a good place for us to talk about our experience at Summit um I think six of our board members attended the national Summit for courageous conversations last week um and uh I asked board members to uh come ready to talk a little bit about that experience and how it connects with uh with our work here at eths so I don't
123necessarily have an order who would like to go first you want to start with you Liz sure um I jotted down some notes get everything straight um it was a great Summit again this year several transformational moments occurred during sessions and listening to speakers um in one of my sessions it was titled uh when education is not learning lessons from youth we had a zoom call with three youth who were formerly served by the mckin vento act because they had experienced homelessness in their K12 schooling they are now all college students and we were able to have a question and answer session with them and learn about their experiences with homelessness their schooling and how the mckin vento ACT helped them access their education and prepare them for higher education all three of them had
124positive things to say about the mckin vento ACT but at the same time they shared the difficulties of navigating school with their marginalized identities in a racist school system I'm grateful that to have had the opportunity to listen to them share their experiences in another session called moving beyond our stories of silence and separation we shared a white Affinity space and discuss the harms of unhelpful conversational patterns of Silence I was reminded of something that has weighed heavily on my heart since our September board meeting a month ago I made the mistake of not expressing my support to our superintendent in the face of increased public scrutiny of his position and person at that board meeting there was a discussion about how the board had witnessed an increase in emails and foas pertaining to Dr
125Campbell's performance contract and private Personnel details we as a board had never seen that line of inquiry under our previous superintendent who was a white male I do believe that this sudden scrutiny of our superintendent is racially motivated and I am sorry for not saying so publicly at our last meeting just 3% of our superintendents Nationwide are black and as with many black professionals they face increased scrutiny and have to prove themselves over and over again I want to invite the public and the local media to really Ponder why they didn't pursue this line of questioning under our previous white superintendent who largely received positive media coverage or a glossing over if his contract renewals and pay raises and I will continue to support Dr Campbell in the outstanding work he has done and continues
126to do something that I am aware of and I've been keenly reminded of recently is that raising my racial Consciousness is a journey that I continue to be on and will be on for life I'm grateful to have the opportunity to learn at courageous conversation Summit and grateful to be a part of the eths family who values this learning and who does this work to benefit all of our students thanks Pat thank you all right yeah okay um I also have some notes but I think in light of what Liz just said I also want to acknowledge that um I also did not you know name race and show my public support verbally for our superintendent Dr campel which I think is incredibly important and to recognize um uh extra scrutiny for our superintendent who
127is a black superintendent um is important to name and it's always important to name race so I do I do want to say that as well um we are I I I feel very fortunate that we are able to attend the courageous conversation Summit um I feel that I feel like Summit is always an intense challenging but also a hope-filled experience and one that involves lots of learning and self-reflection as we set goals and approved policy as a school board we're continuing to work hard to create a racially Equitable and inclusive community in which all of our students feel valued and seen and have their identities affirmed an anti-racist community that elevates the assets of bipo students and narrows the opportunity gap between white students and students of color is what we're after the courageous
128conversations that I experienced at Summit underscored the P pervasive power of whiteness as a deterrent and an obstacle to the anti-racist work that we're tackling here at eths I think it's important for me as an individual to continue to reflect upon how whiteness shows up in my behavior as a board member and a Community member I believe I must acknowledge that if I am not willing to name race or to interrupt biased policies or structures that negatively affect students and staff of color then I am supporting long-standing inequities in our school Community there's a quote from EA Olu uo's 2018 book so you want to talk about race that was highlighted in one of my sessions at Summit that particularly spoke to me quote the beauty of anti-racism is that you don't have to pretend
129to be free of racism to be anti-racist anti-racism is the commitment to fight racism wherever you find it including in yourself and that's the only way forward end quote thank you yeah um I want to talk to you guys I um felt the um Summit was a new experience because we were here um and I don't think I really liked it as much um but I did um learn a lot and I felt um very fortunate to be there um a few things that stood out one was that uh I think it was Dr dinga um talked about the fact that we can't talk our way out of what our behaviors got us into and I was just like that said so much to me and it it makes me think about um all of
130the things that our kids are doing and learning and how much action and I think about the theater and I think about um even us sitting in this space you know we're talking a lot but so much of what we are trying to do requires action and so um that that was a like in behavior and so I love what we're encouraging for our kids and the things that we've seen um and then there was a question um that came into one of the spaces I was in what's the technology that's required to build or construct the conditions for inclusion um for us you know we're talking here about um excellence and equity and I think that um Equity is excellence and so what's the technology that's required and then I wo that together with
131another piece that came up which was um there was a discussion with Dr punon on the um history of the coining the term Asian-American and how that was a political tool to build solidarity and so I think even in this moment as you both are reflecting on whether or not you spoke or not and how we know that our voices I I didn't either speak that evening um regarding the um ways in which the interrogation of contract and different things were happening but that the this is our political tool in many ways to um to help our our students and our community be the best that they can be and so while I didn't speak up um I want to make that clear that I am very much um always thinking about how race um
132both is a beautiful aspect of who we are and then racism can um play a role in destroying things that we're trying to build and asking that question of what is the paper what are these elements trying to do um along those racial lines and when I was thinking about and I'm going to get there G Land This Plane um what was my absence of my voice or not or when as you guys are speaking um and I think what I often am wondering is um how do I say this um the second guessing the not knowing when to speak or to speak is most likely and I think I even talked um about this also feeling tired those are probably excuses and so there's a fear sometimes of me do I know enough can
133I speak out on something have I read enough do I know um and I think that's that internalized level of white supremacy that says that I have to be perfect or I have to know everything that I'm talking about um and and so that's when I was thinking about those reasons too I think that's what was coming up for me um and and it's not just an apology you know to you Marcus but just as us as a board of how we want to work together and how we want to be um a unified body and so I think that's an important piece so I think that's for all of us um and so I say that to all of you um and then the last piece that came to mind um and I think
134it was Dr punon also who said this is that um she was talking about the difference between just us and Justice and this idea of individualism and collectivism and and that's what's I think also beautiful about our work here but um in the work we do with our kids is that it's in pursuit of Justice not you know just us um this is just for us she kept saying and so anyway those are different pieces that I um experienced and um loved about Summit these are all great Reflections I I want to say diddle to everything um this this um experience was really different for me um I was just coming in from attending another conference um and so I was I was a little tired and was just like like okay you know let's
135let's just get going let's go let's do this um knowing that I always get energized um going to to Summit and it still for me it ranks as one of the top conferences I've ever attended and continue to attend and I attend a lot um so that sets the stage a little tired going into another one um and the first work shop I attended was um facilitated by mea and it was Operation Red Apple hiring who you want to become who we want to become um which was a just a a great experience to sit and listen because in the previous Summits we've always presented right so I didn't have to present I was like oh I could just go in and sit and not worry and not do prep work and not do any
136of that and I can listen and learn and um that was so powerful because it it made me think about how um when opportunities come up as an example you know Liz you all have talked about um Dr Campbell and and the media and so forth and so on it's not packaged perfectly right it's not like knocking on the door we get ready to show up today you know so get ready I mean it happens and so I often wonder like what do we do with all the training all the reading all the conference going all the conversations we have how does that fall out of us when it's time or do we just hold on to it until it's perfect you know to craft the spe the perfect letter to you know have the
137private conversation to show up or um be a part of a panel or do we does click that no there's bias here you know and we have to call it out even when we're afraid so I was just enlightened by the conversations I was having at the table in that conference um I mean in that workshop and then I went to another one rebranding the student athlete and how intentional because that is such a passion of mine and you know and but how intentional we have to be in instilling not just the supporting the athleticism of our students but the leadership development of our students in helping them see themselves currently who they are and who they may be in the future we don't do a good job um showing them the possibilities that exist
138if they don't go to college as a student athlete or you know whatever the case may be right how intentional can we be in in producing these um these leaders and have helping them understand that their skills are transferable not just on the court or on the field or you know in the pool or what have you but they are um able to do and aspire to be anything they want to do before they decide what which college they want to choose to play the sport or participate so that was good that was the first time that Workshop was done but the highlight of the moment for me and I was so glad it came because um like I said I was tired but I I was excited by everything that Summit did um from
139the visuals to the guest speakers to everything so I happen to be in the in the the um gift store and this young lady came up to me and she spoke and she said why are you so familiar to me and I was like I don't know like I'm not I don't know where are you from and you know we start talking and and she said oh I'm at walk Kean I teach there and she said well where are you from who are you connected to and I said well Evon Township I'm I'm not in you know an educator I'm on the board and she said that's it I set in on your presentation last year right so here I am like oh I'm glad we don't have to do a presentation and here is
140this young lady saying I set in you all's presentation last year that's where I remember you from and she said well I'm an educator at wal Keegan she said but because of that presentation I'm going to be um a candidate for a school board official for Warren town and I I was floored right there I was like what did I even come in here to buy I didn't come in here to buy anything I you know and she was and she said she said I'm pulling together my campaign right now for Warren Township and it was because of the presentation that she set in to listen to our story and to be inspired that she can make change in the community that she's living in um and I said well look if you want help
141reach out she's already text me like three four times um so I mean I that was it for me it was it was the connection and I'm you know reminded by what Shayla said um got to see her and she couldn't stay the entire conference because she had a board meeting and she said you know this is where I come to get refueled and she said I hate that I have to leave and um but that experience that connection just made my entire process I was was like giddy from that point on and I think I shared it with Pat I was like did I just met this lady and she was at our you know presentation and she remembered us and now she's running for school board um so yeah Dr Phils from W
142Keegan Warren Township she's running to be a school board official I am so proud of her um and so inspired by the work that we do and how people are paying attention and we don't even know it right and and the thing is and I say this every year they need to see all of us they need to hear from all of us because this work is collective and it's heavy and it requires all of us and we're not all the same we come from different perspectives which makes this even better um this work even more meaningful so uh yeah that was the highlight and that's what I'm holding on to it's awesome that's great I actually have the book If in case anybody wants to to to go through it when we didn't get
143it the first day I was so like oh no there's no book so I was really glad to get it um the bag I don't really care that much about it um yeah Marcus has extra bags I I agree I think that that the the national Summit for courageous conversations about race is is just invaluable it's like the core it is where we go to get refueled and I look forward to it every year and this year year was a little different because it was right here in Chicago but I'm so glad um that that we went and and I feel um great empowered um by having so many people from eths attend we are I don't know that there's another school board that attends with the numbers that we that we go so um
144just about all of our school board is there I must have said that to people on the elevator you know just you know we have six Schoolboard members here so that was really good and um and then the numbers of of we had like what 15 or so staff so um numbers matter and that shows our commitment to this work um so that was good I went to some really good sessions um I I tended to go to uh a few sessions that were about supporting leaders of color because that was on my mind um recognizing the challenges that leaders of color have um and needing just more resources and support and um fostering just an environment where they can Thrive and I'm not just talking about Dr cam but I'm talking about myself I'm
145talking about Monique I'm talking about mirror I'm talking about leaders of color in our myths I'm talking about our department leaders and and um you know everybody it's it's it's not easy and it's not intuitive um so just something to think about um strategic Partnerships is another one um that I went to uh really again calling for leaders of color to to be thinking strategically thinking um intentionally about um their work and um also this one was um uh done by this professor from Howard who really encourage folks to document uh their experiences their leadership experiences because there are are some similarities and it's helpful to hear what other people are experiencing uh so there's there's support and there's help and then I went to a session called good trouble and every time I said
146that I'm going to a session on good trouble folks laughed I think Marcus laughed at me when I said I'm going to a session on good trouble Marcus laughed and he's like yep you should go to that um and um so that one was led by a nationally recognized educator a professor um who has a reputation for building an anti-racist School environment that's what he does across the country he works with um leaders and he works with school boards um and he just gave some very basic steps about how to um how to build an anti-racist School environment and much of what he said I feel like we do but there's just something there's something about hearing that we uh we need to know our history and talk about our history and share our history
147with each other and those stories we need to make sure everybody knows this is what we did these are the stories committing to racial Equity committing as a as a um as a district to talking about racial equity and recognizing and working to eliminate the de facto segregation in our district um really looking at our the policies that perpetuate this um and then again thinking strategically you know that connection um again so um so all of these things are just really important uh and just overall I think that that Summit the summit EXP experience is unlike any other it's it is a conference but it's just unlike any other it's exhausting for sure um but I I just think the benefits of of this Summit and all the Summits just go Way Beyond what it
148what we can actually talk about it it almost has to be experienced in order for it to be understood so I thank you all for going um I appreciate your reports and and um encourage you to continue to reflect on your experience at Summit and shout out to the jazz band that absolutely that played during the brunch the students awesome yes we had our our band for the Jazz Bunch yes yes that was great it's really good to see them yeah all right thank you okay so we are at our student board report okay um hi everyone good evening um so just a quick report uh the first quarter of school just ended last Friday so tension was pretty high I guess because there were a lot of like I guess midterms um but besides
149that seniors are also preparing to send out their first uh round of like early applications I think that'll be a nice weight off of our shoulders and then um this P or last week the flag football team we won regionals so yeah um okay now to like the Student Union and what we're doing um this upcoming week on Monday October 21 it's going to be the student voice Forum uh so we've been preparing for that for a little while and just a reminder The Forum provides a space for students to discuss school issues and suggest solutions for the Student Union to address then the Student Union is going to um kind of take all of the key ideas that we that got brought up and try to come up with those Solutions and come here
150in January to get an early start on preparing uh and talking to school administrators about those those Solutions um so this year we're trying to gather a lot of diverse voices um and most periods are actually almost full for uh for the signups which is great and then we're asking uh leadership team to also come and just hear and show their support uh for all of the student voices that we're trying to get there um and then I just wanted to mention some of the key topics that we're going to include um like talking about which is or so they are student mental health and aware and wellness cell phone policies student and staff safety lunch policies School discipline race and Equity gender inclusivity and lgbtqia plus issues AP courses School culture and Community student
151workload or workload and more um what yeah those are just the main ones but we still have a couple more couple miscellaneous ones that that will be brought up and um basically our goal with the voice Forum isn't just for a place for students to vent their like problems with eths it's to come up with actionable solutions that we can bring to the board and um basically try to collaborate on to make the school Community better for the students which is the goal here um and seeing like administrators and leadership board I think like would make a really big difference it'll show that um people want to hear our voices so we're excited to get into the next phases of the work because after the Forum is when the real work starts of compiling all
152that data and then um bringing it here to present it but other than that I think the stress levels have gone down after first quarter and we're just uh still doing pretty well so yeah thank you thanks thank you wonderful looking forward to that okay Dr Campbell all right and thank you Rachel I'm always looking forward to the student Forest Forum Dr keny as well as many other administrators and myself will be there and it's always a highlight it's always a highlight um so I want to just pause and take a moment to recognize that today is native and Indigenous people's day we held indigenous people's day here at eths to elevate indigenous voices and provide students with to of all backgrounds with a unique opportunity to learn about the culture and history of indigenous
153peoples in the Great Lakes region through a diverse array of student interest lab programming and featured guests students have the chance to experience the richness richness of indigenous traditions and express solidarity with indigenous peoples in their own going struggles for equality and recognition which is ultimately contributes to a more Equitable and inclusive School Community each staff and the community uh HS staff had the opportunity to listen to the guest speaker Dr Megan bang a Northwestern University professor of learning sciences and director of in Center for Native and Indigenous research Dr ban discussed on how we can all deepen our Collective understanding of native and Indigenous history culture and ongoing issues Foster an informed and inclusive School environment and Inspire our staff to incorporate these perspectives into their teaching practices and engagement with students eths also
154partnered with the Mitch Museum ofer of the American Indian to host the first indigenous day people indigenous people's day powwow for the community and the Willy Mayfield house the event just wrapped up and features speakers performances indigenous artist uh market and information boobs a big thank you to all of our Community Partners who made this day so special for our students and staff and thank you to the indigenous eths indigenous day planning committee featuring Dr Kenzie Dr bavis Jana mcalpin our director of equity Nicole Parker our history and social science chair and Rain Hannah our director of communications one last announcement while kit Futures Day is next week Tuesday October 23rd this is an important day for all of our students as it lists up one of our district important strategic priorities post High School
155planning I got rubber bands in my mouth and I'm so conscious talking right I'm sorry on this day wild kids will contribute to their individualized career academic plan explore college options and prepare for the workforce and Independence After High School sorry about that it was like a flash was it yeah what oh okay okay all right so that's we were we were looking at the Flash and I'm like I can't talk with these rubber bands in my mou you're talking is fine okay oh that's it anyway okay maybe right that's all for my thank you thank you thank you Dr Campo no did you see the flash I did see the flash okay yeah you're like cool what's happening here and and I would just say this in Li of our Capital Improvement program report
156Kendra is just going to share a couple of things and uh because you've kind of already heard it so we don't need a presentation I feel like that too yes I was thinking the same thing we've already kind of done it is it at all related to the time pat well you know KRA this is your time right this is my this is my time this is my time um um so yes as Dr Campbell brought up just with the presentation that we had earlier um to be completely honest by the Numbers the plan that we have when you look at the uh Capital Improvement plan and the Arts and in Innovation Wing that Centennial project that we're going to be doing is 90% of the plan really by the numbers right and so it's
157over 90% of the plan so since we got to have an extensive presentation on that we didn't think that um we should do an entire enely different presentation because we got to cover some of the main components of the CIP presentation which is what we accomplished uh in the previous year and what we intend to accomplish this year uh just a couple things that I will uh highlight the capital Improvement plan as always included um a consideration of District goals in formulating what we wanted to address and that we know that as I mentioned before the capital Improvement plan while we can have all of the plans we know that we have budgetary restraints and so we are relying heavily on the foundation in order to fund the plans that we have set out and
158we are looking for the board we're recommending that the board approve the plan for this current year and so with that I will open it up for questions questions from the board just a quick practical question so it's a Five-Year Plan in year two do we just go through all the five years and then voila here's an here's the next fiveyear plan no it's not a ruling thing like we don't just help me yeah so I know I've been here a long time and I should already know the answer to this question but yeah so each October we bring a plan to the board and that's what I thought yeah so this isn't so so the the the deviation this year that might be throwing you off Gretchen is that typically you know it would
159be the CFO that is presenting the plan and this year we you know decided to have a presentation that was more robust um that included the architect and the CAO so that's the slight deviation from what normally happens um you the board has heard from the foundation in presentations before we've had the architect here before but it probably was one of the first times that we kind of developed it in this way um but still we do do the capital Improvement plan every year it does roll forward where we talk about where the numbers actually came in so basically saying board this is what you approved last year this is what actually happened this is what the plan is for this year and then this is the road map for ahead so we don't so
160I'm sorry I'm still slightly slightly confused so but there's no um this this thing goes to 2728 MH but part of the process is not adding on 29 that will happen next year got it so it like at Midway through our fiveyear plan you then start pulling it out seven every year in other words so did you ask so when the way we're looking at this right now is the 27 there are five years shown but the first year is 23 24 so it's the end of 24 now I get it and then next year we will see 2829 that's right at the tail end and this 2324 will drop off exactly so we will always have a fiveyear plan so it's always five years the first year being a look back totally first year
161being a look back second year being current and then three years ahead yes thank you thank you thank you I'm sorry for the confusion so I guess what so more substantively I guess what I would say about this fiveyear um plan I get that we're only approving the money for the you know the immediate year you emphasize that a lot and that's fine um I with respect to our um what do you call it the 10-year audit of things we need to do it's kind of like the homeowners to-do list um I would love to understand how that intersects with this Capital Improvement project I mean it would seem to me we cannot look at them separately that's what I was sort of getting at earlier in probably the wrong place and at the wrong
162time but um it seems to me we would be remiss to keep approving A Five-Year Plan that ignores this lengthy to-do list on other this every 10year to-do list that we get from the state or the regional board um so how how do we handle that yeah so the tene the denal health yeah the health Life Safety report that we Reed receive from the architect um that we basically commissioned to do this work it has an ex it's an extensive list of things that we need to address oh yeah like a lot of some are almost no cost actually correct and some of them we are able to do in house some of them we've already addressed right so there's some things that we are actively addressing with the um staff that we have our
163Engineers we have amazing Engineers um inh house that we're able to use to address some of the things uh it's a part of our maintenance plan each year uh we have we also have our maintenance crew uh that we use and so and then there are other things that when we're talking roofs right we are not able to use um who we have in house to do that work uh we have to right so pause there so roof comes up on the desial thing different roof things and then here we have roofs correct are they the same you know like is that lined up so it it's just do you understand what I'm it's just I want to get my head around it and I think we should have our heads around it just to
164understand it's hard to figure out when we've got two related but unrelated documents yeah and so so so for example we know that we are going to have to do roof restoration work in the Arts wing right right in the Arts and Innovation Wing so we line up those needs with this project that we're planning to do like we said a large part of that project is going to come from philanthropic dollars but to be completely honest and transparent with the board we we did the foundation did a lot of work in Discerning what they could raise and what you can raise money for right and people don't want to buy us a new roof is that what you're saying okay I don't put a new roof on my own home yeah I no come
165on don't dance around it we all get it yeah if yeah if you're choosing between renovating your kitchen or your roof everybody's doing the kitchen and so um similarly we may be able to find a donor that would you know gratefully support us in having a new culinary lab but it's not the same when we're looking for the funds for tuck pointing and so that's the challenge that we face when we know that no I get it and I'm really I'm I'm not even I completely get that that's not even my concern I'm just as a logistical the show answer to your question is yes yeah I I just maybe there's a way we can communicate this I'm gonna vote Yes on the capital Improvement project it's at a late hour we can get out
166of here no but what I think you're doing you're looking at all the list all of the list yes and you're trying to figure out how to deal with it inhouse where it's zero cost um what will take time over five plus years and it lands on this list um or what can you package right with fundraising that someone will say yep well I can't do that without making sure that the kids don't get water dripped on them right so then so you package that so it's it's not um I mean so internally I gret Gretchen the all the things all the systems all the the capital projects have to be looked at and then they determine where they fall so it's not a a duplication of spending you're not saying you know I want
167even suggested that no but I but but you talked about it not crossing over or us um repairing other things that have once been it's more a matter of communicating both to the board and everybody else what the is and you know it's much like we have a district dashboard that's added a lot of clarity to how we're understanding student related data and I don't worry I'm not asking for a dashboard on all this stuff but but I kind of am asking for a way to get our heads around the relationship between these long lists of numbers and and home repairs that we need to do with with our building yeah and I that's what I'm looking for it's not I don't you know I know you're doing all the right things I know we're
168prioritizing I know we're I I I know all that it's it's I what I'm looking for is a way to better understand present and then also we when we look at these two things the CIP and the denial thing together like it's almost like we need this overlay things will become clear and it will be easier to understand what the real priorities are that's I I want to just say that out loud because asking those question in isolation of understanding that all this gets looked at can be left out there to and people might get confused even though you you may not be saying that folks can get confused and I back to your point Gretchen I do want to be clear that you know I mentioned before that there will be a portion of
169this large project that will be paid for with the um The Debt Service fund correct um that we're issuing debt in order to handle different a variety of things around the building but I also want to be clear not 100% of what we issued in debt will go towards this project we recognize that there are still things that need to be addressed in this building that live outside of the Arts and Innovation wing and we are still committed to the upkeep of our building and so you know it can be seen even on the plan when you look at like electrical switches absorption chillers Hot Water Systems all of those things are things that we saw cited in our health Life Safety plan and that we intend we know we're doing yeah you want it
170to be clear that we're doing it and I think that's why I want to point to the example yeah yeah we have to say it out loud and yeah and we should say it out loud that's what we're doing that's right yeah unless anybody has any other questions okay no questions then I'm going to move to the items for action and the first item believe it or not is approval for Capital Improvement program so moved second roll call please yes yes yes yes yes yes okay the next item is approval of amended new courses course changes and course deletion proposals can I make a just a statement about why we had to we reduce some class offerings so we're scaling back offerings for new courses that we discussed last time a few of them uh
171we're temporarily pausing history of asent in Chicago Fashion merchandizing and Middle East and North African history we plan to revisit those courses next school year for adoption I do want to emphasize though the significance of the Middle East North Africa history course the subject matter is increasingly relevant as we've seen um we believe that it's potential to significantly enhance our understanding of the region that's consistent with the with the previous discussion but to ensure that this course is developed with the necessary care and sensitivity we need to invest additional time in planning and collaborating with a wide range of stakeholders including Partners in higher education to make sense in a sense making exercise to make this make sense not just at the University grad level but for students at the high school level to make
172that to bridge that developmentally um appropriate uh pedagogy so that'll allow us to create a course ultimately that accurately reflects the complexity of the region and respects the experiences of its people and also is appropriate for a high school audience so a lot of work is going to have to go into this course and we simply work's been done but there's a lot of work to do uh and then the other two courses are being paused there's some Financial concerns around um adding a merchandising course and then there's also some around um the history of agent Chicago and expenses and things we'll figure it all out but we're going to pause and we're going to bring them back okay okay okay that's it you all can talk and vote now sorry it's late it's all
173right all right thank you for that clarification I can I have a motion please so move second roll call please Livingston yes Parson yes yes yes yes yes okay next item is approval of press policy issues 115 and 116 and District revisions can I make two just statements just briefly just wanted to draw the board's attention uh we did consult the attorney on uh on two policies uh 2260 uh and 510 attorney was fine said yes a specific question was actually asked around 2260 can we use or designate attorney said absolutely and then uh 880 the gift to the district the attorney reviewed it and rewrote it to make clear demarcations between the eths school board and the foundation so thank you for that and that's in your that's reflected in the revisions in your
174in your thank you I saw that thank you okay motion please so move second B call please yes yes yes yes yes yes okay next item is consent agenda which includes approval of minutes from September 16 2024 both the regular meeting and closed session meeting approval of bills and Personnel report so move second roll call please yes yes yes yes yes yes okay we're at old and new business is there old anybody old and new business we' talked about it all um polling of the board I know that we talked about the powow but I also W to lift up yamamo I went to yamamo and it was amazing it was really good so I think a few other people might have gotten there so I just thought it was such a good performance um
175anything else if not can we have a motion to adjourn so moved okay this meeting is adjourned at 10:41 p.m. whoa whoa wow oh