District 57 Board of Education Meeting 4/16/2026

001Here. Here. All right, we're going to start with the Pledge of Allegiance. >> [clears throat] >> 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. >> Okay. All right, moving on to board recognitions. So, tonight we had the great pleasure of honoring seven incredible District 57 retirees. Together, they represent an extraordinary 183 years of service towards school students, our schools, and our community. Michelle Loger, 41 years of service, teacher, Fairview Elementary School. Carol Gray, 32 years of service, teacher at Lincoln Lincoln Middle School. Alicia Driver, 28 years of service, teacher at Lions Park Elementary School. Robin Moran, 27 years of service, clerical assistant at Lincoln Middle School. Loretta Rose, 21 years of service,

002teacher, Lincoln Middle School. Rosanne Schmitz, 21 years of service, special education teacher, Lincoln Middle School. And Kathy Minogue, 13 years of service, instructional assistant, Westbrook School for Young Learners. Each of these individuals have made has made a lasting impact through their dedication, their care, and the countless lives they've touched along the way. Their contributions have helped shape who we are as a district, and their presence will be truly missed. While it is never easy to say goodbye to staff members who are so integral to the fabric of our schools, we recognize that this moment reflects a well-earned and much-deserved milestone. To our retirees, we thank you for your years of service, your commitment, and your heart. We wish you many years ahead filled with happiness, relaxation, and all the joy that comes from a truly

003rewarding retirement. Congratulations and thank you. Vice President Go ahead. >> Oh, yes. [laughter] Thank you. >> Ledo, sorry. >> Uh March >> [clears throat] >> was National Disability Awareness Month. First declared by presidential proclamation in 1987 as a time for our nation to celebrate, support, and encourage individuals with disabilities to lead fulfilling and meaningful lives. In District 57, students took part in a focused celebration, Disability Awareness Week, from March 30th through April 3rd. This year marks the district's 12th anniversary of organizing and implementing meaningful activities and events around this special week. >> [clears throat] >> Our motto, In District 57, We Celebrate All Minds and Abilities, reflects the heart of this work. Throughout the week, students across all four schools engage in readings, activities, and discussions designed to build understanding, empathy, and inclusion within our

004school community and beyond. Disability Awareness Week also provides an opportunity to give back. This year, students and staff proudly purchased stickers featuring the D57 Disability Awareness logo, with proceeds supporting the Special Olympics Illinois, helping expand opportunities for athletes of all abilities. A huge shoutout to Katie Ann Olson, special education teacher at Fairview, whose leadership makes this week so impactful year after year. Katie Ann organizes this incredible celebration and thoughtfully curates resources for staff across the district ensuring meaningful learning experiences in every classroom. Because of her passion and dedication this week continues to grow in both reach and impact. Simply put, without Katie Ann, this celebration would not be what it is today. She truly is a champion of all abilities. >> Thank you. Now, we'd like to recognize the Lincoln 7th and 8th grade girls

005um volleyball team. Here come the coaches. >> All right, good evening Dr. Gore and members of the board. Thank you [clears throat] for inviting the girls volleyball team to be recognized for their accomplishments this season. It is a privilege to be here to celebrate with you all. This year, many girls came in with at least some knowledge and understanding of volleyball, which gave us a great starting point. The girls immediately demonstrated their desire to learn more individual skills as well as how to play as a team on the court. This group not only developed their skills, but they also gelled as a team and formed bonds with their teammates. There was a lot of laughter and a lot of camaraderie throughout the season. Their hard work led to an incredible season, a 9 and 1

006conference record, 11 and 2 overall, and a first place finish in the conference. They also earned third place in the Sweetheart Tournament and capped off their season by winning the conference tournament championship. After a setback in pool play at this tournament, they showed resilience, battled back, and finished strong with wins in both the semi-finals over River Trails and in the finals over London. I'm incredibly incredibly proud of their determination, sportsmanship, and the support that these girls showed for one another all season long. Each player and our dedicated managers played an important role in our success. It's been an honor to coach this team and I'm excited to see what they accomplish next. Congratulations, girls, on an amazing season and thank you, Dr. Gore and members of the board for your continued support for our students.

007>> Do you want to read this? >> Yes, yes, yes. Good evening and thank you for having all of us. As eighth graders, we built on the foundation from last year's team while welcoming new members to our team. The girls worked hard all season with one goal in mind, to repeat as conference champions. At practices, we focused focused on developing skills and learning how to work together in different roles. With anywhere from eight to 12 players at each practice at each practice, we balanced hard work with fun including team bonding moments like snack days. With three games left in the regular season, we realized that in order to repeat as champions, we needed to win out and rely on the first place team to lose. It all came down to the final game of the

008season against the team we were tied with in first place. The girls dug deep, showed incredible determination, and achieved their goal by winning the final set of that match. The team finished fifth at the sweetheart tournament, went eight and two with earned first place in the regular season, and were crowned conference champions with a four and 0 run. I'm incredibly proud and grateful to have coached such an amazing group of girls. In the end, it wasn't just the championship that stood out, it was the determination, the sportsmanship, and the support these girls had for each other along with our fantastic managers that they showed through every step and every practice. It was an honor to coach this team and I, like Ms. Giuliano said, can't wait to see the amazing things you guys do next

009year. All right. >> Can we meet you in the back and take a photo? >> Sure. >> We'll walk and hand at the same time. >> [laughter] >> Right. All right. >> All right. All right, we'd like to move on the next agenda item, our student board members report. >> Uh this is our student board member update for April. >> On April 23rd, the student board members are going to the cultural fair at Fairview. We are going to bring many culture themed crafts, beaded keychains, henna station, um temporary tattoos, and face painting. >> We're hoping to talk with Mr. Larson to see how we can advertise at Lincoln. We hope to advertise with posters, updates on the bulletin boards, announcements, a slide on the commons TV. But all in all, our main goal is to

010create a fun opportunity for students to learn about different cultures. >> Now, we >> Is this on? >> Um now we have Saina, our first student applicant of our student board member forum. Would you like to say a few words? >> Good evening, everyone. My name is Saina, and I'm in second grade in Lions Park. Thank you. >> Um I really appreciate the idea for you all to attend the event here at Fairview that's coming up. Um I know the purpose wasn't necessarily Well, you had said the idea was have a fun time and share about different cultures, which I think is great. But one of the things that came to mind as you shared that idea was how you being there at this event is sort of a solution to the problem that we've

011identified of how do we get you all out in front of other students. And so for you all to be at events at different schools, maybe not just Fairview, I'm trying to encumber your whole social calendar. Um you know, to be at Fairview and to meet the Fairview community and to say, "Hey, we're from Lincoln, and this is our role as student board members, and how can we help you as Fairview students?" I think would be a really great kind of way to expand the role. So I'm excited to hear what comes out of that. >> I I was just always good job. I was just going to say I mean we're just we're doing um our building later, but I was looking forward to like a video of what's happening with construction. So, I

012thought maybe I would get like a little sneak peek that way. >> Um I think we're going to have a student board member construction news next month. Hopefully. >> Awesome. Looking forward to it. >> And um I know Dr. Kace will talk a little bit about this in the um Building Brighter Future update, but we also would love for our student board members to join the board members at the signing um and the mini tours that will happen as well. So, not a a sneak peek of the reports ahead, but >> Thank you so much. >> Okay, next item on the agenda is our community comments portion. The District 57 Board of Education welcomes community participation. In an effort to both listen to our stakeholders and keep the meeting moving, I want to remind everyone

013of our public participation procedures and guidelines, which is available in board policy 2:230. Individuals wishing to address the board can do so during the community comments portion of the agenda. Individuals should provide their name and limit their comments to 3 minutes. Please remember that this is not a dialogue between you and the board. The board is in listening mode during this time. Individuals wishing to contact the Board of Education are welcome to do so via the D57 website under the Board of Education tab. Individuals should behave with respect and civility towards others and abide by a board policy 8:30, visitors to and conduct on school property. Do we have any members of the community that would like to make a comment? Seeing none, we'll move on to our next agenda item. Uh staff and superintendent

014reports. So, first the Building Brighter Futures update. >> All right. Good evening, everyone. I'm excited to share the updates from construction as and tonight we also have there was a memo as part of this presentation as well that we will talk about after we talk about the construction updates that talks specifically to the finances and looking for some guidance from the board. But let's first start with the pictures and so we Principal Larson has been offering staff to sign up for tours. And so here they are going out and it's really neat. I've heard some staff just talking about being able to stand in, you know, a space that they may be teaching in soon and soon being relative. And so but it's it's really neat opportunity to get out there. I was able to

015tour the space last week, I believe. And so it's it's just construction is moving along and and so quickly once they started going vertical. It's amazing. If you go just to the next slide, so you can see on the left there this is the three-story area of the building at very top the we've just started putting in the the roofing and then there's cement. You can't see right here on the third floor. Well, you can on the right picture, I guess. And then as of today cement is actually on all three floors. So, they have poured cement on all three floors. If you go to the next picture, this is a picture from the third floor. So, it's an interesting view from off this it's pretty neat. I've been, you know, part of this is

016I get to learn how construction works as I have no idea how how this part of it works and so learning how they get cement up there and how they're pouring it down was pretty neat to see. Great opportunity. And so the roof's going in. They're really, you know, it's just moving along and you really get to see kind of the outline of the school. If you go to the next picture, I believe it's the some of the drone pictures. So, on the left is our gymnasium and so those walls went up really quick cuz they were prefab and so that's the inside. On the right is the gymnasium. The left room that you see, that's the locker rooms. The very top of that just just above the locker rooms, that's a storage room. And

017then the gymnasium to the is obviously the big area. They're starting to put in the roofing there as well. And the last picture, I believe is the last picture, a little more within the gymnasium and then on the right this is the cafetorium. So, cafeteria and our auditorium, so cafetorium and just getting getting going. It's it's just a neat opportunity. I've talked to you know students as they're kind of walking around or out there between classes. They sometimes will go between the two doors and I've seen them out there and they're just you know I think amazed at it. We started being able to put designs in the lounge as well so teachers know exactly what kind of what they're looking at. And so just just a lot of excitement I think in the air

018for all the construction that's happening. So, I forgot we had one more. So, this is that aerial view which is great. You can see just the gymnasium's the closest spot. Past the gymnasium up on the kind of the right, that is our storm shelter, also the band choir orchestra rooms. So, those those two parts were all prefab. The walls came in on a truck and they go up very quickly. On the left side, that is actually our it's a pretty big area for our custodial area. It's the there's a garage on the on the very north side of it and then a big area for custodians as well as storage and some of the kind of guts of the of the building go in there as well. And just a view from the other side

019which also includes then that three-story um academic wing. So, it's starting to come together. Um the one piece of that that they're haven't started going vertical on is is the middle portion which is uh where the office and then above the office the library. Um so, they'll start working on that soon. Um so, we're excited. You can also see on the right I should point out that big dirt which uh a few weeks ago was where they have the underground water retention um which we definitely um need as soon as possible with all the rain that's happening. And so, they filled that in so it's now underneath um and should be catching all the water and um just as a reminder prior to this construction there wasn't that water retention. So, we're excited that that

020will um be able to really support uh this property. And we and we look forward to that being a nice grass field. Everybody including I know the the PE department. >> [snorts] >> So, I think that was the last picture. Correct? Oh my gosh. Uh my memory is absolutely great tonight. Um and so, there we go. Um Okay. So, you have the gym on the left and like I said our um storm shelter {slash} band choir orchestra on the right. Um it's going to be really nice on that band choir orchestra area. They'll have a separate entrance for kids in the morning that they can walk into coming in early for for those lessons. Um and so, just a great opportunity for them. All right. I'm going to segue into I'm saying slowly cuz I've

021been wrong now twice about the last slide. Good? Okay. Um I'm going to segue into uh the memo. So, tonight we're going to talk um about um the financial um part of the construction that we've been having these conversations um for a little bit of time. Um and so, [clears throat] there's a memo in the board packet. What I'd like to do is is summarize the board uh memo um and then obviously open up for both discussion and questions. Um, and so, I'm, uh, tonight we have joining us Bob Lewis, uh, from PTMA, um, who is our financial institution, um, Dave Torres from Nicholas and Associates, uh, construction management firm. And Bob and Dave have been, uh, with us from the beginning and prior, um, really, um, some great partners in this project, um, helping

022support us, um, as we, uh, figure out costs, um, and how, uh, things can work and, um, how we, um, can, um, make sure we're able to pay for everything, but be as financially and fiscally responsible, uh, for both the the school district as well as our community. Um, and that's not something that we take lightly. Um, it's not something that I take lightly. It's something I worry about, as you know, a lot. Um, and we work closely to, uh, make sure that we're getting what we need for the district while also not having, uh, and having that the least amount of impact on our community. And so, that's something we're going to talk about tonight. Um, and so, I'm going to just share, uh, just some re- maybe some reminders for this group, but

023for anybody that's listening, um, of kind of how we got here and then what's kind of next steps. Um, and so, um, the reason we're talking about it today, uh, timing is important is, as Bob foreshadowed, uh, the I think probably the last time he was speaking to the board last year, uh, we had sold some referendum bonds in 2025, um, following some sales in 2024. And we are now ready to sell, uh, our 2026 referendum bonds, which we would sell in July. And so, that, uh, starts in June at the board meeting with a, uh, approval of a resolution. And so, we're having conversations today to get guidance from the board about some next steps. Um, and so, um, as you hopefully remember, um, we, uh, originally had an estimated cost for the project

024of 97.1 million dollars and that included a replacement of Lincoln and then the addition to Westbrook. That was um then um a conversation that we had as a district and definitely with insight from the board and with our communication firm about you know reaching out to the community and having those conversations. Through polling there was advice to the district of seeing if we can bring that number down and look at an ask under 90 million to the community and so we brought that conversation to our citizen finance advisory committee or CFAC to look at those numbers and and make some recommendations to the board and CFAC as as you know is is a committee that really does I think just an amazing job. They've they've been meeting now for multiple years learning everything they can

025about school finance which is very different from just finance in outside of a school district. And so they've learned all the ins and outs but also learned a lot about our district and then as questions like this come up they've learned you know from Bob who will come and and speak about bonds specifically or or other people. And so this group got together, they asked the amazing questions they always do, they looked at things in a different way and in the end were able to make a recommendation that the board then approved for a referendum of 85 million looking at then the district being able to make the difference between both some fund balance as well as some non-referendum bonds D-SAB which is debt service extension base. So non-referendum bonds or um we could have

026and that between that and the fund balance equaled the 12 million difference, 12.1 million. And so following um that decision, obviously we went out for referendum in November of 2024, which passed, um and then we started planning and moving forward. Um then we can jump to the good news um and I think it's a monthly question of uh two questions from board member Leto, are we >> I think Grace stole it last month, though. >> Oh, okay. I don't You can ask it right now if you want, but yes, we are on track um for uh construction. Um obviously, you know, with uh completion date of August 2027. Um tonight, what the real conversation about tonight is about um where are we financially and as of right now, we are um trending under budget, which

027we're very excited about. Um and so and it comes with a I think a lot of hard work. Um we meet, I feel like constantly. We have formal meetings weekly, um but I think we're talking daily, it feels like. Um looking at everything from um I think door locks to colors to furniture to every different thing um to make sure that we are A, scrutinizing that everything is correct and B, determining if there's anything that needs to change or or be different. And so, you know, we we obviously post post referendum um aren't taking anything for granted. We want to make sure that we're really looking at being as fiscally responsible even post referendum and making sure that we're using the district's and the community's finances uh appropriately. Um uh and so, that's that's just

028important. And so, when we uh got to September, so after November 2024, we we go into our planning stages. We're planning everything that we need for uh both projects and in September of 2025 is when we received our bids. And that's when the good news came in of knowing that our bids came in below what we expected. Um and as we sum up um not just the bids, but uh you know, the bids is the work and that's pretty much set and has some contingency built in. Um but that in addition to some of the other work that needs to get done as well as furniture estimates, so that's not exact numbers, but estimates or technology estimates, um all of that when it comes into play uh we're looking around $81 million. Um so excited

029that we're under budget. Um and then obviously the conversation is okay, what next or what do we do? And so we've had some internal conversations. I've talked a lot with Bob and talked a lot with Dave um to figure out, you know, some some thoughts and I come to you with both a suggestion, but also want to hear your thoughts and and guidance moving forward. Um so the recommendation that that I would bring forth is we have so far sold um a total of $50 million in bonds between 2024 and the 2025 sales. Um the recommendation would be in this summer to sell $31 million bringing us up to that $81 million. Um the good news about that and and I think we should you know, yell it from the rooftops, maybe the third floor

030of the new Lincoln is um that's $4 million um below what we asked the community for. Um so obviously money that, you know, bonds that we're not selling, that is money that goes back to taxpayers or it really what it means is it's we're not increasing, you know, the money um as much as we had told them uh during the referendum. Um and if side note just as a just a reminder when CFAC was presenting back in January, we we talked about the fact that um even um prior to the conversation today, uh it was looking like uh that number that we had told them back in during the referendum, $714, that that already was looking less just because of the rates we've received. And so we were excited already that it was lower. This

031obviously would make it even lower for taxpayers. And that's great news. So the recommendation would be to sell $31 million in in July. It's a resolution that would be approved in June and then sold in July allow us then to be ready as we continue to have bills come in. As part of the referendum, they're also, you know, we had four buckets that we were looking at filling. We were fulfilling the state's mandate for full-day kindergarten. We were building a new Lincoln. We were looking at improving learning environments for all students. And then there was a fourth one about increasing safety and security. And so there as part of our planning between the referendum and then September when the bids were opened or really before a little before when the bids went out. There were

032some projects at Westbrook that we did not include. Not knowing where we were financially, they included looking at the playground at Westbrook. There was definitely a big interest in having a separate new playground for just early childhood or at least I would say geared towards early childhood. And so those are some examples of things at Westbrook we didn't include. We also had an interest as a district looking at security which is, you know, one of the things we've talked about. Safety is so important. At the time of the bids, we were going through or about to go through our security audit of for the district. And so with that audit, there are things that have come back recommendations from the audit that do cost money. There's lots of things that we, you know, recommendations that

033we can do that either are very nominal fee or things that just are behaviors that we need to work on, but there are also things that we need to do that cost money. And so um that and that would include sorry some examples like looking at our door hardware for our classroom doors and how they lock. Looking at um putting in some gates and bollards around some of the sites as we look at traffic and different things. One example here at Fairview is putting in a gate at the bus turnaround. Buses come in in the morning but then after that kids do play during the day and making sure we have a gate so people know they're not driving in here. So those are just some examples of some of those things that would cost

034money. And so a next step so as I mentioned you know selling bonds for $31 million for this summer would be a recommendation and then in addition looking at these projects and working with our partners and including STR our architecture firm to put together bids, go out and then what that process will look like is like always we bring the bids to you for approval and have [clears throat] a conversation about how they would be funded because there are some options of could it be as part of the 81 million depending on interest, depending on contingency and how much we need to use. Could it be selling a little more of the you know above the 81 million. Could it be using the D7 the non-referendum bonds that I mentioned earlier. So lots of different

035options that we can talk about and bring to you with a recommendation as well. I think you know one thing that I mentioned CFAC earlier and how amazing that committee is and and I think I've said it before but I'll say it again. It's what's really nice about the committee besides just I think the openness to learn is that everyone's at a different level financially and that really helps. There are people who are like I know nothing about finance. They say it, they say it loud, and yet sometimes those are the people that are are asking those amazing questions that we haven't thought about because it's just something so new to them. So, I think that is a group that does a really good job at looking at some of this stuff and and really

036just helping making sure we're either asking the right questions or have the the right thoughts and ideas. And because they are a group that knows so much about what we've where we've been and what we've already done and the decisions we made. I think it might be a really good group that could look at this recommendation and be able to you know I could be come back with you know here's what they said in May. Timeline just and I said it a little bit but just as we know timeline would be that we're you know looking for guidance by May so that in June we come to you with the resolution with the specific number we're looking to sell in July. So, I think um that is is kind of you know what I wanted

037to share tonight. It's obviously great news. I'm going to reiterate that that we are under budget and it really is you know with with help from from all of our partners from STR architects but Nicholas PMA as well. So, everybody really you know has has been a great partner in in this process and we're working hard to just you know be as as fiscally responsible while also providing exactly what you know we need for our students. With that questions. I know that was a just a lot of information. >> Okay, just we'll going to start back with the building stuff. >> Sure. >> Any any reaction or anything from the neighbors? How have they been to the Lincoln neighbors? >> Sure. I here and there I'll have a call and we'll talk through. Sometimes it's

038a lot of questions. I do think we had a lot of rain this last week and I'll be Uh, very honest that including we had water I know in our admin building and and so there was a lot of rain this week, but we're trying to figure out if that if there's any issues with that that we want to look into cuz we want to support our neighbors. Um, I've had some good conversations with a couple neighbors about just um, you know, either whether it's traffic or things like that. Nothing I wouldn't say negative just just usually more just questioning or asking, you know, like what is this space or what's going to happen here? Um, trying to figure things out. There was uh, when the when the hole was created for the underwater storm

039retention and I can't remember if I said that here this here or not, but the um, there were some neighbors I think very nervous that that's where the building was going. Um, and so I was I but it was great and I'm so happy that they reached out cuz otherwise they'd be sitting there going, you know, thinking that and so they reached out and and I said, "Oh, no, no." and I explained it all and I'm like it's going to be a beautiful field at the end. Um, and and they were like, "Thank you." cuz everyone was talking about it. I'm like, "Great. Well, thanks for reaching out cuz please go talk to them." and we do continue to put out, you know, information, but um, we only can share with the community members that

040have signed up to to receive that information, but we do try to get that out to them. >> Okay. [snorts] >> So. >> And then in regards to the referendum money, which is great that it's under budget. Congrats. Um, is there like a deadline end game for when you have access to those actual funds that 85 million that total? >> Yes. Yes. I'm going to look at Bob. We have had this conversation, but I don't want to misspeak and he's the expert, so. >> Yeah. To actually sell the bonds, the the authority expires 5 years after the referendum date. >> Okay. >> So, but once you sell the bonds and you have those you have the proceeds, you have to have a reasonable expectation to spend 85% in 3 years. >> Okay. >> So. >>

041Okay. Good to know. Um, I look forward to seeing what the projects are in the bidding. Also, with it being under budget currently, does the impact of what's happening in the Middle East have anything to do with anything that we have currently with with um, Lincoln and Westbrook and what's been bid out, is there any way of that increasing in any possible way? >> Sure. As Dave walks up to the podium, I am going to Well, I'm going to let you answer. Go for it. >> Yeah. >> Let's see if it matches what I thought I was going to say. >> Well, part of me wants to >> [laughter] >> hear what you were going to say and then you know. >> Uh to date, you know, yes, there's a lot that's been happening. We

042see it with our gas prices and everything else. Um we have not felt that impact in the public sector as much, a little bit in our private. We have a good amount of language in our front end documents, in our contracts to protect from escalation and things of that nature. So, as as of right now, there have been no impacts. So, unless something major changes, we're still heading in the right direction without needing to worry about any of these type of potential financial impacts. >> Okay. >> Exactly what I was going to say. And I was just going to add the the piece that's the estimate within that 81 million is furniture and technology, which we have not ordered yet. We have ideas of what we want and it's not ordered yet. So, we do

043work, you know, closely with our vendors on that and I I I don't have a reason always from the furniture vendors that we've been working with. We met today of having reason to to believe that it's it's out of line with the the budget that we're trying to work within. >> Okay, great. All right, thank you. >> I'm going to hop in. I just want to clarify a couple of items for the audience at home and for the board around the table. So, if I'm understanding this correctly, the suggestions for additional spending, these were items that were going that were on the original plans for these buildings or for the district, but we took them off because we didn't sure that they were going to actually be able to fit in the budget. >> Twofold,

044yes. So, the things at Westbrook were definitely things talked about and at that time, not knowing where we were, yes, that that was the answer. For the security conversation, that was something we were waiting for the security audit. So, it was something we didn't know that information cuz the audit was done I think September. So, it was done after the bids had already gone out. >> Awesome. And also then the um if we do not sell all of the $85 million in bonds, it will not be uh it will impact our taxpayers in that their tax bill will not go up anymore. Is that correct? >> I'm going to I'm going to look at Bob again, but I I might try this one. No, I'm going to stand there. I did Yeah, you might just

045want to stand up. >> I think I think the the what you're trying to say is the the bill won't go up um any more on the bonds from what was originally intended, but I'd be careful saying the bill wouldn't go up anymore cuz obviously on the operating side, you'll still have those increases. So, the exact amount would be is ultimately going to depend upon interest rates, which the Middle East has had an impact on that. Um they have started to come back down though. Um the good news is, but we're not as good as we were just before the hostilities um were unleashed, if you will. Um and the you know, the impact was 714, but I'm we're fairly confident that you're going to be hopefully you know, sub 650, but we won't know

046the exact number until the final bond sale is done. >> That's great. And thank you so much for all of the work that you guys have done, both of you guys behind the scenes and Jason and um all of our um our staff. It's a wonderful feeling to be able to go back to the community and say like, "Hey, we actually are not going to be spending as much as we asked for." It's really it's terrific. So, well done. >> Thank you. >> Jason, on a project or two projects of this size and spend, it's great that we're under today. What type of like roller coaster have, I guess we could talk to the builders, like what type of roller coaster should we expect? Should we once we're under, we're going to be under or

047in 2 3 4 months from now, 6 months from now we're like, well, we're getting we're creeping back up, assuming we don't say yes to all the things that are going to come through in the next couple of meetings. >> So, I mean, I I would say that the the majority of that 81 million is our bids that are already locked in. So, I'm going to look at Dave and and say, oh, great timing. >> Felt it. Um, yeah, so as far as additional fluctuation goes, I mean, we've we've gotten through a lot of the unknowns, so to speak. Coming out of the ground is always what we are most concerned about because even though we take precautions, do soil borings and, you know, try and plan for the best, you never know what you're

048going to run into. And now that we're going vertical, you know, with a new build, there's less unforeseen conditions, so that that allows us to have more confidence in saying that we're not going to be, you know, relying heavily on utilizing that contingency that we still have. So, we we feel good, real good about where we're at right now. And as we continue to push forward, you know, these are real-time discussions that we have every week in terms of the financials, so you'll know if we run into anything crazy, but short of, you know, short of you guys deciding, hey, we want to add a whole addition now, you know, I'd say you're you're in good shape. >> And so, Jason, just a one clarifying here. So, the the budget that we've set for the

049finishings, the furnitures, the technologies, that's a known number and it's up to us to stay within that budget unless we approve different more uh the from the security audit or better whatever closures doors >> So the budgets we set with the furniture and the technology are things that we've worked with our vendors and taking the best estimate. Um we are working with staff um about okay, what are the needs and and working through that. Um but I yes, I I believe we can stay within that budget. >> Yeah, cuz this talks about the construction. When we get ready to furnish furnish the building, that's when we'll probably have another round of >> Furniture is included in that 81 million an estimate. >> I got it. >> Yes. So furniture and technology. Again, it's an estimate.

050We're getting there. We're getting close. Um but at this point, it's just an estimate. >> Great. Thank you. Thank you. >> Yeah, the construction bids are locked in. It's really just what hasn't been released yet or what hasn't been finalized, you know, contractually that is still open to some movement, but I agree with what Jason said. I think we can work with the vendors to make sure that it's within where they need to be. >> Great. [clears throat] Thanks, guys. >> Sure. >> Well, first of all, going back to the construction pictures, which were great. Was that a drone that was used? >> Nicholas has a drone that he uses. It's great. >> Uh you know, the the thought I had other in addition to the pictures are darn impressive is just how absolutely incredible

051it is that this construction is going on right next to like literally right next to a functioning school. And and I think that's just absolutely incredible. And and I I cannot commend you, Jason, and Dr. Gore and Dave and the Nicholas team and Principal Larson and I mean, you guys have done an absolutely amazing job making that work. Uh when I first heard we were going to try that, it seemed a little crazy, frankly, but I mean, it is really impressive that you pulled that off and and I I just congratulate you so much for that. That's just awesome. >> And I just I'm sorry to jump in, but I will give a shout out to really the Lincoln staff because it it's not easy. Um and there are many things and they've been really

052proactive. Um we think this is about to happen, so how do we do it? I was over there the other day trying to help the track coaches and meeting with Ms. Bailey um and they have kids doing um the relays and the running 5 ft and handing in a bit of time because that's the space they had on that day. Um but they're again, they're making it work and they're figuring it out and so this staff really and there are there were days where I know they're they're just they're bouncing. I think that's you know, not happening anymore, I hope. Um but but you know, they've concentrated. They really helped the kids understand and and yeah, I agree. So >> Yeah, it's a really You're and you're right. The the entire staff at Lincoln, everybody,

053it's an amazing accomplishment. So, great >> Guess who's not been so happy? The kids that will not be attending the new middle school. >> [laughter] >> I'd say um they rank in the most surly and vocal and they will stop you in the halls and they'll say, "Whoop-de-doo." >> [laughter] >> And so we have assured them that we will Their needs will be met. There will be and I think with each iteration I've made it more and more grand. I think at this point everyone's getting a pony. Um it started with Popsicle night and I think lately I'm like, "And then you'll get to have a wing named after you." Like just cuz they seem so kind of like abandoned at this point. So we will make it up to them. I know the Nicholas

054team we will be reaching out to think of something quite spectacular for [laughter] those those uh kids who are kind of the seeing it in action but not getting to be in, you know, the glory of being students in the new school. >> Uh and again, amazing job coming in under budget. I think that's incre- again, uh credit to the Nicholas team and and your staff, Jason, for that. I think that's that is great and I think that really helps us >> [snorts] >> you know, building and keeping trust amongst the community that that trusted it made I mean and let's face it they put a ton of trust in us, you know, approving this amount of money and I think it's great that we're rewarding that trust and and I think that speaks a

055lot about, you know, hey, 10 years from now, whenever it is that we we end up having to do this again, we can look back and say, "Look, you trusted us and we delivered. We came in on time, under budget and that's the kind of work that uh you can count on with the uh the District 5017. So, that's awesome. Uh I had just two quick questions. Um the and maybe there's a reason for this, but why there's is there something magical about July as the date that we would sell the remaining bonds? Is that just cuz we're waiting for more favorable interest rates compared to now or I'm sure there's a reason for it. It July is >> Some of it is to make sure we're hitting the levy cycle about right, the seasonality

056from the technical aspect and the municipal bond market June and July tends to be high demand months. So, if you have a choice on when you're going to sell, you know, the technicals are strong. Now, there could be exogenous factors that disrupt what you expect to happen in the market that means the interest rates aren't favorable. And then we also we have about a 10 or 10-month about a 4-month buffer if I recall between then and when you need money. So, if market's not good in July, we don't have to sell in July, we can sell in August or September, but you know, we have that basically that 4 months of flexibility. July is really the earliest we can sell and if we can target that time period, you know, all the better. >> Is

057there this is a silly question. Is there a time limit between when the board approves the sale that you have to sell? >> Yeah, the the unless there's a board election that occurs, bond council allows was window. >> 6 months, okay. >> Yeah, if a board election occurs in there then it ends with that. >> Right. So, we approve in July, you could wait till like December if we wanted to. >> Yeah, correct. Yeah, and then when when just as a reminder, when you're approving that resolution, you're authorizing board delegates to approve the sale, which is the board president, vice president, and and the administration. I can't go out and do it on my own. Yeah, just want to make sure for anybody watching, I want to make sure they understand. >> [laughter] >> We

058trust you a lot, Bob. Um and then I guess the the last and maybe this is more just a thought and I I actually like the idea of hearing from CFAC on their thoughts. I think that's a great idea. Um because I I'd like to hear I mean, I'm willing to be convinced otherwise on this. You know, where my head is on this now, at least me, I would really like if we can give the community some relief and come in under and and not have to sell all the referendum bonds. You know, just given the financial strain everyone is under. Again, rewarding the trust that they put in us. I think if we can do that and and still fund these other projects in other ways, which I think we can, I would really

059prefer that we we go that route. But again, I I think that's a great conversation to be had and I love to hear as many angles on that as we can. So. Thank you and great job again. >> Um also I I sort of echoing what Chris was saying, I I agree to about the sentiment around um if at all possible, sort of rewarding the the trust of the the community who voted in support of the referendum and even those who didn't support the referendum to be able to go back and say, you know, although we asked for this, you know, through doing a really good due diligence process and being able to come in that there's, you know, some relief given to taxpayers. So, I would certainly support that. Also, you know, the sort

060of specific question, at least at the end of the memo, I also would echo that I I would love to hear or again, if possible, get C-PAC's perspective on this. I think it's always good to have another set of eyes, another set of perspectives look at it, so I would certainly be in support of, again, if they're able to, you know, take a look at this and bring something back to the May meeting. Um my only two questions were first about the approximate age of the current Westbrook playground, if you know what that is, and then um my other question was since uh part a portion of the money was going to be coming out of the fund balance, uh and again, maybe this is something that that C-PAC can look at or or whomever

061was, if you don't pull that money out of the fund balance, how does that that impact our fund balance policy? Cuz I assume, you know, when C-PAC put together their projections, it was sort of based on this assumption that we're taking >> Sure. >> $6.1 million out of the fund balance, and if we don't end up utilizing that, how does that then impact the fund balance policy? >> Sure. Uh yeah, we can definitely look at it, and we know that there um there's never obviously a shortage of of need, um and we also know that coming down in a couple years, uh we will be adding staff for kindergarten, and we have plans for that, but you know, everything is a financial projection, so it's you know, but yes, we can definitely look at that

062for sure. And the first question I think was about the Westbrook playground. Yeah, and I can't speak to uh I don't know the age of it, but I can tell you that the park district and I have talked about um a date, because that's a joint um the opposite of Lions Park, it's our land, but we have an agreement with the park district. >> It's definitely over 15 years, it's probably almost 20 years. >> And so they had on their calendar that they had shared with me uh 2028 date, so I would just talk to them about are we still there, where are we what are we thinking? Could we look at 2027 because that's when our construction's happening. So, we'll have that conversation, but um yeah, so it's it's it's done. Great. Thanks, Jason.

063Sure. >> I do have a a question or maybe just a a statement. So, yesterday I had a conversation and asked about um what is happening with the legislation regarding seasonal workers? Could that possibly impact us? I I impact us in terms of um money that we think we will have, but we won't have. Regular budget money. I mean I Do you know what I what I'm >> Yeah, I would I would just tell you in general any legislation that that has a financial impact and there's we see lots that are are um >> [snorts] >> that that are thrown out there sometimes as ideas um and hopefully um that one you know, that would have a a large impact on our district if if it went through. I think the last I heard it

064was I think not um around anymore, but I'm not sure. So, what I we're we'll have to double check on that. Yes, of course it would have a an impact, but I think there are lots of people working towards making it maybe a better option if if that's possible. >> Okay. And and this sale of bonds would this would be the final sales? Th- This would be it, right? >> So, it doesn't have to be. This would be our third sale. I think I think there's conversations that yes, that I think would be the hope. >> Yeah, th- if you if you only do the $81 million of the referendum, this would be the final referendum sale. There's still the $6 million of non-referendum bonds that were authorized, so you may proceed with that depending

065on how you decide to address those other capital needs. >> Okay. So so we could have money to offset any unforeseen um expenses. >> So that non-referendum bonds um yes um can be used for any construction but are for construction. >> Only for construction. >> Correct. >> And the reason I asked is because we were talking about how much money of our how much funding from our regular expenses, our operating expenses, we could move toward supplementing um the the cost of the of the building. >> Okay. Okay. >> What what was it? One one and a half million? A year? >> One and a half yes for 3 years. Yep. >> Okay. So so we may not have all that if some legislation goes through. >> Correct. Yes. If legislation goes through that impacts us,

066yes. But we're watching closely and then we have to figure out what we're going to do about it. >> Yeah. And and and so so I'm I'm the one who like always plans ahead financially. So so um so like 2 years from now I'm like, "Okay, so I will have this much money and that is when I will do the new roof." And then I find out that I don't have that much money and so I do a lot of praying when it rains. >> [laughter] >> I can actually answer the question about the legislation. It has passed um it has come out of passed through the Senate and is now in the the house. There's a house bill that is going on. So there's a lot of um a lot of advocacy and um

067uh work that is being done to help either kill that bill or um make it more palatable to school districts. So it's in process. But, not yet passed. Yeah, so so we just are continuing to be aware of of um the sword of Damocles. >> Right. I guess I just want to ask a follow-up to Pam's question just to clarify. So, the suggestion or the recommendation being that the third sale of referendum bonds is $31 million. Um This flexibility would still be available for that remaining $4 million if the board chose to at some point. So, again, it's although it's our it may be our um we are recommending and determining it is going to Our intention is that it's our last referendum bond sale, but that doesn't mean it doesn't have to be. >>

068Right. >> Correct. Okay. >> Up until November 29th, then the authority expires. >> Okay. So, I just want to just take everybody's temperature really quickly when it comes to um the idea of bringing this before CFAC and getting their recommendations. I mean, I certainly am am for it that their recommendation when we were going through the the referendum was unbelievably helpful. So, I think they would that their insight would be great when we start talking about where this money is going to come from or if it's something the community has an appetite for. So, is this something that we are all good with moving forward? >> Yeah. Yes, ma'am. >> Uh when we present I'm in favor of it, but when we present it to CFAC, please include the possibility of that legislation passing. >>

069Okay. All right. Thank you so much. And Dave and Bob, thank you for being here with us tonight. It's so helpful to have your expertise and your counsel. >> Welcome. Thank you. >> All right, moving on to our technology review. All right, every year we are so thrilled when Mark Feuer, our director of technologies, comes from outside the booth where he works magic. And yeah. This is when we can really throw him off by doing weird things with our microphone because No, I'm just We we won't. But it would be funny if the microphone doesn't turn on because none of us would know what to do. So >> I think we're good. That was a >> With that, Mark is going to >> lead-in. >> [laughter] >> Thank you. >> Take it away. >> All

070right. Well, thank you everybody and thanks for the opportunity to kind of share some of the work that our department's been working on over the last year and some of the things that we have, um, you know, plans to work on for next year. And so I'd like to kind of walk you through some of those updates from the team this year. Starting with some of the summer and fall projects from last year, um, we completed our projector upgrades throughout the district and upgraded our small group spaces over the summer. So that project is done. Um, we're no longer replacing projectors. Um, we will, obviously, have to put the new ones in at Lincoln and we'll talk a little bit more about that. But that was one of our kind of big projects over the

071last 5 years to modernize all of our projectors and get them up and no more bulbs. So that's great. One of our other big projects this summer was replacing our data center. And we talked a little bit about this last year. This was critical network equipment that nobody really gets to see, but boy, it's important. It's basically the backbone of our network across the district. And so we replaced all of our switches at at uh Westbrook, Fairview, Lyons Park. We replaced our firewall. Uh, one of the other things we were able to put in was we increased our battery backups, which again sounds unfun and not exciting, but when you have power uh outages or uh you know, where power drops for a couple minutes, this allows us to keep those all those devices on

072and keep us running. So, it was a pretty good upgrade and and we didn't really have any issues with that over the summer. We were also able to I know there was some question whether e-rate was going to be renewed. It was. We were able to use that funding for this. We're also going to be able to use that funding for the Lincoln and Westbrook projects as well for the new buildings. We talked a little bit about this in the fall. These probably didn't get a chance to show the the new clocks and speakers at Lincoln. So, there they are. They're clocks and speakers to improve the sound in the common areas and the hallways. And I got to tell you I never expected as many compliments about clocks, but the teachers and the kids

073seem to like them. They flash. They give visual announcements as well. So, it was a nice upgrade that we were able to put in. We will be able to repurpose these in other other locations in the district. So, it's not going to waste. Some of them will not go in the new building, but we have some other places that we'd like to put them. So, that project was completed in the fall. One of the other exciting things we did this fall in conjunction with the teaching and learning department was our D57 Academy. And so, this was an opportunity to offer professional learning outside of the school day kind of on high interest topics or technology or instructional topics that people would be interested in. And so, this was one of our highlights. This was our

074teaching with iPads class. We had over 20 people or 20 teachers sign up for this class. It met three times over six weeks. And each meeting with they learned a little bit about the iPad and they were able to go back and actually apply that in the classroom. And then we came back together as a group, talked about what works, what didn't work. And so, they really kind of built up this ideas off of. And in this example here, this is Joyce Kim at Lincoln who was a very big proponent of notability and being able to kind of mark up her iPad or mark up her board from anywhere in the classroom on her iPad. And so that's an example there. So there's a really cool learning opportunity. We plan to repeat this again next

075fall and budget for that. The teachers get to keep the iPads in your classroom as an instructional tool as they work here as a result of that professional learning. And they seem to really like it. So we're going to continue that year. One of the big topics we kind of previewed last year and still very pervasive in the news and in culture today is this idea about screen time and really looking at like how do we use devices and how do we keep kids safe and healthy when using the devices. And so this was really a focus of ours this year to start having conversations about what this looks like and what success could look like in this space. And to frame our conversations we started with research. And we really started with this American

076Academy of Pediatrics. This is moving away from this time-based, you know, is an hour appropriate, is a half hour appropriate, to more about looking at what students are doing when they're actually on the devices and the quality of the and the content of what they're doing. So where where they find, you know, passive scrolling or video watching or doom scrolling are clearly very unhealthy habits, but they're also positive opportunities for kids as well. And so we wanted to kind of take this balanced approach where we're not looking to prescribe minutes, but we are looking to have conversations about how do kids use these devices and what is the best way to keep them safe and healthy. The other research that we looked at was what's working. We looked at from the Organization of Economic Cooperation

077and Development, it's a global organization that looked at hundreds of thousands of schools across the world to look at digital device use. We've heard a lot in the news that you know devices are inherently bad and that can be true in some cases depending on the age and again what students are doing but they also found that moderate and purposeful integration and use of technology does result in in outcomes for students or at least in regards to student achievement. They really focused on that heavy unstructured kind of you know passive use is really being a detriment to students and so with this in mind we we believe that there's still positive outcomes but we really want to look at that unstructured use and ways to eliminate that so that again to kind of find follow

078this best practice. So over the summer we actually looked at our student browsing data from the end of last year. Use a little bit of AI to help with some of the data analysis which was actually kind of cool but we looked at what students were doing how often they were doing when they were doing it. We were able to kind of see patterns regarding on YouTube where traffic was higher than it it it probably needed to be in terms of instructional use and then drilling down even further that sometimes some of that later in the evening traffic was less educational than earlier in the evening. So we took that that information and beginning of the year introduced restrictions to YouTube at home which was met with pretty positive response from many of our staff

079and families. So we blocked YouTube at home we increased the restrictions here at the school and we also implemented the time based restriction. So at 10:00 p.m. the devices turn off. We have had few parents who said that that is challenging but then again when we start looking at what we're actually asking students to do we're typically not asking them to work on homework past that time at night and so we felt pretty comfortable in that that time. We also decided to continue the conversation about screen time particularly the at home component, as part of our grading and homework progress grading homework and progress reporting committee. Woo. Um, I'll say that five different ways tonight. Um, but to use that committee to kind of look because that's the largest driver of why we send devices

080home. Is that we're having expectation of homework. And so the committee also looked at research. We looked at some of the same research around screen time. Uh, we also reviewed survey data from students over 1,300 responses from students, staff, and families. Um, it looked at their open-ended responses and even from there we saw patterns emerging from the open-ended responses about challenges with technology, uh, this idea of like techno-interference or digital distractions at home, uh, really presenting challenges particularly for our younger families. And so we still we then looked at our current practices, um, how much homework is given, how much is on computer. Uh, we reviewed those expectations. And we still decided that again there were there were places that with purpose technology can be a helpful tool to improve outcomes. And we had evidence

081of that. Um, highly targeted skill practice um, was places where students were making progress and it was actually helpful. And so we we determined that there was still positive value to that. So based on the work of the committee we are looking to kind of make the recommendation and we'd like to communicate this out later in the year about shifts to our one-to-one program. So prior to COVID, um, it was take home all the way through fifth grade and then devices were available in the building. COVID kind of accelerated that to then one-to-one for all students. And we've seen a lot of digital content for all students. Our curriculums are online. So access is important. Um, and so we do want to maintain that one-to-one. Um, but we are now looking at keeping the devices

082home through at least third grade. And then having them stored in carts during the day so we still maintain one-to-one access for digital curriculum and digital materials, but we kind of promote that intentionality around the device. Students just don't have it in their at their desk at their will. They have to be given permission to go get it out of the cart and use it for a particular lesson. And so we hope that that kind of helps put some guardrails around some of those experiences. We're still having some conversations with our fourth and fifth grade team to look at and refine those expectations for next year. Uh it may be somewhat similar whether they do a a blended model take home or whether the devices still stay at school. Um we're having continued conversations about

083that and that we determine that that Lincoln students would still continue to take home the devices for homework because many of the assignments were still digital-based homework assignments. And so um that was kind of our recommendation with our one-to-one program for next year. Moving forward, another exciting topic is artificial intelligence. You can't avoid it and I thought this picture was actually pretty appropriate cuz like all products, AI's just creeping around the corner and trying to get in there. And so we've been dealing with a lot of AI overload almost um culturally and even in just the products that we use on a day-to-day, but we at the beginning of the year took the approach to um kind of take the lead in terms of providing guidance for staff. And so each uh at each building

084and our new teacher orientation or new educator orientation, we presented these guidelines to staff around AI use. So we talked a little bit about not to read this is kind of what what types of AI are out there, but then really focusing on this slide making sure that folks understood what can we do, what can't we do, what are some things that we still might need to talk more about. And so at a minimum, the the the most important critical thing that we share with staff is that just we cannot share personal identifiable information of students, of staff, even your own individual self. We don't want you putting personal information in these. Even though some of our apps that we'll talk about are not part of these training models where they don't necessarily share the

085data, we just think of it as a good practice. We want to avoid this as much as possible to to, you know, keep student privacy. Some of the other types of things we have programs that kind of help teachers with lesson planning and lesson ideas, rubric creation, and things like that. And then we also have tools that will do more personalized content, kind of help with teacher materials that they create, proofreading, email support is a is a big use. And again, like rubrics as well. We covered with staff again that that student privacy is paramount. We also explained that it's not always accurate and there may be bias associated with these tools. And so folks to understand that and to use that carefully and to be critical of the content that AI puts out. It

086can be overly confident and usually can be wrong. And so making sure we understand that or checking that information is pretty critical. We also want to make sure that people weren't putting in copyrighted material. And and we also wanted to make sure that they understood some things to look for around plagiarism. We don't necessarily use third-party tools because their reliability is not very good and they tend to have more false positives than negatives. The last thing that was again critically important with our staff was we said this is a good starting point. I use AI pretty often and again it's a starting point for me because I typically find things that are either wrong or I don't like or I want to make sure that the the content of is coming from me and not

087a computer. And so we really try to reinforce that like it's a helper but it shouldn't be something that goes out to families without you looking at that. And then these are just some of the tools that we have available in the district. So we do pay for as part of our Google Workspace. Google Classroom has some AI tools that help teachers with some lesson generation, some ideas, and some other resources. Google Gemini, if you're familiar with ChatGPT, is very similar to that. It's a chatbot that we have as part of our district subscription. As part of that subscription, we do have I don't want to say enhanced privacy, but they are not necessarily allowed to use that data for training purposes. So it is a safer alternative than necessarily like using ChatGPT off the

088street, for example. Parent Square, they're they're going to be putting more AI tools for staff in terms of content creation. Canva and Pear Deck also have AI tools as well. And then we have some free tools that are available to staff and that still fall within our SOPI agreement. So all of these still have to fall within our our laws, which is SOPI, COPI, there's a bunch of them, but we we still want to make sure that any of them that we're following their terms of service and that they're age-appropriate. So most of these what you're seeing here are all staff tools right now. And that's where we started this year. Looking ahead with AI, we talked about this idea of starting with cautious exploration. Cautious is still important, but we want to make that

089shift now to more of a strategic and measured integration. We can't avoid as much as we might want to in certain places. We can't avoid AI in some spaces. So we want to make sure that we're training people not just on AI in general, but that we can really specifically look at the tools that have these features and train on that. So for example, some of our curriculum tools have some AI features for staff and we want to train more specifically on that. So we're kind of narrowing the focus on some of our AI training next year to be more focused on actually within those apps and tools versus more just conceptual or general AI knowledge. And then moving looking forward to next year, students don't have access to chatbots or anything like that, but

090they will have and there probably will be spaces where some of our curriculum tools have some AI features that are again kind of walled gardens by the teacher or features that don't necessarily allow them to do a chatbot, but are still AI. And so as we move forward, we're still going to limit those. It still has to be approved by the district, follow the law and be authorized by the teacher for use. It's not something that a kid just independently is going on and chatting with. It's an app or it's a resource that the teacher has set up with kind of limited um limited access to other AI pieces. It's very specific what it does. And so that's that's a little bit about where we'd like to go with AI next year um to kind

091of continue to slowly move forward. We're not all in, but we recognize like there's absolute value to some of these tools and we'll go do that again cautiously and strategically. The other really exciting topic is cybersecurity. Um it definitely keeps me up at night. Um it keeps Steve up. Uh Steve, our network person who loves reading these blogs and sending me text message of every uh critical update that needs to happen, but it's so important because we know in this world cybersecurity continues to be um an issue for school districts and organizations and individuals. Um and so we wanted to share some of the steps that we've taken this year and what we'll do um moving forward. We partnered with the LTC, which is the Learning Technology Center of Illinois, to do a cybersecurity audit,

092um which basically consisted of like a 6-hour interview. We provided um schematics and resources to them and went through a series of about 50 questions to kind of look at our network, look at best practice in the industry and to determine where we're at. And so, some of that is more technical and some of that gets into um not necessarily vulnerabilities, but more specific security pieces. I want to give you a broad overview of kind of the outcomes of that audit. Um the audit found that our cybersecurity is strong. The enterprise tools that we have that I talked about at the beginning of the slideshow, those are devices that are going in Fortune 500 companies. We're we're buying the best tools that are out there. We're buying the the best products that are out there

093to keep in our network. Um our endpoint protection and all these things. We're buying enterprise grade um software and hardware. Um our networks have uh seg- segmentation, which sounds really fancy, but it's basically a way to say Steve does a great job making sure our student device can't talk to things in the building. And so, we separate out the networks so that some devices can't talk to others and that they should only talk to what they do. Our our um air conditioning controller can't be hacked and have access to our critical infrastructure. And so, we set up those guardrails through this network segmentation, which is pretty advanced. We also talked about our backups. We have onsite, offsite backups, cloud backups. Um we have endpoint protection. We've moved to multi-factor authentication. We proactively monitor um for

094vulnerabilities. And we didn't have any major vulnerabilities. Our next steps are not necessarily problems that we have to fix, but opportunities and steps to move forward and kind of keep being um on the forefront of security. So, we're prioritizing some of those recommendations, already doing those. They're things like tightening authentication policies, increasing data retention policies, kind of boring stuff, but just important to make sure that we have in place so that A we're keep protected and B if something does happen, that we have the redundancy and that we have plans in place um to be able to keep running or at least have our data keep stay secure. >> [snorts] >> Um, we do want to budget for it's a there is a going to be a cost to it. It's not terribly expensive, but

095we're going to budget for what's called a penetration test, which is basically like a simulated cyber attack. And so, we're going to have an outside third party do that. We're hoping to do that next year. Potentially also followed up like what's called a tabletop exercise where we actually go through our cyber security response plan and say what happens if there is an incident, who does what, how are we moving forward. And so, those are going to be some of our focus for next year as well as continuing to focus on fishing. It seems silly, but it is one of the largest vulnerabilities to any organization is unfortunately people and you've seen those messages. They're getting really sophisticated now with AI and very specific. They find your website, they see who is accounts payable and they'll

096talk to that person like, you know, I'm so-and-so and I need my bank account change. And our group has been really great about catching those and bringing those up to us, flagging those as potential spam and fishing. So, we work with our business department on this quite a bit just to make sure that they're understanding and aware of like what types of risks are out there and who what these look like when they receive them. But they are they are pretty scary and so, what we want to do is continue to build up some of that fishing and maybe have some next steps around that in terms of training if folks our click rates have been pretty low, but now we want to actually take that to the next step and ask people to put

097if they put in information, we want to follow up with training on that. So, we're looking to expand that for next year. Parent Square Pay was one of our other projects at the beginning of the year. With this is our soft launch and to be honest, it initially felt limiting. It was a brand new product as of July last year and we got it in August and we said, well, let's try to make this work, and we'll try to figure out like where this actually fits and what it could replace." And so, we did need some time to explore, and it did force us to change some of the ways that we thought about how we collected forms and what types of things would be really good with this system. To be completely honest, it

098it it doesn't meet all the needs of some of our event management or ordering, and so that was a bit challenging up front. And so, we continue to work with the school offices, PTOs to find different ways that they may be successful in using this, but we've also been having ongoing conversations with Parent Square. We actually just met with the product manager Wednesday, so yesterday, about just our experiences. They've implemented some of our suggestions around reporting that seems really lame, but were kind of important features to have from an accounting standpoint. And so, we've been actually pretty positive about those meetings. And so, we have a couple things that we've asked for, and they've already made some enhancements. So, my plan is to kind of go back and work with the PTOs and our school

099offices will train in May to really look at here's where we think this could work, and here's where it's still not might be working for everybody. But we feel field trips and events and invoicing have gone well, and those are the statistics just so far this year even in the soft launch. 33 or about 33% of parents have paid made payments using this this year. We've collected over $50,000, and you can see it's a mix of post payments, which are like field trips, or invoice payment, which might be fees or club fees. So, we're happy with how it's going. We know that it works, and now that we kind of know what works best, we're going to work with our school teams, and then I'm reaching out I'll be reaching out to the PTOs to

100have further conversations about how we make this even better for next year. So, our hope is to replace ePay as our fee payment platform moving forward and using the invoice and the field trip forms in Parent Square Pay for our fee collection for next year. Last last slide, just some additional projects and things that we're working on for next year. We did this last year and it was a pretty good success. We're going to continue to do it this year. I bring my team, we go on a road show and we work with each school and kind of meet with them, share what we're planning for the year and ask questions and answer questions and get feedback. It was great for my team to be able to hear from folks and I think vice versa

101that we were able to kind of talk about, you know, what we were planning and again given an opportunity to say how do we make this successful? Like what what do we need to do to to make this work? And so, we're going to do that again in the May this year to get feedback and to kind of share the next steps around our take home policy with staff. We're next year we're also looking to conduct a review of our supplemental software tool. So, as part of that screen time, we want to be able to get a team together to really design ex- not expectations, but design criteria that we can use to evaluate these apps. What are we looking for out of these apps? What what does success look like and how do we

102know what that looks like? And then to be able to take that criteria and to start looking across the board at the apps we use. So, there are definitely people have are very passionate about some and and not so much on the others. So, we expect some spirited conversation, but I think having those um you know, having having that criteria up front and being pretty transparent about where that came from and looking at research and looking at data and again saying what do we want to have happen here? Keeping that screen time component in mind. Like what does that look like? And so, that's going to be starting in the first half of the next year, we'll probably get some survey, focus groups. We definitely want to talk to kids and hear their opinions too

103about this. And so that'll kind of be a year-long process by which we start evaluating some of the tools that we have. Jason stole my thunder on the Lincoln stuff I with all of his pictures. I can't really add much to that other than we're next year we'll probably get pretty tight as we start getting putting that technology into the building. So Jason and I work with our vendors and Nicklas and our architects and we have again a plan for all this but we haven't purchased it cuz obviously it's a little bit further out. So we are kind of anticipating that will take up good amount of time as that year progresses and then obviously the demo the demolition of Lincoln getting hardware out of there, planning for that. So we expect a lot of

104fun in that department next year. And then lastly just more of a an FYI will begin a process to look at our website for next year to comply with the new web content accessibility guidelines that are mandated for next year. We will most likely change parts of our website just to I can pretty guarantee that we'll have to change some stuff on that whether we change vendors or not will be part of that review that we do. So we'll probably collect some information, how is it working for families, does is it navigable, what things do you really want to have on there and then be able to plan and design a website that we're hoping to launch at the beginning of the school year for 27-28. I think that would be a nice kind of

105grand opening for everything if to me it all goes to plan. And so those are some of the projects that we have for next year. Arthur, any questions? I know that's a lot of information. >> Okay, going to start with Oh crap, what was I going to start with? Um Crap. Uh okay, we'll go with the AI since I I've brain farting right now. Um oh no, screen time. I love the idea that you are keeping the um devices at school for up to third grade and maybe potentially fourth and fifth depending on how that goes. But, I think it's great because like you said, you know, they're using that screen time to maybe instead of go and play, uh explore, do do other things. And so, I think that's a great idea and they're

106young. Um, AI, I like the cautious exploration. I always kind of joke, but I'm not really joking. I'm a little anti-AI. Um, cuz I feel like it's taking over a little too much and it's great to see that you guys are seeing this also and that you're trying to do it a very methodical way and I and I like that. Um, so thank you for all that. Appreciate it. And the cybersecurity, do you have a backup for your backup? I'm just kidding. Um, but no, you're planning and it seems like everything is you got you got your ducks in a row. So, thank you. Well, I think Eileen stole my thunder a little bit. I was also going to point out um >> [clears throat] >> my pleasure at hearing the plans for, you know,

107maybe revising or reconsidering some of uh our technology use in the lower grades. Um, you know, I remember pre-COVID we were at a point of starting to think about exploring expanding one-to-one beyond fifth grade and then COVID and suddenly now everybody needs a device cuz otherwise how are we going to do school? Um, so, I'm glad that now we're in a place where we can really be more thoughtful and less sort of reactionary about what are we doing with these devices and are they impacting home life and all of that? So, I really appreciate um that sort of new plan for moving forward and hopefully that creates a positive impact for our families. Uh with regard to AI, >> [clears throat] >> um unfortunately, I think you're right. I think it it's going to reach

108a point where it is unavoidable and if you don't know how to use it and especially how to use it safely, that's going to be more of a problem than interacting with it in the first place. Um but I'm curious as that sort of aspect starts to move into the the student realm, and as we're, you know, building up to training students to interact with various AI components of the apps that they already use, um I don't know if you have a sense at this point of like what level of parent education is going to be involved in that, or if there's a contemplation maybe of at least in the early phases of like an opt-out option for students. Like parents say, you know, I don't want my kid to use anything that has to

109do with AI right now until, you know, maybe I understand a little bit better about what that looks like for them. >> Yeah, I think that's a that's a an interesting idea. I think, you know, what what will be helpful over the summer is for us to kind of get together and identify like where those spaces are. I think if we can get in front of that and be transparent about like our purposes and have that communication. Like I think that'll make that experience much better. So, as far as like the the training component and having, um you know, we we talked about a parent meeting. Um my group said spring is kind of busy for everybody, and they were looking at doing something in the fall next year, and I think that would kind

110of be well received. It'd probably be a webinar just so that we could get it to the district. Um but there does seem to be an interest to just again have an understanding of AI, what what is an impact, you know, obviously what what does it look like outside of school as well as kids are um exposed to it or have access to it. Um so, yeah, I think having that training component, and then making sure that we are either communicating that or having some mechanism by which parents are informed of what that looks like. Yeah. >> Yeah, and I think that's a a good point, you know, in in the micro sphere, you know, we as the district are when truly only responsible for explaining what the students' interaction with AI is while they're

111in school. But from a wider community perspective, I think it would be helpful to have some opportunities for parents to interact with some of our, you know, district tech experts just to be able to understand like what even is this and how could my kid be using it even if it's not on a school device, even if it's not part of a school project. And I think just given, you know, at least from my perspective, we're sort of in the early phases of of AI and sort of learning more about its functionality. And even in this early phase, like there have been problems with young people interacting with these chatbots and various other things. Um so, providing an assurance, I think, from the district perspective of like that's not the thing we want your kids

112to do, certainly not when they're in school on a school device. Probably in general is probably not a good idea. Um and just really clarifying, you know, what as a district we would be asking or encouraging the students to to do with this technology. >> Yeah, that makes sense. Mark, thanks so much for the very comprehensive um report here. I have a number of areas I If I go too long, just kick me or something. Yeah, something. On the screen time piece, you mentioned that you're using AI tools to look through the server logs of what the children are accessing to make better guesses and judgments on what to do, what not to do. I would find it fascinating, and I probably am in the minority, but I would find it fascinating as a parent

113if I could see what my child's logs were. And then give me and my partner the opportunity to say turn this one on, turn this one off for my child for their laptop. Now I have to do it from my home router, which is fine for us, but not probably scalable for every home in the district. So if we do have these logs, if they could be made available for what my child uses on on their laptop, I think that would be something interesting that I'd love for us to explore. Maybe it probably some sort of opt-in and you'd send some sort of CSV or something. I don't know what it would look like, but some sort of way to interact with those logs because sometimes they take the laptop and I don't see them

114for half hour and then I come in and they're like, "Oh, I was doing Cougar Sheet." I'm like, "For half hour? Like I don't think so." So it's if they're if you are grabbing those things and storing those things in a log it'd be interesting if parents could see what their child's um web report looked like. >> The log might be challenging, but what we do have and maybe this is again an opportunity for just a little [clears throat] bit more information for families. GoGuardian Parent does allow for control of the device at home and does allow for um I don't know off the top of my head and I'd have to check that whether or not it tells you a list of what the student is doing. So that's the only thing I don't

115know and that's a good suggestion. Let me look more into that um cuz that could be one opportunity if it does do that. It seems to kind of meet both those needs of that control part, but also the reporting piece as well. >> This is the first time I've ever heard of GoGuardian Parent. So if there is a parent application for me to be able to log into, perhaps it does solve many of the things I was trying to ask for. So that'd be cool if we could learn more about that. Um Okay. >> Great. >> Um I want to jump down into your cybersecurity piece. I would highly highly recommend that the board approve as fast as possible the budget to do a penetration test. Um everything that we saw here is great knowing

116that an outside firm has tried a pen test and seeing in closed session what the results are similarly to what we do with the secure the physical security audit. I think I would I would highly recommend we not wait till next year and do it as soon as timing and budget allow for. That is the very next critical piece in this whole equation. So, I'm happy to see it on the board I'd on the sheet on the the presentation. Would love to figure out a way to bring that up. I really was encouraged by what you were talking about in terms of the pen test, the social engineering, the fishing work. I wonder though what we are doing for staff in terms of teaching them about the social engineering part. I imagine you're segmenting devices

117for students and teachers and applications and and air conditions and such. What about though those teachers that are on the network and they have their email on their device. I imagine we're not giving devices to we're not issuing devices to every um parent excuse me every uh employee, every teacher, every admin and so they're on their device they open up Facebook, they click through or something or other, they open up an email, they've been fished and now they're on the device and now they have access to their school resources. So, my question to you is how are we segmenting the staff's devices away from critical core data? >> Yeah, so for the majority of that would fall under the endpoint protection. So, we use Sophos and so each device there's multiple things that Sophos does.

118It looks for malware, um it also does some limited like not filtering but alerting of suspicious sites and whatnot. So, I actually have a I had a product that got flagged that I was upset about. I'm like, "No, it's actually a good product. Don't don't flag that." Um but the endpoint protection is probably the more critical part in terms of the network security. Where the other component is is access control on email accounts and student information. And that also is a pretty critical piece. And so, we spent time, again, implementing the multi-factor authentication, segmenting uh uh um access policies that basically it's need to know um so that nobody had Nobody should have access to the more data or information than what they would need in their role because of that. And so, those are

119two of the things that we're doing to kind of mitigate both um you know, both from the data perspective, but also from like the network security perspective. Does that kind of make sense? >> Yeah, to repeat it back, um there's a decent amount of our back role-based access controls happening so that certain employees can't access certain resources and therefore they'd get blocked at the endpoints. >> Yeah. >> Okay. >> So, like there are built accounts ability to do data exports and those types of things are pretty limited. >> Okay. And then on the MFA part, any thoughts to move to more of the biometrics and passkeys to even just get ahead of where threats are coming in terms of being able to get through MFAs? >> Biometrics in large, maybe not as much, but the

120devices that we purchased the the MacBooks have the fingerprint IDs. And so, we do allow the passkeys as a way of like that multi-factor authentication. So, whether whether we're using Google Authenticator or a third-party authenticator, um whether we're using the passkey, or we're using SMS, um we give staff the option. We also have I think one or two YubiKeys in the district that folks also use for that multi-factor authentication. So, we give them a range to to pick from in that. >> Got it. And then um last piece on the cybersecurity for me, I wonder though for some of our um superintendents and assistants, those that have access to those those our back rows that have access to a lot more things. Do we encourage a separation of like your unique devices so that you're

121only logged in to school issued laptops and phones for school issued needs and not combining the needs because that's what we see in the private sector where CEOs of my major companies will have two separate phones. One that is entirely for their work and one that is for their not work and then those things really have a physical separation of duty. Not to respond cuz I don't think that we need to let everyone know what the infrastructure looks like but something to consider for those that have those really elevated privileges really getting separate devices so that accidental fishing and other click links and clicks and sites don't get into the ecosystem would be something to consider. >> Yeah, it's definitely it's definitely a consideration in terms of the you know, even the those I don't

122want to say the cyber security experts but the folks that we worked with would even say that there's always a balance of that convenience and security and trying to find that right fit. So all that makes sense and sometimes that does create additional barriers that may not necessarily they may make us more secure but they put a lot of barriers in. So it's finding that balance which is tough. And we've had different conversations about not specifically about like segmented devices but just that importance. Does that kind of make sense? I but your points are well taken. >> Mark's pretty strict with what we he even lets us have access to. You'd be you'd be you'd be pretty comforted to know that even those of us with higher titles we really can't get into much. There's

123I'm teasing I'm teasing. No, I and it's a good point and I really do have to just acknowledge how thorough Mark and his team you know, Steve his teammate does so much behind the scenes and really work seamlessly with Mark and he is so passionate about this that which is just so awesome because it takes an earnest and deliberate desire to keep wanting to learn this and not kind of sit back and say we're good. You can probably tell and those of us who worked closely with Mark know he's not the kind of person that you know assumes everything's fine. He's going to verify that we're doing everything that we can and so much of it is really training us as the people of the organization and leveling our awareness and skills up and I

124think I I don't mean to put words in your mouth but I think you've we've made you pretty proud with some of our progress over our fishing. Some of us have clicked on things years ago that I am now suspicious of everything and anyone and even my own you know loving family can email me something and I'm like you're just a fake. This is what do you want? You're trying to break into the district. He has trained us to look at everyone saying is this a fishing attack? So >> We we definitely We don't get tired of people like sending us is this fishing emails and and generally we will give them that answer but I much rather than that than have people just clicking on things. So >> Yeah, if anything you've trained us

125to probably send you too much and then he's like no this is fine. Please respond to this person. >> I've got some good canned responses. >> Yeah, sometimes we hope they are fishing and he said nope reply. This is a real this is a real email. So >> Just as a thought exercise though if you were at Starbucks and you left your phone there and someone was able to unlock it. What's the worst that that person could do if they meant to do harm? And that's what I'm trying to drive at is you wouldn't probably not bring your District 57 phone into Starbucks. You'd leave it in your office or that's that's what I'm trying to >> Understood and not at all to dismiss it but just to reiterate the importance of it and to

126assure you that Mark it shares your level your of heightened thinking around it. So actually you two should probably go out to lunch because it would probably be fun for the two of you to exchange just your knowledge around this topic. So. >> Cool. And then my final comment outside of all of the cybersecurity is the AI. Um I am early adopter all in professionally, personally. I think we um should consider how do we continue to train uh and level up our staff. And if we think that the students don't already have multiple agentic LLM ChatGPT-like uh on their phone taking pictures of their assignment and asking it to solve it for them, we are wrong. They are absolutely doing that. And so, just I don't think um I think we're all nodding our heads,

127but like it's it's already in the classrooms. And so, the more we can play around with it ourselves, the more we start to recognize, "Oh, weird. Everything starts with an emoji. That seems like an LLM response." Or these are not words that my students is usually use. Something is up. Like their vocabulary is very different. And And I think only when you start using it do you start to understand it. I I like to compare the right now with LLMs and and ChatGPTs with the same um level of excitement that folks had when the iPhone first came out. Like the internet in your pocket? Like what could we possibly do with it? And that's really what people are starting to think about now. And so, again, thank you for this very comprehensive and would love

128to continue the conversation whenever appropriate. Absolutely. >> I have lots to say. >> [laughter] >> So, I'm on several uh nonprofit boards, and one of the board members on one of the nonprofit boards, all of the emails that I receive from this person are written by AI. And you can tell because they're very oddly worded. And and And [laughter] it's really odd. I mean, you know, you're looking at it like how do I answer this odd question that has no relevance to anything? Um, one of one of the uh places that I've worked before COVID had a ransom virus that destroyed all of the cataloging of our of our um our collections for 6 months back. The ransom virus came in after midnight through the HVAC portal because the HVAC uh access portal had not

129been as you say segmented. And [snorts] it we thought we had backup uh that backup ran every night and 3 months going back by the IT department discovered that it hadn't worked longer than 3 months. So, everything that was cataloged, everything that was stored, all gone. We were able to restore it 6 months back. And it was um it most of the employees did not know that, but I was in an upper upper echelon and and knew that and it it was it was like horrifying. Parent Square often comes up in our PTO meetings um with questions about well, how do I do this? And at one of the um most recent PTO meetings, it was said that that's not possible to do it that way. If I remember correctly, it had something to do

130with fee waivers and parents paying. >> Yeah. >> And so, um the PTO people were assured that you were working on it. Yes, and that it was something that just wasn't um amenable right now. But maybe next year. >> Yeah, that's actually that was the kind of one of the subjects of our conversation with parents Corey yesterday was specifically around the fee exempt or fee waiver students and how to handle that. And so it is challenging to do that in a way that respects privacy but also makes it very easy for the families to access and and to sign up for things. And so they've been responsive. We kind of wondered like how did you guys not who isn't anybody asking about this? And they're they've gotten quite a bit of feedback on that. And

131so that is something they're working on. We're kind of curious and interested to see where that goes cuz we said that would be a very important change for us to move forward for next year. So we're optimistic. >> It it would be very helpful for the PTO that I represent and and I'm sure for other PTOs, too. I have a question. How what is the cost on that penetration test? >> It's going to be and may depend. I'm I'm looking anywhere between like 5 to 10,000 dollars for that test that generally is what I've seen but it depends on our vendors. We have a couple of vendors that we work for that kind of support our network already. We'll reach out to them and kind of see where where they out in pricing. And then

132I'll also we work with the other area school districts who who have done similar tests. We really hope to go with CISA which is the US cybersecurity. And so that kind of fell apart. And so that's kind of puts us back more into like the private sector the managed service providers to do that type of testing for us. >> Okay. And I'm just going to say I have Google email. I have like five different Google emails for for my um I separate my my emails depending on what nonprofit it's it's for. >> [snorts] >> And one of one of them is AI Google. Uh whenever I'm typing an email, I get this little pop-up that says, "Can I help you do that?" No, no, just leave me alone. Go away. [laughter] I know there's a

133setting. I have to find the setting. It's just um It's annoying. Um and I think and I last week there was a something about the FBI caught some kind of major cybersecurity breach. I mean, we're always hearing those things, so the penetration test would be good. The sooner the better, as Alan said. So, I think I think that's and you mentioned Sophos. What what What is that? >> Sophos is a brand. Um they they have different security projects. One of their products, again, is what we call like endpoint protection. So, think of it as like fancy antivirus. >> And and it's S O F O S? >> S O P S O P H O S, I think. I think that's right. >> Okay. Thank you. That's all. Thank you. >> Thanks. >> I just

134want to comment real quick. I would strongly like consider going with a firm not the ones that built the infrastructure to do the pen test. >> I agree. >> Okay. And then also, if possible, to do it inside the building, like a version of it where >> they've gotten onto the Wi-Fi and then see what they can access because that's the two major vulnerabilities. Folks on the outside trying to do harm or be curious, and then folks who have already on the network and what what they can access. >> Yeah, and the and the other part of that, too, is we I think we want to also do it when school is in session just to simulate kind of a real-world network experience versus like doing it during the summer. So, that's kind of where

135we were thinking that timeline. >> I think Alan asked about three quarters of the questions I had, so I'll I'll be brief. But thank you, Mark, for a great presentation as always. We always look forward to this. I think it's every every April, I think, or close to it. >> Feels like it. >> Um it's interesting. I'm I'm probably dating myself here a little, but you know, the conversation around AI reminds me a lot of when I was in middle school and high school when the internet was first being developed and everybody was afraid of it then, too. And oh my god, kids are going to be using the internet for school. What do How are we going to control this? We got to stop it. And you know, and I think, you know, just

136like with the internet, you know, AI is a tool. And like any tool, it can if it's leveraged properly, it can be a game changer. And like any tool, if it's used improperly, it can be really bad. So, you know, I I think the the approach you're using is is a is a prudent one, which is you know, we're not going to say, "Oh my gosh, AI is terrible. Let's shy away from that." And you're not saying, "Let's go all in and just become, you know, AI school district, right?" So, you know, I I think I think it's important for us not to be afraid of it. I think leveraging AI properly, again, is a game changer. And you know, just like companies who refuse to leverage it properly are going to be left behind

137in 10 years, I think the same could be true of us. So, I I just I want to make sure we don't think of it as, you know, a bad word or a bad thing or something to be afraid of. I think it's something that we need to be educated on and have our staff and families educated on and then use properly. Uh because I again, I think it can be a big game changer for us if we do that well. A- And to that point, I and I probably should know this and I didn't look this up, but do we have, and I guess I'll ask the policy committee, do we have a board policy around AI? And if we don't, should we? >> There um there is a board policy that requires certain

138elements um to be done in terms of I I don't want to and if you if you have it in front of you, it speaks specifically to the requirements of the school district to have an AI plan, to provide AI training, to have language about student use. So, that's something that we plan on adding to the handbook, just a very kind of short snippet about just kind of what we talked about today, that students would have potential access to AI under the direct supervision of teachers to the school. So, I I I feel like without knowing the exact policy number uh on the top of my head, that we're addressing those issues that are required of us. >> 6:235, access to electronic networks. So, press has what we've approved, so. >> Okay. >> And yeah.

139>> Okay. Yeah, I I think that you know, because that's changing so quickly, that's one of those policies we probably need to revisit fairly frequently, right, if not yearly. Um and then I guess the the other comment I'm going backwards in chronology to your presentation. I I'm I'm sure I'm in the minority here on this. I I would be a little concerned and I I I'm all for, you know, kids in the in the lower grades not bringing their devices home. I think that makes perfect sense. I'm not sure I'm as big a fan of that at the higher grades, you know, four and five. Um you know, I know my fourth grader uses her device almost every night to do IXL and other things and you know, I I understand the the sentiment about

140wanting to make sure kids are not on the screen too much, using it for the right purposes, but I I would be a little worried with a broad brush policy, we're just eliminating this for I know we're not suggesting that yet, but but it was kind of hinted at. And I and I guess for me, I think to some extent, you know, the the onus is on the parents or guardians or or the responsible adults in the house to make sure that you know, their kids and students are using these things appropriately and you know, so I I would I would not be in favor of us going too far down that route and again putting the onus on the the adults in in the house to make sure that you know, the students are

141using devices appropriately. So, um like I said, Alan asked the rest of my questions, so Good job, Mark. Thank you, as always. >> Thank you. >> Bridget, do you have any questions? I have two questions. Um what are the thoughts of uh how we would address e-learning days if we were keeping devices at school? >> So, that's a great question and will be followed up by the reconvening of that committee to kind of look at what that would look like, what requirements we have, what that would actually look like in practice. So, um I know um Dr. Vander Haar, we were talking about bringing that committee back together once the homework uh committee had finalized their recommendation and then having that conversation around what that could look like. >> Yeah, especially since we're, you know,

142our emergency days are um going to be e-learning days past a certain point. And um there's also legislation going through the house, if I'm not mistaken, that makes um e-learning an option for election days, rather if the schools are used as um polling places. So, that's one of those things that's kind of out there. Um my other uh it's a comment request rather than a question. Um I know at some point in the past I was given an opportunity as a parent to um learn more about GoGuardian. Like I was informed by the district that was, you know, something that I could do. But, I think it would be helpful individually to me and I think to the parent community as well if we can get an additional or an introduction to GoGuardian as it's

143not something that is widely known as a tool and would be helpful to kind of refresh our that this is something that we have access to. >> Sure. I I think I can work with Heather to work on some communication. I think we do have things at the beginning of the year, but as often happens at the beginning of the year things get lost and so maybe changing up that timing a little bit and maybe doing it at more frequent intervals throughout the year could be helpful reminders for families cuz I definitely understand where that can happen. >> That's great. And also I'm really glad Alan that you know about this stuff because you can ask questions that I don't. Thank you so much for your diligence and the comprehensive look at all of our

144technology. We appreciate all the work that you've put in. >> Thank you. >> All right, moving on. Student Advocates and Alternative Learning Opportunities Program. >> Good. Hi everyone. Included in the board packet there was a memo about the Alternative Learning Opportunities Program or ALOP, which is a program offered through the North Cook Intermediate Service Center. Um which we're just really really excited about. It would allow us to have two student advocates at Lincoln Middle School next year. Um and they really would fit into our existing multi-tiered system of support structure to support students that are at risk for failure. And that doesn't necessarily mean failing grades, but that are at risk to not be successful in school. And the advocates are able to offer a variety of services that um might not as easily fit

145into our existing structures. One example of it is that they can do home visits. Our social workers and psychologists or administrators can go on a home visit, but they actually through North Cook have a mechanism to help get the student to school after the home visit. So right now if we were to go to do a home visit first of all it means several of our staff members leaving the building. And then when they get there we'd be relying on a parent to follow us. We would not have a staff member obviously drive the student to school. But North Cook has a contract that would um provide transportation um through a safe measure to get our students to school after we've done the home visit. That's such an important component of that. That's one example

146of some of the work that we know that our advocates could do um to support our students. So the way the program works is there'd be about 30 students on the case load of an advocate and they'd be there to support to make an individualized wraparound plan to support the student in conjunction with the parents and the school team. Um and really work with students on maintaining success um on reaching success and maintaining it. It's also really cost effective program. It would cost us about $38,000 in year one and then after that it's a very small fee. It's about $350 a year um per advocate. So to us it seems like something that we want to try it and we know that our neighboring districts have had really good success with it. The data that

147um that North Cook would release to us included that 97% of administrators found the advocates to be effective or highly effective. And 90% of students found their advocate to be a safe person at school. And 90% isn't it's very high. You'll have to also remember that this includes high school students. This would have been are also part of the advocacy program. So, we're excited, and I want to answer any questions you have about it. Kim. >> Um I noticed the recommendation, if if I read the memo correctly, was for two advocates. >> It's how their program works um through through our regional office. They believe that two advocates working together is the best way to serve needs, and they also thought that given, you know, they've got the formulas, given the size of the school,

148the two advocates was the right number to kind of make the impact we'd like to make. >> And then was the the idea for the caseload 30 per individual? So, we're talking about 60 students overall? >> Yeah. >> Um I guess I'm just curious as to what our level of need is and whether we have the students to fill out a caseload. >> We do. >> Okay. >> I mean, not we don't have 60 students that are failing classes, but we have 60 students that are struggling with behavior, struggling with attendance, and getting to school regularly, maybe struggling with work completion to the point that it builds up and they get behind and behind and behind and then have the opportunity to catch up. So, these are all things that the advocate could work on

149um as well as obviously grades. >> Okay. Uh and I'm curious if you can speak maybe a little bit more detailed in terms of like the background of training and experience of these advocates. I think from the um like the introduction information that we have, it seems a little >> [snorts] >> uh broad. Like it doesn't seem like there's a particular course of study that's required or anything like that. >> It isn't. These are adults in the community. Um one of the things that's really neat is that they try to match advocates to, you know, we'll have the opportunity to interview and choose advocates that we think are a good match for Lincoln, but often they're people of color. There's a percentage and I don't know what it is. It's not in the presentation of

150how many their advocates identify as a person of color. These are people that have really wonderful lived experiences and are experiencing success and are have through the training through North Cook are able to kind of share that with our students. Um they have to have an associate's degree, but it beyond that it's going to be a little bit variable. Um what I can share is that they do a full month of training. So, they come in and and they start in July and they spend the month at North Cook doing a variety of training on a variety of different topics. And then every Wednesday afternoon, they would leave Lincoln to go to North Cook to do continued training. So, there's a really really heavy emphasis on professional learning for the advocates through the through the

151um regional office. >> Okay. Thank you. I appreciate that extra information. I like that if that if um things go well, that you could bring it to the lower grade levels. And that's important because you want to catch the students as early as possible for intervention. It's so very important. >> So, the current um approval is through fourth grade, but North Cook has actually requested through the state to start it as early as kindergarten. So, if that were to be approved, we could start it as early as kindergarten. >> I'm just going to add that with Head Start right now and with um some of our similar programs like Head Start that are federally funded, we really do need to pick up um where that funding is uh leaving us and um and and not

152wait, you know, to to look at it and um and to be ready to step up and be the safety net that the federal government is not going to be. >> Ellen. >> Can you help us understand what the day-to-day would look like for one of the advocates? How much their time they're spending with in this example, 30 students or less? And just like what the day-to-day looks like for what the advocate would be working on? >> Yeah, they're going to develop individual goals with each student. So, the frequency with which they're going to be seeing a student is going to depend on the goals that they've developed and probably how a student is doing. So, they might be checking in with a student if the student has a time in their schedule that is

153available. They might be available to help if they have students that are experiencing like dysregulation or having a hard time during the day. It's not going to be the only support that we would give, but they might have the opportunity to check in with a student who's having a hard time if they're on their caseload and be there to help um during those moments um as well as heading out and home visits. So, doing a variety of things. I imagine a lot of it would be with students. Their big request is that they have up a home, which we've talked about that is Lincoln is a is a difficult task right now, but I know that along with Principal Larson and that the Lincoln administrative team had an opportunity to meet with the people from

154North Cook and I think they're really excited about it. But, we're going to find them a home so they have that opportunity to bring a student in, have a conversation, support them. >> So, so it could work either way. The advocate reaches out to find the student to work on the update or the student can say, "I'm having a bad moment here. Can I come to your office home and can we chat through the thing that's bothering me?" Like it could work both ways? >> Yeah, I think so. I think that's partly they really North Cook really stresses that fits into within our existing structures. So, it's partly going to be working with the Lincoln team, the Lincoln administrative team, as well as their social workers workers and psychologists to make sure that the setup

155it it is functional and is going to work at Lincoln. But yes, I imagine it both ways. I imagine we're going to meet every Wednesday during 9th period because we're going to check in on your grades, we're going to check in on if you your attendance or whatever that goal is. But then I also imagine I'm having a really hard day and this is someone I like and I trust and is it could be available and could be made available to spend some time with me and that's extremely valuable. >> Yeah, who doesn't have any authority or power control over my grades. I can really be vulnerable to talk about what's struggling and not worry that my grades will suffer because I've shared that this math, this science, this whatever doesn't make sense right now.

156Okay. >> Yeah. >> Got it. Thank you very much. >> Hold on. I'm >> [clears throat] >> let's wait until everybody has a chance to speak. >> Um thanks, Karen. I I just had a couple questions. Um first off, I guess I should not make an assumption. Are the advocates employees of North Cook? Okay, so they're ultimately being employed by North Cook and then being placed in the district. Okay. Um and then did you get any sense of you know, you have this initial sort of upfront first year of implementation cost. Is that per advocate or per person meaning that like if you if the program goes through, you get two advocates and then an advocate leaves and they have to replace it. Are you paying that sort of one half of the first year

157implementation cost again? >> No, it's per like spot we have. So, they actually I was really surprised by their turnover numbers. They're very low. Um I would have expected them to be higher given what I knew. Um but they really sta stu uh districts really do tend to to be able to keep people for multiple years. Um but yes, if someone left, it would not be a new startup cost. The cost is like adding the program to our school rather than the specific advocate. >> Uh thank you, Karen, for bringing this to us. Um I mean, on the on the surface, this seems like a a great way of leveraging community partnerships, which is one of our strategic goals. So, I think that's awesome that that we're doing that. Um a couple questions I and

158you know, I really like how in the presentation or at least in the PowerPoint they're really focused on on having goals. >> Mhm. >> Cuz one of my concerns with a program like this is like, well, what does success look like? How are we going to know this is working? So, I I really like the emphasis on that, and I think that that's a good thing. Um just two two short questions I have. Just reading through this, it looked like the uh timeline was the commitment due for FY27 was March 30th. Does that mean we've blown by that already? >> We're okay. We have a ton of time. >> I mean, but Oh, okay. >> it's we are we are we have a spot if we not wanted, and if we end up backing out,

159we're also okay. >> Got you. Okay. And then I noticed that the uh the engagements are typically 2 years. Is that a like you're locked in for 2 years or after year one if we decide I know that the cost is really front-loaded, right? But if we decide after year one this isn't working we don't have to we're not like locked in for another year. Okay. >> No. I think that districts have been using it for longer um or have used them to really scale support. So, it's like they're starting at one school, then they're adding another school, etc., etc. But there there's no commitment after. We would be committing to year. >> No, I think it's good. I I like I like that I think anything we can do to to provide, you know,

160as much help to kids as we can, I think it's a good thing and it's at a pretty reasonable cost, so good job in finding How did you come across this, I guess would be my last question. >> You know, they've been they started a few years ago through North Cook, and so we've heard about them. We actually really um were excited that their funding model worked for us despite the lack of grant funding. What in that we don't have the same amount of grant funding as our title funding as other districts do, but we were still able to take advantage of the program. >> Good. Good. Thank you. >> Thanks, Karen. Um I do have one question or more of a No, no. More questions. >> [gasps] >> Um one of the things that

161um how I was considering this and I guess what I would like is either verification or um or not about the way I'm thinking about this. Having a kid that's in the special education program, has an IEP, and has had a 504, um would you consider the student advocates to kind of be the the the next level down? Like not something that is prescribed by law, like the IEP or the 504, but rather um for those kids who have less uh um statutory needs, but would not necessarily qualify for for those additional services? >> I mean, yes, in that it fits into our multi-tiered systems of support. So, those supports are in place really to support our students along a learning continuum and to be able to provide the necessary interventions to make sure every

162everyone's successful. So, yes, that is a it's a general education support that could be available to any student who is struggling. One of the things that I actually liked about the program is that they will support special education students if appropriate and if the school feels like that's a good use of um their time. Um it's not they wouldn't be special education minutes. We wouldn't write minutes of the advocate into the IEP, but they're not sometimes um interventions are limiting to we can only focus on general education students and this is a this is a support that we could use if we for instance had a special education student who is struggling with school attendance. Um we could absolutely use a support as a support to help get them to school cuz we know that's

163the first step to to helping them be successful. >> Great. Thank you so much. Pam, did you have another question? >> More of a comment. You know, in the past we've talked about um what sort of outside personnel could help us in some of the more difficult uh situations we've seen. And so an SRO sometimes, you know, is talked about. What you're proposing is the ideal alternative to an SRO and I am fully committed to having people whose life experiences and um additional training from um uh a place that excels in helping children who need that help um to be the interventionist, to to to um be the safety net, to be the umbrella around them um so that all of our students have more of an equal opportunity um to to thrive and and

164not to feel that they are um in a separate room from everyone else. So, I this to me um is a hundred times better than having an SRO, and I think if Jen Choke were here, she might comment um and agree with me. >> [snorts] >> Thank you. >> Okay, great. >> Sorry, Karen. Two more questions. Um I know you mentioned that um district staff have an opportunity to sort of be a part of the interview process, but is North Cook ultimately making the final selection, or is it really the district staff that are ultimately, I guess, choosing the advocates that they want to. >> The way it was described to me is they have several days of interviewing that either Principal Larson or I will will attend, and we will meet advocates, and if

165we meet one that we like that is interviewed that we like, we would say, you know, we would like to bring them to Lincoln. I mean, obviously, I they're going to pass a background check and all the, you know, necessary credentialing, but my understanding is it would be our choice that this is that this person's a match, and if we don't have a match, then that's, you know, there'll be another day of interviewing, but that would be the >> Got it. >> situation. I don't I As I understand, they're not going to like give us someone and say, "You're stuck." >> Got it. And then uh the second question was, is it Principal Larson or somebody else who's sort of providing the like on-site supervision of the advocates? >> Yeah, I mean, I don't know

166that they've discussed this in admin team if it's if Principal Larson will be the point person or one of the assistant principals, but one of the administrators at Lincoln will be the on-site point person for that day-to-day support. >> Great, thanks. >> Amy, mine's just a comment. Uh I think it's a great concept, and I think it's a fiscal win for us, so thank you. >> So, we have it right now as a first read, so we don't ask the board to take action on it till the next month. So um if everyone is comfortable with that format, that's fine or you know, I think there's no reason not to go with that arrangement, but Okay. Thank you. Thank you. Thank you. Thank you, Karen. All right. Moving on to our FOIA reports. I thought

167I was about to do it and I'm sorry I cut you guys off for more commentary. We have received nine FOIA requests between February 10th and April 16th. A detailed report is available in your board packet. Thank you. Moving on to unfinished business. Oh, the consent agenda. I skipped went from 6 to 8. Thank you. Um and who did the bills? I did the bills and uh Jason and I had a very good um conversation and everything just looked fine and I um I mentioned that Chris may be asking about tariffs today. Thanks, Pam. Can I get a motion to approve the consent agenda? >> So moved. >> Second. >> Member Deech? >> Yes. >> Member Dorner? >> Yes. >> Member Faye? >> Yes. >> Member Qualcheck? >> Yes. >> Vice President Leto? >> Yes.

168>> Member Nelson? >> Yes. >> President Bennett-Kill? >> Yes. >> All right. Now we're going to unfinished business. So can I get a motion to approve the fiscal year 26 audit contract? >> So moved. >> Second. >> Member Faye? >> Yes. >> Member Qualcheck? >> Yes. >> Vice President Leto? >> Yes. >> Member Nelson? >> Yes. >> Member Deech? >> Yes. >> Member Dorner? >> Yes. >> President Bennett-Kill? >> Yes. >> All right. We're going to move on to our math instructional materials. So can I get a motion to approve the elementary math instructional materials for K through 5? >> So moved. >> Second. >> Member Qualcheck? >> Yes. >> Vice President Ledo? >> Yes. >> Member Nelson? >> Yes. >> Member Deech? >> Yes. >> Member Dorner? >> Yes. >> Member Faye? >> Yes.

169>> President Bennett-Kill? >> Yes. >> All right. And can I get a motion to approve the middle school instructional materials? >> So moved. >> Second. >> Vice President Ledo? >> Yes. >> Member Nelson? >> Yes. >> Member Deech? >> Yes. >> Member Dorner? >> Yes. >> Member Faye? >> Yes. >> Member Qualcheck? >> Yes. >> President Bennett-Kill? >> Yes. >> All right. We are now at the second opportunity for community comments. Is there anybody in um any members of the community that would like to speak? Seeing none, we'll move on to new business. And this is always really exciting. Um can I get a motion to approve the one-year contract for Kimberly Little Patka as the Lyons Park School Assistant Principal? >> So moved. >> Second. >> Member Nelson? >> Yes. >> Member Deech? >>

170Yes. >> Member Dorner? >> Yes. >> Member Faye? >> Yes. >> Member Qualcheck? >> Yes. >> Vice President Ledo? >> Yes. >> President Bennett-Kill? >> Yes. >> Picture? >> Yeah, can we do a picture? >> [laughter] >> We all need to stand up at this point. >> Yeah. >> [laughter] >> Okay. But Thank you so much. We're really excited to have you. All right. Let's move on to board member communications. Can I get NSSC up, please? >> Yes, uh the NSSC governing board met on Tuesday, April 7th. Uh two items to discuss. Uh you all saw in your board packet the proposed [snorts] uh budget for school year 2026-2027. Uh we are not obviously not voting on this today, but we want to get it out in front of you so that we could discuss

171it today if needed. And then you'd have a month to kind of ruminate on it, ask more questions, and then we would vote on it at our next meeting. And then the governing board will vote to approve it at our June, I think it's June 2nd meeting. So, so a month from now, or whenever our next meeting is, I'll be asking you to uh approve this budget, but if there are questions on it, if they're easy questions, I'll answer them. If they're difficult, I'll have you get Jason to answer them. But I'm happy to entertain I I just actually a couple things I want to just say about the budget real quick. Uh just as a reminder, so I think you all have heard me say this or already knew it, but keep in mind

172that the there are two tiers of tuition, right? There's the member district tuition, and then there's the non-member district tuition, which is 30% higher. And you may ask, "Well, why 30%?" That's a number that NSSC has had for many years. Uh and it's really just a way of of recognizing that we do need to mark up the costs for uh non-member district students without pricing it so high that we're we're shutting out kids who who really need the services of NSSC and and then can't get them. So, keep that in mind. Uh another thing to keep in mind, um members are always given space. So, a member district student is never turned away from an appropriate NSSC program. Uh and so because of that, there is always some capacity that NSSC will leave in all

173their programs for member district students who may move in or may suddenly need those services. Uh so [snorts] they are never at completely full capacity, right? And so because of that, and this is an interesting thing about a co-op, right? Is that if there is a high demand for member district students, NSSC [snorts] will will will take all of those students, but of course, the more member district students are that there are, the fewer non-member district students there are, and so those costs are now spread at a little higher rate amongst all of the member districts, right? So, it's one of those cool things about a co-op. Uh but again, the great thing about it is no member district student is ever turned away. Uh I will tell you there is a waiting list for

174non-member district students. And you know, if NSSC was running itself as a for-profit business, they'd say, "Well, hey, let's let's take all those kids who are paying higher tuition." But of course, you know, we don't do that. So, just one thing to keep in mind. Uh one other quick thing, uh you'll notice the cap or you may have noticed the capital budget is lower this year than last year, and that is due to the fact that the the Kirk HVAC project that you'll all remember is is largely complete now and and paid for or at least paid for. Uh so that number for next year is lower. Uh and then just specifically for us, for our district, which is the last three pages, you'll notice that our uh budget is lower for next year than

175this year, and again, it's it's probably pretty obvious, but that's because we're projected to have fewer students in NSSC programs next year. I think this year we have five at Timber Ridge and four at Minor, and the projection for next year is to have two at Timber Ridge and four at Minor. So, that obviously that can change, uh but that's what the budget is based on, and that's why the number is lower. So, just to summarize that, you'll notice that on the earlier pages the per student tuition rates have gone up year over year, but our portion of that has gone down just because of our usage of of the program, so at least the projected usage. So, with that, any other questions I can answer or I can delegate to Jason to answer if

176they're really hard. >> I mean, it's not really a question, but to your point how you were making that about members versus non-members, I'm looking at the Timber Ridge from uh the attendance [snorts] from 25 26 to 26 27, members going from 61 to 75, non-member from 23 to 15, so that we're taking those spots. >> Exactly. >> Cuz we're able to get it. And it's through all the schools. >> Right. >> It's amazing. >> Right. And so, if you think about that, the costs to operate the Timber Ridge programs are are the same or going up just cuz salaries go up, but because there's more member district participation, the member district tuition rate at Timber Ridge is now gone up. So, it's a blessing and a curse of being a co-op, right? >> I

177think I asked this before, and if I remember correctly, Chris, um I had asked who are the non-member groups, and I think I think I heard that they are from areas that are not contiguous necessarily with with our district. I mean, as far as Wisconsin? >> Yeah, absolutely. >> And yeah. >> from all over the all around the area. Or or not even the area, right? I mean, there's some that are in the far south suburbs, there are some that are in Wisconsin. You know, one of the great things about NSSEO is I mean, it it it really is, you know, one of the cream of the crop when it comes to delivering special education services, and so the demand for their services is high, which is a a great thing for us being a

178member, but you're absolutely right. The demand uh comes from all over the place, not just within our little part of the uh Chicago area. >> So, it's nice that we have something that is so important and so wonderful that other people who um don't have the need that that the amount of need that we would have can still um take advantage. Although, I don't envy them the um the transportation to get here. >> Yes. That is a that is a real problem. >> Alan. >> Uh I'm the new guy, still learning what all of this is. Can you help me understand what the difference is between Timber Ridge and Miner? Why to go to one and forgo to the other? >> Sure. Uh so, Timber Ridge is a uh therapeutic school mostly for students who

179have um What's the word I I want to use here? Uh behavioral challenges, typically. Uh whereas Miner is a school for uh students that may have uh special needs in other ways, right? Where they have um uh either, you know, physical handicaps or or or other issues where they're not really behavioral based. They're they're other needs that you know, would would require them to have services that cannot easily be provided in a uh in a conventional school district like ours. >> So, each school offers different services. >> Right. Yes. And that's a that's a really good good point to make is that Kirk School, Miner School, Timber Ridge are all very different. Uh Kirk is is the uh is a school for the high school age uh students up to age 22. Two. Um Miner

180is a school for uh elementary age students, and Timber Ridge is also a school for elementary age students that uh >> [snorts] >> again are there for more of a uh behavioral type issues. Great questions, Ray. Ray. Alan. >> Good job, Ray. >> I'm anticipating Ray's question. It's going to be great. >> just >> [laughter] >> And it's going to be And then you'll also notice that uh in addition to those programs, there are other uh services that NSSEO provides that are not based in schools, right? But are um are provided like deaf, hard of hearing programs, uh other programs that are more um on-demand services that we can avail ourselves of of as well, right? Where they're not necessarily based in one of the three schools, but they are services that NSSEO offers to

181our our students if they need them. >> What would the fate of these six students in our district be if we didn't have this program or we didn't fund this program? >> If we were not a member of the co-op, they would have to be they would have to just like the students that Pam mentioned earlier, they would have to find a program somewhere that met their needs. >> They would be part of that 30% non- >> They would be a non-member district student at another special ed co-op. >> Got it. >> And and potentially one that would not be very close to where they live, which would be a a big challenge. So So yes, there there are huge benefits to us of being a member of not just a special ed co-op, but

182one that is really as as high level as NSSEO is. >> Appreciate it. Thank you. >> Pam. So if we were not a member, which I'm not advocating at all for, um would we be assisting uh the parent to find it or are they on their own? I mean like like in Wisconsin, are these people on their own and someone is No. >> Well, I'll let Dr. Gore answer that question. The short answer is no. How that happens, I'll I'll defer to Dr. Gore. >> um this would be all governed through special education. So, um you know, there's protections afforded through um you know, these services, both federal protections. So, there's all sorts of There's a process that would uh we would engage with um through the special education process, the team, the family. Um

183placement decisions would be happening collaboratively and um it is correct, you know, uh we're very fortunate to have um access to such a, you know, um comprehensive cooperative. And we also have some students for whom it is not the fit um that is best for meeting their needs. So, we do have students who are um placed in private therapeutic placements or other types of um options that are a better fit. So, it's a continuum, but absolutely it's um we're very fortunate to have such a local um breadth of options that I think for families it's a it's a much more connected experience being part of a cooperative versus a private placement. >> Yeah, and the other great thing about a cooperative is just as definition says is that you're leveraging the resources of all of

184the member districts, right? And And that's a great thing. So, rather than us being on our own and trying to figure this out ourselves, we we have the resources of the the eight member districts uh at our disposal as well. And just real quick to Dr. Gore's point, uh one of the things that NSSEO is doing as part of their strategic plan is to is to really take a deep dive look at programming. And and really see, well, where are the gaps, right? Because I I think it it is the goal of or should be of us where all of our students in a perfect world can be have their needs met through programs that NSSEO provides and to Dr. Gore's point, that's not the case today. And it may never be the case at

185a 100% level, but that is always something that we're striving toward and Molly Dunn, who's fantastic, who's the assistant superintendent of teaching and learning for NSSEO is doing a a really good job of assessing those program gaps and and how we might be able to fill them. Great question. >> Yeah, it's it's one less thing that I have to go home and cry about. So, thank you. I have just just this is just out of curiosity for me since we went through everything with the operations board. What role did they have in preparing this budget? >> That's a great question. I I will actually let Dr. Gore answer that one. They did have a role though. I will spoil early. >> Yeah, I I I think probably the shortest answer is just an additional layer

186of vetting, questioning, interrogating you know, the data. I think for better, hopefully, but potentially worse, we are a group of very engaged individuals who have a lot of questions and and interest in trying to distill the way data is being currently captured longitudinally, how it's being analyzed, how it's being organized, presented. I think there's room for growth in the way that we can do a better job as member districts to push that relationship and what we're expecting, asking, you know, receiving reports on and analyzing and giving input to. Um but as with any new structure, one of the challenges is trying to even establish a meaningful cadence about what is a reasonable time frame to meet, give feedback, expect kind of iterative um changes from that team, give feedback to the you know, the different

187phases of the work and then it goes obviously to the um the main board. So, um I think it's been interesting and hopefully we will start to see maybe the fruits of those additional layers, but I I hope that there's um we're in the right direction and try to make those incremental improvements. I think we're just asking a lot of questions. Questions that you know, Jason and the other um business officials have been asking as well as well as Sert Tepersky and the other student services folks. So, you know, so it's been happening, but I think this is a um maybe intensified another yet another kind of layer of people who are asking sometimes the same, sometimes different questions and want to see things pushed in a different way. You bring up a good point

188about um just really being judicious about the model around um the intersection of what is the right placement, you know, what is the right uh fit between the tension of in-district students, out-of-district students. What is the understanding of projections around mid-year hiring as um member districts have placements that were unforeseen. One of the ways we're pushing in those conversations is to say, "We need to have more scrutinized data retroactively to be able to see like where have we been successful at those projections, where have we been really off?" Not because unfortunately they won't necessarily be predictive models. AI hasn't caught up with that way. >> [laughter] >> We would like it to, that would be Come on, AI. Um but it you know, we need to probably be more um thorough in the way we're

189receiving that report, those reports, looking at it, asking the right questions, asking a lot of questions. It's a lot. It's a lot. And we're um District 57, we're doing that I think pretty regularly, but probably across the um member districts, that's that's probably looking a little different in different places. So. >> But but to be clear, the operational board did approve this budget to be moved to the >> To be moved forward, yeah. >> That's right. So, they did see it, they did vet it. I'm sure you asked a million questions and So, they So, that it's a good question. Forget who asked that now. It was you. Uh but yes, they did see it before it was pushed to us. >> Great. Any other questions? >> So, uh again, next uh I'll be asking

190all of you to vote on this so that I can vote on our behalf at the June 2nd governing board meeting. Uh second thing, and I will need a straw poll on this tonight. Uh one of the topics that was discussed at our last meeting was uh a resolution to address ICE activity and whether we wanted to pursue that as a governing board. Uh it's a bit of an interesting situation um because not every member district board has passed their own yet. Uh I know 26, 59, and 211 have not passed anything. Uh I think 23 passed something around signage, but not a resolution. Some districts have passed uh resolutions, but not nothing around signage. And so, uh the question was that was put to us to bring back to our boards was do we

191want the NSSEO governing board to pursue a resolution. There's obviously no wording around this yet, but a resolution similar to what what we did and what some of the other districts around us have done. Is that something that we want to uh direct the NSSEO administration to go do? So, we have discussion around that first and then I have to bring our district's vote on that topic back at our meeting on May 6th. Uh so, we have to make a call on that tonight one way or another. >> I would say yes. >> I'm a yes. >> I need to understand a little bit more. Sorry. They they they >> I figured there'd be more discussion before we voted, but that's that's >> They want They want to understand if if they if they should

192go through the exercise >> Correct. >> other districts have gone through to come up with their own language that would be applied at Timber and the other >> Minor, and >> the whole co-op of schools. >> Now, Minor is a school that that NSSEO rents from District 25, but District 25 has said we can do whatever we want to do in this regard at Minor. >> And by us as a as a board saying yes that you take that to give them a signal that one of the many co-ops say yes and they look at the totality of all the all the people like you that are going to their boards so they can get their version of >> So, correct. So, at the next governing board meeting, the governing board will vote as to

193whether or not we want to direct the administration of NSSEO to draft language around a resolution dealing with ICE activity, right? But, the governing board are all members who are voting on behalf of their own boards as I am. And so, regardless of what as individuals the governing board may think about whether that's a good idea or not, we are representing our district boards, not ourselves, right? So, so the eight members of the governing board are doing what I'm doing right now, which is polling our boards on how we as a district want to vote on this topic. So, by saying yes, you're saying yes, you should go consider all the things that you want to put into a resolution, not a policy, and have that conversation with the eight of you. >> Correct. >>

194Okay. Now, now I will say that one of the things I've asked for is similar to what we did is to look at what policy language does NSSEO have around this topic. Um should we end up deciding that we want to pursue this, I think that's an important thing to do, just just as we did here. Okay. So, so I would look at this as the discussion we had back in, was it February? >> February. >> When we first decided yes, we wanted to to direct Dr. Gore to draft something, that's the conversation NSSEO is having now. The governing board. Okay. Does that help? Sorry, I hope I explained that well. >> Yeah, I didn't I didn't fully know what a yes would mean or what a no would mean. >> so let me just

195be perfectly clear. A yes vote on this means that I will rep as as our representative on the governing board will vote yes to the question of do we, the governing board, want to direct the NSSEO administration to draft resolution language around ice activity. Does that help? >> Yes. And you'll be able to see the drafts in the process of the language that they decide to >> Yes, not only will I see it, but I will make sure, of course, that our board sees it and agrees with it. Which, you know, just to be honest, I think is one of the complicating factors here, right? I mean, we spent considerable time, and it was it ended up fantastic, I think. We'd we'd all agree. >> But it was painful. >> But that was just That

196was just us, right? Now, you've got eight Now, multiply that by eight, >> Right. >> and you could see how complicated this could be. So, I I don't say that to sway any of you in any way, but yes, it it will Now, the good news is, and we actually did have this discussion, that there is quite a bit of There's a lot of resolutions that are out there already, right? That we can and should borrow from, should that end up happening. So, I don't know that it would be as painful as drafting it from scratch, but we we do have to make eight governing board members, and by extension, their boards happy with whatever the language ends up being. >> I'm a yes. Thank you. Okay. >> I'm a yes. >> I'm I'm curious

197if there's been, I know this is still preliminary, has there been any feedback from like the NSSCEO stakeholder community around this topic? Cuz I think when it came to our discussion of it, it was fueled largely by inquiries from our stakeholders who wanted to see us take some version of action about the issue. So, I'm curious, sort of like, what is the impetus then for this request as it pertains to NSSCEO, and has there been any input from from stakeholders, from the sort of community that's accessing these services? >> That is a fantastic question. Uh I will say that, and I I will check on this, cuz I don't know the answer to be sure. I am not aware of any. It has not been raised by uh any community members of public comments or

198or any other vehicle of communication I'm aware of. That That's not to say that that hasn't happened. And I will make sure to get an answer to that if if the administration or board has received any comments on this topic that I'm not aware of. It's a really good question. Uh in terms of how it came up, it was raised by one by by the governing board president as a suggestion. It did not come from the administration, it came from the governing board. >> Okay. I I think since you're asking my input, in in principle I very rarely have an issue with exploring the possibility of something, but I am extremely conscious of the kind of unique aspects that something like what we did It It's just It's a different realm to do it for

199a co-op. And like you said, I mean, you're talking about 64 plus people that have to be involved and be on board. Um My caution is sort of around, you know, given the time that it took us to come to a consensus and agreement, I would really hate for this topic up so much time away from the attention of NSSEO who has really high-stakes work that you all have to be doing as a board. Um I but I at this point you have six yeses, however many yeses, so it doesn't necessarily matter what I think. >> Well, it always matters what you think. >> Well, I appreciate that. >> everybody thinks. >> I I think it's I'm okay with exploring the options and what maybe might make sense. >> Okay. >> Um and I I

200hope it turns out to not be as burdensome as it seems like it could be. >> And I will just say I and I I always try not to when we have these topics, I try not to give my opinion until you've all had your say. I did raise that as a concern though. I I said that in our last meeting to Dr. Schnoor cuz I know how much the admin has on their plate and and I know how important that work is and I I do worry about I mean they're in the in the beginning stages of executing a strategic plan. There's a lot going on um and I do worry about that and I and I raised that as a concern. Just for the record, Dr. Schnoor did not seem she was undaunted

201by that challenge. So um if that helps you or not uh she did not see that as a yeah, oh my gosh, if I do this, we're not going to be able to do these five things, right? So >> I still check several times a day to see the rapid response teams and I can't tell you how this has changed my way of looking at things and who I trust and who I don't trust in the community. And so far we haven't had um any any excessive um action from um ICE. I I know that there have been um some um shutdowns and they're curtailing what they're doing, I'm hearing that they're in Skokie now at the DoubleTree. >> [snorts] >> And I don't know how believable that is, but I I think I would

202go out of my mind if a child who was disabled was taken. And I will do anything to prevent that. >> Yeah, we appreciate the concern and I think that um bringing it back to uh the question of whether you guys are going to take up the question. >> Correct. >> We have. >> That's well said. The question of whether we will take up the question. >> Yes, committee liaison committee. >> Committee liaison committee. So, I think I have my direction. So, thank you all. Uh and like I said, our next meeting is Wednesday, May 6th. >> Ed Foundation. >> Yep. So, the Ed Foundation has finally come off their high of a fantastic gala event. Um they had a meeting uh last month at the same time that we met, so I was unable

203to attend, but um everything is going well. They are super excited for their next meeting, which will be a week from tonight, 6:30 at Capri, where they're going to uh start the discussion around what events they want to bring on for next year. So, um if you are available, come on out. Um I've only been to a couple live and um if you enjoy wine, they seem to enjoy wine as well, and so come on have a glass of wine and talk about all the fun events for next year. Um that's it for the Ed Foundation. >> Ringing endorsement. All right, let's start with Lincoln. >> Um so, actually I do not have a report for Lincoln because they met prior to our last meeting, and so I reported on that. And then their next

204meeting is this coming Monday. So, I don't have anything to share. But, I will for our May meeting um because yes, the next Lincoln PTO meeting is Monday, April 20th at 6:30. Um I can mention um and it's not necessarily related to the PTO, but um Lincoln just had their stunning production of Willy Wonka Jr., which I heard was quite a success. I unfortunately was not able to attend. Uh I was all set to uh assist the PTO, actually. There was some conversation about maybe they would sell concessions, and I was like, "Great. I don't have anything going Saturday night. I'll come and help." And it turned out that didn't pan out um to the uh disappointment, I'm sure, of many who were in attendance and did not get to have snacks. So, I will

205I will give a reprimand in our next >> Friday. >> Oh. >> Yes. They did have snacks Friday. >> Okay. >> [laughter] >> So. Yeah. >> I mean, how can you not? It's Willy Wonka. >> Yeah, Mrs. Hollis was manning the table Friday night. >> Very nice. Okay. Well, I was told my services were not required Saturday, and that was the day I was available, so unfortunately um maybe [laughter] maybe so. They all sold out. Um so, yeah, next Monday, uh and it's in the Lincoln LRC, 6:30. Thanks, Kim. Lyons Park? >> Lyons Park. Uh the um last PTO meeting was on Monday, April 6th. Uh again, I'm going to make a plug as they are constantly making plugs to families that they are still looking for interested parents to fill committees and PTO roles.

206So, if you are an interested parent, maybe you know wine is not your thing, you're looking for another way. Uh they're happy to have you. Um but also, May 15th, they're going to um be doing the spring fling movie night from 6:00 to 8:30. It sounds like the movie is going to be Super Mario. Um staff appreciation is planned for May 4th through 8th. Um, and I know that um, sign ups have gone out to families to, you know, get involved to bring something to appreciate the wonderful staff at Lyons Park. Um, there were some conversations and actually, you know, sort of in conjunction with Mark's uh, presentation about I know the PTO has been talking about again ways to try to utilize parent square um, to do stuff related to special lunches and pizza

207Fridays and stuff like that. Um, so I know that's an ongoing conversation. Um, and they're also looking to potentially switch vendors for the Lyons Park PTO website. Um, so that I know is something that is uh, near and dear to the Deitsch family, so. >> [laughter] >> Um, and uh, the uh, last one is they're also the book fair um, for Lyons Park will be May 1st through the 7th. Uh, their next meeting and final meeting for the school year is on Monday, May 18th at 7:00 p.m. at Mrs. P and Me. So, come out and have some apps and some wine or a a a or a beverage of your choice, so. >> Thanks, Frey. Fairview. I I uh, stepped in for Eileen and uh, Fairview was interesting. It was an hour and a

208half meeting. So, so that that made it interesting. Yeah, it it was a little bit different than than um, the meeting I'm usually at. Uh, let me just see. Okay, so they um, they are still looking for uh, roles, uh, leadership roles, officer roles to for people to take. Uh, there's going to be co-presidents. Um, they are in process of doing their school supplies for next year. Um, teacher reports were um uh staff were so appreciative of the uh special treats that the teachers got. Uh let's see. The plant sale, Fairview always does a plant sale and I know in the past that the library um my Prospect Library used to buy their plants that you see out. Um Tom, the the head of maintenance was always so good about going there and and um

209getting the beautiful plants. So, it was reported that there were 55 orders. Um they have been working with the vendor to assure that the vendor has um a a decent operating window to drop off the plants. They feel very assured that this will happen. Uh there were a lot of people exchanging looks around the room as they were discussing this. Um >> [clears throat] >> I imagine fingers were being crossed, but they think that they've got it. Um they were talking about uh drop-off at 6:00 a.m. in the morning. There's a 6-hour window. Um and people uh the PTO people will be on hand um for that drop-off and hopefully um they will be notified so >> [laughter] >> they're not there just at 6:00 a.m. and nobody comes. Um and then they talked about

210milkweeds for moms. So, I don't know if that is um a regular thing that they do. Uh and they were hoping and actually maybe I could um contact the native uh seed people. They were hoping that the the people who give out the seeds and the plants for the native plants could be on hand um to give free plants to the people who are picking up their orders that that would be a really nice gesture. Um They talked about uh what the staff appreciation week will look like and and that was very intriguing because on Monday it's going to be smoothies and discussion of uh possible allergies and uh placement of smoothies in um various refrigerators. Uh Tuesday was going to be Ernesto. Uh Wednesday was going to be Greek food. I thought it Dr.

211Gore. Yes. >> [laughter] >> Thursday is Italian food. And Friday will be France, food from France. I don't They had not yet specified what food that was. So. Oh, please no. Yeah. Yes, chocolate would be would be um good, but um yeah, I did not eat escargot when I was there. Um they were talking about uh teachers who have clubs in the morning, so it's better to have not a set meal where everybody has to come to and eat at the same time, but to have food that is available that they can stick somewhere, stick in a refrigerator or somewhere. And that made sense. Um there was a discussion about decorations. Should door rooms be decorated or should hallways be decorated? And I think the final decision is that the entrance doors to the school

212should be decorated because then everybody sees them. Um A- and that made sense. Um so Oh, let's see. There were things that I didn't quite understand like someone named Jenny will do bulletin boards. So, whoever Jenny is, yes. >> [laughter] >> There there there was a lot of um happiness over that decision. Um They talked about upcoming uh global cultures and how they were going to do it. Um, a lot of ideas for that. They talked about the fun fair. That um games uh the games are booked. Um, and that they're copying the flyer from last year because why we do the work if you have a great flyer. Um, board openings. Um, it it was good for me to hear this because uh the principal said that uh we changed from a PTA situation

213to a PTO situation because with a PTA, the money used to go to national headquarters and not stay within the local community. And with a PTO, it's the people who are on the PTO who decide how to spend that money as opposed to the PTA. And I did not know that. I just thought PTAs like disappeared. Like were were um vaporized. Yes. So that was good. And and it was uh this decision was made 10 years ago. They talked about fine arts night. And then a very interesting discussion at the end was with one of our um PTO members who would like to help the committees that are doing events to make the event more welcoming for all students. And so some suggestions um after a lot of questioning and um and misunderstanding about what

214this person was getting to. Um, some very uh realistic uh suggestions were made. So at one of the events there was a band. So but the band was very loud and very close to where all of the students were. So, the suggestion was if you could put the DJ a little bit further away, it would be less jarring for students who have sensory issues. So, by the end of the discussion, uh PTO members who were um could not understanding what was meant were gathered around um this PTO person and asking really good questions. And so, when everybody was leaving, the discussion became very positive, I think. So, so that that was very good because um I just kind of sat back not knowing not knowing, you know, what um having no suggestions to offer or

215you know, it wasn't my place to say anything. So, I think that was good. So, I think that's good. They adjourned at 8:05 and started at 6:30. So, it was it was a [laughter] and it was storming and when I got home, Ben had left his place in the kitchen and had gone into uh the living room and was um having my elderly uh Coonhound walker be the babysitter and Walker was Walker was like, "Oh my god, thank god you're home. This was just too much for him." So, so that was good. Would you like to do the Westbrook report as well? There are two res Westbrook reports. I'm going to be doing a lot of talking tonight. So, um so I think the the biggest thing from the re um the meeting the first

216meeting that I'm going to talk about is the as the March 30th meeting. They had changed it because of uh the holiday falling. So, the principal's report um Marty Hefner um talked about celebrations of culture and reminded uh the volunteers not to take pictures of the children or not to take pictures of the presenters at the at the celebration because one there wasn't a release that was signed and two there are people in our community who really don't want the photos passed around. They don't want um this made public. Uh teachers report um uh Mandy said that the Kona Ice uh the they thanked uh Kona Ice truck. They're starting leaping into literature at the LRC. Um the author visit is coming and the author who is coming is Candace Fleming. And I think she

217was in my son's um grammar school class. She won um a literature award recently. She was going to come earlier in the year but she was not able because I think she was receiving her award. So the date that she is coming, I have it written down. It's in May which May 14th. So um so it's really good because not only is she a D57 graduate, she um she has just won a very impressive literature award. So then I gave my report um celebration of cultures. Um everybody was really happy with the hosting of it. Um and what came out was that Mrs. Rhino had offered gift cards to some of the presenters so that they could accommodate um expenses for for what they presented at their booths. So family dance, um, April 9th, uh,

218Cats Coolest School is May 13th, end of the year bash is May 29th, there'll be a dunk tank in which, um, Principal Hefner was really what was positive very positive about. He was really excited and happy >> [laughter] >> he would be the donkey. Yes, so, um, and then they were talking about the first-grade outgoing shirts, uh, how they're organizing it by class. Um, and then some of their events, so. Um, and what's interesting for them, they they mentioned it at both meetings, um, that the students that are going to Lyons, that are graduating and coming to Lyons, and the students that are graduating and coming to Fairview's at the Friday lunches for the next 3 weeks will be seated together the first week. So, all the incoming Lyons students will have one place to

219sit in the lunchroom, and then all the Fairview incoming students will have another place. So, that will be the first week, and then the second and the third week they're going to mix up the students, um, so that they so that they are sitting together, but they still can be with their friends. So, it's a good way to establish, um, a partnership of the incoming students at the schools, so when they come, they have someone that they know that they can they can talk with. So, I thought that was really good. And then, uh, the second PTO, um, they were talking a lot about, um, the last the last PTO meeting, which is in May, and it is not their usual day. It is, um, what day is it? It is, uh May 6th at

2206:30 to 7:30 and it is at Lady Dahlia. Um and they're hoping that the current PTO people can come, but that people who parents who may be interested, who are coming into Westbrook could um also attend and and meet people. And there'll be appetizers and um and discussion. Um So, I think I think that was it. Um it was a short meeting. Uh we started at 7:00 and ended at 7:40. Um they talked about beautification. I guess there are two families that last summer came and watered the pots of plants. They moved the pots of plants um this year they'll be moving to the front of the building so that uh renovation can be done in the back. And they were very very very grateful to the parents who had come on a weekly basis,

221sometimes uh many times during the week to water. Um it was suggested that maybe we have native plants that don't need as much watering. Um Uh Principal Heffner suggested to the parents who are um outgoing uh students uh who are parents of outgoing students that maybe someone else could come and do the watering so that they don't feel obligated to do it. Um but but the two uh parents were very enthusiastic and more than happy to come. So, I think that that's it. Um Oh, and then they were talking about doing milk jug planting and some has been done already and they um they're looking at doing that and then having those milk jugs uh um going home with students. So, again, that's those native plant Go Green Mount Prospect, the people who do the

222native seeds, that sometimes are at the library giving out seeds. And Mount Prospect Public Library has a card catalog in the front entrance where you can go and you can get seeds. So, it's really nice and then they're um that group is doing programming. So, Westbrook is hoping that maybe um they could be present for some of these activities. So, that's about it. Thank you, Pam. >> All right. So, board president reports, pretty short. We're going to be doing uh Mary's superintendent evaluation at a special meeting on May 7th. And um the board reorg is going to be on May 21st. So, if anybody has any interest in running for the president or vice president, please let me know. Um That's it. We have no need for a board discussion. Um board topics for future

223meetings? >> Pam. >> If we do any school visits, you know, like Lincoln or or Fairview or wherever, could we just maybe have somebody speak, you know, briefly about how wonderful it is? Um what I saw was um and amazing uh >> We had talked about it in our agenda meeting and I believe there was a um reason that we were waiting. >> We had not I think there's going to be a second round of opportunities for um board members who are interested and just couldn't make the times previously offered or that like just a second round of scheduling. So, I think almost everyone's gotten in, but a lot of people just haven't with work complex or availability, but yes, we did discuss that and I think that will be forthcoming. So, be on the

224lookout for more opportunities. Or, if there are days coming up in, you know, your schedules that you have available, we'll do our very best to accommodate your availability and see what you'd like to see. So. Thanks for reminding. And related to the superintendent evaluation, can I have that to the board by Monday? My self-reflection, does that give everyone enough time to do their review? Okay. Thank you. All right. Mhm? All right, so there is a need for close session. Can I get a motion to enter close session for the purpose of the appointment, employment, compensation, discipline, performance, or dismissal of specific employees and a student disciplinary cases. >> So moved. Second. >> Member Deitch? >> Yes. >> Member Dorner? >> Yes. >> Member Faye? >> Yes. >> Member Qualcheck? >> Yes. >> Vice President Leto?

225>> Yes. >> Member Nelson? >> Yes. >> President Bennett-Kiel? >> Yes. >> Thank you, everybody.