001Good evening and welcome everyone. This is the regular meeting Monday, August 11th of 2025 of Geneva 304 school board and we're pleased to have all of you with us. First item is a roll call. Bonnie, could you >> Here. here. >> Here >> thank you. Next is the pledge. Stephanie will lead us in the pledge. >> Aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. I hope I hope you all considered signing the attendance sheet. That's probably enough about that. Approval of minutes. We have three items. Um the regular July 14th, the executive session July 14th and the special meeting of August 5. I was not at the July meeting. So we should have that
002as a separate item. So, um motion to approve the first two. >> Second, >> I >> abstain. Okay. Uh next is the minutes for the special meeting of August 5. wasn't that long ago. So, I guess it was really, but anyway. Um, motion to approve. >> So, moved. >> Second. >> I >> Thank you all. Recognition, awards, presentations, and public hearings, elementary literacy pilot, Shanet Sims and George Pesus. >> Giddy up. >> All right. Uh, thank you for the opportunity for allowing George and I to speak to you a little bit tonight about our pilot that we'll be engaging in this year. We've had the opportunity to speak to a board member as well as Mrs. Fuller who's here in the audience with us tonight. So we thought uh it would be important to come
003and share with the whole board what uh the plan is at the elementary level this year regarding our elementary literacy work. So as you may recall we engaged in work three years ago to start evaluating not only our current resources and what other resources are available but also our instructional practices as it related to the 40 plus year of research on how students learn to read. Um so we kind of started with this idea of you know We know what we don't know yet. And so um initially we started kind of with this idea of scar burrows rope. Now you know Dr. Hollis Scarsore did not create this to >> that's better. >> Thank you. This was not created to be like um how it was ultimately ended up used for. She basically um her
004work is um seated in the uh work with um students with dyslexia. But what she wanted to identify was that there were two components of reading that consisted of you know numerous strands. And really what she wanted this whole graphic to identify is exactly like the complexity involved with how the brain learns to read. Um that was then further developed in 2021 by uh Duke and Cartwright. Uh Duke comes out of the University of Michigan and they not only took the work of Dr. Holla Scarsboro, but they also then took some of the executive functioning work um that has been you know replete in uh education in the world of um instruction because they said you know a student not only has to have these skills to learn but they have to be ready to
005learn and so this is kind of the lens through which we're guiding our work and the work of our committee. Um so we are fortunate to have uh classroom teachers on our committee that uh are engaged and active in this work. what we're going to be speaking about specifically tonight because as you may recall we've come and speak spoken to you before about some of those other components is that area of um language comprehension. So that's where we're going to be focusing the work this year. So the structure of the pilot this year is there are two programs that we will be piloting. They're going to be two classrooms per grade level. So all of our elementary schools are represented and there are two kindergarten through fifth grade classrooms that will be piloting both of
006these curricula. They will be equitable pilots in terms of um not only length but uh completion of a unit of study within the curriculum so that we can make you know as good a v vote for choice as possible. Uh there will be ongoing professional development throughout provided by the curriculum companies. uh there will be release time for those teachers to be able to plan together with their other grade level colleague. That's something that right now happens in our buildings. For example, you know, on a Wednesday, all of the third grade teachers will get together and plan. So during the pilot, the two third grade teachers, although they'll be at two different buildings, will be given time to plan together with these new um potential resources. There will also be communication sent to the families
007of students who are in our piloting classrooms explaining what is going on, what it's going to look like, what curriculum is being used, what is the same in all the classrooms and then what would be different in the classrooms that there will be piloting. Uh what is not in the pilot and these are two things that we brought to the board previously. the phonics and word study programs that were previously adopted, which was really great reading in grades K through three this year and word wisdom in third through fifth. Uh the reason there's an asterric is we are actually adding third grade this year. Last year was the first year of full implementation of the really great reading phonics program and we determined that we are not able to get through all of the lessons
008and those final lessons are all on uh multi-elabic words which are very important. It also is the beginning of a lot of that word wisdom work where it's talking about prefixes and suffixes and all uh those important concepts. So our third grade is going to do that for about 12 weeks and then the other uh 24 weeks they'll do the word wisdom program. And then um the interactive readaloud, we are not going to change that. Those are um trade books that we already own. We've actually already spent time as a committee identifying the questions that are to be asked um to engage in that robust discourse in the classroom as the teachers read those texts. Those texts are above grade level. They are um designed to build background knowledge and content knowledge as well to
009expose students to all the different genres of text. So those are things that are already in place. So those will not be part of the pilot. Um I think it's important to share why We're not going to be implementing the phonics and word study programs because you may hear that the two pilots or two curriculum curriculums are going to pilot. They do have a phonics program embedded within them. Uh but the reason we're not piloting that is because the students when they start with this first pilot here in um late August, early September, they would have to start with that phonics program. Um they go through the length of the pilot. I take too much what George is going to talk about. But then when they stopped and started the next pilot, they would start
010at the beginning yet again because every curriculum has its own scope and sequence, pacing guide, language, charts and graphs and displays for bulletin boards. And then ultimately when these two pilots would be finished, they would then have to jump back into really great reading for the remainder of the year because the goal is to bring a recommendation to the board. So students would be having to engage in three separate programs during the year. So we're just going to not use those at this time. Um and then we will evaluate those once a final curriculum is selected and determine if in fact it meets the needs of our learners or if we'll continue with really great reading. I will share that uh there are still many of the curriculum that are available um that the phonics
011programs are still um supplemented by additional or altogether different. >> Okay. So, we will be piloting um actually we met at the beginning of uh last school year. Actually, if I could go just back one more year, we are entering into our third year of literacy. So year one there was um uh we had implemented really great reading word wisdom and what we called our slide deck for lack of a better word but it addressed the comprehension portion and assessment portion of literacy and um so year one you have uh lot there's the learning curve from the teachers as shet had mentioned there's lesson language to be learned uh there's timing and pacing uh that is different from what has uh been done for uh there's uh technology uh things that we need to work
012with connecting the programs to our interactive boards and making sure all of those things uh work. Uh but at the start of uh last school year, which would be year two of implementation, Shanet and I went and did a listening tour across the district and uh we were happy to hear that some of those implementation bumps uh especially with uh really great reading and word wisdom um have gone away. You know, many of the teachers shared year 2 is much better. We've become familiar with the lesson language. Uh we're more comfortable with the technology. uh students are a little bit more comfortable uh utilizing the program and engaging in the games. Um and so the one area that we felt uh our teachers shared um some feedback was that comprehension piece uh and really connecting
013um some other pieces that they also felt were somewhat disconnected, writing, grammar. Um and so there was a a voice uh that was shared collectively. Uh we felt uh that perhaps we should consider looking into a comprehensive curriculum that um addresses all of those things that includes writing that includes grammar because what do teachers do when these pieces are missing? Great teachers will go and they will find these things. They will go look through you know previously previous years materials and resources. They will go online. They will create their own. And um while that is awesome and that's what great teachers do, um the unintended consequence uh in that is that we have um disconnected practices across the district. And so uh we started last school year with uh with taking a look at what
014resources they're out uh that are available out there. and we looked at probably I don't know six six resources and the six came in they did presentations we listened to them all and the committee narrowed it narrowed it down to our top two uh that would we we would be piloting this year benchmark advanced and HMH into reading uh so benchmark advance uh our reading committee which I have to um give uh lots of gratitude and thanks to because they have been in multiple times over the summer learning about um you know what implementation will look like, attending you know PD on benchmark advance so they could uh get started off the school year um with uh you know with knowing exactly what to cover, when to cover, a scope and a sequence and a
015pacing guide. Uh so benchmark we will start right at the start of the school year that will run right around Thanksgivingish. Um and then soon after that we will uh be piloting HMH interreading from that point on through right around Februaryish. Uh so the folks from interreading will be coming around in probably the next uh month or maybe two to come in and provide professional development on on their program so it can be a very smooth uh transition. And so here we're uh here is kind of you know a a picture of where we are in all things that you know are covered in literacy. So in kindergarten through third grade you'll see that we've got I've got to put my readers on. Uh really great reading that will cover the phonics, the decoding, the
016spelling. In third through fifth grade word study um which we use uh word wisdom. You'll see that it's kind of this green color. That's actually the curriculum. That's the um uh the curriculum that was adopted and is used in our um in our classrooms in K through 5. The box that I have in yellow, this was the area that we received the feedback on and the slide deck that was addressing comprehension and assessment. But again, we were using a different resource as I had mentioned earlier, Lucy Caukins to cover writing and reading street to cover grammar. And really we were looking at uh a resource if you look you know our goal here the last column is a single resource that will cover all of those things. Um and so benchmark advance and interrating do
017cover um all of those things and um you know we're excited to uh um you know begin piloting those and get together with the the committee to see in the end where the recommendation is um to move forward with. So I would imagine a question that um you may have as a board and maybe some of our viewing audience may have is you know what is going to be happening in the happening in the classrooms that are not piloting either of these two um curricula. So really it's going to be you know status quo. So as we've mentioned you know those things that will stay the same would be the really great reading or word wisdom depending on their grade level the interactive readaloud for the purposes shared and then the you know grade level
018knowledge building um slide deck. So those ones that have already created um staff will be um you know asked to use those three that were created. So again there's some coherence you know in what is happening for those f that first part of the year. Outside of that um the district curriculum for writing is still that Lucy Caukins units of study and then for their uh you know business as usual for what they're using for their comprehension piece. It's all those things they've been using for the past several years. So, some of our staff will be doing novel studies um exclusively. Some will just add them in. We have teachers that are still using um our uh addition of reading street uh that we've had in the district for several years. Uh there are also
019grade level text sets that um teachers can still use if you think back to like a balanced literacy approach. However, um they do know that to use those in the grade level that their students are. So, for example, instead of, you know, leveling students and and having, you know, uh, fourth grade students in levels that would be, you know, designed more for um, you know, a lower level classroom. They should be instructing in that grade level band of text during that time, during that 20-minute block of time. So, that's what will be happening in those classrooms. So, they'll be it'd be mirroring what mirroring what they did last year. So uh professional development is an area that um you know like for anything to be successful we need to provide the PD necessary for uh
020teachers to to feel confident and prepared and uh so we have uh partnered with um Dr. Jan Berkin. She's the author of the six shifts. Uh we have purchased these texts for all of our teachers. Uh not just our our classroom teachers, but you know all teachers in in the building, our LBS, our um specialists um and Dr. Jan Berkkins will uh be here on I believe it's Tuesday the 19th. Is that the Tuesday? The Tuesday the 19th where she will kick off uh a awesome uh presentation uh with all of our teachers. And she has also agreed to join us for uh six additional uh sessions, monthly sessions after um after school during faculty meetings where she will cover a shift at each of the sections uh at each of the uh sessions, faculty
021meetings. And her uh what she aims to to cover are basically shifts and strategies that are um considered best practices in in reading. And so, you know, our hope is that at every one of these uh um faculty meetings that teachers will leave with something concrete to take back to their classroom and apply. So, the professional development will be ongoing um for this year. Uh in addition to that um we have uh put together a professional development uh schedule uh for all of our teachers that are in their first four years of teaching here uh which will meet with us uh at least twice a year to not just go over uh literacy but anything curriculum related um uh that we offer and we could uh provide them support with. Um, one thing I would
022add with this slide is that ongoing PD is aligned not only to, excuse me, our work with the pilot, but also with the Illinois literacy plan. And so again, kudos to our staff and the work of the committee because one of the things that um, Dr. Y, excuse Dr. Yates and Dr. Berkins are going to talk about is um, how their work is connected to the Illinois literacy plan. Even though they are not educators in Illinois, it's just those evidence-based practices. So that's something that they're going to be adding which that's where there's that connection for even our educators outside of the typical like classroom because some of those components of the Illinois literacy plan or that's all of our classrooms building background knowledge that's all of our classrooms um and many of our um
023specialist teachers as we think of them at the elementary level you know they do build background in their areas you know they may read aloud a book to a student um and so some of this work will help them with you know identifying you know how to um engage the class in those convers conversations, rich conversations about text. So, any questions for Georgia or I >> Does anyone have any questions? >> Yeah, thank you. Thank you very much for the presentation. I was listening and writing intently just to make sure I got everything understood, which I don't, but I just tried to do my best to get it together. Um so uh these uh issues of written expression are those following um let me rephrase this. So as I understand of course not all classrooms
024are going to have the same u models just the pilot classes are going to have one thing and then there'll be others using something else. Are these following the basic conventions of writing that have just been cut cut and dry for years and years like spelling uh coherence? You mentioned coherence, but that's one of the the conventions of writing. They're going to be using the same conventions or going to be using different conventions. I'm not trying to be technical, but that's just my >> uh from what we've seen thus far, they'll be using the same conventions. I think what's different with and I can't remember now if it's HMH or Benchmark one of them um it starts with like the basic sentence and then expands from the basic sentence which and I mean if you're
025familiar they'll say if you can write a good sentence you can write a good paragraph you can write a good paragraph you can write you know two good paragraphs so I'd say it's probably more traditional the difference is is that the writing is about what they've been reading and what they've been learning in terms of that background building knowledge so some of it um hearkens back to like back my day like kind of the thematic unit. So if >> the stories they're reading are about you know the pioneers that's what they're going to be researching and writing about hopefully then that will also connect and perhaps something that they're maybe learning in history. The other thing that it does which um they profess makes the writing more robust as the students go through the years
026metriculate is that the topics. So if like kindergarten's talking about this topic, that same topic is going to be talked about at all grade levels. It's just the level of sophistication and the depth of knowledge of that topic is going to continue to grow deeper as they go through. So again, the belief is that the writing will then >> Yeah. Not not trying to be too technical, just trying to make sure I understood. Back in the spring, you made a presentation >> and my question back then was phonics versus phmic. uh pronunciation. So sometimes phonics is a bad rap. I'm trying to understand are we talking about the you know what I'm talking about these extra sounds and in phonics that are really not there. So are they just calling it phonics or is it
027really more phmic phonetic kind of >> it's both but yes it's more phonic. So >> there's phmic awareness which it starts with. Yeah. And so that's the the letter sound mapping making sure that students can make that connection between there's a letter there's the sound. The phonics is then taking all of those sounds and going through all the sophistication of the sounds where it diagraphs, blends, all of that. >> Okay. >> Um, but yes, you start with that very basic. Here's the letter, here's the sound that letter makes, and then here's what that makes when you put it together with other >> Okay. >> letters if that makes sense. >> Yeah, it makes sense. I want to make sure I had it understood from last spring. It's the same thing that Okay, very good. Thank
028you so much. >> Other questions? >> Just a couple basic questions. Um you you mentioned two pro um programs you're looking at. Is it either or or is it sequential? Uh I didn't quite get that from your presentation. In other words, are you choosing between either of these two pro projects? >> I mean programs or are because the way you look the way I saw it here it's you did it more sequential the first three months then the next three months you were going to do it. So, and then >> it'll be three months for the benchmark advance and then it'll be three months for the um >> but then you'll choose one or the other. >> Yes. And so then there'll be an evaluation that the our committee members will complete and then they'll
029select based on >> and if you're not happy with either or either at that point in time, do you stay with what you're at with what what what with what you're currently doing today? because there's it could be that when you get into the into the weeds with them, both fail. >> Um, >> Yes, that's a good question. >> I wouldn't say we go back necessarily at this point to the drawing board because we've seen what's out there and like I said, we brought in six companies who shared and even from those six, these were the two that um, you know, they try, >> right? Um, I will say I think what our staff will see is that the structure and the format of the delivery is going to be similar to the slide decks
030that were developed inhouse, but it's just going to have a lot more of the materials completed. I mean, ours was, you know, the plane was being built while it was in the air. >> Um, where this had it's already got assessments have already been created and the unit is complete upon purchase. So >> then the other question I have is if you if you do choose one then it will replace the word wisdom. It that wasn't clear that the ones that the children are doing >> today it will be an add-on to that or a replacement of that. >> Currently it will be an add-on. >> Okay. for that language comprehension component which would be you know the comprehension fluency writing grammar. If once we select a curriculum then we'll evaluate those two components the
031phonics and the interact they they all have their interactive readalouds as well but right right now we already own all those trade books. So even if we purchase one we would just look at their book list and if we already own these books we wouldn't repurchase those books. So that is kind of moot. But if their phonics program and their word study program is robust and we feel it's going to meet the needs of our students, then we would buy that component or it might just all come together and we would begin to use that if that's what the committee felt. >> Okay. >> It did. >> Thank you, >> Ken. Go ahead. >> Oh, I I I was just going to specifically ask about spelling and um what area that fits in. So I
032know we have already met about this topic. So a lot of these questions we work through but I think that's an important call out because will that be changing and what will that look like either for the pilot or in the next year if we do adopt one of the programs because that's something parents see a lot is the spelling or maybe shouldn't be seeing a lot. >> So can you is that in really great reading which is the phonics or is it in the literacy aspect? So right now that is still in the word wisdom and the really great reading component. >> So it will stay the same for spelling which is can you reiterate? >> So that's been a shift not only for our parents but for our our educators as well. um
033instead of you know spelling being a list of random words that came from the story of the week that um we memorized for shortterm recall on Friday afternoon um these are done more through a process called orthographic mapping where students are actually taking those word parts um again it's seeped very much in bases roots and suffixes so that when you see that again applied to another word you're able to decode it. It's really more about that idea of being able to decode first to then be able to encode or spell. So that will not change. So um even with the pilot programs, you're not going to see that traditional list come home where you're going to write in a sentence. You're going to write it three times. You're going to um those word lists go
034home now after the um we call it a check-in. It's not really a test, but those words should come home after that fact because again, you want them learning them through the decodable text that they're presented in as well as through the activities in the curriculum. Great. Then just one other question. Um, as you were discussing the pilot more, have we thought about soliciting either parent feedback from those pilot groups or student feedback? because I know there's certain programs that maybe are effective such as happy numbers, but we all know the kids call it something else. So like are there engaging programs for our students as well as a they struggle with attention issues and things like that >> and we've had that conversation. So um students surveys I mean it's not that we can't
035ask them but it's it comes down many times with our elementary uh I liked it or I didn't like it and it's more it's more difficult for them to articulate why they did or didn't like it. um parent survey. I think my thought would be I'm not quite sure how we would um engage them enough so that they would have a a real accurate picture of what's happening in the classroom other than like what they might see coming home or here coming home. Um, and what I mean by that is, um, you know, if all they're seeing is like the end product coming home, you know, I wouldn't I don't know if they'd have enough information to say, um, you know, this one was better than this one because of A, B, or C. I'm
036not saying I'm not open to that idea. I just I'd have to think about how to best >> Yeah, I think that that's a fair point. And maybe it's something where it's just those pilot teachers are discussing during conferences and it's just general like here's the feelings I'm getting, you know, you know, and it might even be that when we adopt one of these, if that's the route we go, we know how to communicate it to parents because stuff that may have come up in the pilot. >> Yeah, absolutely. Good point. >> Make a small comment. >> Okay. uh just wanted to say I appreciate what you were saying about the new teachers having uh in support that is from this type of program. Now I'm just asking generally speaking are any recent graduates coming
037into school districts with some experience or methodology uh to know about these programs? Because I the reason I'm asking this how do you keep them from being overwhelmed and burned out from this kind of thing? I mean do you have some safeguards in place? because I can imagine coming out of college and you've gone through all these method courses like I did and I came into a program uh when I got out they had this computerized program not nothing to do with my my training but here we are you know so I just want >> uh unfortunately no we're not seeing students come out of the college with this information yet really what they come to us with is what they've received from their cooperating teachers uh which again this is a slow shift so
038not every district is on board uh but I will say in terms of how are we going to support them and and hopefully you know ward off burnout is you know what George shared one that's why um collectively with our instructional facilitators we've developed that PD that's going to be ongoing for our teachers in years one through four because we want to make sure that um they know about these evidence-based practices and literacy instruction and that they know how to do it and that they know who to go to if they you know are struggling or have questions or because it's it's new this is Not it's not how you know I was trained 33 years ago. I doubt it was how George was trained less than that years ago. >> No. >> Can I
039add one other thing? I'm sorry. >> Okay. >> Sorry about that. >> If I know that I um with this new um these new programs that assess the assessment tools are very robust or so we're hearing. when you come back to present about how they're going, can you um kind of touch on that because that seems to be one of the big benefits that I've heard from other teachers, other administrators is that it's already built so that we can identify where kids need help more quickly and get them the help that they need. And it also provides the steps of how to help them, but I know we haven't seen that yet because we haven't started piloting. So, I'm really interested to kind of hear. >> Yeah. The nice thing is not only does it
040do that, but then they have again because the plane's already been built, they have resources they can access. >> Yeah. >> More readily to support students. >> Yeah, that's kind of the exciting part. >> Okay, everybody's done. Okay, I actually have two questions. >> The first one is Well, no, I'm last. The first one is you got two groups in pilot program and you've got the large majority of students taking the traditional curriculum as we have so far. How do you plan to co-evaluate the success of the different programs? Are you going to have a test for everybody that that you rate the relative success or what's your thought? It >> there's not a test, but um do you mean for the students or >> Yeah. >> Uh >> no, you don't mean for the
041do you mean in terms of how the teachers are going to determine which was better based on student results? >> That's what I'm asking. Um, so I know that that's one of the things that the we've spoken to with our pilot people is, you know, how other honestly how other districts have determined like this was the one or not. So they have some sample rubrics that we can use. I don't know. That's a good question, Larry. I don't know if it's based on like student assessment results. I'd have to ask that. >> Okay. And my other question, what happened to Dick and Jane? >> They Yeah, they they're still chasing spot. >> Okay. and spot was a good dog. >> Well, you know, to add uh to your first question, I think we do have
042um a number of assessments that we use uh as web uh MAP, all of our traditional uh standardized assessments that we use throughout the year that um you know, of course, we'll also be looking at our pilot groups and how they perform on those measures. >> Right. That that's kind of what I was looking for. So, just a follow-up question to that though. Um, how long have these two pro programs been um in in in been in existence and in in working? And do they have data to show versus other programs where their programs are superior? Yes, great word. Yes. >> Uh, they've been around for quite a while. Uh I know um they're in I don't know what iteration but I'd say 20 years or more. One thing I will say is when we
043looked at these same two uh companies and their programs four years ago uh it was not it was not what it is today in terms of the um shift in instructional practices. It was kind of, you know, we always said back in the day when Angie and I would be up here, you know, they put the Common Core sticker on it said it was, you know, Common Core and when you dug into it, it was like, no, it's not yet. Um, so they have done a great deal to modify uh their curriculum. Um, what's the second part of your question? I'm sorry. Do we have data over these 20 years or within the last five years to show students who have taken their program perform better or have a better reading comprehension, whatever data, whatever
044statistics you want to use. >> Yep. So, not only do they have their own white papers, which of course you take with a grain of salt because they've paid people to do that. Um but we also um went through the reading leagues um clearing house, the what work clearing house, the Florida institute of reading research clearing house and then also um um state board of education also had kind of a ranking system and criteria system. And so both of these are on those lists. So were some of the others of the total six that we looked at. Shet, is it is it fair to say kind of um in response to Paul's question that um and probably in partly in response to a question from earlier too um what the data shows out there is
045about this particular approach with these instructional practices and focusing on the science of reading. And that's part of why you landed on these two >> as resources to pilot, right? >> Correct. >> Because it's this approach that there's data around that makes a difference, right? Is that fair? Okay. >> Yes, that's fair. >> Thank you. >> All right. Unless you have anything to add, I think we're on our way to Todd who's waiting next. Thank you very much for the opportunity and we'll be back several times this year with more on all this. >> That's what I was just going to say while Todd's getting ready. I figure we'll be hearing from you plenty and probably some teachers and kids uh throughout the year and Todd's going to present a 20 25 26 overview of
046capital projects and he's really knowledgeable about this. So go Todd. Okay. Uh, I'll take no less than two questions per board member tonight on this. >> I look forward to them. I There's a lot of good information. Uh, so thank you. Good evening. Uh, so tonight we have the 2025 2026 capital projects and keep in mind those fall in two places. They come by our our capital improvement fund 60 which is our project area and our fund 90 which is life health safety. So just a little bit a little bit about the locations that we're going to make improvements at this year. Geneva high school, middle school north, middle school south, our Harrison Elementary, Mil Creek Elementary, Fabin Elementary, our transportation center, and then we use districtwide as just some overall projects we try to
047get to every year. So these are the projects that we're looking at. I'll just kind of go through a little bit about those and um what they'll cost. So, as the high school, we had some issues with uh the greenhouse. So, we're going to do some glazing there. Additionally, we'll have some upgrades uh to address some of the drainage issues. Our parking lot paving, ceiling, and striping are typical uh kind of life cycles that we use for the parking lot. We will be looking at replacing our tennis courts. That's a fair amount of cost to us this year. Then lastly, our boiler plant with a separating wall. So 2,328,251. At North, we'll be replacing two uh boilers and two hot water heaters. Uh we'll have some of those expenses that you can see. 120,154 we'll
048take out of our life health safety fund. At South, we have an emergency generator that we'll be replacing. Those also have a life cycle. Uh typically they work uh and then they start to have problems with parts and then sometimes things become obsolete. Uh then we'll also be looking at some fire alarm upgrades there as well as some window blinds and we'll have $6,493 dollars that we'll take out of the uh life safety fund at Harrison. Uh two hot water heaters and some component valves at Mil Creek. We have some masonry work, some tuck pointing, and we're going to continue our LED projects for our lightings. At Fabian Elementary, we'll have uh also some mechanical repair and LED lighting. And that transportation, we do have a maintenance pit. So, that's an underground pit that we
049use to do maintenance uh from underneath the vehicles. Uh that started to have some wear. It rusts out. It doesn't fit as well. It becomes a safety issue. So, we're going to replace that. It's quite expensive because there's a very long pit because it has to cover the length of a bus. And then lastly, we just have some district-wide uh drainage and sidewalk repairs. So in total out of the fund 60 capital projects 8,134,379 and out of our fund 90 life safety $126,647 or in total 8,261,026. So a little bit about uh life health safety. So we do this every 10 years. Uh the facility task force had a conversation tonight about as we look for the next years. I call this year kind of our pause and then next year the 10 years as
050our reset and these are some requirements we have to have a architect or an engineer's license for the state of Illinois. They essentially do an assessment but they bring that to uh in our case in our district is our facility task force and then our board for approval and ultimately an isby um for final agreement and approval of our overall plan. A little bit about the high school. So I kind of mentioned what some of these are. Uh the DAX minisplit is like the uh cooling unit behind you. So it doesn't have a duct system to it. Uh just to give an example what that is. And the G GTB cooling is a component. And so I mentioned some of those projects like the glazing. Um we did need to go back and look at
051that to resolve some ongoing leaks that we've had at the greenhouse as well as uh some floor coating. Our roof roofing has to do with basically some leaks and some infiltration issues that we believe we have by our locker room. Our paving is just a typical process, but this year it'll be the east parking lot. Our bus loading area, we need to replace some of the asphalt um which also will require us to do some repainting for the entry points. Our boiler plant, uh we're going to actually uh demolish and rep uh replace um our full height wall. Um there's some office space in there that we want to add some features. So that'll address the fire fumes and the acoustic separation for that particular area. And then lastly, the tennis courts. So, we're going
052to do a full depth replacement of the tennis courts, uh, including the existing base, the fencing, and the asphalt walks to the, uh, court itself. At the middle school, I mentioned the upgrades. So, we're going to replace two gas fired boilers and four chilled water pumps. And those again have some components on the life safety. At South, we'll be replacing the window blinds. We've have these existing blinds that are made out of metal. Uh, they tend to break easy. We've had some issues with wear and tear and pull cords. So, we're going to replace all those with translucent roller shades. And then I mentioned we have the emergency generator and we do have a transfer switch that we'll be replacing. We have an existing elevator um that we'll be doing work similar to what was
053done this summer at the high school. Some fire alarm upgrades. And then again, we have some components that fit into our life health safety uh expense area. For Fabian Elementary, it's uh LED lighting upgrades. So, we're doing those with our in-house uh staff. So, that has some cost savings uh not only in the implementation of but also the outcome of reduced energy consumption. And then we do have some mechanical piping that we'll be doing some upgrades um with some of our mechanical equipment. Hartland uh very slimmer some LED upgrades and some piping as well. And then at Mil Creek, uh be our last LED project at the elementary level. And then we'll be doing some masonry cleaning and some tuck pointing, which is a typical facade with some of the stone and brick work there.
054Kingar mentioned the uh pit system. Um so we had some issues with those falling. So it also has a risk management component to it that we're going to resolve and we do have some additional patch and repair work of that uh particular pit and districtwide. So we always do annual maintenance. So we're looking to address some of the pressing issues that we have with sidewalks and drainage. Uh so every time we have a little bit of settling or some changes, so we may mill those down. We may replace certain sections. And that's just ongoing work that we have every year. So this is the uh total list of our projects. So I split those by location and by the fund that we have. Uh so you can see with the capital projects fund we'll uh
055estimate beginning the year because we're still in the audit period uh at 1,23,89 uh we'll have revenue of 125,000. That's our interest income. The expense of the plan is 8,134,379 and then we'll end up with basically a need to fund 6,85,786 $6,857 of that. So we will need transfers of 7,729,000 uh which is uh what matches what we had in the tentative budget proposal and that leaves the fund balance for fund 60 at $923,430. So little bit of a cushion there in case we have some change orders or some overages or something that we didn't anticipate and yet that still leaves us a fair amount of fund balance. And then in fund 90 life safety we'll begin with $600,569 20,000 in interest $126,647 uh dollars in our expenses and then that'll end that fund at
056$493,922. So overall this is a summary of projects by school. So you can see the most of course and obvious is at the high school the projects that we have for each of the locations um that we'll have for the district. Okay, that's the end of my slide. Is there any questions on the We'll go back to this page. Any questions on the capital projects? >> I was just wondering about the lighting. How many schools do we will we have left after this year? >> Well, we started with North. So that's the first school that we're doing and we're not quite done with that. So that's basically uh what we'd call our pilot program where we'll see our first energy savings that had a three-year return on investment. Uh so that'll be the first project
057that we're we're actually completing. So we only have um essentially what we have is one building done at that point. >> Okay. >> Out of all the buildings in the district. >> And then will the elementary schools will those work like north where they're doing them like off hours and things like that? >> Yeah. So we don't disrupt any learning or the uh the work environment. So, we'll schedule those as well that we can get in and do those on down times >> and we don't have then we don't have to wait for like the summer to do it all. >> No, they'll schedule those whenever they can get in and start making those improvements. >> Thanks. >> This might be a Andy. So, in 2023, I asked the question, I guess for me, it's
058just I'm ethically and bound by my license to be concerned about things like background noise. And that's part of the three components of school. lighting, uh, ventilation, sound. So, do we own, um, or is it everybody in the, um, facilities, um, whoever manages that, do they have a sound level meter to even know a sound level? >> Yeah, Brian does. I've talked with him about that. Yeah. Um, so they do have that equipment and you know, I think we talked a little bit at a recent meeting about some of the ways they're uh evaluating that and have put some baffling around some of the newer HVAC equipment. So, they do have some of that. Um, part of our um, as we're it's really about that equipment that we have that can make some of that
059noise. So we can um consider doing kind of like formal analysis of that. Uh that's something that you know would cost. You'd have to get like a consultant to to come do something like that if you wanted to do something formal as opposed to kind of the informal assessments that you know Brian and his team can do when they like they have those they have special thermometers to check air temperature in different places and and all that kind of stuff. So uh when you mentioned engineering are these just very specific structural engineers or these engineers who have understanding of things like acoustics to to know what they can do to basically I'm getting at is noise abatement you know to reduce the noise. >> Yeah I mean they're so the engineers and architects that we
060work with I mean their job is to be in a school evaluating all of those components right so um do Is that specific evaluation of acoustics is that their specific area of expertise? No. Right. Um but that is within their wheelhouse I guess is the best way to say it. So yeah, >> just wondering. Yeah. Thanks. But update because I know >> and there's more information. I mean, we'll be talking more about I'm sure you'll hear from Larry and and Paul here in a little bit about some of the ways we're starting to look deeper at, you know, our capital needs. >> So, as uh my memo mentions, I'd ask that the board just accept the capital plan that allows me to continue with the budgeting process. I can roll in and finalize it and
061then I can be prepared to come back um to you next month with the uh budget for adoption. Thank you. >> I just have Two questions. Um first one is uh um so the state requires us every 10 years to put together the health and life safety plan. Um do they give us funding to help with that or they >> they do not >> more rhetorical question. I mean, they have this requirement, but then they're like, "Okay, yeah." So, let's say it I mean, we're lucky that we're in a district that has enough fund balance to help with this, but in a district that may have all these issues and don't have the ability to pay for it, what happens in that situation? >> Well, I think uh for most cases, those are classified by
062A, B, and C requirements within that. So, they have to do the A within the first year. They typically would make adjustments within their budget. uh they would borrow or have some type of loan if they had to. >> Okay. >> For fortunately that's not our district. >> Right. Right. I just more curiosity. And then uh um my second question is it has nothing to do with this. Thank you for the information. Um but on our this summer's um projects that are coming along now. Any update on how those are coming along? >> Yeah, I think they're really good. I think uh we had a meeting earlier that the majority of those projects are completed. Uh we just have a couple that we haven't been able to finish or they will be uh finished before
063school starts. Uh so a lot of those will be done. We just had one that we couldn't get to that we're going to move to uh probably our holiday break. That's a good time for us to get back in it. The system's operational. It's just for us to do that uh replacement project. So we're just going to hold off. So we really only had one project that we didn't get to. The rest we anticipate to be completed. And of course with the fire at North, we have some temporary flooring in there and that was on back order. Soon as that comes in, we'll find the time to have that project finished. >> Great. Thank you. Nothing else. >> Thank you. Congratulations on proceeding with the projects of the summer so successfully. It's wonderful work. I
064think it's worthy of thanking the maintenance people and the people who do this work for their fine part in contributing to the education of our kids. >> Agree. And I would thank Todd um and Brian for their work on that. I would thank um Todd and and Brian facilities task force for our work on this because uh I think kudos to everybody. Let's remember we're approving now in August work for next summer. so we can start getting these bids out so we can be ahead of the schedule um in a way that uh we didn't feel like we were in the past. So, I mean, I think that that's I think that that's good. Um there all right, next is public comments. Have you received any requests for comment, Bonnie? Imagine that. Would anyone in
065the room like to comment? I can't get a word out of you. That's too funny. Um, okay. Next, legislative updates. >> Jack, >> yes. I just wanted to highlight two items that Dr. Barrett had um brought to our attention. Uh, the governor did sign a number of bills recently in a ceremony and I wanted to recover these two. There is now public act 104-0128 that has to do with teacher lensure. Teachers who are licensed in a different state now have to take some sort of test so that they can teach in Illinois as he mentioned that is uh going to affect us slightly but um we don't know how that's all going to shake out yet. Public act 104-000032 um has to do with annual mental health screenings for students in school. um it will
066not take place until the 2728 school year when we would have to start offering these screenings and the state has directed um the board of education, state board of education to provide materials to the districts by September 1st, 2026. So they have a year to develop the materials and then the year after is when this would go into place. And that is my report. I Dr. Barrett, you want to elaborate on any of those? Uh yeah, I guess I would just say briefly the lensure one is um you know just feels like we can't get out of our own way a little bit at a time when there's a teacher shortage and we're trying to make it more difficult for experienced veteran teachers who come here from somewhere else to um have to jump through
067more hoops to be able to teach here um sometimes. I'm just not sure. I'm just not sure. >> Yeah. Yeah. So, it's like this basically takes away some of that reciprocity that has been in place that we've been accustomed to for a long time. Um, and you know, this year this isn't impacting us, right, Dr. Law? Like, we're okay. >> Correct. >> Yeah. But I I do think there are this just changed August 1st and they made it live as of August 1st. So, some districts could have hired teachers who then all of a sudden needed to pass some tests and jump through some hoops that maybe the test isn't even being offered between, you know, I mean, um, and so I I think it's worth noting that. and um you know the mental health
068uh screener while it's being discussed often as optional I think it's going to be important to note I don't think it will be optional for the schools to administer it will be optional for families um which will mean the schools will have to you know develop a whole system for managing that and implementing that and then uh have allowing it to be optional for people if they want Um, and you know, certainly something we can do. We we're able to administer things like that all the time. Um, and of course, we already do, as you well, you all know, a lot to support mental health needs of of kids across the district. So, uh, to us, that's the most important part, and we're already doing a a great job of that. >> Superintendent report, isn't
069it? >> Yeah. Great >> segue. >> Great. Yeah. Uh thanks. Uh so just a few things first. Um thank you uh again for the special meeting. I wanted to address it in a regular meeting just because it was unique that we had a special meeting. Um a lot of great uh robust discussion um after the work that happened over the summer. We did get approval for that developer donation agreement. Additional planning is going to be ongoing. I did want to share with you, I uh shared last week that um it was my understanding that the village of Camden Hills would be um having their public hearing about the annexation agreement tonight. Um I learned today that they decided not to hold that tonight. So that they must have some other things going on behind the
070scenes. Um and you know, we'll we'll keep tabs on it and see where this all goes. But as we discussed, we knew this was going to be a lengthy, complicated process for them to potentially get through all of the hoops to do this. So, our part, we feel confident uh that we've made good decisions to protect the school district. Um uh should this keep moving forward and we'll keep you posted. Um also, uh I won't reiterate too much here. Uh Todd talked about it and and Dan asked a good question, but um you know, our summer projects are going well. We're going to be ready uh for kids when we come back to school. Um you may each of our meetings since May, I've included a different picture of the library as the background. Um
071and it's it's looking sharp. It's looking pretty awesome. The the Yeah, that's where it was as of the other night when I uh walked through. It's looking really great. So, we should uh if anybody's interested to go see it, I'm um sure Mrs. Steingga would would love to have people in there. Um >> yeah, I mean, it could be it could be it would be cool, actually. Um it it's pretty great. So, plus all the other just important capital needs that needed to to happen. And you know, as Larry already re mentioned, our operations team, um they were on it this summer to make good stuff happen. Uh we talked at the last meeting about the the our district's hearing process um and the potential of having a uh uh hearing officer uh in place
072if we needed to have one. So I went back and gathered a little more information after our last meeting and I wanted to share. So here here's what I've learned. Um first off uh you know it is my understanding in terms of informal polling anyway, right? This wasn't a scientific study. Um but you know most of the superintendents and folks I talked to do use a hearing officer um in those type of of circumstances. Um and their rationale generally fell into three categories. One was just um objectivity somebody completely kind of removed from the situation who could look at objectively. Uh two, someone who came with um a certain amount of expertise both legal expertise and kind of structural institutional expertise about these kind of issues, people who are familiar with how you know board
073policies work and and such. Um and three uh kind of the third broad category was like legal protection, right? having um someone with that expertise and objectivity level of objectivity kind of they felt like put the district in more of a um a legally protected stance. So in the in those instances a hearing officer again as I think we talked about last time would not make any formal decision but they evaluate the whole thing and make a recommendation that the board would then consider. Um, also important to note and and this was shared with me, uh, partnering with a hearing officer, you know, does not mean that you have to use a individual like that in all situations. The board um, could certainly decide, well, it's time for a hearing and we as the board
074feel that we need to hold that hearing. You could still do that. Um, but if we were going to use one, we would need to have an agreement in place um, and approved by the board prior to beginning that process. So, kind of like we talked about last time, we wouldn't want to find ourselves in a situation where we needed one because we would need approval by the board to utilize one in the first place. So, um given that, uh my next step could be to engage with some folks um and seek a potential agreement that I could bring to the board to consider. Again, that wouldn't mean um guaranteeing or mandating that we used that every time uh or in any instance that that happened, but it would mean we would have someone in
075place if the need arose. So, um, I can do that or given that information I shared, we could just say let's keep it status quo for now. But I'm interested in some feedback. >> Quick quick question. Um, if do the parents still have the right no matter what the recommendation comes from the hearing officer to seek redress to the board as they do right now I believe in the process. >> Yeah. So the hearing what the policy basically says is like right to a hearing before the board or a hearing officer. >> So like >> we would by having a hearing officer and let's say it was a worst case scenario where you were looking at expulsion. >> Mhm. Would the parent have the right to ask for as they have in the past u
076the board to listen to the situation their >> point of view and make a decision as to the re as to the path forward or do do the parents lose that Right. If it's the decisions made by the board uh the hearing officer. >> Yeah. So I think first I would say uh the decision wouldn't be made by the hearing officer. The recommendation would be made by the hearing. Right. Um so the answer and I did talk to some folks who had this experience. um they don't. So theoretically, yes, the answer would be they would lose that right. Um they could either present their case based on policy to the board itself or the board's design, which would be a hearing officer. If we put that hearing officer in place, they would you know the
077whole hearing would happen with the hearing officer and the recommendation would be given to the board to consider. Now to that end though that doesn't mean that if they asked the board could not still give them that opportunity. Um, and I actually did talk to someone who has had that experience where they've had a hearing officer for kind of those reasons, got the recommendation. Um, at the conclusion of the recommendation, um, you know, like you said, kind of worst case scenario. uh the the individual sought that opportunity just to like state their case to the board and the board ultimately decided uh in you know that one instance like yes we'll still kind of hear that person out but that wouldn't be a hearing then that would just be like an opportunity to come and
078speak and present their case. Does that answer your question? >> Yes it does. Then my other question is I I I I kind of feel we got we're getting the cart a little bit in front of the horse here by having you seek an agreement for the board to consider. Shouldn't we first as a board take a decision? Yes, we want to consider we want to use a hearing officer and then later approve any contract that you have with them or her. >> Yeah. Yeah. And I guess that's basically what I'm asking tonight is like, do you want do you want me to decision rather than >> Well, I wouldn't be asking you tonight to um I mean, I >> Right. I mean, I wouldn't be asking you to make an agreement or or do
079a formal agreement. It's like, is that something you would want to consider is having a hearing officer? Right. I just did not see on the on the agenda today the board making a vote rather to ex to pursue a hearing officer. I did not see that on the agenda. That's why I'm wondering if if we're if we're not jumping ahead a little bit first. >> Yeah, fair enough. And I guess that um I I was putting this on more kind of informally to get feedback rather than to put it on for a formal vote. We could put it on for a formal vote at a future meeting and have the board formally vote. Um that's something we we could do too. Um and put it on at a future meeting and say that would the
080board like to um vote to solicit agreements from potential hearing officers. We we could do that too. That's fair. >> But but this is more of a followup from the last meeting as you say. I mean not >> that that's why I saw more of a synopsis if I can say it that way if you will. >> Yeah. Yeah. And I think just this extra information I I was you know trying to add this additional context um uh you know based on based on what I had learned. So, >> so in the spirit of offering feedback, I think as I thought about this more after we discussed it last time and I took all the feedback that everyone said, I really was focused on those three pieces. The object objectivity, which I think um we
081all intend well and we all can do a certain level of that, but it's hard to do that completely and we have to be aware of that. Also, we're not trained in any of those areas. Um whether it's the expertise of the situation or the expertise on how to be objective, like some of us may be trained in our professional lives, but not all of us are consistently trained on that. Um and then I was wondering about the legal protection as well. I think that having a hearing officer would probably offer some legal protection in addition to those other areas. In addition, I felt like as I think about sustainability of our policies that we have with the board, this is an important one to me at least because we currently have a great board
082that we all feel really good about and that we work very well together. But we know that in two years that can easily change and that might not be the case. So if we don't have that option, there may be a time where we might need that even if we feel like this specific board might not need that. So just preparing us for what might come up in the future, especially as we see different things that happen in other districts or throughout the country. It might be a level of protection there, too. That's not not just for us. I don't mean this necessarily for us, but to do what's best for the students. And I think the way you're describing this, the way I'm understanding it is this gives us the flexibility. We could choose
083to still hold the hearing. We could choose to still talk to that family if they're looking to speak to us, but we're offering also a more objective expert in that field. >> Anybody else? I'll just say that I think we should >> at least pursue it because it's another tool in our tool belt that we can use and we don't have to use it, but at least we've moved forward and considered putting that in place. So, I would say continue. >> Yeah, I agree with Jackie. I think uh um more out of for me at least just I'm more curious on what the cost would be. I what that would be. >> Okay. >> Yeah. My biggest issue though is still taking that right away from the parents um and making it our decision to
084whether we will hear after it's been presented to a um hearing officer. We can always say no to that which means we're not I don't I think we're being I I just don't like taking that right away from the parents right now. they have that right according to our policy to to approach the board and and we have to listen to them and as long as that is still in there then then I'm fine with this as another tool but I don't I don't want to isolate the board or insulate the board um on something like this I think we need we've been we've been elected by the by the community and we need to be involved in in in serious issues as as such if the parent so requests. That's that's my biggest issue
085about this whole direction. >> Well, so my question in in light of that, Paul, uh does that mean that we still can't be advisory? I mean, we're not necessarily taking anything away from them. We're still advisoring the >> I understand that we be advisory, but in one case, sorry. >> In one case, the parent has the right to request. In the other case, they don't have the right they they no the parent has the right to a a meeting with the board. In the other case, they have the right to request, but it is not automatically granted. >> One question I had was um and I don't see why not, but could we write the policy and maybe this is not would not work that the parent can choose rather than we choose. you know,
086the parent says, "I would like a a meeting with the hearing off officer or the meeting with the board." >> I'm gonna I'm gonna step in here. >> Oh, go ahead. >> There's a couple of possibilities that we should consider. Paul raises a legitimate point and if a hearing officer hears a complaint, >> which is very rare as you all know, and then says, "Cut off his head or don't." Um, and then a parent appeals to us. We have no information to judge whether that's a good appeal or a bad appeal with the decision biased. Uh it might be possible to do this situation where two board members would attend the hearing with the hearing officer just as witnesses, but then when we when it comes back, you'd either have a three-way agreement that things
087are one way or the other, whatever it is, and it would address the issue of appealing to full board because the board members who were there could advise the board in addition to the opinion of the officer. Don't think it would cost anymore and it might provide greater protection. >> Yeah. And generally note that the um ultimately if in either instance, right? So what the parent has the right to is a hearing, >> right? What the parent has the right to is a hearing. Um and so if then ultimately uh whether it's a hearing overseen by the board or by a hearing officer and then the board makes the decision um they do still have a right to appeal that that then becomes a legal appeal, right? And that that goes to court um theoretically
088is is what would happen there. So, um, but you you could do this any number of ways. Uh, to your point, Larry, you could have, you know, um, people sit in. I do know in most of these instances, uh, that, you know, the superintendent does usually sit in on those, um, and and can serve as that person as well. So, um, so I mean, I can come back with some more information. Do you think um should I come back with more information before? I I appreciate Paul's perspective of um because we've done with some other things uh you know it seems like there will be enough difference of opinion on the board that we bring this for a vote and you know get have a vote amongst the board members on what do you think
089yay or nay on engaging with a hearing officer. So, should we do that at the next meeting or do you think we should get more information first and then potentially do it at a following meeting? >> So, are you saying um a vote to even look to see like what the cost would be? >> No, what I'm saying is I I could go get like bring some of that information. What would the cost be? What would the person do? Let's look at the exact policy language as part of the presentation to make sure we all knew exactly what, you know, rights folks did and didn't have. We could do that at one more meeting, I think, include that in my next superintendent report and then potentially later in the agenda have um as a potential
090action item >> um the board voting to say, "Yes, I think we should do this or not." >> Yeah, I'm in favor of that. >> No doubt that'll be on the consent agenda. Sound fine? >> Yes. >> Yep. Okay, good. Thank you. Thank you for this. This is >> this is why you need some time to discuss stuff like this. So, uh thank you and thanks for letting me use uh my report to do that. We'll bring it back that way. >> Um and is this fly only bothering me? >> No, it's trying to get Paul. >> What the heck? Okay. Sorry. I'll be quick. >> Yeah. Yeah, that's what I thought. I Uhuh. Paul's had it. Um, school's starting. School's starting. We're a week away. Monday, uh, we had new teachers started today. Today
091was a whirlwind. Um, they they were cooking all day. We had a lot going on, but it's great to have the new teachers uh, in the district. Um, next Monday we'll have our opening day event for staff at the Arcata Theater, and then there'll be some building and district meetings and PD in the the rest of the day. Um, next Tuesday, there's a lot of professional development going on. You heard, uh, Shauna and George talk about some of that. Um, you know, Wednesday, opportunities for our teachers to do all those important things that they need to do to get the school year started and their classrooms up and running. Um, and then Thursday, giddy up, first day of school. So, we're pretty excited and um, glad that that we're finally getting here. That's all I
092got. >> Thank you, Andy. >> Yep. uh policy is next. This is the second reading. Uh and I don't think Stephanie needs to read them all. I'm sure she doesn't. >> I don't think so. Um let if anyone has any questions, I'm happy to answer anything. Again, a lot of these policies were changed because Title 9 reverted back to what it was um prior to the 2020 changes. So, that affected a lot of them. And then there was a new policy creation which is actually down towards the bottom. and that impacted pretty much the rest of the policies. So, those were the two reasons why we have so many policy changes this time. >> Okay. Any I'm assuming there are no questions for Stephanie, but just pop. All right. Work study topics and future action.
093>> Are we supposed to have a vote? >> No, this is only the second reading. >> No, I Yeah. Yeah. You vote after the I think this one's a vote. Oh, >> this is it. >> This one's a vote. Well, >> it's under pending actions, right? >> Oh, down. >> Okay. Topics and pending action considerations because I have zero there. >> That's future eight is >> future. This is in seven. >> Okay. Policy committee chair. Okay. I got it here now. All right. Thank you. It's a bad copy of the agenda. Apologize for that. Okay. So, they reviewed and presented the reading and present at this time with a second for adoptions. Questions may be directed and approval is recommended. Do I have a motion? >> I'll make a motion to approve uh policy. Oh,
094boy. All the policies 7 point 1.1 through 7 one.25. Make the motion to approve. >> Second. >> I Thank you. Next is the work study topics and future action consideration. No item. >> What? >> There's a capital number two. >> Oh, number two. There you go. Oh, there it is. I thought that wasn't there. >> Trying to get this. >> I got helped you. >> The capital improvement uh plan. Todd presented a tenative proposal at the July 14th meeting. This is the final plan. Approval is recommended. So move to approve the CA the 2025 2026 capital improvement plan. >> Second >> I think you teach me to get my agendas in order. Next is of course uh work study topics, future action considerations. Nothing there. Nine is information board meeting presentation schedule number one and
095number two foyer request and I believe there's no real information there. 10 is the consent agenda. What is responsible for my confusion here? Um item one, personal report, resignations, retirements, leave requests, changes in assignment, full-time equivalent, new hires. Item two, gifts, grants, and requests, $1,000 from Ken's Auto Center, Inc. for V Vog X vocational extra I guess special education uh 2025 car wash. Item three, gifts, grants, and be requests $12,000 Fabian Elementary PTO for new furniture in the library. Item four, gifts, grants, and requests. $1,500 from Maid Brigade of Central DuPage County for GHS Athletic Team Supplies, uniforms, and other needs. Item five, gift grants and bequests, $1,500. Viking IARE LLC DBA Pearl Vision for GHS athletic supplies, uniforms, purchase, and purchase needs. Item six, gifts, grants, and bequests. $7,500 from Linda Bergman and Bon
096Warner. Um, uh, $1,500 from the Geneva Pool Service, $1,000 from Moat Incorporated Noble House, $1,500 Raising Canes Chicken Fingers, and $1,500 to Bob Jass Chevrolet, and $1,500 for GHS athletic supplies, uniforms, purchase needs. Item seven, gift grants and bequests $20,95128 Geneva all sports boosters for ghs athletic teams spring state patches and apparel and uh hood annual subscription. Item eight, maximum healthc care services contract. Item nine, disposal of paper files. Item 10, superintendent contract. Item 11, disposition of verbatim records of closed meetings January 23 through December of 23. Item 12, easement agreement. Item 13, speech language pathology contract agreement. And that is the those are the items in the consent agenda. We need a motion to approve. >> Could I have a quick question on the easement one there? could just go into a little explanation
097on the easement agreement. >> Yeah, Todd, do you want to jump in on that? >> Yeah, so we were contacted by the city of Geneva. They had a potential development adjacent to the school's maintenance building at the high school and uh to kind of make that deal work, they had requested that the potential buyer have an agreement with us. So we basically had some costs added to the easement that are not placed on the district but placed on the person we're ending an agreement with as well as uh the fact that the easement does not carry with the land it can revert back to the district. And additionally it gives us some guarantees about improvement. So if they decide improvement either has to be made at their expense with our approval or we make them
098and they reimburse us. So, uh, we had our legal look at that and they drafted an easement for us and, uh, we're just trying to help the city of Geneva out. >> Building credit. >> Sure. >> Thank you. >> I'll make the motion to approve. >> Second. I >> I >> All right. board member comments and reports. U Dan, would you like to start? >> Yeah, I'll just be brief. Don't have too much tonight. Just uh I'm excited for the school year to uh begin and looking forward to opening day. It's always a highlight of the one of the highlights of the year. So, looking forward to that. Andy, >> no. No pressure. It's gonna be great. Everybody's been a good sport so far. I know it's going to be the theme all together now.
099It It's going to be really fun. It's going to be fun. >> I would just like to say thank you to Shaunette and George for all of your work with the curriculum changes and all the information and all the hard work you put behind the scenes and doing your research. Um Todd for the capital improvement plan. Thank you for all your work. and we had a lot of really wonderful um gifts come in on this um list today. So, thank you to all the community members for all the donations. >> Yeah, I'd just comment a little bit. Um again, thank you to our present presentations tonight. They were fantastic. Appreciate that. Very informative. Um today we had a um facilities task force meeting and we got the first look at our 10-year program from our
100architects and engineers and it is quite complicated. Um we are in no manner ready to to bring it yet. Um but we've asked them to go back and make some prioritization so that we can understand it much better. This is a very complicated and and expensive um process that we're going to have to go through. Um so we also had at the same time somebody from what's the name of the company? >> Raymond James there today talking about different ways that we can fund this because for what we're going to need we're not going to be able to fund it the way we have funded in the past. So I have made a recommendation to Larry um that consider that we have a fall retreat and in that fall retreat we may break it into
101two days because there's you're going to have a lot of questions. Trust me the first evening would be solely on the 10-year program to take a look at it and give you all a chance to to comment and ask questions about what we're planning to do. what's included, what's not included, why is this not included, why is that included? And then the second morning would be after you got your chance for your head to clear a little bit to discuss funding options that we're going to have to look at uh for this. And I think it's going to and trust me, I I was writing as fast as I could and I still don't understand everything that we that we talked about today. So, um just be aware um that this we may have a
102retreat coming on this schedule if we can organize it. And I think it would be well worth our time and effort. And uh uh I and I want to say thank you to the maintenance and the architect and the engineers for putting together such a comprehensive yet complicated plan that we have to understand and eventually vote on. >> Good point. Jackie, >> same as everyone else. Excited for school to start. Thank you to our presenters tonight for the good information. And uh yeah, the the kickoff on the 18th, always a good time. I'm happy to have that coming up and nothing else. Thanks. >> Yeah. Again, I want to thank the presenters because it each time even though it's I'm not new and I didn't have quoteunquote mentor, I'm still learning and it's very good
103to hear some of those things and thank you Paul for sharing with us uh a possible projected you know retreat because I think that there are a lot of moving parts and I think uh clearly surely if you have too many cooks at the stove it will spoil the broth I think but what you're trying to do is is trying to bring it a little bit more uh clarity and uh so that we can ask the responsible questions. So we are here to be the stewards partially of the taxpayers and parents and students as well. So thank you. >> So I was able to attend the new teacher lunchon this afternoon and it was just really great to see all of our new teachers that we have coming in um and have a little bit
104of time just to chat with them and get to know some of our new staff. So, welcome to our new teachers. I won't necessarily say welcome back for the school year yet, but I hope everyone enjoys their last um either four days of summer or about a week and a half because I know everyone's trying to fit in that last minute fun and I hope everyone enjoys every last bit of it and then we'll celebrate coming back next week. And then also, I'd like to echo everyone, thank you to George and Chanette for the awesome presentation. and they were so kind to meet with me early in the summer to kind of go over some questions that I had based on some of the things I had been hearing about the curriculum. So, I appreciated
105them sharing that with me earlier and then bringing it to the full board because I I think everyone had a lot of great questions and it's great that we're discussing this so that families and parents can kind of hear that and I'd love if they want to be part of the conversation to come and leave comments as well so that we can kind of hear everyone's opinion on that. that's always helpful. But that's all I have. >> Um, and I was at the facilities task force and also the group lunchon for the new teachers. It's all very exciting, very the people are wonderful and I'm very enthusiastic about the way we're proceeding in terms of the maintenance task force especially. So, good job to everyone. Summer summer is over just about and school is here.
106So, here we go. Um item 12, notices and announcements. There are none. We have need to go into executive session to consider matters pertaining to the discussion of minutes of meetings lawfully closed under the open meetings act whether or for purposes of approval by the body of the minutes or semiannual review of the minutes as mandated by section 206 of there's about 17 letters here. Policy 2 col 22 220. At any rate, motion to go into executive session, please. >> So moved. >> Second. >> I >> Five minute. Five minute recess. Well, we get