001Bonnie, could you call the roll? >> Here. >> Thank you. I'd like to welcome all of you. It's nice to have a full house. um and cost you nothing to come. So, it's it's a great thing. We're pleased to have an audience of this size and we look forward to presenting our wonderful students some really fine honors that honoring their accomplishments. Next is the pledge of allegiance. The flag is right there. I will lead us. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> If you wish to register your attendance, there is a registration sheet in the hall and you're welcome to sign that if you'd like. The second item is approval
002of minutes. Um, we have the regular session from October 27th, 2025 and the executive session from October 27th, 2025. Bonnie, have you received any corrections? Does anyone have any corrections at this time? May I have a motion to approve both sessions? >> So moved. >> Second. >> I abstain. I >> Okay. It's funny with Willard gone, it always sounds like we're we're not quite done yet. >> Uh the next tradition of excellence is the uh upcoming item, the recognition, awards, presentations. Item one from the high school and the middle school north boys and girls cross country. You want to introduce anything or just >> Yeah. Yeah, sure. So, we're uh lucky to have Mr. Carly here uh representing both middle schools. Um this is a first for us having an opportunity to recognize some uh
003very talented middle school runners um as they've just joined the state organization and we had some kids go to state. So, Mr. Carly is going to recognize those students. Ladies and gentlemen, here's how this is going to work. The board's going to make their way out and stand out front. Mr. Carly's going to brag about you for a little bit. Then when he calls your names to come up, start down here with Mr. Choy and shake everybody's hand. We'll get you a certificate and then you stand in front of the really fancy blue curtain so uh mom and dad and all the paparazzi can take as many pictures of you as we want. Um, and then board, quick little favor for you before when they're done. Don't sit down just yet because I'm gonna have
004one more thing I'm gonna ask you to do uh before uh before our runners make their exit. Um, so I'll pass it off to Miss Car Mr. Carly. >> Who is it on? >> Good evening, Dr. Barrett and members of the Geneva School Board. I'm honored here uh tonight to recognize what we believe is a historical uh achievement for the middle schools, Geneva Middle Schools, the first ever Illinois Elementary School Association, IESA, state qualifiers in both boys and girls cross country at the middle school level. This is also the first year that the middle school either middle school has competed in the IEESA cross country, making this accomplishment even more special. The IEESA state cross country meet was held on October 18th at Maxwell Park in Normal, Illinois. Geneva Middle School South had one boy
005state qualifier. Geneva Middle School North had one female state qualifier and Geneva Middle School North had a boys team that qualified for state. Also, the North boys team captured the first place at the sectionals and went on to earn earn an impressive third place finish in the 4A state meet. I would like to extend my gratitude Dr. to uh Taylor McInness, our AD on the campus of the middle schools for enrolling both middle schools in the IESA program. I also want to thank the Geneva Middle School North coaches if you guys want to come on up. Angela, Angela Rego, Taran Nikkum, and Jake Austin for their dedication and support of our student athletes. [applause] [cheering] We'll begin by recognizing our Geneva Middle School South State qualifier, Grayson Aut. Grayson can step forward. [applause] >> [laughter]
006>> Now, Geneva Middle School North female state qualifier, Maya Leanne, who finished 26th out of 221 uh runners at the state meet. 27th out of 221. [applause] Now we'll move on to the boys state team who place again third place. Uh we'll start with Jacob Calvario who finished first overall out of 222 runners in the state meet. SO TOP [applause] next is Gavin Anderson. Yep. Clap. [applause] Gavin couldn't make it tonight. Elliot Wagner. >> [applause] >> Evan Best, [applause] Danielle Dempsey, [applause] Lacklin Daringer, [applause] Owen Connect. I don't think Owen's here tonight. Nope. [applause] Jonathan Lando and Evan McGawan. [applause] Congratulations to our cross country runners. We're incredibly proud of you and all your hard work and success, and we look forward to cheering you on in the future. middle school years. And you eighth
007graders, we look forward to seeing what you're gonna do in high school. So, thank you. [applause] >> I believe this works. This is why we're not getting out here. Everybody looking. [laughter] Thank you guys very much. [applause] Way to go. Way to go. [applause] All right, you got to go stand. We said the superintendent. [laughter] >> All right. >> Thank you. Do you guys compete with that? >> Oh, do we need to put the thing up? The curtain back up? >> No. >> Okay. >> Oh, yeah. Thank you. >> This coming back. >> This was bag or something. >> Someone was thinking last year. >> You have your kid coming. >> Oh, yes. See which one is yours? [laughter] I love it. Oh my god. We the kids of Hartland Elementary want to invite all
008of you to make a difference with us by collecting aluminum pop tabs. Pop tabs may be small, but they make a big difference. The Ronald McDonald House Charities use the pop tabs to keep families close to their hospitalized child. Now, let's talk about how you can help. >> Repeat after me. Spread the word. >> Spread the word by telling family, friends, and everyone else that you're collecting pop dabs for the Ronald McDonald House. Repeat after me. >> Start collecting. >> Use your little house that we will help you build today to collect pop tabs. >> Repeat after me. Fill our HS fish tank. >> Fill our HS fish tank. >> When your house fills up, send it to the Heartland or drop it off. We will add them to our fish tank collection. We are
009excited to see how many fish tanks we can fill up with all your help. >> Now, who wants to build a Ronald McDonald House and make a difference? >> Oh, I do for sure. Yay. [applause] >> Super fun. >> Mrs. Bzinski, you didn't tell me there'd be a quiz. >> Yes. Thank you. >> Help us here. Can you help Mr. How about you? Can you help me with this first All right. Thank you so much. Thank you. >> Thank you for coming. We're very excited about your project. Great work. [applause] >> Thank you very much for And you did that so nicely and quickly, too. That's really sweet. >> We collect those pop tabs. >> Bye, guys. Thank you so much. Thank you. >> Well, now we've gotten down to a normal audience. Thank you
010very much. [laughter] >> Still special audience. Still a special audience out there. >> Item three on our agenda is board members day, but I think we've covered that. >> Not quite. I have to say thank a board member, everybody. >> Oh, okay. >> This week is board members week, and today is uh well, actually, what day is what's today's date? It's the end of this week is actually board members day. Uh, but I wanted to take an opportunity to uh just thank our board. Um, I'm going to have some fun facts to share in uh my superintendence report. Um, but just officially thank you everybody for all you do. Um, it's uh yman's work. Uh, and a lot of people just don't know how much time and care and uh, honestly care I think is
011the right word. Kind care goes in goes into this. So, thank you very much for that. Um, and I'll share some fun facts in a little bit. There you go. >> Wow. Well, thank you. >> Fun facts about you. >> You don't know what I've got. You don't know what I've got, do you? No, I'm kidding. >> We're probably going to find ourselves content curious in a little while. >> You will. >> So, let's see. Next is content curious. Mrs. Sims is about to connect and the PE um content curious. You remember that we talked about this uh earlier this year. Um we're going to have a few presentations throughout the course of the year from uh educators across all levels in our district kind of highlighting the work that they do in different content
012areas. So um three awesome members of our PE department are here and they're going to talk a little bit about uh what they do in their department um across our district. Hard act to follow, guys. It's hard act to follow with the little ones, but I know this crew, they can do it. I know they can do it. We're very excited to hear from you. So, Mrs. Sims, I'll let you get started. >> Thank you. Um, yeah, I'm um So, I'm getting that connection here. Excited to have, as you said, uh, Dr. Barrett, uh, three members of our physical education department here representing our elementary, middle, and high school level physical education staff and courses. And I am get out of the presentation. Sorry. Um I am excited to share with you there. Sorry. Now
013it's disconnected again. Techn is great when it works. Obviously can't do two things at once here. uh excited to have them here this evening to talk about um what it is that they do at their levels as well as what it looks like for a Geneva student that metriculates through kindergarten through 12th grade. And as Dr. Barrett shared um this is also what we will be talking about with uh another content area this year before the end of the year. Um and then that will continue going forward. uh we thought it would be important to share um with you as the board sorry some of these content areas and again uh that view as they go forward through our system. So >> see if it works this time. Fingers crossed. Yes. All right. >> Success.
014Okay. Uh so with that, it's my pleasure to turn this over first to uh Mr. Graham. Uh he's one of our physical education teachers. He um works with the students at Williamsburg Elementary School. Um I would also like to share that uh Mr. Graham is also um one of several like several of our educators who gives back to the profession and has presented at national and state conferences. Um so I'm pleased to have him join us today to represent uh the elementary physical education curriculum and kind of what students do in those first six years in our um school. So with that, I'll turn it over to Mr. and then if you'll over to Miss Chanel afterwards and then >> All right, my name is Mike Graham. As she said, I teach >> have to
015be close to the elementary microphone education at Williamsburg and today I just wanted to quickly give you a overview of some of the things that we do in our our program kind of what the kids experience and just highlight some of the goals here. So, real quick, obviously, when you think of physical education, it's what you would probably come to mind is a lot of the skills, the games, the activities, u all the different motor patterns and manipulative skills that the kids learn. We really focus on um exploration, exploring, and a variety of different activities and different movements. Um I always thought getting into physical education that this would be really what it is that I do. I play games with kids all day. will be great. But as I found out quickly, I do
016a lot of social skill teaching, right? Sharing, taking turns, uh you know, resolving conflicts, uh all these things, cooperating, work together, playing fair, all of those soft skills that you know, uh kind of support what what the kids are learning in class. I think that's a really really important uh for kids to develop early on. I know as you know as I was a when I was a kid I did a lot of you know playing outside. We would go outside after school. We get get home and we'd play outside till the lights came on. Call us in for dinner. We'd go right back out after dinner and play till it got dark. And you don't see that as much nowadays. So, you know, there's there's opportunities for kids to be active, but we we
017really develop a lot of social skills through play. Uh we we made our own teams. We solved our we refed our own games. We solved our own conflicts. We kept our own score. All of those things that, you know, kind of went into that into that play aspect uh when when I was a kid. I try to bring a lot of those things into the curriculum that I teach. And a lot of the other elementary teachers that we have do do the same. Uh obviously, we touch on health awareness. We don't go super deep, but you know, just basic concepts about our heart and our lungs, our muscles, our bones, those kinds of things. And obviously, we want it to be fun and engaging. If if kids are having fun and they're equating that with
018movement, then we're doing a great job. And then the final thing is uh developing physical literacy. And that may or may not be a term that you're familiar with. It's it's relatively new, but uh I'm going to talk a little bit more on detail of that in just a second. Um, this is all well and good, but if you don't have a good why behind what it is that you do and why you do it, then um, you know, sometimes you can just show up for work every day and go through the motions. And I came across a quote, uh, a while back that that really struck a chord with me about why it is that I do what I do and why it's so important. And I wanted to share it with you. And
019it says, "Children who possess inadequate motor skills are often relegated to a life of exclusion from the organized and free play experience of their peers and subsequently to a lifetime of inactivity because of those frustrations and early movement behavior. If we don't get this right as an elementary department, if we don't offer kids the opportunity to experience success at their level, whatever that may be, we are setting them up to fail. they're not going to leave our program and want to continue to be active outside of our class. And so by allowing them to find success at their level at whatever uh activities interest them, I feel like that's a huge step in the right direction to get them to find avenues to be active. And that kind of brings me back to the thing
020that I'll wrap up with is the the physical literacy cycle. And this is basically what it is in a nutshell. We really have to have kids develop skill competence which is you know a variety of different uh skills and activities that we do at the elementary level. We expose them to that allow them to ex explore with uh various equipment and things like that so that they start to feel good about what they're doing. When they have that skill competence that's what's going to develop their confidence, right? And when they start to feel good about what they're doing and where what they can accomplish, that's when motivation goes up. That's when risk-taking goes up. That's when they're going to be like, "Oh, I just did this. I want to try this now because I know
021how to do this. I want to take it to that next level." And because they uh are are experiencing success and are motivated, they're going to be more apt to participate in a variety of active outlets outside of school. I only see the kids twice a week for 30 minutes. Um, you know, and there's only so much I can do in that time. they really have to grab a hold of something that they experienced with me and take it beyond the walls of the school and and find those avenues to be active out in the community. The more they participate, the more competence they gain in skills and that cycle just continues to go and go. So, um that's kind of a brief bird's eye view of what we do at the elementary level. really
022try to instill that movement and those skills with the kids. Develop that social that social skill component is super important and you know based on having fun being engaged at their level and experiencing success is is a big part of what we do. So with that I'm going to turn it over to Ashley. Ashley teaches at the middle school. She's going to share a little bit with you about uh some of the things that they do in their program. So Ashley. Okay. So, um I have to start off saying I did my student teaching and I was split at Western and then at Williamsburg. So, I got to student teach um with Mike. So, this is just like a cool moment to be up here in the district talking with all of you now. Um
023okay. So, my name is Ashley Chanel. Um I teach at South um and so I'm here to talk to you about middle school PE. Um I'm also representing North 2. Um we do things just a little bit differently, but obviously we still have the same goals in mind. Um, so Mike started off talking about the why, and that's like a big thing that I want to hit for the middle school. Um, when they come when the kids come to middle school from fifth grade, right, they get PE twice a week. They're used to having recess every day. Extra recess is kind of a benefit. Um, so they come into middle school and they're traveling from class to class to class. And like our sixth graders, they have PE at the end of the day, so
024they are like they are really looking forward to that movement [laughter] time when it comes to the end of the day. Like they are so jittery and excited. Um, so that's just still a really important piece for them. They need that time to move around to kind of have that little social piece with their peers. Um, and then as middle school PE teachers, we know that like they have built those foundational skills. So they do come in with confidence, but you start to get a little bit more specific when you get into middle school. Like the kids are like, "Oh, I'm a volleyball player." Or, "Oh, I'm a basketball player." Um, and so whether we're in those types of sports or not, we want PE to be a positive experience. So, like as a department,
025we try to form those relationships with the kids where it doesn't matter what sport we're we're in, we're being that smiling face with them. We're welcoming them into the gym. We want them to be there, whether it's their favorite thing or their least favorite thing, like we want to know or we want them to know that they're safe in our space. Um, and then again, just working towards that goal of being well-rounded, you know, lifelong movers. Um, so that does come with that physical, cognitive, and then social, emotional pieces. All right. So, I kept mine simple, but there's lots of pictures. [laughter] Um, so we have lots of pictures from over at South. Um, so we have five goals as far as the middle school goes. Um, the first one is skill refinement. So, they
026do come in with those like success pieces from elementary school where they have the their small-sided games. We take those skills and we turn them like into actual sport experiences for the kids. Um, so that might be like they're going through an actual soccer game during class or they're participating in a championship hockey game. Um, so that kind of thing. So they're getting like a little bit of that sport experience. Um, we're also trying to introduce new activities to the students. So like this year we brought in golf for 8th grade because we know that that's like a growing game. So we found a way to get golf clubs into our curriculum and we rented them and we got them in and it was a great hit. Um, we did pickle ball before it was
027cool and now the kids are like all over [laughter] it. [gasps] Yeah, exactly. We're trying to be We're trying to be. Um, so we do different types of teaching too. So we do co-taught classes. So that might be like an entire team comes to us at the same time and their teams are coming from different classes within those. And then we do have individual classes as well. So the kids are getting a good mix there. Um, and then we actually at South, we just got the GAF grant um for new heart rate monitors. So, we're really excited to learn how to use those and like start incorporating that into um our curriculum in January, I think, is when we're getting those, right? Okay. So, that's going to be really exciting. Um, oops, sorry. Okay, so
028the next one is sport rules. So, I put PE version. Shout out to all my Swifties out there. Um, [laughter] can't help it. Um, so with this, it's it's sightsp specific rules. So, and it's designed with safety in mind. So, like in soccer, we're not allowing the kids to slide tackle because that's going to lead to something bad. Um, or if we're playing like flicker ball, ultimate frisbee, we're asking the kids when they're defending to back up a step to allow that success of like throwing the ball to a teammate, those types of things. Um, so that way the still the kids are still getting that success, but it is more of like a actual sport like game-like experience. Um, as far as teamwork and strategy goes, so this is where the kids are working
029together to write to pass the ball to score a goal. Um, when we're in our cooperative challenges unit, it's not really sport based. It's a challenge of trying to cross the gym with this much equipment and they have to figure out how they're going to work together that way. Um, with that, we're also emphasizing like being a positive teammates. We're getting a little bit more of that social emotional piece in there. um because the kids never want to walk out of the gym feeling defeated again. We want it to be a positive experience for them. Um and then the last thing that we do is we have the kids work with people who have different backgrounds and different beliefs. So whether that comes from your own class or from someone else's class, the kids are
030always on teams with different people. So they're having to work together and problem solve and find those pieces. Um from a personal responsibility piece, they're going to eight classes a day. It's a lot for a middle school to middle schooler to remember what they need to do. Um, so this is a thing from sixth through 8th grade. We're reminding them, hey, you got to take your clothes home on the weekends. Hey, we have a test coming up this week. You need to make sure that you're finding the study guide. Make sure that you're playing the cahoot so that you know when the test is, you know, the questions, that kind of stuff. Um, so that's a constant thing as we're going through and it's fun to see them kind of grow and that responsibility piece
031grow as they work their way through middle school. Um, and then the last thing is that we do an introduction to health. Our health units are about um, three weeks long throughout the year. And so each grade we kind of hit that way. Um, and then we do a cardio unit where they're getting another piece of that health um, in there. But in seventh grade, um, they do a drugs and alcohol unit and they use the project alert curriculum with that. So it's just an introduction to what drugs are, how they work in your body, are they good or bad? We're working on decision- making, that type of thing there. Um, and then in eighth grade, it's more of like a mental health stress slashstress um, focused curriculum with the idea of like, hey, you're
032going to high school next year. Like, it's going to kind of level up there. How can you manage things that way and kind of help prepare you for high school? So, thank you so much. And I'm going to turn it over to Scott Henning at for the high school level. What is the story behind that uh shark costume up on top right? [laughter] >> All righty. Thanks for having us. Really appreciate it. It's the first day of basketball practice today, so forgive my voice. Uh some fun pictures. Dr. Law, that's Phoebe. We took her on the high ropes course. Phoebe's in my leadership class, so I throw thought I'd throw a picture in of uh Phoebe climbing our high ropes. So, she really enjoyed that. Um, I'm Scott Hen. I serve as the wellness department
033chair, which is PE, health, and driver's ed. Um, high school PE is, in my opinion, an absolute blast. Um, I'm grateful to work with a great staff. Um, outside of the content we have, they're wonderful people and they care about kids. to build relationships and I I just love to brag about them anytime I can. Um so wanted to just start with that. Fitness no matter what course and you can take a plethora of courses which uh you know about. I'm going to talk a little bit about but fitness is the backbone of our curriculum. Doesn't matter if you come in as a freshman team sports all the way up to you know our lifetime classes. We have a new class walking for wellness which has been a big hit. But no matter what activity
034or what unit we're doing, um fitness is a big backbone of our curriculum. Moving our our lessons, our daily lessons are engaged with, you know, our skill related components, our health related components, which um is important for students as they go through our scope and sequence. And obviously when they get ready to graduate from uh Geneva High School, sophomore year, they do take a a personal fitness class where we start talking about an indivi individual fitness plan. Um and we, you know, we tailor it to each student. It could be for students that just enjoy working out. It could be for our athletes as they, you know, really start to refine their skills and maybe think about college athletics. a lot of we're blessed to have a lot of athletes that are, you know, they
035go on and participate in, you know, athletics out after high school. Um, lifetime activities and you have a few uh pictures up there where, you know, we mentioned golf earlier. That's been a big hit mostly in our upper classman uh uh classes. Pickle ball, big hit. Bad mitten, golf, archery. Um, that typically happens junior, senior year. The next three all go together. It doesn't matter what class. And we really challenge our students, especially as they get ready to graduate from Geneva High School to think about, you know, choices, decision- making. Uh we we have a a leadership class Phoebe's in where we we are it's really focused on, you know, leadership and helping kids. Um, students that take the leadership class have the opportunity to serve as advanced leaders or peer leaders where they're working
036with, you know, younger students, which I think is just fantastic life skills for students outside of the the physical activity and the learning the the different sports and rules. Um, and then just as students are getting ready to graduate from Geneva High School, you know, our goal is we know they're not going to like every activity. We know they're not going to like every sport. We hope they find something to keep them healthy for a lifetime. That could be going to their college workout center. That could be inter murals. That could be, you know, joining a health club when they're in law school. Whatever the case may be. But I really am grateful again to work with staff that expose um our students to a variety of activities, make them feel welcome, safe, um be
037willing to try something. We know not every student unfortunately loves PE even though we love PE. Um but when they walk across that stage and receive that diploma, we want them to feel comfortable choosing activity, fitnessbased, sport-based, variety combination um as they start their their next chapter. And I really believe our curriculum at the high school does that. So um any questions for any of us? I just had a quick question. At the high school level, how do we um focus on mental health since we know that's a big focus for our high schoolers? We've seen that come up in some situations over the past few years. >> Yeah. A lot. Um we we we incorporate mental health days where we just take a break. Um we work we've been working with our student service
038department. We do calm classroom where we start each class period, not every day, but I'm doing it in my leaders class five or 10 minutes. We work on relaxation, breathing. Um, I really truly believe and we have a lot of high achieving kids at Geneva High School. We want PE is it's not a a blowoff class, but we want them to take a break. We want them to feel comfortable. We want them to have fun. We want them to uh our PE classes sometimes are pretty big. We want them to enjoy working with their classmates or maybe meeting a new peer. Um, but you know, we do things throughout the the semester where we we embed mindfulness and yoga and pilates, some of those non-traditional fitness activities where it's just not, you know, cardiobased where
039we are focusing on social emotional and mindfulness, but that calm classroom has been a big hit. Um, so great question. Well, thanks so much for your time. would love to have you guys over at the high school. I'm sure they would love you to have at the middle school and elementary. You know, PE is a great time. So, thanks again. [applause] >> Thank you for the opportunity to allow us um for to share the first course curious. Um, I would like to thank our three representatives for being here today. Um, and thank them for showing, you know, from kindergarten through fifth grade with that, you know, skill development to the application of those skills to specific sports and then as they get to the high school for that ability to, you know, apply those if
040they choose to go out for something athletic and then even more important, the work that they do to ensure that our students um are overall healthy and well. So, thank you to our speakers tonight. Thank you very much. We appreciate it and we appreciate what you do. I'm I have fond memories of PE going way back >> in uh in the active lifestyle department. Both Paul and I are cyclists and we ride in the summertime uh two or three days a week and enjoy it a lot. Next is Todd Leam. He's going to present the proposed 2025 tenative year tax levy for the what time? >> Well, I was several >> I was here last month. >> Thanks PE speakers while Todd's connecting >> and Mr. Lane for that moral support in the back. We
041appreciate you. We appreciate you. >> All right. Good evening. So, this is the uh second or the third phase of our levy process. So, this is the 2025 uh tax year levy. It's receivable in 2026. And so, uh as you recall, I came back here last month to talk about the draft and what it might look like. Uh tonight's a tenative and then next month in December, we'll have the hearing and then we'll have the final levy that we can adopt and put on file with the county. Okay. So, a lot of the presentation is the same. So, I'll just go through that. There's two new slides that I want to point out and just emphasize to the board. So again, these are the components of the levy process, the equest valuation, new property construction,
042the property tax extension limitation law, the impact of the consumer price index and our levy process, our max rates, our tax rates, our extension, our revenue recapture, and our truth and taxation. Those are the components that make up our levy process. And a little bit about the EAV. Again, it's the uh property valuation after the county and state equalization calculations are performed and it shows just growth that we capture as a district. The EAV totals multiplied uh by an approved tax rate per 100 EAV to arrive at our extension. Again, this is our rate setting EAV history with the levy year, the rate setting AAV and the change over the prior year. You can see we've had quite a bit of growth the last few years with our equal assess valuation in the Geneva 304
043community. Our new property uh last I looked the new property has not changed. So as you recall the bottom was 15.6 million last year. It's about 12.2 million this year. So it's slowed some of the growth uh within the uh school district boundaries. And again, this is just a little bit about the law that the taps cap is 5% or CPI, the consumer price index and the limitations uh is applied. So each year I get a confirmation from the county of what that uh tax limitation is and that's what we apply to our levy process. Here's the CPI for the uh last uh several years from 2014 to 2024. The good years were in 21 and 22 if you look at it that way or the levy it was. And then uh these are the
044funds that are subject to it as the tax part of that. The CAP funds are the education fund, the special education, our operations and maintenance, our transportation, our social security, our MRF and our fire prevention and safety. Those that are not cap or our bonded interests, our working cash, which we do not levy in, and our revenue recapture, which is set by the county. I don't have any control over that. It's it's a factor of the board review and some of the other factors that end up at that amount that the county provides. And this is the calculation of the limiting rate. Um so again it's the prior year estim uh extension times 1 plus the lesser of 5% or CPI divided by the total EAB minus new property construction. This is a little bit
045of our limiting rate history um from the total rate and the cap and the non-cap levby areas. So those are the same slides as last month and a little bit about our historical uh requests. So the request is what we submit to the county. That's our ask and then the actual is what they confirm after everything is verified and calculated and then it determines what the district receives. These are our tax receipts. So this uh slide has been updated. So we're still looking at 2.9% with a 5% max cap. The estimated EV is 2 bill139 million835,80. That's a 9.61% 61% increase over the prior year. I mentioned our construction uh is still the same. That estimation comes out at the end of uh the year. So, um it's set by our townships and then it's
046submitted to the county. Uh that's 4.87% as our capital levy. So, that did increase from last time and I'll explain on the next couple slides how that occurred. There is a 0% increase to our bonded interest which is how we pay off our debt. And now our new estimated tax receipts are 109 million $12,230 and that is $4,378,920 over the prior year. So this is the slide I gave you last time which was our draft. Uh [clears throat] most of our information is down in the bottom right which is our cap levy. At that point we had 3.9%. There was no requirement for truth and taxation hearing even though we hold one every year for transparency. uh our bond and interest levy did not change and uh our draft was $108,142,811. This is our tentatives.
047You can see the change on the bottom right over here. Uh our cap now is $94,414,69. Uh that increase uh is now 4.87%. There's still no truth in taxation required and uh the bonded interest is the same. And after the bonded interest is applied, the estimated new tax increase is 4.19% over the prior year. So there were some changes to this. Um mostly they're just uh some higher estimations and make sure that we capture all the property that we can and I'll explain a little bit about this in this slide. So one of the concerns that I had um establishing the levy um I increased the amount that I levied for special education programs. I also reduce some of the retirement levies in fund 50. Those are IMRF and uh our social security. And then
048uh we also have uh amount that we will need for our life health safety permit. But the biggest factor is is if you keep in mind uh my earlier conversation about the fact that new construction um is not capped. So I raised the levy to get the most I could out of the new dollars. After that's done, then the county will apply the limiting factor of CPI, which is 2.9 to the rest of our cap. And then it basically lets us get as most that we can of new construction at this time. Uh so it's a very small amount. We're talking 12 million out of over a billion dollars of EAV. Um so it's not the full amount. It's more than it was last time, but it really was focusing on that bottom point of
049getting those new dollars from our new construction and then letting the CPI apply to the rest of the cap funds. It's a little strategy. That's really all it is. So, and then um remember next month we'll come back with our truth and taxation. Um we'll be um doing two things. We'll be posting uh the tentative levy on uh which will be moving to a final levy. Uh if the board is good with all that information tonight onto our website, we have to post it there for 30 days and then we'll put a notice in the paper for the truth and taxation hearing. uh allows our board members to give uh comment, allows the public to give testimony. Um I will go back through our reserve funds at that time for compliance with the law and
050that'll allow us then to get to the point where the board can uh hear the recommendation of the finance committee at next month's meeting. And then the board can um if they so choose to adopt the levy, we'll then place it on file on the district's behalf. Okay, questions on the levy? I just had one question. Um, the levying more dollars for special education programs. Is that because like there's a lack of federal dollars coming, like I know that that's been something that's come up a lot. Is that where that's coming from? >> It's just looking at what we spent last year and just increasing the living in the area more in line with the cost of special education. >> Thank you. I I don't uh want the regular education to outpace the levy agree
051with the special education. So I want to make sure I continue to increase that as well. Okay. Thank you. >> Thank you. The uh the levy will be presented at the December meeting and Dr. Barrett strategic planning goal one. Yeah, thanks for the uh opportunity to process this with you. We've had a lot of uh conversations about um uh our facilities uh and about um you know our class size experiences at the elementary level and making sure that we have uh you know reasonable, equitable and sustainable class sizes uh across the district. So, um, we've got some more important conversations coming up about our facilities and our capital needs and all that stuff here in the coming weeks and months. Um and so we thought it was important to circle back to this particular topic
052uh our facility capacity analysis that we conducted at the end of last year and um kind of put a bow on some of these conversations because we need to uh be able to take that next step on some other important conversations. So, uh, you know, obviously you recall that with our strategic plan, um, that goal area one is talking about our enrollment and staffing and making sure we're right sizing, uh, that as our enrollment declines and and all that stuff. So, uh, what we kind of talked about last year, um, you know, we had our demographic study, we conducted, uh, a capacity analysis of how we're using our facilities. And the question combined coming out of all of that was how do we best achieve those goals again of reasonable, equitable, and sustainable uh, elementary
053school experience in Geneva, right? So the kind of critical questions when we look at this um and again I know the board has had an opportunity to talk about this a lot but we again I think it's important for us to put a bow on it here today because of some of the future conversation that lies ahead. So, one of those questions is what does that capacity analysis tell us about um the efficiency in how we're using our buildings, right? And then the other big question that we knew was floating out there, right, was is there a need to balance enrollments across the district uh to improve or increase that efficiency, right? I think that's we've known with um our enrollment declining and uh some imbalances enrollment in enrollment across the district that was something
054we were needing to think about. So what was the timeline in all this work? Right? Obviously we established our strategic plan officially uh starting in 2024. Um we conducted that demographic study where we saw declining but then pretty much stabilizing uh enrollment. um with quick caveat here, unknowns of some new potential developments that are coming down the pike, right? Um so we conducted that in the fall of last year and as you know we continue to update that data now each year and we're in the process of doing that again right now. We then also conducted this capacity analysis in the spring where we looked at um how are we using our buildings? how has the use of them uh our buildings evolved over time because of programming, because of staffing, because of the way
055things have changed. The other big thing we did was we changed our elementary class size targets to build more consistency in the uh elementary experience across um across the district, even with some of those other uh variables that we have. Um and then we conducted some critical facility evaluations. uh you know, we're doing that this year and this is kind of why what we're doing this year is why we need to talk about these two things one more time today. Uh we've looked at the conditions of our facilities and we're going to be talking about those uh up ahead here. You've heard we've talked a lot about this new development out in Laox. Um and we know we have important programming considerations in terms of what types of program what types of programs we offer
056uh in the district and uh that our community desires from us. So, uh, that's kind of the timeline that led us here. You'll remember because we had an opportunity to talk about this in some great detail at our retreat last year. Um, we looked at these are last year's numbers. I wanted to keep them for consistency sake. Um, uh, you know, we looked at our enrollments and our average number of grade level sections per school. Uh and uh we used that um along with the amount of rooms and spaces in our building that our architects helped us uh review um to look at how efficiently are we using our buildings, right? And so when we looked at this, we saw a few things. Uh one, if you look at just the enrollment, there's some variables,
057right? There's there's kind of a wide swing in terms of what our elementary enrollment is. And that means we have some three section schools a two section school, a four section school, right? We see some variables in there. Um, and then when you look at our class size capacity, what you see is uh generally pretty high like efficiency, right? You see pretty high efficiency in the 70 to 90ish percent. Um, the variable that you see there obviously is Fabian with it. On one hand, it would look like Fabian has lower efficiency and that is because it's our smallest pure elementary school enrollment, right? And so we have the fewest number of sections per grade there. But also the important factor then to consider is uh Fabian hosts the Geneva Early Learning Program, right? That's our
058preschool program. Um, and when you factor in that gelp, uh, which is an awesome robust program, um, when you factor gelp into that, all of a sudden the our efficiency in terms of the use of Fabian climbs up there, too. So, you see the use of Fabian as a building is pretty high, right? Among the highest in the district in terms of how we're using that building right now. So, you know, when we look at all this data and and try to break that down, you know, what does that tell us about our usage efficiency? Well, first, even though we have some difference uh in enrollment, we're utilizing our buildings relatively efficiently, right? We're doing a pretty good job of that, especially with Gelp and housing Gelp at Fabian. Um, two, again, adjusting those class-
059size targets at the elementary have really helped established more consistency. One of the worries about our efficiency, excuse me, I apologize for that. Um, prior to this was be was the fact that uh some of our class sizes felt different across the elementary schools and then that didn't quite feel equitable. Um, and so what we've done, I think, uh, as a district with those class size targets has really helped build in some more efficiency, uh, and consistency across the district. Uh, another thing that tells us uh, and that we know Gelp is a strong and robust program. Again, that's our early learning program, our district-run preschool that's housed at Fabian. Um, it enhances our efficiency at Fabian. Um, and it's a valuable program uh, to our community. Um and the other thing that we need
060to remember is that there are still some unknowns regarding that Lefox development, right? We don't know exactly what's going to happen there uh in terms of the impact. We've run some analyses and we have some good ideas, but there's a lot yet to be undecided um or yet to be determined as you know if that's even going to happen, if it does happen, what the homes are going to be like, who's going to end up moving in there. So there's a lot of variables there. So, you know, when we think about all those facts, we think about this data down here. A couple things to think about. You know, if you look at this chart down here and you see the threes and some fours and some twos and then these numbers 70% efficient to
061like 95% deficient. Um the only way to kind of make that kind of perfectly uh efficient and consistent across the district would be uh adjusting our boundaries to make six modestly sized schools. And it would require uh because of how these numbers shake out, moving probably some pockets in each of our current school boundaries, right? you'd probably have to move folks in multiple boundaries in order to make six schools that are in that kind of 70 to 85% efficient, right? Um, so that's a big lift. I think one thing that maybe people thought about in some of the early conversations about this was, well, maybe you just move a boundary here, here, and everything's perfect. That's not how this would work, right? you'd have to move people across the district and what you'd be gaining
062what you'd be getting is uh you know again that efficiency of around 70 to 80ish percent which we already have uh uh generally across the district. So that's one consideration that would be a big lift and something to consider. Another is that we really need to evaluate our long-term plan for the Geneva Early Learning Program and we've started to do that. you know, we've shared some information about that. Um, but we've really got to figure out what is the long-term plan for that, the facility needs for all of that because obviously that plays into our efficiency and if something about that is going to change long term, we've got to formally designate that plan because that would then be the impetus to have some of these further conversations about efficiency in our buildings. Does that
063sound right? Make sense? Um and then again lastly, we're going to learn more about the implications of uh this Lefox of Canton Hills development in the coming weeks and months and we need to be prepared to uh adapt to that. So given all of that information and what lies ahead for us, uh you know what I'm here to say is uh I have a few recommendations. First, I I our recommendation at the moment is we need we should maintain our current boundary structure for all neighborhoods that currently send students to Geneva 304 schools. Okay. So, right now, given our efficiency and how we're using those facilities, given what we know about our demographic study and who goes where now, we believe that we should maintain that current structure um for the time being, for the
064foreseeable future. Um, as we have that, what we think we need to do is keep working to determine the long-term facility needs for the Geneva Early Learning Program. Um, and again, there's conversations ongoing and and forthcoming about that because that's going to be the big lever in there, uh, if we're going to have to, uh, have some more of these conversations. Um, and then last, I do think one thing that uh is going to be important for us and for the board to consider is um I do think the one thing we should be thinking about is determining the most appropriate attendance area um for any new students that could be generated by the Leox of Camden Hills development. Uh you know what I say right now, maintain the current boundary structure for all neighborhoods
065that currently send students to Geneva 304 schools. Uh right now that development is out there. Um there's nothing out there but corn fields right now, right? Or fields or trees and whatever. Um so I think we should have some thoughtful conversation about what's the most appropriate area boundary area that that would attend. Um and we could have some of those conversations over the course of this year. um while we're learning more about uh if that development is going to come online and and what kind of students it's going to generate. So I think these are the three big important recommendations that uh I think we should be thinking about going forward as we're going to start looking at um our facility conditions and and needs going forward. So fair enough. Questions, thoughts? One question. Sure.
066>> So, um, as we're trying to determine the most appropriate attendance area for the L Fox Hampton Hills area, >> do we want to do that holding that we will not reboundry? So, like should we say step one is we're not going to reboundry. So, where could we fit them without reboundarying? Is that is that like are the all three of is that true? Is that like a truth? Does that make sense what I'm asking? >> Yeah, I think I think that's the way we would do that for now. Yes. Because I think these second two also kind of go together. Right. >> Right. That's what my thought kind of was. But I think that will help as we have our facilities conversation to know that even with a new area coming in, we still
067want to maintain the current boundaries. >> Yeah. And I also think what's uh important to know is both of these things um they're kind of a chicken and an egg thing a little bit, but uh the uh the potential development either way kind of gives you a long runway as you think about what's going on with the uh early learning program, right? So what one thing I think we can do is you can look at that potential development as like a time horizon of well when we think this is going to start to generate x number of kids that that kind of gives us okay this is about how long of a runway we have to determine and and have a great plan in place for what's going to happen with gelp um and so
068that those two things can kind of go together. Does that does that [clears throat] make sense? I think so because it's not going to be like we're going to have an extra >> 300 kids coming online day one. It's it's a phased approach. So that gives us time to work it out. >> Correct. Exactly. >> I see what you're saying. >> Exactly. >> Thank you. >> Yeah. >> Anyone else? >> The demographic study that we did last year. >> Yeah. >> How many years out did that look? So that went out it technically went out I think um 10 years but the best data the strongest data in it is five years because it used birth data for the region and it correlated um you know that birth data we could get really sound projections
069you know over the last 15 years when this many births happened in this year this is how many kids we had come to school uh five years later right so we've got solid data uh on the next well at that point it would be next four years because this is the first year, but we're gathering that next set of data right now so we can keep doing that on an ongoing basis and have that solid five years of projections ahead of us. >> So, um because the the Lefox Captain Hills development wasn't as part of that. >> Correct. >> Um and it sounds like it's a it's a it's an ever growing study. Um, so will that be included then as we do future years or how's >> for sure. Okay. >> For sure. >>
070We're not have to redo the one from last year then. No, because that but it's just more >> Yeah. Our demographer we're you know we talk with him and he he can help add on. Now again the challenge with that is his best projections come from the birth trend data that we have and with a new development his pro our projections will not be as strong um because that's not a place where we have any births right now right um but you know again he's done this a lot and we have a pretty good idea once we learn more information about the development but again there's still a lot of questions up in the air about again the homes and what type of homes and price point of the you know all those kinds of
071things that that we haven't seen that are the kind of things uh we would work with our demographer to help us make solid projections right >> guess the basis of the question was more about is the data still good that we did last year when it comes to the the demographics >> I think the data is still good on everything that we collected it on plus there's this new piece we'll be ga gathering it on yeah sorry Well, thank you very much. >> Okay, thank you very much. >> Um, the next item on the agenda, item four, is public comments. We do have a request for comments from Miss Lazarus representing the Geneva Public Library. Welcome. >> Close to the microphone. >> All righty. Well, thank you so much. My name is Christine Lazarus and
072I'm the Geneva Public Library Director. I wanted to come by tonight to thank all of you. I know in your packet later tonight is anformational sheet about a potential partnership between our two districts. It's something I've been very excited about and something that Dr. Barrett has worked uh very uh happily with me on to try to bring this to your attention. The goal here is to link your students school IDs to their library cards. So, we have currently about over 5,000 library cards for people aged 5 through 18. So, that corresponds pretty well to what your school population is. We know that we see your students. It was really fascinating to hear the gym presentation or the physical uh PE presentation because we see all of that in the library after school every day. [laughter]
073>> So when uh they're learning how to cooperate in elementary school, we see that in our programs after school when they are learning to um respect boundaries in middle school. We see that a lot. [laughter] And then in high school, of course, we see uh really strong academic performers come to the library. So, this would be an opportunity to just make it much easier for students to use the resources when they're outside of your buildings. And uh I just wanted to assure you that we would be looking at and working with you to provide a secure method for sharing that data. We're hopeful that this would be an opt out agreement so that we could get the greatest participation possible. Um, and that uh this would not create new library cards for anybody. I mean,
074it would if they didn't have a library card, but the goal here would be to take their existing card, which they have no idea what their library number is, right? and just attach that school ID into embedded into the records so that they can book study rooms, they can check out online resources, they can walk up to our selfch checkck, type that in and uh their parent would have already agreed to that because they already have a library card with us. So, we're very excited about this. I'm happy to answer any questions. I'm also happy to invite any of you, all of you, to the library for a tour. Uh, I love showing off the library and uh, a really great time to come is during uh, finals week because you will see all of
075your high school students there or at least it feels like it. We actually put out extra chairs that week usually extra chairs and tables because it gets so busy. So again, thank you so much. We're excited about this partnership or this potential partnership and we're here to support you and your students however we can. So thank you very much >> and thank you very much. Anybody have any questions at all? >> I'm going to chat about it a little bit in my superintendent report, too. So, if there's comments or questions, certainly could ask them then. >> Okay. Legislative updates. I just have one item I wanted to share with everyone. The general assembly finished their veto session in the wee hours of Friday morning of Halloween. Passed several well didn't pass. They they did pass
076through the house and the senate and they're now on the governor's desk for signature. But there is one bill I wanted to mention. Senate bill 243. This is related to foyer requests. Um they made some updates to it and I wanted to highlight two parts of it. One, when um an agency receives a foyer request, the request text must be entirely within the body of the electronic submission. Um for cyber security, if someone sends in a foyer request with an attachment or a hyperlink to a website, um that agency is able to go back to the requester and inform them that they need to put all of the information within the body of the email that they sent in. So, uh that was one change that is being requested and the other one is um
077confirming that a human sent in that foyer request. Uh sometimes it seems that maybe it wasn't a human and uh that the request is uh just something that was been flagged so that the agency that received the request is able to verify orally or in writing that the requester is a person. And um if they do not hear back from the requester within 30 days after the public body requests that verification, then the public body may deny the request. So that is on the governor's desk right now. It has not been signed yet. But again, Senate Bill 243, something that the district um does do voyer requests, so I thought I would mention it tonight. And that concludes my report. >> Thank you, Jackie. Next, the superintendent's report. Dr. Yeah, thanks. Uh, I want to
078cover a few uh important topics with you today. First, as I said, uh earlier um just thank you to all of you. Um you know, we've been doing our facts and thank you series in my superintendent report and today this is uh thank you to you all. Uh board member day um uh comes up later this week and American educa education week is coming up as well. Um, always important, I think, to reiterate, even though I know I say it a lot, I think it's important for the public to hear. These are seven volunteer folks, seven volunteer individuals, um, who are devoting a lot of time and effort and thought and care to uh, bettering our community. Uh, 26 years of combined service on our board with a lot of diverse backgrounds and experiences um,
079and perspectives. Uh, and I know everybody comes to the table well intended to um represent all the different community stakeholders. We were talking about this in the policy committee meeting earlier today where we've spent a lot of time as this team both in board meetings and then in policy um talking about honestly just a few little words in two policies. The reason we've done that is because the people at this table care about representing their community um and making sure that uh the voices of uh the folks they represent are heard. Um and I think that's pretty great. Um so thank you officially to to all of you for everything that you do. Um along those lines and uh thinking about the various backgrounds of some of our board members, just thank you uh veterans.
080Tomorrow is Veterans Day. Um and There's a cool opportunity at several of our schools for some very uh cool um Veterans Day presentations. We also have a couple of veterans on our board. Larry's one, right? Willard Hooks uh who's not here with us tonight, but he's also one. So, thank you to our our veterans. Um and uh I especially think it's cool to bring it up because I feel like when I was a kid that was just a day off school and you just were home and now it's not a day off school. our kids are having some very impactful uh experiences. Um and I think it's it's pretty cool that that happens. Uh that's not the remote or that's the wrong thing there. There we go. Uh also, school year calendar update. Um our
081calendar committee meets tomorrow. So, uh we talked about this at our last meeting. Um and this kind of a last opportunity to have some insight or feedback here at the board that Shaunette can take. um and I I can take to the calendar committee when they meet tomorrow. Remembering that kind of this big consideration on the table before we bring a a potential draft to you um or potential multi-year worth of drafts to you um is this early start versus uh you know starting earlier versus later. And really what that boils down to is a look um at should we be starting school the second week of August um which you know staff would report earlier in the week and students report later in the week or the third full week of August. Um, so
082that's where our con conversations have evolved and, uh, you know, as we've learned more. Um, uh, you know, we know that, uh, obviously, um, we've heard for a while that, you know, many of our neighbors have that earlier start. They tend to focus on that second week of August. A lot of that has to do with, uh, their dual credit programs and some of these cross-dist programming variables. Now, that being said, we also know that any district in any given year can move off of that. Um, and we know a couple will not be in that second week next year because of various construction needs or projects like that. So, we're looking at that, too. Um and uh you know another key factor that we might want to look at as we look at the
083second or third week is uh we've talked about this in previous meetings um potentially a runway a multi like two or three years worth of calendars that you we would bring to you for consideration that would give uh families a lot of lead time to be thinking about this. So that's kind of where that's at. We're going to talk about that tomorrow. Um certainly continue to be open for uh feedback from the community and and from the board on that and we'll probably be bringing some uh something to you for consideration at our next meeting. Any thoughts or anything there at this point? [clears throat] Okay. Uh then just uh to our library card partnership. Um you know Christine's right. We've been working uh in earnest on this and I think both uh both the
084district and the library district are excited about this. Um you know it's this really goes with our strategic plan in terms of community engagement and working with our community partners. Um we see the value in this. We see the value as any of you who've had your kids go through, you know, they know their ID from a very young age because of how it's associated with their uh email and everything here. um we see that being a benefit and the key thing is uh you know lowering barriers uh to kids being able to access um uh you know access all the great resources that are provided at the library. The um key question here is that opt out versus opt in. And so when we have uh students this this process would eventually start with
085our um the first year we would have to do it with our um verification process, right? because we would have to capture all the kids currently in the district. But then once we've done that once, we would only do this for um in our enrollment process as new students come on, right? So as new students come on, [snorts] um families would have an opportunity to uh you know opt into having the school district share uh this data with um the library or opt out. uh as you heard Christine advocate for and I think we are in support of this. Uh our recommendation would be to go with the opt out. The data that we would be sharing would simply basically be name uh birth date their district ID. This is not um you know highly
086sensitive data that we might have. Um and this would all be laid out in our um intergovernmental agreement that we would eventually bring to you. But that's why I want to talk about it today because one of our next steps is going to be to bring the IGA to you and for her to take the IG to her board. And so we want to have that language laid out clearly. So, um, again, our rationale for supporting the opt out, which means by default when you enroll, we would say we're going to do this partnership with the library and share your your uh this information with the library unless you collect this box and say you don't want to do that. Um, we think that still provides the choice for all of our families while maximizing
087participation and and lowering those barriers. Well, and again, this isn't really sensitive data that we would be sharing. So, um, if there's strong feelings on that one way or another, I'd certainly be interested in hearing that from the board now. Otherwise, I think we would draft up the IGA to represent that and then you could have more uh, feedback on that after you had an opportunity to take a look at the actual language. >> I have one question. Um the date of birth is that absolutely necessary because you're giving them the grade level. >> I think the the date of birth is necessary because that's how um the library system tracks uh the individual uh between libraries, right? So yes, at the microphone, please. That's why I don't want you to turn it off yet.
088Good question. >> It is a good question. And the reason we need the birth date is as a match point because that would be a fairly unique identifier for name and birth date that that's how your record and our record could sync. Uh we don't use the birth date after that. We we already have the birth date quite honestly in the record. Uh but then that also is something that we use. All library cards expire when a child turns 18 and then it becomes an adult card. So that's another reason we use birth date. But it's really that matching point. >> Okay. So I think we will uh we'll kind of move forward with that as the language. we'll have our try to build some of that into the and bring it back to you.
089Uh so, thank you. This has been a lot of work to get to this point. Um and we're grateful for it. And then last, just want to highlight a little bit um about how impressed I've been in the past couple weeks with the way that our school community is trying to support those in need. Um this is a tough time and there's [snorts] some people in the world having a tough time and it's been uh great to see our community kind of rally in different ways. Um we've got a community resources page that we've built up on our website. You know, you just heard a couple at a couple previous meetings about the work we've been doing in Red Ribbon Week, um which included some of these food drives and there have been other food
090drives. Our schools have ramped up a lot of school-based supports for folks who might be um struggling or have some needs. And we've started to build some pretty cool community partnerships with community organizations um that are are doing things to help support our our neighbors and friends, too. So, like this winter coat drive that that is coming up. So, um it's just been really cool to see our community kind of rally. We have so many people who want to help and and who see that need. Um, and I just kind of wanted to highlight that. I think that's a pretty pretty great thing. That's all, Larry. Thanks. >> All right. Thank you very much. Next item, uh, board dialogue topics pending action consideration item one, the GHS proposal for new and modified courses for 2025
0912026. This was presented at the last board meeting. Questions can be directed to Shanet Sims if anybody has any questions. and nothing. Okay. I would like a motion to approve the uh modified courses. >> So moved. >> Second. >> I I thank you all. Um [clears throat] there are no work study topics for future action consideration right now. Informationally uh we have item one, board meeting presentation schedule, two foyer requests and board correspondence. Three suspension report and four Geneva public library partnership which we've discussed now and these are information only at this time because no discussion is required. The consent agenda, my favorite item 10. Uh item one is the personnel report, resignations, retirements, leave requests, changes in assignment, full-time equivalent, and new hires. Item two, the monthly financial report. Item three, paper records destruction.
092Item four, gifts, grants, requests, $2,500 from Ball Horicultural Company for the GHS horicultural activities. And if you haven't ever been by the Ball Horicultural Company, they have a lot of beautiful gardens. I highly recommend it if you can get in. In any case, uh any questions about the consent agenda or do we have a motion to approve? >> So moved. >> Second. >> I I >> I thank you. Uh item 11, board member comments and reports. Let's start with Dan this time. >> Yeah. Uh just a couple of things. Uh um thanks for all the all the presentations tonight. Um and all the all the the all the kiddos that came in. I thought that was awesome to see see all of them. Um couple of things that uh Jackie and I were participating in
093the first very first uh um intergovernmental um task force. Is that what it's called? >> Task force. Yeah. So, uh um at least for me, and I'll let Jackie talk a little bit about her experience, but for me, I didn't realize how many intergovernmental units there were and how many that were connect with. So, um that was an eye openening. Um it was eye opening for me in regard to that. That was great. And uh yeah, thanks for all the um uh the board member week or the board member day u things that that came about in tonight's meeting. So appreciate all that. The pay is great. [laughter] >> See if I can get you raised. >> I feel the same way. >> I don't have too much. I very much enjoyed the presentations tonight.
094On a personal level, I my proud mama moment with both of my kiddos presenting. Um it's really great to when these little house, we have a few of these houses built in our house right now and they run around to anybody who's drinking a pop or any can I have your tab, can I have your tab, you know, and they're very excited. So it it warms my heart to know that these are happening across the district and in many different ways. It's not just in my household. So, thank you to the teachers who get them excited about these projects. Um, and to our athletes tonight, big congratulations. And just in the spirit of the board members, I it's an honor to serve with all of you. And I thank you all too for your time
095volunteering um and spending your time doing this important work. And that's all I have tonight. >> Thank you, Paul. >> Yeah. Um, not too much tonight. Um want to remind everybody that this Friday, Saturday and Thursday or Thursday also is the um the fall play at the high school runway on Juliet and that's at 700 p.m. um on all evenings. So if you can have a chance, please attend. >> Tickets still available? >> Oh, I believe so. Yes, I think you can get them at the door. >> Okay. Um we also had today um our facilities task force meeting and um what we're really trying to do is to make sure that we have the infrastructure ready for our strategic plan and uh we're going to have a I think a quite a long and
096fruitful discussion next Monday when we have our retreat to discuss this and not only what we have to do to keep our schools functional for the long term over 10 years, but also the capital that's going to be needed to do this. It's it's not insignificant. So, uh there going to be a lot of long discussions and we have to figure out a way to to do all of this if uh we want to maintain the the performance I think that we see from our our current schools. And I think that's it. Oh, I want to thank all of our guests today. It's always great to see the kiddos out here. Thank you. I guess we can go to to Molly. Sorry, Stephanie. >> So, I just wanted to give an update on the policy
097committee. Um, we have been hard at work working through the expulsion policy and the suspension policy to make some adjustments to that based on conversation the board has had. So, you will see that come through probably on the next meeting after that was approved. So, just wanted to give everyone a heads up on that. you can watch um the the meeting when it's online if you want to see any of our discussion and then we'll share a little bit about that when um that comes through for first reading. Also, just a note for policy committee, we do have a lot more policies that will be coming the way over the next couple months. So, it's just that time of year. So, just be looking for those as well. I wanted to thank all of our
098presenters. Obviously, it was great to see the kids from H Heartland. always great to see um so many kids, you know, and including your own kid, but just really nice to to have them here. It's always fun when the little ones are here. And then great job to our athletes. Also great to see cross country represented and excited for the future of the cross country teams. And thank you for our PE departments for sharing all the information. I think um my kids have found PE valuable in many different ways throughout throughout their years, whether they're little or they need that break in high school or just a connection point in middle school. So, thank you so much for your work. And then I really wanted to thank Sandy for putting together that resource page that
099actually has come up quite a few times over the past few days for me. Um, and just people mentioning that. So, I know that that's um being highlighted and recommended to families who may need that. So, thank you for that work. Um, it means a lot for all of our families. And then thank you to all my fellow board members. I agree it is an honor to serve with you all. I think that um I was sharing during the policy meeting, it's not always about agreeing but about having the discussion and respecting each other to make the best final product and I really see that happen a lot of times with all of us. So I appreciate everyone for their input in all that we do and really the care that we all put into
100our work. So thank you all. >> Thank you Jackie. >> Thanks. Um, as Dan mentioned, we had our first intergovernmental task force and he's right. There are a lot of partnerships that we have in our community and it it will be I think it'd be fun to to learn a little bit more about how we work together and then provide a little bit of input to Dr. Barrett and from a board perspective and doing this work. So, yeah, that was nice to get that started. Uh, thanks to all the presentations tonight. PE. I can tell you my two in college go to the rec center constantly. They play inter murals. They they like to move. So they they they have learned that from all their years being in the district, I'm sure. So thank you
101for that and the other presentations. And then our cross country members, that is wonderful that we've been able to join um that statewide group now and then get this type of recognition for our athletes who are running. So congrats to all of them. And that's all I have. Well, as usual, I don't have to say very much because you guys have said it all so well. I certainly agree with all the comments and I will repeat that this board and I guess I'm the senior board member so I can say this is the best board I've ever worked with and I mean it sincerely. You all are a pleasure to work with and so thank you for that. Now having said that there are no notices and announcements. We have need to go into executive
102session to consider matters pertaining to collective negotiations, matters between the public body and its employees or the representatives or deliberations concerning the salary schedules for one or more classes of employees. Do I hear a motion? >> Did I miss something? >> We should go into executive session. second. I >> I >> Okay, we'll just take a few minute break here if anybody needs one and then we'll go