001order. Can we have a roll call, please? >> Sandra Bradford, >> here. >> Barry Alcheler, >> here. >> Leah Kister Lazari [clears throat] here. >> Erin Chanding here. >> Steve Wang here. >> Diana Clapton. We'll hold for just a moment. Yes. Harath Shrevasta here. All right. Would you please rise and join me for the pledge of allegiance? >> I pledge algiance 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. >> Thank you all for your patience and for joining us this evening on Tuesday, December 2nd for a regular board of education meeting. I have a couple procedural questions that I need to ask Diana Clapton who is here on the phone. Diana, please verify that you
002are traveling per employment business that prevents you from physically attending. >> She said that's correct in case you couldn't hear her. Um [clears throat] um board, are there any objections to Diana participating remotely? >> Nope. >> Okay. hearing none, then please mark Diana as present for um this meeting and we will move forward. Um Diana, please just um let me know if you can't hear at all. Okay. All right. So, um first up is we have a hearing scheduled. So, I think we need to have a motion to go into the hearing. >> So, moved. >> Second. >> Um let's make make sure that's clarified. This is the hearing for property tax levy. you. Is that okay with making sure we understand what for? >> Is it okay with both of you? >> All right.
003Um, so roll call. >> Barry Elcheler, >> yes. >> Leah Kister Lazari, >> yes. >> Harath Shivasta, >> yes. >> Erin Chan Ding, >> yes. >> Sandra Bradford, >> yes. >> Steve Wang, >> yes. >> Diana Clapton, >> she said yes. In case you can't hear, I'll repeat for her. It seems like it's a little faint. Um, all right. So, we do have a few people um signed up for public comment during this hearing. So, I'll call them forward. Um you know, in signing up for the hearing, I'm I don't want to go through the whole public comment thing if that's okay with everybody. Um we'll do that when we get to the regular public comment. So, Mike Jen Teal, would you please come forward? >> Good evening. Thank you. >> Uh my name is
004Mike Gentilly. >> Sorry, that's okay. >> And um I live at two Aztec Court in South Barington and um I'm also the elected uh Barington Township Assessor. And um a little bit about myself and my experience and I'll make some comments. Um many years ago I sat in a room like this, a larger room in your seats. I um I'm from Somerville, Massachusetts, which is about the town next to Cambridge in Boston. About 95,000 people in living in three and a half square miles. At one point, it was considered the most densely populated city in the United States. So, you certainly got to know your neighbors there and uh and they got to know you and you got to know your constituents because I served on the board of alderman for five terms in the
005school board for two terms and then I moved around for corporate jobs and lived in Oak Park for a number of years. My three kids were born down in Hinsdale and uh moved to Indiana and then back here to Chicago. I moved back here because I missed the high taxes. Um, and then I decided some people talked me into running for Barington Township Assessor. And I said, I don't want to do that because in Massachusetts, everyone hates the assessor. And they said, "Oh, they don't hate the assessor here outside of Cook County because you don't deal with the taxes. You just help the taxpayers. You're the taxpayers's advocate, helping them file their appeals, make sure they have the proper exemptions, and that's what you do." I said, "Okay." So, I ran for it and um
006when I ran for it, I was unopposed. I said, "How could this happen?" They said, "Well, no one really wants to do it." So, I ended up running and I'm very glad and happy that I am. So, I've been uh making the rounds to various taxing entities during the um fairness for taxation hearings. And then when this issue came up and I felt obligated to come here and share some of my experiences with you all. Uh whether or not you find them insightful, helpful, or totally want to ignore them, that's certainly your prerogative and I appreciate that and and respect it having been in your shoes for many times and sat through many many public hearings. Um from a uh standpoint in Massachusetts, we had an initiative, you can do the research, called Proposition 2
007and a half. It was a tax revolt, a tax rebellion. Kind of like the rebellion we had over 200 years ago in the United States when we had felt there was, you know, taxation without representation. If you remember that, well, that's happened in Massachusetts. We had out of out of control spending at the state level and at the municipal level in cities and towns. It got to a point where quite frankly I was surprised at the time that the public actually coalesed and and put a binding referendum on the ballot and it passed. >> Mike, thank you so much for your time. >> Thank you. So my point to you is keep in mind the decisions you make and the impact that you have on people's taxes because it means something. Thank you. >> Thank
008you so much, >> Terry. Hello, my name is Terry Yormark II and I am the current Bington Township Republican Committeeman and I appreciate you having me here today. Um, I also understand that what you guys have is a thankless job like Mike explained and I wanted to thank six of you for maintaining your position and working for the community and not for personal political benefit and I appreciate the commitment that you guys have for that. Um, moving forward to the property tax issue. I really didn't come here today with any plan or or written comments other than to share a story kind of like what Mike did. I'm very fortunate where I'm a property owner in a nearby municipality. So, I'll stay out of Bington because I know you guys will make your decision pretty
009much regardless of what I say here today. But, I want to issue a cautionary tale, if you will. I'm a commercial property owner in a nearby municipality and I currently pay $139,000 in taxes a year for my property. That's 19,000 ft. I just got my reassessed tax bill for coming up for next year and it has an increase of 76%. From this year to next year, 76, not 7.6, 76% increase. Now, that means next year my tax bill will be $249,000. Over $100,000 more on my property that I own today. That $100,000 represents approximately all of my net operating income on that property. So for the last eight years, all the time and effort and money and risk that I put into this property is now gone. That property NOI is going to be zero
010because I'm going to give that extra $100,000 to the community. Now, in real estate, there's something called the cap rate. And the cap rate, you take the NOI with the cap rate and it gives you the equity or the value of the property. So taking $100,000 at a six and three/4er cap rate, that means that the government next year will steal a,475,000 out of my pocket for my time and energy and money that I put into improving the community nearby for the last seven years. Is that fair? 76% increase. Now you guys are asking for about a 7% increase. Just to give an applesto apples comparison, if I were to go to my tenants salons, um, restaurants and ask them for a 7.6% increase in real estate in their rent, they would they I would
011lose the tenants. So the next time that you guys go to your favorite nail salon, maybe it's the one I own. They're not going to be here. They're going to close their doors and then you guys are going to go to your neighbors and say, "My favorite nail salon just closed." Well, guess why? It's because of the decisions that you're making here today that impacts that salon going out tomorrow. Keep that in mind. >> Thank you, Terry. >> Thank you. >> All right, that um ends our public comment on the property tax hearing. Mike, I did notice that you had something written out. If you didn't get to finish, if you want to give it to Janine, she can email it to us. That would be fine. Um, is there a motion to to close
012the uh public hearing? >> So moved. >> Second. >> All right. Roll call, please. >> Leah Kister Lazari, >> yes. >> Barry Alcheler, >> yes. >> Aaron Chan Ding, >> yes. >> Sandra Bradford, >> yes. >> Harath Shivasta, >> yes. >> Steve Wang, >> yes. >> Diana Clapton, [clears throat] >> she said yes. Maybe we can turn the volume. All right. So, that that ends the hearing. So, now we'll move into our open session. I'm going to turn it over to Dr. Wkelman for a student report. >> All right. Yeah, we have um two student groups here this uh evening. First, we'll start with one of our eighth graders from Station Campus, Sophia O'Brien, who's going to come up and give a report on her experiences at Station this year. So, please come up and
013join us at the table. >> [applause] >> Hello. >> Welcome. >> All right. And the mic is on, so it's ready to go. >> Lovely. Good evening, everyone. My name is Sophia O'Brien and I am an eighth grader attending Station Middle School. Throughout my few years here at Station, I have been involved with performing arts, student council, sports, and National Junior Honor Society. I have always been a fan of getting involved with school activities. In my earlier years of elementary school at Huff, I always admired the older kids opportunities to join certain clubs. So, of course, when I was of age, I joined as many as I could. At the start of fourth grade, I joined orchestra playing the viola. My first ever theater performance was the same year. We did Shrek Jr. the musical.
014In fifth grade, I joined band playing the obo. Susicle was the musical that year. If you couldn't tell, I have a certain interest in fine arts, and I love that the district provides them. Starting middle school, I stuck with orchestra for a short while before moving back to band. I did both the fall play and the spring musical that year. Seventh grade was quite similar, the only difference being that I had the opportunity to be one of the wrestling managers. I took that opportunity. I branched out, not just to be involved, but to make myself happy and get myself at least one step closer to my dreams. to be real to myself. Now, I've kept my passion and haven't changed much. I'm still doing theater. I'm still doing band. And I'm still managing wrestling. I
015feel as if my school years have been a prime example of this year's quote, "Be real." Being real to me means showing up as your genuine self. Whether it's school, extracurriculars, with friends, or even at home, being real is not letting someone or something prevent you from being true to yourself. Being real is good. If it's hard to show up as your true self, surround yourself with others that can help lift you up towards that goal. That's certainly what I did when I started middle school. If you feel like your true self is weird or different, own it. A [clears throat] phrase that has always stuck with me comes from my theater director and drama teacher, Miss Sour. She always says, "Weird is good." Weird is good. Weird is real. Being real makes you feel
016comfortable with yourself. Being real is special at Station Campus. It's important. My years here in Bington with all my friends and teachers have taught me that. Thank you, [applause] >> Sophia. Thank you for an excellent report and I applaud you for getting involved. We have so many activities and areas for our students and so you thinking about that ahead of time and then following through and finding different ways to get involved. It's awesome. So, congratulations on that. Thank you. >> Yeah. Or any >> I have no doubt you're going to continue your arts uh in high school. Yes. >> Oh, for sure. I know that there's so many more opportunities in high school. >> Dr. Wiggleman said the opportunities are limitless. So, definitely take advantage of them. >> For sure. >> Thank you for sharing.
017My daughter also went to Huff and was an orchestra and band and the musicals and she's a sixth grader at Prairie. So, mirrors a lot of Any interest in pursuing other things like photography or other arts that maybe you haven't done before? >> Um, I would say photography has always been something that I've been interested in just to branch out and try other things. >> Sophia, thank you so much. I love the variety of things that you've gotten yourself involved in and I love how you said that weird is good and weird is real. I think we can maybe think of that of maybe in running for theme in the future 220 or at least on a t-shirt. Um I'm curious how you got involved in managing wrestling like what got you interested in it.
018It takes so much to like you know run that to manage it as a as a sport. So, my science teacher is actually the one of the coaches and I had him last year and he just felt as if I was a good candidate to be one of the one of the managers. He came up to me and he said, "Hey, do you want to be a manager for the wrestling team?" I was like, "Sure." And he said, "Pick someone that you want to work with." So, me and my best friend do that together now. >> I love it. Have you do you actually wrestle as well or is it or >> No, you just manage it. Okay. [laughter] >> I score I score matches and I do stats and stuff but for sure just
019meeting new people is awesome in that. >> That's awesome. So you're well acquainted with the sport but you're on the periphery intimately involved but you know not >> not on the map. That's awesome though. That's that's a really pivotal role. So thanks for getting involved. >> Thank you. >> Yeah. Yeah, I was just going to actually ask you that exact same question. That's that's really cool. And my daughter's a sixth grader actually at station, >> so I'll definitely have to let her know that that's an option down the line as well. >> Yeah. >> But yeah, kudos. Well done. >> Thank you. >> Well, thank you. I think you have Did you do you have anybody you want to introduce from the audience? >> Um, I would like to introduce my mother [laughter] and her
020boyfriend who are who came with me tonight. They have been with me through so much and they have heard me out on all my ideas for this and it just >> supported me the whole way. >> I think Sophia, you have redefined a new kind of triple threat. >> Um, with fine arts being very near and dear to my heart and wrestling being very near and dear to my heart, too. So, um, thank you for all that you've done and thank you for being here tonight. >> How about another round of applause for [applause] Now, we have a certificate and we have a tradition of taking a picture with the board. Would that be okay if we >> came around? And we have a little bit of uh Barington swag bag for you as well.
021>> Where do you want us to? >> We're learning. >> Can I get your mom? >> Yes. in the middle. [laughter] Here we go. I was ready. [laughter] [applause] probably somebody. >> Yeah. You know what? That's a good thing. Let's think about that. Oh, and this gentleman brought his speech. >> Yeah. No, thank you. I appreciate even lost. All right, we have another recognition. We have a recognition we'd like to make as well. >> We do. Um, we are, uh, very proud to introduce our Bington High School girls cross country state champions are here with us tonight. [applause] >> And I'd like to invite our athletic director up to say a few words. >> Thank you. I'm going to stand. Um, so good evening and thank you again for having us um here again. Um,
022it's great to be here to honor our girls cross country team and their state championship season. Uh, this wonderful group of ladies and their coaches work so hard and deserve every bit of recognition they receive. Uh, first I want to take a moment to recognize our head coach, Deborah Volulta. Um, yeah, round of applause. [applause] I think I said almost the same thing last year. She's probably going to be upset for even mentioning this. Um, [laughter] but I would be remiss not to mention that she was again voted by her peers as the 2025 coach of the year for class 3A cross country. [applause] >> She can be upset with me later. That's okay. [laughter] Um, let's bring the team up. Girls, come on up. And I'll kind of as you're coming up, I'll I'll
023say a few words. So, um, each year and each team is different and unique. Um, and this year is no different. Uh, this year's team entered the season with high expectations. >> You can come up here. >> Yeah. Come on up here, girls. You're good. High expectations. Some put on by others. Um, others put on by themselves, right? Um, this team, uh, is also no different than other teams and faced some adversity along the way. And they'd probably agree with me. Um, with injuries and and things like that. um obviously something you never want to occur on your team, but they do offer an opportunity for others to perform. When people have those opportunities to perform at a high level, it shows how truly deep a program is um and how far they can go.
024So, at state meet, all seven runners um ran their personal records, not something you see every single day. Um, [applause] and I don't think that we are up here honoring um, this team without those seven PRs, which I think is amazing. Um, every single score mattered and every person knew that that their score mattered. So, um, at this time, I'll introduce who's standing in front of you. First, we have our freshman CC Babel. Just quick wave. >> Yep. Um, Ashley Forbes. Yeah. Ashley Forbes and Hannah Forbes. Uh, sophomores Ricky Chattergy, Paige Kousmir, and Victoria Terrera. I don't know if she came in or not. That's okay. You're good. Uh, juniors Angelica Hill and Leva Katkar. And, uh, Mia Swa is not here, I don't think. Nope. Um, and then seniors Abby Lewis and Madison Miles.
025[applause] So, again, thank you for having us here this evening. um and allowing us to share this special group of ladies um who made our school, our district um proud, not only by winning a state championship, which is awesome. Um but for me as the athletic director um by the character, their leadership and work ethic they displayed throughout the season. So congratulations again, ladies. And if you're not doing anything on Friday evening during the girls basketball game that we we are also honoring them at the girls basketball game on Friday. So >> nice. >> Thank you. Yeah, you're welcome. YOU'RE PERFECT. >> [applause] >> CAN WE GIVE THE girls an opportunity to to share? Anything you'd like to share with the board or the community about the experience of running the that state meet? [laughter]
026>> I can wear a speech, but I can't do it on the spot. Um, the state meet can is this on? The state meet was really one of a kind. I think we've all been looking forward to it all year. Um, it's been something we were thinking of since last year when we won. Um, and really we had some challenges. We had Mia was out the whole season, so we lost our best runner. We were working with gosh, only two of us who ran the state meet last year actually ran this year. Um, so we're pretty much starting from scratch, I would say. And just to come together after all of our ups and downs this season has been incredible, and I'm just really proud of this whole team and what we've been able to
027do. >> Yeah. Well said. >> AWESOME. AWESOME. >> [applause] >> ANYONE ELSE? >> You did fantastic. Yeah, >> any questions? >> Yeah. [laughter] >> Is there Are there any questions from the board? >> I have one. >> You go first. >> Did you guys have any goals on on on setting those personal records? >> Yes. Yes. >> I [clears throat] think we were constantly reminded that we hadn't had our best race yet by Dev and [clears throat and laughter] like to just like be dependent on each other and know that the race is easier with your teammates and to always look forward to like spotting them throughout the race and that's like that's what led us to get our PRs and get that state title. >> Awesome. >> Thanks for sharing. >> Thank you. >>
028Any other questions? I just want to say so I'm a cross country parent and a super fan. Huge fan of you all. Huge congrats on the backtoback champions and I just want to say that you like all p we followed you through the season and you really personified what it means to run as a team and to support each other as a team. I remember like at flight night seeing Victoria and Angelica like pretty much you were working together at the front pretty much the whole time. CeCe and Ashley, I know you were pushing each other for a lot of the of the season. Um, you know, so it it wasn't just that you supported each other as a team. You literally like ran and paced each other as a team to those PRs. And
029I think some of you PRD by I think the difference in your PRs were like three minutes right from the beginning to the end of the season and ended with like three allstaters. And I know I know it was probably um difficult for you and for Mia for her to be out, but I know that she she did run that one race right there that she won and she was cheering for you the whole season and and she'll be back and um just it was really inspiring just watching you all the season and I know for a fact that you've inspired the runners at Prairie and Station because I'm the mom of one of them and I know she can't wait to run with some of you. Um but you know there's a really strong
030pipeline and it's thanks to what you all have built um running in middle school and also running in high school. So just really awesome job. Really proud of you. >> Thank you. >> Congratulations. >> Yeah. Congrats. >> Can we do a picture together too? That be all right. >> All right. >> Did never did anybody arrive that was stuck by a train that wants to jump up photo. >> Make sure you want us in front or back. >> Stay back here. if I could have you come up >> and maybe on the sides here. >> I think there's six of you. >> Oh, I think >> I don't know that there's anybody. >> No, I mean board members on the side. So you guys, Ladies, why don't you stay in the middle as a team?
031>> There you go. Perfect. >> Dr. You're good, ladies. Here we go. Ready? One, two, three. Quick and then stay for the parents. You know how >> parents I'm running here. >> Thank you. >> [applause] >> You'll get one. [laughter] >> I know this is rough. >> All right. Uh, so next up is my report and I don't want them to miss the beginning of my report. So I'll go ahead and get started. Thanks again to Sophia for redefining the triple threat at station and for the Bington cross country team for going the long distance to empower personal excellence in every learner. Um, this evening is the first night that we are running the board meeting from our new board governance system. This updated governance platform is designed to be more userfriendly, streamline processes, improve
032communication, and support more efficient decision- making. Please give me and us some grace [laughter] as um we go through using the new system with tonight's agenda. Um as I mentioned at the last board meeting, um we held a self-evaluation, a board self-evaluation on November 18th. We made some updates to our board's norms and communication expectations with respect to social media, for example. Um and therefore in tonight's consent agenda, the update to those norms and expectations, communication expectations um will be included for formal approval. All board members, as I also mentioned at the last board meeting, attended the triple I conference, which is the conference um for IASB, ISBO, and I IASA. Um, and I got some comments from each of the board members that I wanted to share with everyone tonight and express again thanks
033to um, the community for allowing us to to continue with our education and on um, board in our board service. Um networking is always mentioned to be um what's most beneficial at the conference was truly valuable as a new and as existing board members to connect with so many people from all areas of the state. Being able to hear their experience and also share some of our own successes um was most valuable. Um most meaningful of the workshops involved communication. Several of us attended um various um workshops um just before the conference started. In the tiny moments big impact session, we worked on listening to others to make them feel valued and connected. In the fierce conversations, we were reminded that many in the community share the same goals and expectations. And we shared some
034advice on some specific situations with other districts. um and many of which we're already doing here in 220. And the equity immersion workshop um was especially thought-provoking. Um we love the impact of oral history to help students with literacy and communication while ensuring diverse voices and their stories continue to be heard. We also were encouraged to look beyond assessment data and take in holistic data to see what gaps and concealed stories may lie beneath the initial impressions of the stock stories and assumptions. We explore the narratives that divine our district and shape our community. On Sunday morning, there were network event sessions with several local large districts and attends. And we found other ideas. Steve specifically found some ideas um for cost controls that I know he's going to be sharing with the larger board
035of finance if he didn't already do so today. I already shared it a little bit. Good. Um I shared the the same idea as well, Steve. Um on Sunday morning, the last speaker pointed out that often our prefuncter greeting of how are you can generate role wrote or inauthentic answers. instead he um suggested to try greeting with people such as tell me something good and then see what they say. So more of an open-ended. So thank you again for um us learning these things and um hopefully you'll see us demonstrate some of these things as we continue um in our board service. Also on November 18th, the board ofa education issued its decision on a complaint directed at board member Aaron Chandding alleging violations of board policy. As part of its decision, Misting must complete
036training on policy 2 col 105, the ethics and gift ban. And the training has been scheduled for December 3rd. The board does not have the authority to remove Misting from the board per school code. Only the Lake County Regional Superintendent has such authority. Misting has the legal right to campaign for the office of state representative while continuing to serve as a school board member. Aaron and all the schoolboard members are aware of the policies that the board has in place and Aaron has been reminded that district resources may not be utilized in support of her state representative campaign. The board will continue to expect that all of us adhere to our board policies. And again, as a reminder, the board the goal of the board is to continue our f focus on framework 220 and
037the daily work of the board. A couple upcoming fun things. Um, we have another CPAC public presentation on December 11th here. It'll be right here in the Eban Center in the boardroom and the topic is building resiliency, mental health and emotional well-being and it is open to all, not just members of CPAC. So would love to see you come out for that and please community also watch out for the amazing winter concerts that are coming up at all levels including Winterfest at Bington High School that's coming up on December 12th and 13th. Um, and then for the little be real segment, I just want to give a shout out to Bington Giving Day. Their winter event is coming up this weekend. And thanks to all who donate their time and their treasure and their talent
038to this amazing service whose history dates back to the 1930s, as I found out on their website. And that concludes my report. So, next up is public comment. Um, this portion of our meeting we set aside for public comment. The board values your thoughts and opinions and we will ensure that all voices are respected and heard in accordance with the board equity statement that states that we recognize, embrace, and defend all identities, abilities, and voices of our diverse school community. The board has agreed to the rules set forth in the policy in which the public commenters have agreed to abide. Um, and just a couple reminders that this is a board meeting that occurs in public. It is not a public meeting. Public comment is not a conversation and does not necessarily reflect the views
039of the board. If any comments require further attention, we will ask Dr. Wkelman to follow up and report back to the board. So, with that, we've got about nine people signed up for public comment. So, let's please go for uh we'll start with you, Mr. Andress. >> You want me here? >> Yes. >> Wherever you're comfortable. Good evening and thank you for letting me speak uh sharing with you. My name is Jeff Andras and I have some uh comments and thoughts regarding the proposed purchase of property uh right next to the high school. My 40 plus years in the same house on North Hagar in Walnut Grove have been rich ones. My wife and I have raised our children here, built friendships with neighbors, and I taught at Sunny Hill, then Grove Avenue School, for
040the same four decades. There is security, peace of mind in having the beloved things around you stay there. However, when things such as your neighborhood suddenly begin to disintegrate, your sense of peace and contentment start to evaporate as well. The disintegration will then let in the anxiety, distrust, and possibly anger which we neighbors have just recently started feeling. 502 West Main Street is in the center of the proposed purchase area. What bothers me is that the high school and school district aren't making what we feel are careful, ethical moves regarding this property. Susan, who lives here on the first floor and has for about 15 years, is an employee at the high school. A fellow worker told her about her soontobe conviction. The family that had lived upstairs for just as long was also forced
041to move out recently. They have both a Bington High School daughter and a Bington elementary school son. This does not sound to me like the students first mantra of our school district. Supporting, assisting, protecting their students, employees, and our neighbors. We didn't want our happiness to turn into anger. We stand together as Walnut Grove residents. Please back out of this purchase. We do not want anything but homes in our neighborhood. Thank you for listening. >> Thank you. >> You're welcome, >> Margaret. And after Margaret will be Christina. >> There's three of us that are gonna read. a ladder if you're okay with that? >> Yes. We just can't we can't can't combine the time. So, we've got three minutes. >> Yep. >> That's per policy. Not making that up. >> The Walnut Grove neighborhood respectfully
042requests that the school board of education withdraw its intent to purchase and reszone residential properties on North Hagar Avenue and West Main Street. The district's pursuit of residential homes despite the existence of a superior business zoned alternative demonstrates a disregard for its school neighbors. After detailed discussions with district officials when a few residents sought them out and a few review of the facts presented, the conclusion is undeniable. Demolishing homes is unnecessary. reszoning violates the village comprehensive plan and the district is choosing convenience over community character and history. The following data was gathered directly from the district leadership team. Assistant superintendent Carpenter, Assistant Superintendent Leagger, Director Satara, appointed by Dr. Craig Wkelman, Superintendent. While press releases may suggest otherwise, the data provided by this team substantiates the following. District officials have stated that the need for
043parking is driven strictly by the expanded seating for the new performing arts center, not by student or staff daily parking needs. The goal was 100 parking spaces needed for auditorium event nights. Reconfiguring existing lot yields 60 spaces. Reconfiguring the east side bus lot yields 27 spaces total gained on current footprint 87 spaces. The district is proposing to spend millions and demolish homes to sell the deficit of only 13 parking spaces. With the performing arts center not opening until March of 28, the district has over two years to identify 13 spaces, destroying a neighborhood for a baker's dozen of parking spots is indefensible planning. Residents have been told by the district's officials that high school enrollment is declining and they have all the parking they require for students and staff. The district's 2324 meritorious budget report
044confirms in 5 years the enrollment will decline by 150 students. After accounting for staff parking, that leaves 919 parking spaces for eligible student drivers, an estimate of 1344 students after the lot configuration. Even if providing parking for every student driver, you would still need 500 parking stalls to fit all the drivers. Thank you, Margaret. Christina, good evening. My name is Christina Grana and I'm a resident of Bington for the last eight years. I have a daughter at Prairie Middle School in sixth grade and I also own a business here in town. Nice to see you all again. District officials confirmed on November 4th that they are in discussions to purchase 509 West Main Street and 102 South Hagar Avenue, the sweet spot. This land is already zoned for business institutional use. It is directly across
045from the auditorium and adjacent to the administrative center. It utilizes an existing flashing crosswalk for safety. It is significantly closer to the auditorium than the distant heart road lots. Acquiring this land solves the deficit without reszoning residential neighborhoods or destroying housing stock. The accessibility argument is flawed. District officials have cited ADA accessibility as a reason to reject the across the street option. The reasoning does not hold up to scrutiny. Establish route hundreds of students. Already cross safely at Main Street utilizing the flashing crosswalk weekly. ADA compliance. ADA standards do not require all parking to be adjacent to the building. Compliant routes can be established across the street and designated ADA spaces can remain on the main campus. precedent. Thousands of schools nationwide utilize cross street parking with ADA accommodations. Using accessibility as a lever to
046justify home demolition is a m misuse of the term. Reszoning violates the village's comprehensive plan. The village's comprehensive plan explicitly states a goal to maintain the existing scale and character of each neighborhood and minimize encroachment of commercial uses in residential neighborhoods. Reszoning homes from R-1 single family residential to public land directly contradicts this mandate. Approving this request constitutes spot zoning, favoring a single entity over the well-being of a neighborhood. It treats our residential streets not as a community to be protected, but as a land bank for future institutional expansion, a pattern of bad neighbor behavior and erosion of trust. The district claims to value being a good neighbor, but its actions prove otherwise. Creeping expansion. The district's claim that there is no long-term plan to acquire more property is contradicted by its pursuit of 118
047Northhagar Avenue. This reveals a strategy of peace meal encroachment that the district has not been transparent about. Disregard for quality of life placing My Time's up. >> Thank you so much, Christina. Jillian. And if you if there are things that you wanted us to see, you can give your your copy to J. >> Good evening. My name is Jillian James and I live on Hager Avenue. I'm here tonight to discuss the Lincoln parking proposal. During the last board meeting, the public comments came early in the agenda and that we had to sit silently while inaccurate statements about transparency went unchallenged. I want to correct the record. The district's slide suggested that two community meetings occurred early in the process, one in September and one in November. But when a board member questioned this, Nicole and
048Sarah clarified that the September meeting was not initiated by the district. It was initiated by a neighbor who called the district. The November meeting was a follow-up with that same neighbor. Both of those conversations happened after the board had already approved purchasing the four properties in August. That is not proactive communication. That is why it was so troubling to hear Dr. Wkelman's reset at the last meeting. He praised the district's transparency, suggested the district began dialoguing with neighbors early on and claimed the district took extra steps beyond what is required, but that is simply not true. I also want to highlight the letter that we received about the December 10th meeting that the district is required to host. First, it arrived by regular mail in a fairly plain envelope. Historically, important notices from the high
049school have always required a signature. More importantly, the letter's language was vague to the point of being misleading. The subject line reads, "Redevelopment of Bington School District 220 High School campus." And the project description reads, "This project includes building two two building additions, interior renovations, and site improvements at the BHS campus. The larger edition features a three-story auditorium with supporting spaces and an outdoor entry plaza, while the smaller north edition provides a singlestory masonry space dedicated to the career pathways program. Nowhere nowhere does it say that four homes are planned for demolition or that a residential block will be reszoned for commercial use. There is no reasonable way that a resident to read that resident reading that letter would understand the true nature of the impact. The meeting is scheduled 5 days before the closing
050of these properties. Again, that is not proactive. It is also disappointing and frankly unacceptable that this meeting is being held over Zoom. residents showed up in person at the village meeting. We showed up in person here twice. Holding this meeting online feels like an attempt to avoid answering the difficult questions raised by the lack of communication. Finally, in the board's emailed summary from the last meeting, Dr. Wkelman noted that the district is not actively seeking to acquire any more properties along Hagar Avenue or directly next to the school at this time. I urge everyone to pay attention to those three words at this time. After what we've seen in this process, those words do not provide reassurance. They raise more concern. I'm asking the board for honesty, transparency, and genuine engagement with the residents who
051are being impacted. We deserve clear information and not selective communication after decisions have been made. >> Thank you, Jillian. Don Moss. [applause] Good evening. My husband and I live directly across the street from the properties being considered for purchase at the corner of North Hagar and Maine. And I am grateful to our superintendent and board president for joining us on our porch yesterday afternoon in order to see from our vantage point. But for those of you who have not been on my porch, I want to share a few things that I have loved looking at for the 5 years that I have lived in my home. This list includes beautifully kept up lawns, potted tomatoes next to the sidewalk, a little girl getting on the school bus, Christmas lights, windchimes, dogs playing in the yard,
052and folkloric dancing practice in the summer. I remember a month ago when the lights went off at night for the last time in the house across the street. I noted it to my husband. Now it is dark. No Christmas lights, no reason for the school bus to stop. and the chipped paint and broken windows effects of a neglectful investor, an investor in line to benefit from all of this are exposed. It looks terrible now, almost like there's no turning back, but that's what we're asking you to do. We're asking you in this final hour to turn back. Not because it's easy. Not because the age-old Bington High School parking problem has been solved, as if it ever will be. We are asking you to turn back because it is the right thing to do. We
053are asking you to turn back because this is a residential neighborhood. And we are asking you to turn back because once any property on our street is reszoned, there is truly no turning back because you will have placed our residential neighborhood in an unnecessarily unnecessarily vulnerable state permanently. And you may say to yourselves, we don't want to go further down the street. But the truth is whether it is school boards or district staff or neighbors, we all only occupy these spaces and positions in life temporarily. And years from now, different people will sit in this room and not remember the words, "We won't go further down the street." And then years from now, one of my neighbors further down the street will look across the street and watch the lights go out for the last
054time. So, please do not purchase residential properties in our neighborhood. And please do not place our neighborhood in an unnecessarily vulnerable state permanently. Thank you. And I made it with 7 seconds to go. >> Good job, John. [applause] Amberly Cafeder Cathed like Darth Vader. I like it. >> Good evening. My name is Amberly Cafeder and I'm a resident of Hagar Avenue and I would like to speak with you today concerning the proposed parking lot that you want to take the place of my neighbors homes. When we spoke in September, we were made aware that this was not to be used for student parking as park as the enrollment projections for the next few years showed decreasing. This seems contradictory to the message that was sent out right before Thanksgiving break saying that this has been
055an issue for years and that people have repeatedly stated that the school needs more parking. I'm not sure what is unreasonable about having event parking across the street. And I'm sure there are ways that we can make this safe for those events, but I don't think that's what this is really about. I don't think it's about event parking. I think that you're facing a problem that most high schools do. Unfortunately, just because you have a demographic that can afford for each student to drive a Bronco to school, it doesn't make it right to take away someone else's home. What lessons are we teaching these kids? And what messages are we sending to our community? It surely isn't that the community is a priority. Maybe we need to think of other solutions like taking the bus
056or having students be environmentally conscious and carpool. I understand safety being a concern for the students as it should be. I don't think that anyone here in this room wants to place any children in unsafe in an unsafe situation. But as someone who has lived here for just shy under a decade, I can tell you that I see hundreds of students. I get stopped by them every morning and every afternoon when school starts and school lets out and they are crossing Main Street. If safety is the main concern for our students, why isn't there a crossing guard there? Do we only care about the safety of students who have the privilege to drive to school? It seems that building the additional parking across the street from the high school and having a crossing guard would
057solve a few safety concerns and would save you a lot of funds. Let's make safety equitable and accessible to all students. Here is your chance to be a good neighbor. We stand together as Walnut Grove residents. Please back out of this purchase. We do not want anything in our neighborhood but homes. Thank you. >> Thank you, [applause] Wendy. And then next up will be David. Good evening. My name is Wendy Dao and I'm a 15-year resident of Walnut Grove, the neighborhood the district intends to partially demolish and reszone for 40 parking spaces as part of their planned development proposal submitted to the village of Bington on September 26th, 2025. I want to begin by making something absolutely clear. Nothing in my comments tonight should be interpreted as support for this plan development. Not now, not
058later, not under any conditions. We are not asking the district to improve the process. We are stating that the district has not met the legal requirements that would allow this project to move forward. Under chapter 11 of the village zoning code, a planned development requires the applicant, in this case district 220, to demonstrate the following. Compatibility with the surrounding residential neighborhood. No detrimental impacts on nearby homes. Protection of residential property values. A demonstrated public benefit that outweighs the harm. Good faith communication and engagement with affected residents. As of today, the district has met none of these requirements. I'd like to focus on the district's failure to effectively engage with impacted residents. The district has chosen to hold the required December 10th neighborhood meeting on Zoom, a format that restricts participation, prevents effective review of plans,
059and limits the transparency that chapter 11 requires. Reviewing site plans, lighting diagrams, traffic circulation, and demolition footprints on a laptop or phone screen is not realistic. Residents requested an in-person meeting on December 1st. Not because we support this project, but because transparency matters even when we impro we oppose the project entirely. A virtual meeting does not satisfy the planned development requirement for meaningful engagement. Even if the district held an in-person meeting tomorrow, it would not change the fact that the district has failed to meet major zoning criterion required for this project's approval. Public bodies are not held to a lower bar. They're held to a higher one. And right now, the district is not meeting that bar in any way. So, let me end where I began. We are not on board. We oppose the
060demolition of four homes in Walnut Grove. We oppose the resoning. And we oppose the plan development itself because the district has not met the requirements and because the project is fundamentally incompatible with a long-established residential neighborhood. We stand together as Walnut Grove residents back out of this purchase. We do not want anything but homes in our neighborhood. Thank you. Thank you, David. Good evening. My name is Dave Prawl. Nice to see you all again. Uh my wife Kristen and I have lived at 428 West Main Street for more than 30 years. We raised our five kids right here in Walnut Grove. I want to speak tonight about both logic and humanity because this demands both. From a logical standpoint, this proposal simply doesn't hold up. From planning and traffic perspective, the heart road side of
061campus is clearly the more appropriate place for staging, logistics, and future growth. It handles higher volumes. According to I do at data, it's already the district's primary circulation corridor and most importantly, it maintains the natural campus boundary this community has respected for decades. But the humanity, the human reality is the part that's hardest to ignore. If you drive down Hagar this evening, you'll see one of our neighbors belongings on the curb partly covered in snow. This happened over Thanksgiving week during a snowstorm as she prepared to temporarily move in with her daughter. She doesn't own a car and couldn't take everything with her. Seeing that in our neighborhood has been heartbreaking. It has reminded many of us that real people, not parcels, are at the center of this discussion. There's a book called Killed by
062a Traffic Engineer by Dr. Wes Marshall. In it, he writes, "When decisions are based solely on efficiency, on diagrams, flowcharts, and convenience, communities get harmed, not because anyone intended to do harm, but because the human beings affected were never at the starting point of the conversation. You all are among the most highly educated people in this community. You have dedicated your lives to teaching, to developing wisdom, empathy, and responsibility in young people." Bington High School teaches students to think critically, to act with integrity, to care for their community, and to understand the human consequences of their decisions. This right now is an opportunity to model those values. We can do better than this. You can do better than this. This is not anti-school. It is pro- values, your values, integrity, fairness, and respect for community.
063I stand with my fellow residents of Walnut Grove and ask you to back out of this purchase. We do not want anything but homes in our neighborhood. Thank you. >> Thank you, David. [applause] >> Samade. >> Hello. I'm going to speak um continue on with um from what Margaret and Christina said. Um my name is S Pagorski. I've been living in the for about the past five years. Um uh the district acknowledges that the purchasing and converting homes will cost at least $1.5 million for a net gain of 40 stalls. This equates to $37,500 per parking space, not including lighting, fencing, and storm wearing costs. Spending cash reserves taxpayer money on the most expensive, most destructive possible solution is poor fiscal stewardship. The district's real estate contract with the North Hagar and Main Street property
064owner is contingent upon resoning approval. The school board um can withdraw immediately without f financial penalty. With the auditorium opening in 2028, this is ample time to finalize the 87 onampus spaces and secure 13 more parking spaces. Um more than 400 residents have signed the petition opposing resoning. Residents are not asking the district to abandon the auditorium or career path expansion. We are asking for a smart parking parking lot planning. Our request is to withdraw all plans to acquire and demolish the homes on West Main Street and North Hagar Avenue. Pursue the business zoning parking solutions at 50 509 Main Street and two 102 South Hagar Avenue. Implement the 87 space reconfigurations already identified on campus. Um, a responsible solution exists that meets every meets everyone of the district's goals. It provides a parking, protects
065homes, respects zoning, preserves property values, and saves taxpayer money. We ask that you support solution that works for everyone, not not the one that sacrifices our neighborhood for the 13 parking spots. Thank you very much. >> Thank you, Sam. >> All right, that concludes public comment. Obviously, tonight we have on our agenda to talk about Bington High School parking. Um, as we go through that, I think we'll be uh make sure we clarify some of the things that were said during public comment. Specifically, I think we need to talk about the December 10th meeting and what the purpose of that is. Um clarify um contractual obligations. Um and then we'll obviously be talking about many of the options we talked about last meeting as well, I think. So, um, so next up is your report,
066Dr. Wkelman. Um, I'm going to suggest since we've got a lot of people here that are here to to hear about the parking that if the board is willing, we move up that discussion item following Dr. Wkelman's report so we can um, be more efficient with everybody's time because we do appreciate you being here and we do want to hear from you >> and we want you to stay and listen to our discussion. Does that sound good? >> Yes. Absolutely. >> All right. So, please proceed with your report and then we'll jump into that discussion item. >> Sounds good. All right. So, for my report tonight, um board may recall that annually our district conducts a kindergarten roundup. Uh this occurs at the beginning of February as we begin the process of welcoming our newest
067district 220 families uh to join uh our district. The board may recall that as we began this process last year, we learned of a number of families that were considering a delayed entry for the child. >> And yeah, and uh as we worked through the process, one of the items that came to light was the realization that some of our families were concerned about the readiness uh of their child ready being ready for kindergarten. Um and that was information that um was you know being discussed and shared with our local preschool providers and our families but we were absent from that conversation. So um if the board recalls you know last year we made a commitment uh at that time to adjust our process um and um involve our local daycare and preschool programs to
068ensure open and improved lines of communication as we approach this year. Uh so I'm pleased to share, you'll see on the slide, uh that uh we did recently, uh hold a meeting with our local preschool directors. Um and it really did provide a nice opportunity for us to share information um about the school district, our current programming, um the things that we have in place that um are really available and you know will meet the needs of children at various readiness uh levels for kindergarten. And so, um, part of the experience was to not only share some of our programming, but also learn from our preschool directors about the current programming. Um, how they're sharing, uh, input and feedback with parents, when are they actually providing those developmental, you know, assessments and milestones, what kind
069of information, how can that better align with our programming and when we start to engage with our parents. Um and it was just a really nice opportunity to to like I said open up those lines of communication, improve our process. Um and then one of the things that we um thought was important too is that we have some new programming in the district that um you know just began and we wanted to make sure our directors and uh our our local preschools knew that not only do we have traditional full day kindergarten, but we do have choice options um including the Kab. So, you'll see in the picture on the far right, we actually uh took a one of our um buses over to the high school and provided um an opportunity for our preschool
070directors to actually see our new KAB, which was one of our kindergarten choice programs that we introduced. And so, I really want to thank um our preschool providers in the area for taking time out of their day to come and meet with us to open up those lines of communication. Uh certainly want to thank, you know, you'll see Dr. Carpenter in a few of those pictures there. uh he and his team, you know, they really prioritize this and making sure that we learn and we um look for ways to improve and I anticipate that our process this year as we approach February um will be much improved and much more open communication uh between our parents, the directors and the school district which I think we recognized there was a few gaps last year. So,
071with that said, um as I mentioned, the process is uh going to be starting and so we are excited to start welcoming our newest members. Um starting this year, we've actually rebranded our kindergarten roundup process. Um we're calling this uh momentous journey the ready set kindergarten. Um I'm really excited to share that um we currently have one of our high school communications interns uh Kanani uh from the high school. She designed this logo. So she's an intern in uh Mr. Steckling's department this year. And so this is one of the projects that we thought it might be nice to have her involved in. So um she is the creative uh mind behind the ready set kindergarten uh logo. We're very excited to launch this. So you'll start to see this logo being used uh as
072we announce and um make our community aware of our upcoming uh kindergarten roundup. Uh there will be several nights uh for uh our community to learn about the kindergarten options that you see on the slide. Um starting with each school, every one of our elementary schools will hold uh the welcome night for our traditional kindergarten model on February 2nd and then because we do have several choice options available to our families, um we hold then uh separate nights following the uh February 2nd kickoff. So, we'll do our Chinese immersion uh program. Uh parents will have an opportunity to learn about that on February 4th at North Bington. Um our dual language Spanish program will be February 5th at Lines. And then, as I mentioned, the Kab uh they will hold a session on February 10th.
073And all of these meetings will start at 6 p.m. So, we're really trying to increase our efforts, trying to uh provide more opportunities for our families to ask questions and learn about our kindergarten programs in the district. Um my next slide, uh obviously between our last two meetings, we did have some time off for Thanksgiving. Um it was really nice to see there was a number of Thanksgiving celebrations that occurred around the district last week before everyone headed off for the holiday and the long weekend. Um pictured here, you'll see some students uh and staff from our strive and best programs that gathered at station campus. Um, we also had several students and staff attending our Bington transition program and a number of our leaders and staff from around the district uh were able to
074join their lunch that they provided. Um, a couple update updates. Uh, you mentioned some of our upcoming meetings. Here's just a little bit um additional information. So, uh, as you'll see on December 11th, our CPAC will hold our family engagement event. Um Doug Bolton uh from formative psychological services uh will be here uh to provide uh this learning opportunity for our community. Uh the topic is building resiliency, mental health and emotional well-being. Uh this topic was careful carefully chosen uh based on parent feedback uh related to a need for this type of information and uh Mr. Bolton focuses specifically on helping schools and families build resiliency. Uh this work enhances community partnerships and helps our students and families stay closely connected. So really want to encourage like Sandra did uh to um really promote and
075encourage our families to um join us that evening in in in learning um giving day uh is our next slide. So you had mentioned giving day. Um you know this as you I did not know that uh I only have 30 years experience with giving day uh in my time in working in the district and volunteering at giving day. Um I will again be at giving day uh helping provide uh the necessary volunteer uh all the different um activities that are required to host uh this large event. Um we will be sending out a volunteer signup link in our board newsletter tomorrow. Um we always have that newsletter following our board meetings. Um they still do need some volunteers uh to help. So if you're interested in donating uh some of your time this coming
076weekend on Saturday, December 6th, there is still slots available. um anyone can participate. There's lots of different ways that you can um provide support for the program. And then as you mentioned, the annual Winter Wonderfest is coming up. Um and uh this is really one of those things that started uh during the pandemic, but I think has now become a really cool tradition for us in Bington and something that um has actually grown and um provides another um community event. Uh there's music, crafts, light shows, games, treats. um it has grown so much over the last few years. So um again, we will include a link in tomorrow's newsletter for those that are interested in purchasing tickets to the event. >> Awesome. >> Yeah. And that concludes my report. >> Awesome. >> Yeah. >> Any
077questions for Dr. Wing? All right. So, um let's jump to our I think it's our last discussion item >> um on Bington High School parking. >> Yep. And so I'll invite Nicole Satara and Sarah Logger to come back up and join at the table. Um I'm actually going to um drive the slide. Well, really Janine is going to drive the slideshow um like she does for my superintendent report. So I'll try to help facilitate. Certainly Nicole and Sarah can help participate in the conversation um as we step through these slides together. >> I'll try to help too. >> Please, [laughter] please. All right. So, um, from like an overview of the presentation tonight, I think it's important, um, that we revisit a few of the items that were discussed at our last meeting. Um, certainly
078our board members raised some questions and asked me to follow up on a few of the items um, from our discussion last time. Um certainly we've had a chance to uh you know hear from community members and again tonight thank you for being here and helping uh with this conversation uh so we can provide more information on this topic. Um and so then we will step through some of the questions and concerns but then I also I I think we maybe didn't spend enough time on the different options. And so tonight in front of you um you have some of the resources that I'll be presenting. It should be uh at your place at the table. Um and then I actually numbered the different options hoping that maybe that'll help facilitate the conversation so that
079when we're referring to one of the different parking options that is part of the considerations, we can refer to it easily. >> Sorry, Dr. Wkelman, we have a couple of uh links that it says we don't have permission to view. I think it might be a diligent >> Yeah. Not sure what's happening. We had that with some um some of our close session topics as well. So I do have a a call into them or a email into them, but I can't answer it right now. >> Are those the print are those also printed? So >> you've got a hard copy of it. You may not be able to access it. >> It's not the entire report, but it's the seven scenarios. >> Okay. >> And if there's any additional information, I can try to
080get it up on the screen if there's something you would like to view. >> Okay. Thank you. All right. Is it just the attachments, Aaron, or is there >> Yeah, it seems like we're having issues with all three attachments pulling those PDFs up. >> Okay. Well, >> like we normally do, we're overprepared and we've got hard copies for you at your place, so you have to go a little old school. Um, and I'll try to, like I said, I can navigate back to the different >> bathroom this afternoon. >> They they were working earlier today, so I do believe it's a diligent issue. >> Okay. Okay. >> Sometimes tactile works best. >> Yeah. Thank you for your patience as we um use our new governance system. >> All right, so um let's let's start by
081I I think it's important that we uh step through some of the historical information and and make sure that the board and the community um has more information that we were able to share last time and we just take our time stepping through. So, uh, tonight I'd like to revisit, you know, the parking and and and the longevity of the parking conversation as a community. Um, I'd like to step through Hart Road and how the district acquired Hart Road and revisit, you know, the the the process and the different ideas that have existed for Hart Road uh over years. Um, I want to take our time really speaking about the community auditorium and uh some of the um priorities that emerged from our community as we went around and visited I think over 45 different
082events when we were having conversations with the community about uh the most recent referendum which a large part of that was the community auditorium. Um, and then I think clarifying around our purchasing plans uh is important and I think that's at the heart of some of the concerns that we heard last time and again today and the conversations that we've engaged with some of our um residents from Walnut Grove even from the last meeting uh to tonight. And then I want to step through each of the options and get some feedback um if we can from the board of where where do our where is our interest where where do we want to concentrate our energy um and continue the conversation around some of these properties. Okay. So let's start with you know a more
083holistic long view of parking right. Um as I mentioned you know I've worked for the district for 30 years. This is my 30th year in the district and I started as a teacher at the high school and when I was working at the high school. Um there were several things that have occurred over time of our residents and our parents um looking for solutions based on the need for parking, right? Um, if you go back to 1999, there was a Chicago Tribune article that existed that we had a family uh in South Bington that actually purchased a home on Hager Street for their son's parking. Um, this actually was picked up by the Associated Press. So, this is not a new concept of us talking about and having a need and looking and our parents
084looking for solutions for their children to look for places to park beyond the spaces that are available at Bington High School. That's just one example. I just tried to pick a couple things to help illustrate that I know we're talking about it now, but this has been a longstanding community priority of looking for parking at the high school. Um, in the 2000s, uh, before the district actually acquired the property on Hart Road, the former owners of the Heart Road property had children, uh, that attended Bington School District. And at that time in the early 2000s, we had students parking on the grass fields across from the high school um, and their friends parking there. and looking for solutions outside the boundaries of Bington High School. We didn't own the property at the time, but we
085did have to manage trying to get the students across the street that were parking uh on those fields. Um and then even today it's been mentioned uh we currently have students today that are parking either at local businesses or by buying spots from private private residents on Hagar on both sides on Raymond and down the street all the way down towards you know uh Juel and so forth. I mean, you name it, we see them leaving every day and coming back and and so they're privately people have tried to solve the parking solution and it does exist today. I think when we think about the district's response to that because we've heard about this need, we've observed the need. Um, in 2019, uh, if you go back to the most recent of the three referendums
086that our community has considered, um, in 2019, there were aspects of parking across Hart Road and a pedestrian bridge. And that is on the sheet that you have in front of you like this. >> It's a colored column sheet. Um, we actually pulled this out of our records. Janine again pulled this out of our record, but this was a sheet when you go back to 2018 and 19 that the board at the time was referring to often at the table as the board was trying to listen to community feedback and determine what items and dollar amounts would be included in the 2019 referendum. And if you look at what's highlighted, there were examples of looking for parking um across the street on Hart Road um at that time because we had acquired the property at
087that point. Um and then there was also if you look at the site work uh in the green column, the very first column um there was an overhead bridge in order to um have students uh cross a pedestrian bridge. if we were to look at adding parking, athletic fields, and so forth across Hart Road. Um, and that at the time back in 2019 was estimated at uh $1 million um and and so forth. So, you know, that was part of the referendum. Now, when we did that referendum was not supported by the community and a few things emerged at that time when we did some focus groups after the referendum of, you know, why did you vote for it or against it? Some of the feedback we received that um was from that focus group
088was the use of that field and spending the money on a pedestrian bridge was something that was pointed out as not being desirable by the community. one of the reasons that they may not have voted to support the referendum. There were other things like the uh proposed road near Fox Point and lines. We were going to uh contemplate adding a second drive. That was another item that was pointed out at the time. Um flexible flexible furniture. Uh we were looking at adding flexible furniture to all the the schools at one time, purchasing for all of the buildings in the district. people had pointed out they didn't really feel like uh that was something that they could support and so on. So I just I want the board and the community to understand that the district
089has tried to listen to the feedback of the community. We then revisited the 2020 referendum. Um parking was another consideration that came up. Um, and when we thought about the renovations for Bington High School and the parking lot that now exists, um, we were able to add 43 new parking stalls when we revise the parking lot that's directly across from us, the parking lot in front of the high school that faces Main Street. um because we had heard throughout the 2020 referendum again, can you please look at adding parking as part of the projects and solutions? Now, if you go to 2024, um as I mentioned, when we were going around to the community, we could be at Roslin talking about new programming or new windows or flooring and it would come up, but what
090are you going to do about parking at the high school? We heard this often throughout the 2024 referendum. Um the community supported that referendum and in the plans that we'll get into the options tonight. There's seven things that we've been considering. We are proposing adding 50 new parking stalls in front of the high school, being able to add on to the work that we just did. Don't rip it out. We were very conscious of that when we were doing the 2020 referendum of trying to make sure that we were thinking where the auditorium might be located and we land bank that if the community supported an auditorium. We were thinking about the same thing with parking. And so um these are the ways that the district has tried to formally address some of the parking
091needs um to meet the needs of the community. Any thoughts, questions, or clarifications on just this slide and kind of some of the history of of of this topic of parking around Bington High School? >> I just had one other thing to add. Um, not seeing anybody else raising their hand here is is that you mentioned like the lines added parking. There was also parking in other schools. North Bington, Countryside, Grove were all part of that 2019 referendum. And so in 2020, um I recall one of the reasons that we didn't put those forward is so that we could have these conversations about each one of them and make sure that we got the input from each one of those communities. >> Um so I think that kind of we're following in the same suit
092here. >> Um so I just wanted to point that out too because you mentioned those. >> Y absolutely. >> I think you mentioned a different time how many community meetings you went to and how many where people asked about parking at the high school, >> you know, all different ones. If I remember, >> in 2020, when I was the deputy superintendent, I went to the meetings with Dr. Harris, who was the current superintendent at that time, >> and that frequently came up. In 2024, we went to over 40 community meetings, whether that was at the schools, at village, you know, uh, meetings. I went to, um, the Garlands. I mean, I anywhere people would meet, I was trying to make sure I was there because I wanted to make sure people had the information. However,
093they decided what they thought about the referendum. I wanted to make sure there wasn't a communication gap that existed. And often at those meetings, again, because I think of the longstanding concern around parking, people would often bring it up. >> I I think anyone that you didn't attend, I was able to attend and everyone [snorts] that I attended, it was brought up for sure. >> Yep. Okay. So, let's let's switch then. I think, you know, I wanted to provide some of the additional information around parking. I think it's also important. We had a lot of questions at the board table last time around Heart Road and how how did we acquire Heart Row? What is what was the the purpose? Um we've received some communications from residents around this topic. So I thought it would
094be important to have this be part of our conversation. So, um, in 2013, uh, the, um, the family that I mentioned earlier, uh, whose children were parking there in the early 2000s had approached the district and they donated on December 31st of 2013. Um, the far north end of that Hart Road corridor. So, right on the other side of Hart Road from the high school is the parcel that's closest uh to 14, just south of the Hamilton Partners building that's up there. That north parcel was donated in 2013. So, the district did not purchase. It was a donation to the school district. Exactly one year later, I'm not I went back and read all the minutes from those meetings. on December 31st of 2014, there was another special board meeting that was um called and
095at that time the district purchased um the middle portion which is where the creek runs through that property as well as the parcel at the very south end. So now this is the very end corner along Hart Road uh that uh dead ends into Main Street, right? So this is next to the it's just east of the Morgan Stanley building that's there. So that's the history of what we paid for, what was donated, how that came to be acquired by the school district. As I mentioned earlier, because we had now acquired this property in 2014, when we were asking for input from the community about what should be included in a potential referendum question. At that time, we were thinking about building athletic fields across the street, adding additional parking across the street, and constructing
096a pedestrian bridge um to try to address how to safely get students across the road every day, whether that was for PE programming, athletic events, and so forth, right? Um that referendum was not successful, but through Bill 220, we were able to address some of those things. As I mentioned earlier, bill 220, we did update our athletic fields on our current property and we added some additional parking stalls. So we came back to the board in 2022 with an idea to shift away from athletic fields, parking and bridges in at that time looking at increasing our academic programming through a green learning initiative and really focusing on cultivation and conservation and using that property in a way that could support our academic programming for students at all levels. And so, uh, if you can go
097to the next slide, Janine. Um, this is, uh, just an aerial view of of when I talk about the north parcel, the middle or the southern parcel. This is the green learning plan is really to develop that northern uh, area for academic purposes. And we're calling that cultivation. And we do have some small micro farming going on on the property. Now, you saw a big pumpkin here last year that our students have grown um, and so forth. conservation is really about um there is a lot of work that needs to be done in that middle section. Um and you know the creek itself has been rerouted by farmers over time and other individuals and a lot of erosion is occurring and so um we're looking to restore that property. Um, and the board will recall
098this fall we came back to the board and in uh this fall the board gave permission for us to uh spend $104,000 to apply for the grant um in in efforts to try to have some grant money pay for getting rid of a lot of the invasive species, redoing the creek and so forth and really adding some paths that would benefit the community. So, that's a little bit about kind of the Heart Road property, how we purchased it, what is the intended use, and and what are we planning to do with that property at this time? >> Board, any questions or or clarifications around the Hart Road property? I I guess I just want to add to to you know piggyback that property is not just controlled by Bington 220 but we have the Army
099Corps of Engineers, we have Bington Hills, we have Bington, we have the Lake County uh uh Department of Transportation. There's a lot of different entities. It's not as simple as let's pave and we can park there. So, I just want to be clear with the community that it's it's not just a piece of property that is easily uh um is it's not going to be easy to just use it. I I understand we're going to talk about that as a possible place for parking, but but it's it's not simply we own it, we can do whatever we want with it. It's >> Yeah, >> not like that. >> No, you're you're exactly right. And not only the different entities that you mentioned, but there are several private residents that their property backs up to that
100conservation area um that we would need to uh continue to work with to accomplish some of the restoration and removal of the invasive species and so forth. So, it's all those entities plus the private residents there that all of us would be pitching in together to try to work through restoring that property and then, you know, using it for academic programming. Good point, Bar. >> Yeah. And there's also the when we purchase that land, there's the Korea document that has the covenants in addition to all of those entities that we have to make sure that we abide by. don't didn't feel like when we did that purchase back in 2014 that it would restrict us, you know, to use the land. So, I make sure that that's clear as well that we can do things
101on this property. We just have to be careful about how we do it and be mindful about how we do it. >> Yeah. Hey, hey, Sandra, real [clears throat] quick, can you just define what Korea is for the audience? >> I can't remember exactly what it stands for, but it's basically a covenants and enforcing enforcement document. >> Okay. >> Um I think if we Google it, we would find Okay. what Korea stands for, but it's it's the covenants and restrictions and and how you can utilize the property. >> Okay. So, board in in your uh staff, [clears throat] you have some of the details that I described on on the screen. All right. Um so, now let's switch to the new community auditorium. In addition to hearing about the need for increased parking during the
102community auditorium when we were really having conversations with the community about what what do you want with a proposed auditorium? What would be important? One of the commitments that we made and we heard loud and clear is our current auditorium is a challenge. it it is one of the more challenging examples of an auditorium in a high school for a variety of reasons, right? Um from its location, we've heard from community members, it is very difficult just to get into the high school, navigate to the auditorium. The way the auditorium is designed, uh with former codes as far as the pitch, there's a lack of accessible seating and so forth. So, we heard loud and clear that if you um you know are going to build an auditorium, what would be very important to this
103community is to really flip the script and really create something that allows individuals to easily access the auditorium in addition to if you're going to construct an auditorium, can you make one that has a larger capacity to accommodate um more um individuals to attend and and and participate as well as during the day for us to uh have more students um specifically a grade level at a time uh be able to access the auditorium. So I just wanted to make sure that like the board and the community understand that that was one of the things that is very important to the community and we feel uh you know an expectation to deliver on of whatever we create with this space. make sure that it meets all of the accessibility um and and addresses and corrects
104a lot of the challenges that we have today. Um with that said, there were some questions around number of seats, how many seats do you need and so forth. So um the larger seating capacity um approximately with the new auditorium is 120 additional seats. Um, a lot of that is realized through the balcony that we don't currently have, but the new auditorium would have that additional seating. Um, when we asked the architects for a recommendation, they are suggesting approximately 100 additional parking spots or stalls based on, and again, this is just a number that meets the auditorium that does not address the ongoing historical need for parking. What the auditorium is doing is it's actually compounding the current need for parking and the and the concern that we're trying to address. I think one of
105the things that we have heard and and I I think I speak for the for the board uh certainly myself is that um we recognize that there is a concern a real concern by the residents uh in Walnut Grove. And so I want to make sure that I take an opportunity tonight to say we are listening and we hear the concerns being presented about what are the plans of the district. Are you being transparent about the plans for the district? What does that entail? What what are the current um expectations uh that we can anticipate as far as purchasing the property? I I I want to acknowledge and this this is personal and I get that there there's a reason why we refer to things as a home versus a house, right? We understand that
106and we acknowledge that and I want to make sure that the residents hear that tonight. We're we're listening. We're we're reviewing these different options. But I want to be clear, there's a lot of misinformation that's been shared with the school district and the community around this. We are currently under contract for four lots. They're on the screen. They are the lots, the three that face Main Street and the one lot that is on Hagar, 112 Hagar, that faces Hagar Avenue that is directly north of the three lots. Initially, we were having conversations with other individuals that may be homeowners or property owners of some of the other lots. Um, since our last board meeting, the board gave direction uh to uh Sarah to go back to those individuals that had approached the school district and
107say we are not interested as a school district in purchasing any additional homes. So, I wanted to make sure that that was also stated tonight because I don't know if that information has been shared with everyone, but we felt like that was something that we reflected and reviewed based on the feedback that we felt was important to clarify for everyone tonight. Board, would you is there anything else you'd like to share or clarify on this topic of what is being purchased and what other purchasing sales might be uh involved? >> I tried to represent so some of the conversations we've been having over the last couple weeks. >> I I would just add to that that if if if it's on Hagar Road or any adjacent property to any of our properties, we would have
108a responsibility to at least hear what that property owner had to say to us. That doesn't mean that we're going to take any action, but we would we would hear out that that property owner, and we have done that in the past, >> right? >> And just to underscore, I think you already said this, but we did not pursue those properties. There were property owners who came to us and like Sandra said, we listened. Right. So >> take our time with us, Erin. That's exactly right. So we [snorts] did not pursue. Property owners have come to us on North Hager and we listened, but we have gone back to them and said, "No, thank you. We're not interested in purchasing." So that's exactly right. >> Okay. So now let's switch gears a little bit and
109I I want to make sure we take our time stepping through what are the objectives based on all the history that we just took a few minutes to go through. Um because these are the things that are driving some of the decisions that I know this board is very carefully reviewing and contemplating. >> I do have >> breaking news. Sandra has Korea. [clears throat] Thanks to Barry. [laughter] Korea stands for construction operation reciprocal easement agreement. >> Thank you for clarifying that. [laughter] >> So, jumping into the objectives, you know, I don't want to um shortch change safety. We we've had a lot of feedback about safety. I know this board is heavily values student safety. I know past boards have heavily valued student safety. And I think we recognize even when you go back to
1102019, if we're going to construct something that's going to host students, whether that's fields, buildings, parking, and so forth, we want to have the safest conditions for them students to navigate across a road to the high school. Whether that's on Hart Road or across the street here on this side of Main Street, safety is a big concern. I think there are conversations around safety that I'm not sure the Walnut Grove residents understand or the whole community. So, I also want to take this this opportunity to explain that the school district, the village of Bington and the Village of Bington Police Department have submitted over a dozen letters to IDOT over the last six years to try to what we believe improve the conditions that exist because of our students leaving campus um and crossing the
111road to have a signalized crossing installed here to have our kids have a better way to get across the road, whether they're heading home, they're heading to other residents, they're heading to parking spots, um because every day, uh we see it and we know it is not the safest. The signalized crossing helps, but we I'm sorry, the flasher helps, but we believe a signalized crossing that actually controls the vehicle traffic and the pedestrians is potentially the best long-term solution. And so safety is a big deal and we have been thinking about and actively working to try to address that again to have the best conditions we can especially when whether that's students, staff, community members are crossing busy roads. As I mentioned earlier, accessibility is a large desire and need that we heard from the
112community that if we support the 2024 referendum, we really want to make sure that we are thinking about accessibility and not just meeting ADA standards, but actually really looking at accessibility and trying to do everything we can. And I know Dr. Carpenter and uh Sarah and Nicole shared all the way down to zero threshold access from the parking lot into the building. The things that matter to those that have mobility challenges that may not show up in an ADA expectation and so forth. And so I know as the board's been looking at parking solutions, safety and accessibility are are big levers in drivers in the decisions. Um, we also are trying to figure out our impact on programming. If we make this decision, what does that have? If we add parking, what does that what
113are we taking away? How do we prioritize um, you know, those competing things? They're all important. They're all going to benefit our students uh, now and for years to come. And then also operational availability trying to make sure that what we are putting in is having the least impact and also bringing the maximum value for the construction costs the timing of the construction and so forth. So those are four big drivers that I want to make sure that you know we're representing why maybe we're contemplating certain things, why we're reviewing certain things, what is, you know, uh important in in order for us to meet the needs that we heard and expectations from our community. >> Any questions on that? One thing to add on the accessibility piece is and you you probably hit on
114it. I just want to reinforce it is that >> with the referendum, you know, we talked about the auditorium being a community auditorium and and community having access to it um during the day and at all times. Today, you'd have to go through the school in order to get to the auditorium. Correct. with the new auditorium um as we sold it, you would you would be able to gain access to that building without interrupting the school programming that's going on inside the building. I just want to make sure that that was understood. >> I did not mention that, Sandra, and that is part of accessibility right now. You know, a lot of the feedback we've heard is just getting from our car to the auditorium is a struggle for a lot of our residents um
115that have any amount of mobility challenges. That's why we've prioritized that. Um, even having some of our community um, residents like Joey Wagner um, join in our design conversations to make sure we're really looking at this carefully and and doing that. And certainly accessibility. We can't host things or do things right now when students are in session um, because they have to navigate through the high school unless we're to shut down portions of the high school. new auditorium. We're addressing a lot of those things so that it is very accessible and it can be right from the parking lot into the auditorium without disrupting the educational programming during the day. Thank you for reminding. >> And one of the examples I remember was let's say the elementary students want to come over and see the
116matinea of the high school musical. There weren't separate bathrooms for them. There aren't right now. So this would compartmentalize it. They can come over, be not be in the high school, mingling with high schoolers, be in the audience, use the bathrooms by the theater, and then go back to elementary school in in that same circle of conversation. >> And later tonight, you're going to hear and see some new renderings of the interior of the high school. So stay tuned. Um, which I think will be exciting. >> All right, so looking at the different options, we went through these last time. Um I I thought for ease of our conversation tonight um I numbered them. It was Sandra's suggestion of just let's try to make this as straightforward as possible. So in your packet you also
117have each of the items that I'm going to step through. We can go back to refer to them um so you have them as a reference. So let's start with um there were seven options presented last time. The first one is the southwest campus parking, right? And so I think there was a little bit of confusion on the table of what does that mean when you say southwest campus parking. Um this is if so this is an aerial view. This is the new grass athletic field that runs along Main Street. It's positioned somewhat in that corner right the southwest corner of campus right now at the corner of Hart [snorts] and Main Street. Right. So you see I've circled it. So it's adjacent. It's just west of the new parking lot in front of the
118high school. It's just east of Heart Road. It's that corner section. It's a full competition, but it's grass field, right? So, now that you know where we're talking about, I want to step through some of the concepts that we've investigated to see, okay, if we didn't have that current grass field in that location and we thought about parking there, what could we accomplish? And so, um, we're now looking at an aerial view with those, um, parking concepts, um, placed on top of, uh, that field. So, there's two concepts, A and B. So, concept A, if you go to the next slide, Janine, >> [clears throat] >> um, it's adding parking just south of the current parking lot, but it's placed on top of, so we would lose that at current athletic field. a portion of
119it. You can see on the diagram, we would be able to retain a little bit of practice space um which is in the lower left corner, but we would also have to add a considerable amount of detention because as we touch that space and add more impervious surface, Nicole, did I say that right? All right. See, this is what happened when you hang around with Nicole for 5 years during build 220. Um, but we would have to create detention and we'd have a little bit of of uh space left. Concept B is if we wanted Oh, go ahead. >> Small. What is it? How many spaces is that? >> I have a slide that will get to all the spaces. I promise because that was also something I heard last time of wait, we we
120need them all. So, um, here I'll Janine, can you >> slide with all of the numbers? >> It's okay. I think it says, right? >> I promise I will and I will go back to these slides. So smaller is concept A. If we go to concept B depicted here, now we would actually lose the small practice space al together. Everything along the frontage would become detention. Um but we would install a larger parking lot um in that southwest corner. That's option B. Is that a multi-sport practice field or is it us it's a >> currently? Yes, currently it's a it's what we all you know kind of grew up on before turf fields. It's a multiport competition field. We can host lacrosse, soccer, football, any of the outdoor sports on that field >> and the
121marching band. >> Marching band goes out and practices. Absolutely. Our youth programs are out there. Absolutely. And so you're showing on the left side of the screen that that field could be relocated in full the full size field the west side of Hart Road, >> right? >> In the area that's buildable, >> right? Yep. So along Hart Road, >> there's north, the middle, and the south. This is depicting we we know we can't lose that athletic field. that would be going backwards um from the work that we just put in to try to create more spaces for our students. Um and that's a really important concept because it reduces the load that's on the fields because if we don't have more space, we have to stack programs. And so students, we can only get so
122many on at a time and we have to prioritize to say this activity has it from this time. the next activity is going to come on afterwards and it becomes later and later at night in order for us to do that. We we gained a significant amount of ability to reduce that and have more space available for our district needs as well as our community groups that also use our facilities. So that would in our mind be going backwards if we didn't go across the street and tried to create another field. The field would now be placed on the west side of Hart Road because we would have added parking where it currently sits. Great question. >> And that's the TBD portion, right, of the of the Heart Road property. >> Would that be like
123a comparable size >> to be able to house the same amount of the middle the conservation area? >> Oh, it's the conservation area. Okay. Would we have to move the conservation area somewhere though or >> there is a portion of mitigation that you would have to do with the wetland area >> to get the fulls size field? >> Correct. >> Yeah. >> Okay. >> So it would be the same size field >> here >> like to accommodate the same >> and would there be parking over there as well? I mean when we talked about it with the referendum we had we had a field over there but we also had parking. So if there's a field there would be parking. Is there parking over there? I don't think I see it. >> For this current
124plan, there's no parking. It would just be the construction of the field. >> Okay. >> Is there room to do that or is there not room because of we have to relocate the conservation? >> It would be more relocated wetland area. I guess >> for the good of the board and the community, like what we're discussing is that if we start to touch this property, there are parts that we can build on um that have no restrictions. There's also a large amount of it. We do have to, you know, if we take some of it and repurpose it, we have to then create the same condition. So, it's like you're trading off, right? You're getting this, but you have to put back what what you utilized. And so, there is an exchange that we would
125have to work out to make sure we're following all the guidelines in order to utilize the property. And honestly, that's again the reason why in 2014 that we bought both both parcels, the the centerpiece as well as the south parcel, so we would have that flexibility, have more flexibility to do what we need to do, >> you know, and if we were to contemplate something like this, we would have the ability to have students, the parking would be closer, but now we would have to think about how to get students across the street. You know, back in 2019, one of the concepts that is on that chart that I shared, it was like $1.1 million to accomplish like a pedestrian bridge and so forth. So, we'd have to kind of think through what what do
126we believe would be, you know, a safe way to do that if we were to construct a field across the street. Okay, I'm going to keep going. So, those are the the two options uh for one. Then number two, we thought about what if we did a singlestory parking deck. So this is the same spot. We would be using the current full field grass field that's out in front, the athletic field in front of the high school. That's showing the same spot. As you go to the next slide, Janine. Um, if we did that, this would be um a singlestory parking deck, meaning there would be parking on the ground level and then there would be an upper deck for parking, but it's not an enclosed parking garage. It's actually an open air parking deck.
127We would have to think through, you know, fencing, making it safe. We'd have to think about, you know, how do we get students up? How do we get students down if there's any accessibility challenges and so forth? But we could build a parking deck to try to get more parking on the, you know, on that southwest corner of the property. Again, if you use that property to not go backwards, we would then be contemplating relocating the athletic field across Hart Road on the west side. Another thing I was reminded of is if we do do a parking deck, um, you know, we would want to consider an elevator, right, >> as well as supervision >> of that parking deck >> to ensure safety of everyone. >> Yeah. I think >> being on our property, >>
128anytime you have parking decks, enclosures, and so forth, I I think absolutely supervision becomes a concern. And again back to accessibility. How do we get individuals down from that that second uh deck? >> Okay. Another concept. These are just we're trying to think through different options of how we might be able to address parking. Third option is if we were to um abandon uh our plans for green learning and expanding programming uh for all of our preschool, elementary, middle, and high school students um on that north end of the property. We could add additional parking instead of doing the academic programming up at the north end. Um this is a large parcel um of property. I think we estimated uh we could probably do over 400 spots up here. Um we did not pursue um
129any kind of engineered drawing on on this one. Um we can do that if the board is interested in pursuing trading out the academic programming for parking. Um but that's where it would be located. When we talk about a Hart Road Field parking lot, that would be at the far north end of the property. >> It's not the same area that this would be. No. So, it would be just above that barrier. It's the the red circle at the very top. >> Right. And the and the parking or the we're looking at would be the conservation area if we did the uh field. >> I just want to make sure we're in the right area. >> This this I just want to be very clear that the the field that's shown is in the TBD
130that's liable >> and a little bit of conservation. >> A little bit of not entirely in the conservation. I just want to make sure that that's clear. I just want to make sure we're all clear. Right. >> I didn't understand that. Okay. >> So, Jannine, if you go back to the aerial view, uh, go. Nope. Let's go back to the one you were just on. When we think about a field across Hart Road, if you look at the very edge of that picture on the right, you can see the drive and very uh edge of um, >> Smith Barney. >> Uh, yeah. Uh, Morgan Stanley. >> Morgan Stanley. Sorry. It's right there. >> Right there. >> So, this field would be on the TBD and a little bit into the conservation area, >> right? >>
131Okay. >> Does that make sense? >> Yes. >> Okay. >> And essentially, Lake Cook is at the bottom of this drawing. If you just It's just >> it's like it's just not shown there. It's right there. >> But the TBD is not large enough to fit the full athletic field. So, we would use the TBD area, the south parcel next to just east of uh the Morgan Stanley building and into the conservation area. >> And it's the same for this first option. >> Yep. Anytime you're seeing that uh depiction of a field on that space, it's it's in that same location for all three. So, Southwest parking as well as um the parking deck. anytime we're going across the street, there's enough room there for us to try to use those two parcels to fit
132it in. >> Is it so it's part of the conservation area and all of the TBD? >> Yes. >> Okay. >> So, in that situation, there's nowhere to relocate the the academic learning space. Well, the academic learning space, our current plans for it utilized, >> that is the largest usable space, the the fewest amount of the conservation and and wetlands and so forth is contained at that very north end. And so our current plans are really building that out to meet our academic needs. Um, part of the process also was to try to revitalize the middle conservation area. And we have had conversations about adding walking paths and so forth once we get all the invasive species out and so forth that we would put in some natural paths that that not only our students
133could use, but the whole community could use as a walking path and so forth. But really that north end um we currently have plans to utilize all of it uh to meet a variety of academic needs for programming from again early learning center, elementary, middle, and high school. >> So if we replaced it with parking that would just not be able to be put anywhere else. Correct. >> With our current plans, we would have to reduce the amount of programming possibly to try to shrink it to possibly fit at the TBD or somewhere else that you know we would have to think through that. But in its current design, it would not fit. Again, this one we have to think about how to get students across the street. It's also the furthest away from the
134building. So, distance-wise, one of the concerns, and you'll see that as we get to um really looking at the different programming. So, then that brings us to option four. Option four was our parking lot concept right here at the admin center. Um, one of the concepts is could we extend the parking lot forward towards Main Street, right? Expand right on our own property and try to add some additional stalls on the current property here at the district office. That's option A. Option B um is the concept that the board has discussed, the community has uh expressed interest in the board pursuing of looking to purchase or you know look at the two buildings adjacent. So, right out here uh on the corner of Main Street and South Hager now. Um and then making the whole
135parking lot larger, our current current parking lot as well as adding parking uh by uh I guess just to the east. >> Stalls in a or is it >> There is not many but >> Oh, okay. Right here on this. Okay, I see. >> So, >> Oh, on the grass. I see. >> Yeah. So, we would take over some of the grass, Aaron, to make the lot bigger. >> Got it. >> You get a few more. >> Okay. >> Yeah. >> And I promise that the sheet is coming all the numbers. I probably should have just put it first. That was an error on my on my behalf. All right. So, five. Uh, this is the main street parking lot. Uh, you'll remember earlier I said in build 220, the 2020 referendum, we added 43
136parking spots. In this one, we would add 50 parking spots. um they're depicted on this uh aerial view. We would add stalls onto on the edges. So that western edge of the new parking lot and the southern edge, we'd be able to ring it with some additional parking spots. Okay. Bus parking we talked about uh we would periodically relocate buses to try to have some additional spots available for uh cars. uh to park by moving the buses out of the current bus lane parking that we have on the east side of Bington High School. So, this is the road um that runs along uh the back side of North Hager um around the back of the high school. And then the final concept was uh looking to uh add onto the current what we refer
137to as the Lincoln lot. So, it's that small little lot as you pull in off of Main Street to Bington High School um reconfiguring and adding on uh by adding the parking spots where the current four uh properties are located. >> Okay. So, just to just to clarify that in what's showing here is all four properties being >> this is all this is all four properties. Correct. >> Can I ask a quick question about the bus slot? Were there where were the additional spaces on the bottom >> or not? Sorry. >> What what we would do is you would add a line down the middle of the bus lane because they're currently long enough those angled cells a bus >> and we would bisect it to try to add parking on both sides. So you
138would be able to park cars. >> So you would double the spaces >> during events. Yep. >> We could relocate the buses. >> Correct. >> During some events anyway. >> Yeah. We would have to figure out where they would go. >> Where they would go, but >> we knew we needed additional parking. This is not a permanent solution, right? So currently >> a solution for >> we have kids come every day. Bus parking is there. This would give us the option of periodically gaining more spots. Again, we're trying to think any way we can to try to make sure we've got enough spots. >> That's only when the buses aren't occupying that space. >> Correct. So it's not a permanent solution. It's a temporary solution. Okay. >> Okay. So this slide then when you go
139when you think about the objectives that we're trying to accomplish as far as safety, accessibility, impact on programming, and the 2627 parking use. We tried to just very simplistically kind of give a snapshot of these different options and which ones meet those objectives and which ones don't fully meet those objectives. Um, and we just did a simple green and and red chart to try to highlight the ones that we felt were um, viable for us to pursue at this time. Um, we certainly can go back and continue to consider some of these. We can look to modify some of these to try to address some of the areas where we don't think uh, they meet the objectives that we set out to. For instance, if we wanted students to cross a road, do we want
140to go back and contemplate a pedestrian bridge and so forth to address some of the safety concerns that may emerge? Some of them just by their proximity or a location uh do present challenges for accessibility. Uh we know that the further students, residents, community members are traveling from the parking spot to access um either our indoor or outdoor facilities um becomes a greater challenge uh just based on distance. But there are some things that we could do to think about and and try to augment or adjust any of these plans. And then the slide you've all been waiting for. Uh the next one is okay, let's talk about stalls, right? So if we think about that southwest campus parking option A. So this is just adding a small portion in the southwest corner you would
141gain 144 stalls. Arathy this is the question you asked from the very beginning. >> If we were to do option B which would be that smallest section but actually make it bigger take over the whole athletic field area. We'd be able to add 216 stalls. If we contemplated a singlestory parking deck, uh we believe we could add stalls with a singlestory parking deck. Um we did not include the finances on these these, but I will tell you this is my mind this is the most expensive option per stall to do the parking deck was how much? >> Probably about 16 million for that many stalls. In addition to that, we would be relocating the field over to Hart Road, which would be approximately 1.6 million. >> Right. >> So, in any one of the scenarios
142that the field is being relocated to Hart Road is an additional 1.6 million. >> Did you say 16 million? >> 1.6. >> No, 16 million for 350 stalls. So, it's about $46,000 per stall, >> right? So, 16 million potentially for the >> for 350 stalls, >> right? And then an additional 1.6. So >> correct 17.6 >> additional 1 whatever for pedestrian bridge. >> Yes. >> Correct. >> Yes. >> And remember those numbers for the pedestrian bridge are 2019 numbers. I'm guessing we'd probably have to add 30%. Probably even more than that. >> So close to 20 million when you factor in for the with the deck the deck option. >> Even more >> if for that many stalls you could do >> more stalls. You could do more stalls. It's about 46,000 a stall. >>
143Okay. >> Um right here at the admin center, if we were to try to expand the current parking lot closer to Main Street, uh uh you would gain nine stalls to add that additional row in front right here on the property we currently uh own. If you were to also look at expanding the front parking lot, acquiring the property next door, you would be able to add 48 additional parking stalls. Um, as I mentioned, option five, this is adding the additional spots to the existing parking lot at Bington High School. Uh, this would be 50 additional parking spots by adding those along the perimeter of the current parking lot. If we were to do the bus parking lot, again, this is temporary, but we could periodically um add 27 stalls if we were to bisect
144uh the current bus parking after hours. And then the the expansion of the Lincoln parking lot uh would add an additional 40 stalls. >> I want to ask another clarifying question. I don't think that we've covered >> Yep. >> any costs associated with any of these options. It is my understanding we could not use any of the transform 220 funds to do that >> of the additional options. Yes. If you're adding stalls like the 50 stalls to Bington High School like we did with the 43 stalls with build 220. >> So number five we can do within the referendum because that was part of what we communicated >> because we have to build the auditorium. we have to reconfigure the parking lot to sit the auditorium. So those are available. >> Okay. >> But the
145if you're purchasing new property and so forth, that's not transformed to that's not referendum money. That would have to be a different funding source in order to purchase and construct those new concepts like a parking deck >> like any anything outside of really five and six. Is that right? which we are prepared to do both of those out of the capital projects fund. The parking that will change in the from transform 220 would be that front area near the plaza and the auditorium. >> So the reconfiguring of it >> correct that's what will be out of transform 220 but the main street adjustments the 50 stalls and then any bus parking in the back we um have capital projects funds here. >> Thank you for clarifying that appreciated. I want to make sure that was
146none of none of these >> none of these options. >> No, I appreciate you bringing it up plan to be funded by the >> because we've heard that question. Why aren't you using transform 220 to accomplish some of these things? So, >> yeah, because we cannot because we didn't ask for that. >> Okay. Um, I tried to put this together and I hope I hit on every one of the questions that the board raised last time. Thank you. >> Is there anything else that you did not >> kind of capture from the conversation last time? >> Is there a way to see about adding the parking at if we move fields like Sandra was mentioning? Could you see about that what that would be? How many stalls or cost or estimate? You know, she said
147you said if we move the fields, will there be parking at the fields, the new fields? So, if we put the field across on Heart Road, >> would there be parking? And I thought I heard the answer was no. There would not be parking. >> We would be >> we let me let me clarify. We can do anything. >> Yes, >> we're showing highlevel. >> Yes. Yes. >> Engineer informed >> conceptual placement of just like how big is an athletic field, how big a space do you need around it and so forth. With these concepts, there is no parking realized with it. Parking would have to then impede or take away from some of the other programming, which is why we considered it a red box, not a green box. Yeah. So, what I'm hoping
148is that with all of that additional information in response to some of the questions, can the board give some additional direction to the administration tonight? Are there certain concepts that you want to take off the table? Are there certain concepts you want to explore further? Are there certain concepts that you're interested in just to try to >> Okay. >> get our arms around. We talked about a lot. Can I can I ask another question about heart heart road that 400 stall one? So that cultivation, that learning area, there's no way to replace that, right? It's either the 400 stalls or we have our horiculture environmental learning. There's no way to move that learning space elsewhere. >> Not with all the things that we would like to construct and offer our students because remember this was
149going to be a prek through 12 solution. We currently go to other like Stillman Nature Center and so forth. And we may still go to them, but we were trying to bring some of that programming into the district, right? And so we have a lot of ideas out there >> to really meet learning needs as the kids grow and develop. So could we do it? Not >> we couldn't do all of it. >> You you could maybe prioritize reducing it, >> right? That would not be our administrative recommendation to do that because then we're again we're doing that tradeoff of which priority you know right >> which are you prioritizing parking or academic program >> and that's currently where we have our our farming right yeah okay >> we're doing like micro farming lowlevel things
150complete >> re you know we would completely um >> revitalize that we would address all of the conservation concerns concerns. We would mitigate everything and then we would start to construct actually the academic program >> and we don't have an approximate cost there, right? The >> Oh, yeah, we do. >> Or do we? >> Yep. Um, >> we already for educational or cost for parking >> for parking. >> There's a um let's see for the heart road to add the 400 stalls at heart road. Mhm. >> We do. We do not. >> And I don't want to ask surprise anyone with the question, but I'm thinking of this as we're going along. Is it possible to put 50 parking spaces or a hundred over by that cultivation area because then we could bring a bus
151in, drop kids off, have a place to bring them into, and and then when it's not school day things, there could be parking there. Or the parking could be multi-use parking if there's 50 or 100 spots because we don't really need 400 is what I'm understanding. Right. But 50 or 100 would be added to the mix and you know take away some of these other options. >> Yep. And >> is that a >> that's where I wanted to go with the board next of you've heard the pros and cons with these and the challenges that exist with the different options >> because I know sometimes for back to school night we've you know had little mini buses busing families from Field of Dreams parking to the high school and and it's a once in a
152while thing or like the orchestra event that has everybody in the whole school from every grade. that's a big event and there's other events the same day sometimes and it's just like whoa you know but these are not all the time occurrences >> right >> so I that's that's my new thought of the moment that that would >> Janine can you go back to the chart with the pros and cons the color chart and then maybe we can have a conversation around >> yeah okay I was going to just since we're on three start with three is there anybody that wants to pursue the 400 spots in that cultivation area not the fif not a 50 not a reduction but the 400. >> So this is the fourth one down. >> Fourth one down. >>
153Heart road. >> Yeah, >> Richard has all red X's. [laughter] >> I didn't even look at that. I just was going off of what was just ask a question about seeing if we can see what we can narrow down >> and it would be problematic because we already approved that in 2022, right? that conservation learning area. >> And then this fall, the the board approved and authorized us to spend 104,000 to submit a grant application to try to offset some of the costs for the district by applying for some grants to help, you know, kind of share the costs to redo that area for our programming as well as community use. >> So, we've actually already begun phase one of that process through the approval from the board. >> Pay for parking. It's probably the
154furthest from the high school of all these. It's >> I mean, we're we're we're down by the Hamilton Parkers. I mean, we're, you know, >> that that is exactly why I think if we can try to help make some decisions or at least some guidance tonight from the board of things that you are still interested in or not interested in and give us that guidance, it would be helpful. >> Okay. So, I'm going to ask it again. see if I can um is there we have any interest in the 400 spots and that heart road which was described as option three. Not at this time. Okay. Um I'm going to reserve the right to come back if we want to talk about a lesser number. Okay. Just to um let me try um >> five
155is where I want to go next. I think >> five the main street. Um I think it was five that was adding the 50 spots along um >> south >> the south and west of the main street parking lot. This one >> I'm interested. >> We're already isn't that on the >> we already have this planned and accounted for out of capital projects. >> Correct. >> Right. And based on the space, that's the max number of spots that can be done, right? >> Okay. So, five I what I'm hearing, just want to make sure is that we've got thumbs up to continue. And Diana, I'm sorry I didn't ask you >> [laughter] >> um your opinion. Um >> Diana is a thumbs up also for Main Street. >> Yes. >> Okay. Okay. So, how about
156number six? The bus parking lot. Do we have a budget amount for the restriping there? >> Uh we can do that in house. So it's very very very low. >> Very low yes >> expense. So do we have uh thumbs up to to proceed with number six? >> But again that's not a long-term solution. That's just a >> well it's a long-term solution. It's but it's a temporary solutionor. >> You have to move the buses. >> Yes. Right. >> It's it's not an all of the time availability but >> availability. The parking will exist always just whether or not it's open for events. >> Periodic use. Yes. When we know we've got like >> we do a lot of things that include a lot of our community. That's the times that we would do it.
157But it would be >> periodic just like we have brought up about sometimes when we have like back to school night at the high school. We know we got a lot of parents trying to access the high school at one time and we try to do some different things like mini buses from Hamilton partners. >> Okay. I just want to make sure Diana, you're also okay with moving forward with six. >> My only question for this one, we didn't have any issues with like safety and security opening up that space, right? I think we talked about that last time, but I just wanted to double check that one gated off right now. >> Oh, so when we talk about six, we would not Yes, it is. It is gated off. So, we would have to
158make adjustments on those periodic use to open up that gate. We would also have to prioritize some type of temporary safety and security, campus attendant, someone to be back there when we open it up >> or only allow staff maybe to park back there or I don't know. >> But Diana, good point. We'd have to do that something because you are right. We have a gate there um now for safety and security that's not an open access, but again we would because this is not an everyday use, we'd have to come up with something that would make it safe and accessible. >> Can I ask Sandra and Craig, are there certain number of stalls that we're ideally shooting for? Like I know that we're always saying like, you know, there's never enough parking and it's
159always an issue, but like as we're >> checkmarking these like are do we have an ideal number like oh if we have 150 stalls we'd be in much better shape or I mean just so I can get an idea while we're >> I think the number is greater than what we have available unless we start to look at some of the options that are getting in to the hundreds like every year for the past 30 years we turn away students every day and we're doing it today. Today we have students that want to park at Bington High School and they received a no and they're figuring out other private solutions. >> The juniors in the lottery for instance. >> Correct. Yes. So I know we're turning students away. That number probably exceeds where we're at
160unless we really start getting into some of those larger numbers. We do know that with just the auditorium piece, not the daily parking that exists, we're compounding that like I said earlier and our architects are recommending approximately a hundred stalls. So you heard some of the numbers tonight. It's the hundred is really to address the fact that we've added to the auditorium. >> Um but we're also trying to do both. >> Right. >> So we're technically with these two we're 77 with 27 being temporary occasional right now. Right. I think you al also have to remember I I mean I've been using this analogy, you know, that a parking lot even we've already added those 43 and we're already filling up, right? Um it's like a basement or like a purse. It doesn't matter what
161size you have, you're going to fill it up or a highway, right? You go from two lanes to four lanes, all of a sudden your four lanes of traffic are full. So I think we have to just be careful like it's there's no I don't think there is a magic number. That's my perspective. I I think the board's goal is the due diligence of listen to the community feedback. We've we've heard for two referendums address and add parking. We did not quantify it so specifically. Um so I I don't know how to >> that also competes with because some of these decisions will compete with us not doing other things. And so I think even if the number we're shooting for, we may make a decision because we're like that doesn't really meet our expectations
162for accessibility or it doesn't meet our expectations for programming. And in so I don't know if I have a perfect number. >> Okay. >> I can try to find out from the high school how many students in the lot. I mean I can try to get some more information but I'm not sure we'll be able to specifically target it. >> Will that like range that guidance of 100 with the auditorium edition that helps? We try like we're trying to get some >> target three of them, right? And we're already we don't even have that auditorium yet and we're filling up. So I just just want to be careful we don't get stuck on. >> Let me ask though, are we designating any of these spots we're talking about for students? I thought this is more
163community and I mean when you say there's a need for students, what we want to do is meet the community's need, the auditorium need, our educators need. Yes. it. We don't want to encourage our all our, you know, all our students to drive to school. As is said, >> that's what I said. There's a lot of demand. So, it's the daily student need, right? With the new auditorium design, as we talked about, one of the challenges we have now is it's hard to open it up for other things because of some of the safety and the new auditorium does allow us to compartmentalize. So there's a need in addition to the daily parking if we want to bring people on campus to use the auditorium for community use and so forth. That's not a a
164term we accidentally picked. We talked about community supported the referendum community auditorium. Are there opportunities where we could do that? Um all the parking dur during a normal day is in play, but we also are trying to add stalls so that there is the flexibility of using it that way. So that's a good point. I mean it's it's all of those things. It's during the day. It's during the day differently than what we're able to do today and then it's after hours. >> Well, even I came to a PTO meeting one time this year and there was like one spot left parking lot and I was like, >> "Okay, I better get it." You know, [laughter] there was more people coming. It was >> Yeah. We hosted a a PTO president's council and we had
165them park here and and we walked across together to to go to the meeting at the high school because there's just nowhere to park. Okay, [snorts] I'm going to try to keep going to either eliminate or or or or get yeses. Um how about number two? Um the singlestory parking deck that would require the the parking deck and then moving a field um across Hart Road. Do we have interest at this time to pursue the parking deck? >> Just seems like the cost is prohibitive. It's so expensive >> and safety and all the other issues. All right. So, I'm hearing a no. I want to make sure that you kind of have four thumbs down for that. At least four thumbs. Okay. So, two is a no. Not at this time. Thank you, Diana. I
166hear you. >> Yep. Yep. [laughter] And just, you know, for the board and our community, these yeses and nos are just the things we want to continue to have in conversations about. That doesn't mean you're making a decision tonight that's final. And we I think we all acknowledge we want to continue to listen, learn, reflect, and gather more information on some of these concepts. So, just to be clear, you're not it's not a yes or no and a hard decision. >> And we're not counting the number of nos. We're just proceeding or not proceeding. Right. Right. >> Um in in my opinion, that's where we are. Um so, how about um the southwest campus parking? We had two options there. both require us to move um if we want to keep a full field to
167that programming to move that field across to the west side of Hart Road. Um and we know that there would be at least a cost of 1.6 to do the field 1.6 million to do the field across um on the west side of Hart Road. Do we know how much the additional spots for A and B would be? Did we talk about that already? >> Yes. Yes. Uh the cost for A is approximately 3 million. >> 3 million. Sorry. >> 3 million you said. >> And B is approximately four plus the one point. >> And that's not and that's not including the field. That's just the >> You know what? That does include the field. >> It does. Okay. So with the field. Yeah. >> Okay. >> Sarah, what was B? Sorry. >> B is
168four. >> Four million. >> And A is three million. >> Correct. >> How much? And so if you tracked out the field >> or it's not an option we're doing it's both >> if you do one if you do one you have to do the I mean that's how I see it if you want to keep the programming that we have today >> and then we'd use the light as the crossing the the light at hard heart >> that's cross to figure that out >> we [snorts] certainly don't have [clears throat] a bridge built into this >> how how often are we um utilizing that field today. >> So, we use this daily at the high school. Um, it's also used not only after school for practices, it's used during the day for PE, for
169band, um, for programming during the day as well. >> And it's used on weekends also, right, by some of our community groups. >> Yeah. There's >> when the weather is, we're on that field every day for high school programming and after school. >> Yeah. I've seen every Sunday >> and even with the teams, I don't want to down it's like it's not perfect right now. We made significant improvements and strides with the bill 220 referendum to lessen the load, but there are still teams waiting to get on and we're prioritizing. So, >> the timing of this would also be challenging to gain additional parking. We would first need to construct the new field on Hart Road before we would make any destruction on the high school property. >> Would we be able to do this
170all concurrently with transform 220 build or would it? >> So, um I I would have to refine the timing a little bit to understand exactly what the sequencing of construction would be. But to Sarah's point, we would have to construct the field on Hart Road first before we could make any modification to the field on the high school campus currently. So that that would take time. We'd have to do final designs. Um there's a bidding process, there's a construction process. So we we definitely would not break ground on this this year. And the um since that's a conser part of the conservation space, there would be additional challenges with mitigation of the wetlands. >> And do we have money in the capital fund to fund this? I think of my guess is that would pretty
171much deplete. >> It would. >> Yes, that would be challenging. >> That would be a concern of mine. >> Would it affect some of our other summer projects if we took money for this? Would we have to readjust our timeline on >> Well, I it making a commitment of this large would significantly deplete the capital fund balance. So the I'd probably bring an additional conversation to the board table to to say, you know, what's your comfort level with having a a low fund balance in the capital projects fund in case there is an emergency versus making adjustments to any summer project decisions that have already been made. feel like this is such a big change to the people that currently use the space. So, it would be helpful to I don't know is that a
172conversation to have with them like the families [clears throat] or the athletic directors just to see like what is there I mean is that even realistic for them to want to have the fields over there? I don't know. Is it >> for me? This is kind of a let's wait and see. just throw out my thoughts on this one because we don't have to discard it entirely, but we'd have to have a plan to fund it, >> right? We'd have to have get the the feedback of >> the programming and um and maybe not right now, but maybe it's something we could look at as a future. You know, it might help to understand how we'd like to use that parcel across Hart Road and but build a build a plan over the next I
173don't know whatever years it is. >> Yeah. >> But it won't give us immediate parking >> but would not give us >> immediate parking. No, we would revisit the conversation. I think that's a fair question. I will tell you in 2020 when we did all of the design work for the high school, it was a huge priority to redo that front area to make it a field that could be used for practice and competitive use. So I mean there's a real need for it. >> We can ask but I'm pretty sure I would know the [laughter] answer but we would want to do that for sure. >> So how do we feel board? You want to pursue this at this time? >> Yeah, I think we should at least look into it. >> At least
174look into it. Yeah. But build up. >> I'm not in favor. I I I don't like going across heartro this kind of I I like conservation. I I like what we had in mind and I don't want to upset the apple cart. Um I I like the fact that we can practice safely on our campus and not have to cross road. And it's a heck of a lot of money. Um, which that's not saying we can't put this in our back pocket and revisit at a later date, but I don't want to have them expend their energy on this right now when there's so much else that we have to be doing getting ready for the referendum work. >> So, how does board feel about um taking a look at >> considering this in I
175don't know, six months? I'm just throwing something out to >> a year to come up with a longer. I don't want to nyx it completely because of the amount of spaces that it could potentially give us, but I don't but I don't want to. It's there's a lot of complicated moves that would have to this would require. So, >> kind of hang on to it, but not completely. >> Yeah, I I agree with what you're saying. I mean, we're talking about I mean, if you want to do the straight math, I mean, we're talking about between 185 to about 20,0008 per space in these two options. I'm sorry I couldn't >> approximately 18,500 to about 20,800 per space in these two options. So >> So >> while while a higher cost um you know in
176aggregate per space it's lower and I think it could also you know Nick's um investment in other opportun in other areas potentially. >> So what I think I'm hearing is hold. Yeah, >> it's not a direct no, but a hold >> and revisit. >> When? >> Six months or a year? >> I say years. >> One year. >> Reit next fall. >> I just like to make sure we don't forget this one. >> Yeah, >> I think that's fair. >> So, hold and revisit in six to 12 months. How about that? >> And we can certainly bring it back forward sooner if need be, right? Yep. >> Yep. >> So, we're going to hold and but and when we do come back to it, we would we would need to develop a plan for funding
177and >> programming. >> Diana, does that sit well with you? >> Yeah, that that sits well with me. It makes me nervous to talk about relocating the field away from the school. that serves me nervous, but I'm okay with holding and exploring and 65 months of long. We've got like a path that includes safe passes if we do something like this in the future. >> Okay. >> To hold. >> Okay. Um, how about option number four? The admin center parking lot. Um, let's look at a that would gain us a few spaces. I think it was like nine or 10. >> Nine. Yeah. >> Um, do we have a cost associated with that? >> About $400,000. >> $400,000 >> for nine. >> That's pretty steep. It's a little difficult to talk about B, but I
178looking at um looking at everyone um um if we were able to um acquire additional property, do we want to look at B? >> Only only B. Um and not just A. >> B was how many spots? 48. >> 48. >> Then you're estimating B would be about how much? >> Just a pave. Just a pave. just to pave >> just to pave. >> Well, B would require a large regrading because of the different levels here. So, it would not be a simple p repaving. >> Um approximately 900,000 pre purchase of properties, >> right? plus >> properties. >> I'm sorry. How many spots was that? >> 48. >> B would also encompass A though, right? Like B would also include those nine spots >> or >> um >> it's a it's for a total of
179the 48. So >> 48 would Yeah. kind of because they're they're taking over that um grass area, but you can see that they extend much further. So, yes. And >> okay, >> so >> could be closer to >> Well, no. So, it would be 48, but >> inclusive >> those nine spots would be part of that. >> So, it's 39 plus the nine. >> Well, >> yeah, >> if you did A and B, either way, yeah, you can either get nine spots or you can get 48 spots. Okay. >> Yeah. So, am I hearing that the nine spots is enough? >> Yeah. >> Well, that's what I was trying to get. Sorry. We went to B. So, I just I I wanted to >> didn't make a note on A and wanted to make sure
180I didn't miss it. >> No, >> I think individually it's a no. >> B would be if we're talking per stall, 18,750, but just for the repave and regrade. >> Right. That would be just for the repave and regrade. That's >> Yeah. So, are we for um option four then? We'd like to look at A and B together. Um Yep. >> Assuming we were able to to have a >> we were to to acquire that land. >> We could revisit that one. >> So, we'll say that one's a a yes with an asterisk, right? >> Yes. >> How's that? >> All right. That leaves us. >> May I just clarify? If we did not acquire the properties, would you be interested in just adding the nine spaces? >> No. >> So B. >> Yeah. >>
181Seems like yes, but the A on its own would be a no. >> Correct. Right. >> Okay. >> That's $44,444 per stall. [laughter] >> Yes. >> Just for the repay. >> No, go ahead. >> That's right. I just wanted to clarify. Earlier you said it was $18, for 500, I think, per stall for the 48 stalls, >> right? That's before the purchase. >> Before the purchase, just repay. It's >> not a total price. >> Right. Exactly. >> Whereas the 44,444 would be a total correct >> for the nine. >> Yes. >> Perfect. >> Okay. So, that brings us to number seven. Um the Lincoln parking lot. So, um it gains us a 40. Is that the number that's on the next G? >> 40. >> Okay. I want to throw out um an option here
182to um uh have a couple board members spend some time with the Walnut Grove community to talk about um should the purchase go through, how we could utilize that, whether it be for 40 spots or in some other way just to continue that dialogue with that community. um before we decide before we agree on what's going to be in that in this in this area here. Should the purchase go through? >> Yes, please. >> Please. [laughter] >> Okay. So, how do we want to do that? Um I'm going to surprise you a little bit here and say we've got this Zoom meeting on December 10th. I think >> that's a I think it's a Wednesday night. Next Wednesday night. >> Yep. Is it possible to have this room available on December 10th for people to
183watch the Zoom and have a conversation together? But but I also before you answer that question, maybe let's clarify because one thing I ask you to do is we've got to clarify what the intent is of the December 10th because it's more than just >> Yeah. And I'm glad I'm glad you're bringing it. >> Bring that. Let's do that first because >> let's clarify what December 10th is about. >> Yeah. So December 10th is when we did all the bill 220 meetings. Every time we were working on our projects and 2020 referendum touched every school in the district and then all of those property owners adjacent, right? The December 10th meeting is a meeting to talk about the improvements at Bington High School. Um, a large portion of that meeting is going to be about
184the auditorium and the career pathways addition and the site work and so forth that the letter that was shared with the residents does identify the project. So, I want to I want to be really clear that this parking concept is included in that, but there's a lot of information that is going to be shared with the community around those projects that are part of transform 220. And and so we've done that for every one of our projects. If we were touching things at Grove, we had a meeting like what's being scheduled for December 10th. We did those meetings online with the residents successfully um through five years of that construction. And so I know that we can do that meeting, but if we want to augment or adjust or have another separate meeting with the
185residents, I think that's a great idea. >> Okay. But I don't know if December 10th is the right time to do it because there's so much information that is already contained in that meeting that we are required to provide. >> Okay. So, can we look at a time where we could have a couple board members, we can't have a quorum, right? But we could have a couple board members attend and um have a conversation, a more of a conversation, not a public comment dialogue. >> Yeah. um between now and the end of the year >> or is that >> does that sound fair? >> Yeah, please. >> I mean, we we started that work as was pointed out tonight. Um Sandra and I have gone on behalf of the board and administration to meet with
186some of the residents. Um we can continue to dialogue that and open it up to other individuals as well. >> Okay. So, let's do that and then we and then I I guess I'm going to ask a we agreeing then to hold on exactly how we would use that that land until we have that conversation. >> Yes. Yes. >> Does that sound fair? >> Sounds like a good idea. >> Is there is there a zoning meeting that's taking place sometime in December? >> Like some kind of zoning with the village commission would affect when we would when we would meet. >> So, what we're sharing on the 10th is what we submitted to the plan commission. So to Dr. Winkman's point, this parking is certainly a piece of that, but it's the entire plan that
187we have shared, which also includes the main street expansion, which also includes the bus parking. So any of the work that we're planning to do is going to the um plan commission. That meeting is on January 15th. >> January 13th. January >> 13th is with the plan is with the village plan commission. >> Okay. >> So we should schedule that conversation community conversation >> prior to >> but prior to that >> suggestion before the end of the year. I think we can accomplish that. We can set something up. >> Um I I will make myself available. I know Haratha you offered yourself up. Is there anybody else that has a >> I'm happy to >> Okay. So we'll we'll >> and Diana will too. So, we'll find two board members that can attend ahead depending
188on our schedule, too. >> Sounds like any board member was willing to. [laughter] So, that's great. >> We'll we'll pick the date and then find out >> who's available, right? >> Good. >> All right. Excellent. Thank you all for that. >> I think we got through all of the options. >> Yeah, I did. >> Um, >> can I just run through them real quick? >> Yes, please. >> make sure our notes match. So option one A and B we're going to hold and revisit in six months. Option two was a not not at this time. Three was a not at this time. >> Before you go to four, can I just throw in remember I reserve the right to come back on number three. >> Yeah. Maybe in that 6 to 12 months maybe we
189look at three to see if there's any >> Smaller parking that we can come back. >> Got it. >> Thank you. >> For four, right, for the heart. >> Three. Three. >> Can you put that slide up? >> Oh, yeah. That is Sorry, I'm getting my numbers. >> I just remember I reserved the right to come back. >> It was a no for the full loan, but maybe as part of that revisit, that hold of number one, we come back and look and see if there's anything there. >> Sounds good. So, no to two. Three is actually a hold and revisit. four. I heard a pretty resounding nine is not worth the energy right for 4 A, but 4 B, yes. Looking into that one. >> Five, yes. Six, yes. And seven, we will set
190up another meeting before the board contemplates and makes any decision >> on seven. >> That work? >> Yep. >> Sounds good. Thank you all for being here and your patience on getting through that. >> Now I've got to go back to where we were on the agenda. >> Thank you both. >> Thank you. >> Oh yeah. Sounds like the board would like a short break for five minutes. Diana, can you hold and we'll let you know when we're back? >> Let's take a quick five minutes. Okay. >> All right. We're going to reconvene here and um next thing on our agenda then wasformational reports. Does the board have any um comments or questions about theformational reports? >> Just it was just a foyer, right? >> Yeah. >> Yes. >> No. Yeah, I think that was
191the only report that was there. >> Okay. So, no questions. >> All right. Board committee reports. Finance. We've got a lot of stuff on the agenda. Finance. Did you guys have uh have any updates >> on today? >> Uh yeah. >> And Diane, are you back? Sorry. >> We're back. Diana. >> Yeah. So, Finance Met. [laughter] >> Thank you. >> Diane, are you okay if I uh go ahead and provide the update? >> Of course. >> Okay. So, we had a couple discussion topics. Um, [snorts] well, first one's a first one's 2026 summer school fees. And so, if you guys recall, uh, last year around this time, we talked about the step-up plan with regards to how we needed to meet the rising costs of summer school. And so, as as such, for this year
192and probably the next, I believe it's year or two, right? So probably possibly ending school year 2028. >> We'll still be recommending an increase. >> Sure. >> In all years, >> but but the accelerated increase would just be for the next two to I believe two to three years. Correct. Two more years. Okay. >> And so so hold on to your seat. We are going to have a somewhat large increase of 10%. Uh but again that will taper out and that will you know then start to go with CPI right CPI as the follow subsequent years. um uh come into play and I don't know uh I will just say that that is something that will come to the board at the next meeting for further discussion and then [snorts] on a on a on
193a really cool initiative that Miss Lagger and her team put together um we went out and got um bids for both our photography and yearbook spend uh across the district and this is something that historically has been done at the school level. But in an effort to kind of consolidate our buying power as well as increase our ability to negotiate and find better prices, uh the district has gone ahead and gotten some bits together and found some recommendations for vendors to service the entire district. Uh one of which the yearbook one would also be something that would fall into a bespoke model. And uh as you guys recall, bespoke is the model that we have where we work with other school districts and provide kind of the negotiated prices that we have and we would
194you know be able to benefit from it as kind of the you know facilitating school district. Um and and similarly that will be coming to a full board for review and decision at the next meeting. Is there >> next meeting? >> Yep. They'll be they'll be separate. So the photography proposal will be one item and then the yearbook bid. We did two separate items um that was in the best interest of the district and only the yearbook will be on the bpoke cooperative. >> Okay. >> Reusing the same cooperative. >> It bespoke is the cooperative. >> Okay. >> I'm sorry. It's the facilitator. >> Got it. of it essentially becomes several cooperatives for a variety of different products. >> Right. Thank you for clarifying. I apologize for for kind of coingling. >> The facilitator. >>
195Yeah. >> Um but yeah, there will be a vendor recommended for each at the next board meeting. >> Okay. Um, so yeah, some pretty exciting stuff and again happy to see us using kind of our large district abilities to uh find cost savings and you know benefit for our students as well as our taxpayers. So that is finance. Okay, any other committee reports? All right. Um, let's move on then to our consent agenda. Do we have a motion to approve the consent agenda as presented? >> Second. >> Okay. On the tonight's consent agenda, um we have both open and closed minutes from November 18th. Um a personnel report and as I mentioned earlier, our board of education norms and expectations [snorts] per our um self-evaluation that was held on November 18th. Any questions or comments?
196All right, let's do a roll call. >> Steve Wang, >> yes. >> Aaron Chanding, >> yes. >> Sandra Bradford, >> yes. >> Harath Shrivesta, >> yes. >> Barry Alcheler, >> yes. >> Leah Kister Lazari, >> yes. >> Diana Clapton, >> yes. >> All right, motion passes. We have a um couple of action items. Um the first one I'm going to move that the board of education of Bington Community Unit School District 220 affirms the administration suspension of student A. I further move that the board of education adopt the hearing officer's report from the suspension appeal hearing. The superintendent will provide a letter to the parents of the student [snorts] reflecting this determination. Is there a second? >> Second. >> Um any questions? Let's do a roll call. Harathy Shrivevasta, >> yes. >> Sandra Bradford, >>
197yes. >> Aaron Chan Deng, >> yes. >> Steve Wang, >> yes. >> Leah Kister Lazari, >> yes. >> Barry Elcheler, >> yes. >> Diana Clapton, >> yes. >> All right. Motion passes. All right. Um, the next action item, um, do we have a motion to approve the resolution declaring the intention to issue not to exceed $5.4 4 million working cash fund working cash fund bonds of the district for the purpose of increasing the working cash fund of the district and directing that notice of such intention be published in the manner provided by law. >> So moved. >> Second. >> Any questions? >> Just a reminder that we will have a public hearing on this at our next meeting. >> Okay. >> And and then do we vote then on this officially afterwards like yes at
198the next meeting after that. >> Correct. >> Okay. >> Can you also flag us Janine when the PDFs are working again? I know it was working earlier but they're still >> not working. Just so >> ahead of the next meeting we can take a look. >> Yeah. >> And and this is just to be clear. This is this is the DSP we're talking >> I'm hoping this will be resolved tomorrow. >> They shouldn't take more than 24 hours for something this important. >> Okay. This is a a one two-year issuance of DAB. >> Okay. >> I should say a single two-year issuance of DAB. >> Yes. All right. Um we ready to >> uh can you reiterate uh for the community and those who are listening just the purpose of this because I I know
199there going to be questions about why we're doing this after a couple years of hiatus. >> Absolutely. So um during COVID we experienced uh some unexpected things including higher interest earnings than we anticipated. The market obviously was much different over those couple of years than they were before and than they are now. We received a higher amount of corporate personal property replacement taxes which was a nice benefit for us. We also had some savings during the times that we were um hybrid and remote. So we experienced some higher than anticipated surpluses which allowed us to preund our summer projects. So issuing DUB now is upholding the board's commitment of investing in the facilities and this will go towards funding our summer projects for 26 and then 27 summer of 26 and summer of 27. >>
200And just to clarify, we did not issue DUB for three years straight. Right. >> Correct. >> Okay. Well, and I think this also speaks to just the ability to have guaranteed funding, but obviously, you know, if things continue progressing through a school year, interest rates remain kind of where they are and we continue generating cash and and are able to, you know, yield the year, excuse me, yield a surplus, then I mean, I I think it goes to stands to reason that not all this could be needed. And while we might still extend it, you know, we can find ways of um you know, replenishing our our funds without you know, fully utilizing all the all the uh call it borrowed resources. >> Sure. And I think that it's the responsibility of your finance department,
201of your administration, and then to give information to the board to make the decision of um how or when we're transferring any surplus funds into capital project and how we want to spend those dollars. >> Precisely. Okay. Very good. >> All right. Any other questions or comments? Thank you, Steve, for helping remind us of why we're doing what we're doing. >> Um all right, let's Let's go ahead and pick a vote. >> Aaron Chanding, >> yes. >> Steve Wang, >> yes. >> Leah Kallister Lazari, >> yes. >> Sandra Bradford, >> yes. >> Barry Elcheler, >> yes. >> Harath Shivasta, >> yes. >> Diana Clapton, >> yes. >> Okay, that was a yes. Motion passes. All right, let's move on to our discussion items. First up is the first reading of board policies. It looks like
202I'm able to see the policies. Is everybody else able to see the policies? >> Yeah, we can see the policies are coming through. It's the ones that are locked. >> The locked ones are not coming through. >> Okay. >> Not sure what happened there. >> So maybe Dr. Burn, you could start us off with a kind of a sweeping overview of all of them because there are how many here? 15 or 16? 17. >> 19 minutes. >> Yeah, [laughter] >> there's 19 here, but I don't think it's you like it >> that long to go through them all, but there's a um there's an overarching law change that that impacts most of them, right? >> Yes. So just as a refresher, so anything that's green is content that is added by press. And then anything
203that's highlighted or stricken out that is pink is content that was deleted by press. And then as it relates to district edits, anything um highlighted in blue is added by the committee and anything that is orange is deleted by the committee. So as it relates to the um shifts in the press policy, the major um overarching changes were related to committees and um board member development as well as um abuse and neglected children and terms and conditions of employment and then realigning with the Illinois school code as it relates to different curriculum mandates. >> Okay. [snorts] Um, can we go through one by one? >> Sure. I have very clear and specific notes. So, I'm hoping that we'll go through. >> Since Sandra asked you a question, your 19 minutes would start now. [laughter] >>
204So, I very strategically put for our minute calculation. There's 19 policies. >> So, you're going to you're going to walk us through. >> Yes. Okay. I'm just kidding. >> I was [laughter] I'm up for a good challenge. All right. >> You should have seen her at the committee now. Um so first up is policy 2 colon 120 which is board member development. So the major shift here is strike the reference to when the dismissal process is available for the paral law because that's been in existence for quite some time now. >> Okay to move to second reading. >> Yes. >> All right. I'm hearing yes. >> Okay. Next policy is 2 col 150 committees. And this is a policy where an answer was required. So it does now add two additional standing board committees which
205is the parent teacher advisory committee as well as the behavioral interventions committee. And I do feel it's important to note that we already do have these committees in place within our district and they both function as one committee through the discipline committee. So the next step will be assigning board members to that discipline committee. And the question um that was available for us to answer, we answered no to which was the default because we are not part of a special education co-op. >> Okay. So, we would have to assign two board members that would be able to attend um >> the discipline committee which meets how often? >> Once a year. [laughter] >> Not too bad. >> Okay. >> So, we can assign those members just before. So, we make sure we've got the two
206members that are able to attend at that time. Do you have an assignment leaving [laughter] this time? >> Yeah. Thank you. >> Is there is there somewhere in the policy where we could clarify that like this falls under our discipline committee so that in the future there's not confusion over like over these two being the same, you know, >> of us fulfilling these two under the discipline committee. Does that make sense? >> Yeah. I think that's a good addition. >> Yeah. less confusion, >> right? >> Excellent. >> Cool. Thank you. >> And then move it to sec. Okay. >> Okay. Next is 430 revenue and investments. So this policy addresses the deposit requirements for financial institutions that the district is using. >> Okay. To move to second reading. >> Looks like it's all press. 4
207col 80 is next. Accounting and audit. So this requires a district to submit copies of the annual financial report and the auditing firm must file with ISBY by October 15th of each year. And then all audits will be submitted to the regional superintendent of schools with the exception of Cook County. Cook County requires the report to be sent to the intermediate service center education director. >> Education or executive >> or lake. What are we considered? >> We our district office is in >> well >> cook but our the roe is lake. >> We are Lake County RO. >> Okay. >> Should it say executive or educational director? What that word the title? >> The intermediate service center. I know she said educational director and it says executive. So >> I meant to say executive director.
208>> No, you're just checking. I don't know. You can breathe. It's okay. >> All right. Are we okay to move to second reading? >> Okay. Next up is 5 colon 10 equal employment opportunity and minority recruitment. So this prohibits workplace discrimination and retaliation based on an employes's use of employerissued equipment to record domestic violence, sexual violence, gender violence, or any other crime of violence committed against the employee or a family or household member of the employee. >> Okay to move to second reading. >> I'm hearing yeses and I see some phones. >> Yeah. >> Okay. So next up is 5 col 90 abused and neglected child reporting. So this shifts some language to ensure that we're using more victim sensitive language. >> Okay, >> I see two nods. Yep. Okay, we got enough nods to
209move for the second reading. >> Great. Next up is 5 col 2000 terms of employment and dismissal. So this is the same as the next policy which is 5 col 300. So if I can do those at the same time in terms of the changes. So this added the requirement for the employee to be compensated during a break to express express breast milk and then also for continuous improvement moved reference to experience credits in policy 5 col 200. >> Okay. So okay to move forward on those two. >> Yes. >> I'm hearing enough yeses. >> Yes. >> Mhm. >> Okay. Next up is 5 colon 310 compensatory time off. So the press recommendation is to remove the policy from our manual and we consulted with HR and our legal council and we are in agreement
210as we do not offer compensatory time off. >> So this one gets removed altogether. >> Everybody understand that? >> I I I don't even know how you move this forward for second reading. I guess you remove you vote to remove it at that time. Okay. >> Okay. Next is 640 curriculum development. Um, so this adds the requirement that at least every two years used, which used to be periodically, the superintendent or designate must review any class or activity that separates students by gender and make sure single gender classes are fair, purposeful, and legal. And it's important to note that we do not currently have any courses or activities with this designation. >> Okay. To move to second reading. >> Yep. Y >> just out of curiosity, what does periodically mean? >> Just [snorts] >> periodically
211whenever they change periodically away. >> I understand. But historically, what that just meant whenever >> I think that's the problem. >> Okay. [laughter] All right. Okay. Okay. Just want to clarify. Thanks. >> All right. I think we have enough to move that forward. >> Great. Next up is 660 curriculum content. And so this is again realigning the Illinois school code and the instructional mandate set forth by um the Illinois State Board of Education. And um we answered in the affirmative that we do include a unit of study that causes uh studying the causes and effects of mass starvation in the mid 19th century Ireland known as the Irish famine. That is part of our middle school instructional units studies. Wait, what? >> The Irish famine. >> Oh, therish starvation. >> Are we okay to move
212forward to second reading? >> Yes, >> I heard four. Yes. >> Next up is 6130 program for the gifted. So, this policy now affirms what we already knew that programs for the gifted must be funded by the district. Okay. Okay. To move to second >> hearing enough. >> Great. >> Looking at the head nod. [laughter] >> Yes. Thank you. Next up is 6 col 300 graduation requirements. So this require clarifies requirements including students that pass an exam on patriotism principles of representative government and proper use and display of the American flag. >> Okay to move forward. Erin, >> Lee, are you? >> Yes. Yes. Yes. Okay. >> I'm awake. >> You know what? I'm sorry. This one >> just very focus. Sure. This one was one I had a question on >> 6300. >> Yeah.
213So, it it it is just want to cover this is press's recommendation to get rid of what's what was previously written. That's that's crossed. Correct. >> It makes it more specific to >> the flag versus >> the American flag. I [clears throat] mean, I'm just trying to understand. We can override or we can add to what press says, not override. Correct. >> I mean, is >> I don't >> What are you wanting to change? >> Well, I don't know if this is controversial, but is it pledge >> of allegiance? >> Yeah. I don't >> wondering if that was what you >> Yeah, that's kind of what I'm driving at. Why Why can't we continue having that be a goal to make sure that every student knows that? Well, we do because it's still part of
214the school code that we offer the pledge of allegiance every day and that's that's represented in other areas other than graduation requirements. >> This policy graduation requirements. >> So then >> it doesn't mean that elsewhere. It's just a graduation requirement. And so every year the state board of education releases their mandated units of study and as we update state standards, we want to make sure that our press policies align with those mandated units of study. >> Okay. So this doesn't necessarily mean that we're >> getting rid of that, you know,% not mean that. >> Okay. >> No. [snorts] >> And it is cited somewhere else then? >> Yes. It's specifically in the school code. >> It's in the school code. Very good. Okay. >> Also, this one in 660 seems to delete voting methods and
215660 also talked about >> the voting process and that crossed it out. But I I feel like this is something we do offer in civics already, right? Like we go through >> the voting process with our students, right? So, it's not like we're not doing it just because press wants to delete, >> right? And just because it's deleted in here doesn't mean it's not in the curriculum or the standards really cleaning up >> language in alignment with the standards in the school code. >> Okay. >> All right. So we are in 6300. Are we okay to move forward 6300 as presented? I see one. >> Yes. >> Okay. I have enough. That's four to move it forward. >> Okay. Thank you. Next up is 6 col 315 high school credit for students in grades seven
216and eighth. So this expands the ability for seventh and eighth grade students to obtain high school credit. >> Okay. >> Yeah. Okay. >> I hear enough. >> Next is 770 attendance and truency. So this added a requirement for programs to include provision for an approval process to attend activity in activities sorry including making up missed work. So in essence not penalizing students which this is already part of our practice. >> Okay to move forward. >> Yep. >> Yes. >> Sounds like it. >> Next is uh policy 71 150 agency and law enforcement requests. So this is a new title for the policy and then adds a requirement for districts to establish policy about agency and law enforcement requests at school. to move a second. >> I don't see what's added, but >> yeah, I don't
217see any changes. Just the just the title, >> the name. >> Oh, okay. [laughter] >> Title's been updated. >> Okay, move it forward. >> Okay, >> sounds like we got >> Next up is 7 colon 180 prevention of and response to bullying, intimidation, and harassment. So this expands the bullying and cyber bullying definition and then also now adds a definition of artificial intelligence. >> Wow. >> Yep. >> We're there. Yeah. >> Wow. >> Keep up with the times, you know. >> Okay. >> Yes. I hear too. Okay. Good enough to move forward. >> Thank you. Next up is 71 190 student behavior. This is added language to address address required notifications when a student allegedly threatens um firearm violence. >> Okay to move to second reading. >> Yep. >> So it's basically now if they
218if they become aware even if they didn't observe it directly. >> Correct. >> Yep. >> Got it. >> Okay. To move forward. >> Yep. >> Yes. >> Yep. We have enough. >> Okay. Okay. And last but certainly not least, how am I doing with my time? >> Can I can I just >> Your head your head. [laughter] >> I'm so sorry. Um that why did we why did press delete or around school ground on 7190? >> Sorry. Let me >> Is that right under required notices >> when I should bring my computer >> On or around school grants. I just >> I think it was on school. >> We were talking about I think it's too vague. >> Is it too big? But like if somebody knows that you know it's across the street from
219a school or something or they're walking to school from >> the parking lot or you know >> one of the private parking lots. >> I I think it's the definition of or around. What does that mean? >> Yeah. I guess if we we'd have >> if we were going to put it in I would want to >> it'd have to be like within 500 ft or something. We'd have to look at something within 1,000 ft of the school. School grounds includes modes of transportation to school and any public. >> Oh, within 1,000 ft. Okay, good catch. Okay, there we go. So, that includes 1,000 ft. Thank you. >> Keep on it. >> Thank you. Last [laughter] >> policy for tonight is 7:290 suicide depression awareness and prevention. And so this is required education for students
220on mental health and illness and then adding protocols for administering youth suicide awareness and prevent prevention education which we are already in compliance with of course and then effective January 1st of 2026. The suicide prevention helplines must be on all employee ID cards which we are already in the process of and partnering with the human resources department to ensure that stickers are on the back of all staff IDs. >> Wow. >> Great. >> Excellent. We move forward. >> Yes. >> Yeah. >> Yes. >> Okay. >> Thank you very much. >> Good job. >> All right. We have one more discussion item. >> Very exciting discussion item. >> Thank you, Dr. Burn. >> Thank you so much. >> [laughter] >> top that [snorts] >> nice guy, >> Mrs. Talston, thank you for staying and being a
221part of our final discussion [laughter] item. Much appreciated having you here. >> We want to hear squeals and >> and uh >> yeah and joy. >> What's that? available either. >> Some reason we can't look at this one, so we're going to pay vivid attention to >> All right. So, uh, good evening and thank you for the opportunity to provide an update on the Bington High School projects. Our team continues to collaborate closely with the LA Architects, Pepper Construction, Bington High School administrators and staff. Uh the renderings that you see tonight um are our most current thinking and they may continue to evolve as the design process continues. Remember that design process will continue into Janu into January uh just prior to going out out for bid. So but this is our most recent um
222our thinking around the projects at Bington High School. Before diving into the specific areas, uh this slide serves as a reminder of all the work that you'll see tonight. It comes directly from the Baron High School projects included in the referendum. These pro projects are part of a comprehensive plan to strengthen learning environments and expand student opportunities for the long term. We'll begin with the career pathways edition. This part of the project is particularly exciting uh because it creates new learning environments for hands-on learning um and for students across multiple fields. >> Uh we've seen a lot of the out we've seen a lot of the exterior. Now we're now we're going into the in interior of the projects. Uh these slides highlight the new spaces that will be created and um We call them
223hubs. So there'll be three hubs in the career pathways. Manufacturing, aviation, and we'll also have an autos an autos bay in there. So you'll be seeing some of some of those renderings across all these areas. Flexibility is key. Mobile furniture, adaptable layouts allow the spaces to be rearranged uh for for different lessons and to evolve with changing technology. We're incorporating uh industry standard tools and equipment so students develop skills that are directly uh related and relevant and also in demand. We're also continuing to collaborate with local manufacturers to ensure alignment with workforce needs. So I'll kind of start over this this slide. Uh this is our manufacturing hub, a rendering of our manufacturing hub in the foreground. Um and uh towards the back is our a is our aviation hub uh with simulators uh desktop
224simulators. Um just to the left of that space, you'll see that that enters into what we refer to as a nest lab or mesh hall. >> Nest lab meth lab. Mess lab. Okay, good. >> Nest lab. Um and this this is an area for collaborations for opportunities for any of these hubs to come together to be able to collaborate as for breakout or collaboration opportunities uh for uh any of these hubs. Safety and functionality have been central to the design process. These spaces include proper ventilation, clear workflow patterns, and hygienic surfaces to support hands-on learning. We've also just outside of the just outside of the um the career pathways buildout, we have an area that we're referring to as a as a gallery space, a collaborative gallery space, similar to what we see at the
225high school for like the the upper atrium area. Uh so this is really a connecting area between uh the fine arts wing and our and this and the CTE our career pathways uh addition. And so in this in this space it's it's it's a bit of an awkward space um uh because that is a corridor. It is an access point into the career pathways buildout. Um but we we see this space as an opportunity for student uh critique. Um, so you'll see the surfaces of the walls we have. We're still, you know, working through exactly what we're covering the walls with and creating as much space as we possibly can for students to be able to hang their artwork for their critique opportunities. Um, and for student and plus [clears throat] you and for student
226collaboration. Uh next I will have I will talk about the community auditorium and also the fine arts. Um these elements uh create both improved instructional spaces and a signature venue for student and community events. So um as you recall um our current current auditorium the footprint of that auditorium will turn into three spaces uh for our ensemble spaces for band, orchestra and choir. Um, so, uh, what you see on the on this on this rendering is, um, a band room, uh, looking to the front. And then from another angle, um, what we see as this is one of the one of the large spaces uh, that we're uh, creating. Next is the orchestra room from the front and also from another angle. and acquire space from the front and also from another angle. I should
227point out that the windows that you see while those are very uh beautiful um they are not included in the scope of the ref of of the referendum dollars. Um but um they are they are in these renderings but I wanted to make sure that we're all aware that that they're called clear story windows. They're not included in the scope of the referendum. couldn't quite afford them is what I'm hearing. >> That's right. >> Okay. And I'm assuming the risers that we're seeing are flexible. They needed to not permanently built in or >> um No. >> So, the the furniture is not finalized, but um we're still working through those details. This is to give you an idea of the space and and how it's going to be used. Um but all of the spaces
228have been engineered school engineer. So you see the fun different finishes and sound baffling and um all three of those spaces every corner of it has been designed and engineered by industry too. So the final finish >> the finishes may vary >> may vary. Yes. >> Just like we've seen with bill 220. These are very close renderings of what would not exact. >> So this is moving into the lower lobby of the new auditorium. Um these uh these renderings show as our guests would enter into into the auditorium the lower level. As guests enters enter enter they'll experience an open warm welcoming space. Concessions will be on the right hand side along with a display wall that features trophy cases student student work and also digital monitors to showcase both historic achievements and also current
229student work. This area will also serve as a central gathering uh space before performances and events. So, this is another view of the uh main lobby lobby. This space includes seating areas and digital displays that can be used for Oh, I'm sorry, I jump I jumped ahead. This is another view of the the lower the lower level as as patrons walk into into the auditorium. >> Is there a way to describe how it connects to the atrium from your pictures? >> From this picture, >> it's not a >> So, um, yes. So if you were to look on the left if the left hand side of that that that's how you would go into the the lower atrium >> that that opening there looking at the stairwell it would be to your left. >> Okay
230cool. >> Oh left of the stairs. >> Nice. >> And is that always open or is there >> No, because um we would want to keep that secure if there was any events during the school day. Okay, >> makes sense. >> But during large events, we likely would want to have that open for um fire. >> And is the concession area the same size or larger than the existing concession area? Do we know >> similar? >> I would have to I would have to research that. Sandra, >> I would imagine it would be larger. >> A little bit larger than what we have right now. We can get to the square foot. >> Yeah, >> I don't know the exact square foot, but I do know. [laughter] >> So, this is again another view as
231you walk into the main entrance and >> almost standing near the atrium. >> This from the atrium. It looks like from the atrium looking in. Correct. Uh this view shows the main lobby. So [snorts] as you make your way up the stairs or the elevator, uh this space includes seating areas and also digital displays that can be used for event information, promotional content, and also branding. The design creates a seamless connection to the lower lobby while supporting the flow of patrons during large events. One view and then also a second view of the space. Will there be more seating in the lobby? And it's just we haven't >> So, we've had some conversations about additional seating um more so in the lower this lower lobby area as patrons do come in and you know considering
232the lower atrium area and there will be also be seating in in [snorts] there as well and they can utilize that space. Um, at the main lobby area there there are bench bench seats um >> for individuals to [clears throat] take a break either on that level as or as they're waiting for to use the rest restroom um or if they need to take a break outside of the performance. There are some there are some seats there. I guess I just think of the current auditorium when everyone's waiting in the lobby, the actors come out and there's like one chair and elderly people don't have a place to sit down unless they stay in the theater. >> Um [snorts] >> and and so >> yeah, so that's good. >> That's good. Uh this slice slide
233shows the connection between the seating levels including the stairs leading up to the to the balcony. While difficult to depict depict in this rendering, the balcony stair enclosure will feature glass for added openness and visibility at the base of the stairs. um where you see that red shading in the carpet. To the right of that, we plan to create a donor recognition wall. >> Uh we're exploring the idea of having students design or contribute to that to that feature. Um we've received some from our architect. We received a design from our architect, which is what you see there. But um we really like the idea of including our students in a donor wall. and that would be on that um that main level as as our guests come up the stairs. So, uh we're still
234working working through that design element, but we would like our students to be involved with that. >> If we have that all be glass there, is there going to be like some curtains or some something so that the light doesn't come in? If the lights are on in the lobby, light doesn't see through the balcony into the performance area. I remember one one neighboring >> um auditorium there was concern because there it's a really pretty window but it brought in light >> during performances which you don't want to have. >> That's not the performance area. There's like a little mini live before you're walking onto the balcony. >> So in the balcony's cut off >> there's a light lock >> between that's just to separate the balcony level from the main level. So you would
235go into that area and then you would enter the the balcony portion of the auditorium. >> There's a mini lobby area. >> There's a light lock in between that. >> That's what I want. >> Lobby area and the performance like space >> because there's restrooms up on this little um >> they don't have windows. [laughter] >> A little punchy at 9:30. Definitely not part of the balcony seating area. >> Correct. Yeah. [laughter] You will not be able to see the performance from the restroom. Good teacher. >> Good job. [laughter] Wants to put a TV in the stall. >> So, let's let's go let's go in. Let's go into the auditorium. >> Okay, let's do it. >> So, inside the auditorium, you'll notice the use of warm tones that create a cohesive aesthetic within the lobby.
236within the lobby. Uh the new community auditorium is designed to be a state-of-the-art venue, one that reflects the excellence of our variance and fine arts program and provides an exceptional experience for performers rehearsals and also for community gatherings from the front and then also That's awesome. So, we we've we've um we've met with the fine arts department and had multiple conversations. There were a few options in terms of the uh uh the materials that are being used. Uh this is this is our uh this is what we like um in [snorts] terms of like these warm tones and just the red and the and the brown looks looks really sharp. really like this this uh this rendering. Uh right below the stage we have a multi we will have a multi-purpose space or a green
237room. Um this shows that space. Uh it will serve as a flexible rehearsal and and a green room. Features such as a mirrored wall and a [clears throat] practice bar provide versatility for uh for many performing groups. >> [snorts] >> This slide connects the work back to our transform 220 goals. We had some conversation about that even this evening about a f the focus of our 220 um uh transform 220. Uh this work uh will continue to address essential facilities and infrastructure [snorts] needs, ensure safe and accessible learning spaces, and um we'll continue to to design environments that foster genuine real world learning. However, um we are uh continuing to look at ways that we can enhance even beyond the scope um even beyond the scope of the um of the referendum dollars. And so
238some of the things that we're considering is you know really building on our foundation which I described earlier in those first first three bullet points but really introduce opportunities for learning using um really high-end industry standard equipment add technology allowing performances to be enjoyed by more more students and really elevate the spectator and student experience. So, what am I what I'm speaking to is opportunities that we may have similar to with bill 220 and the friends of the field for [clears throat] additional enhancements to um the scope the scope of [snorts] the um the referendum and the dollars associated. So uh we are working to finalize a few but mighty a few but mighty enhancement projects that would really enhance what is also what is already awesome and amazing and will be awesome and amazing.
239But what are those few things that didn't get when we had initial meetings with all with all these projects we have was called blue sky meetings and it's like if you could have everything what what would you what would you want? And so we couldn't do it all, but if we were to peel off a couple of those really um few but mighty projects, what would those be? Um, so we're working to really develop that list um of what what would make sense and uh collaborate with the horseshoe club, fine arts boosters um and other community members to plan and execute a fundraising campaign that we would initiate in the very very near future uh with some um with some timeline some timelines that are pretty aggressive for some of the some of the items
240that are that are in those enhancements. But uh this would be a simultaneous uh project that we would work on with the horseshoe club and they would really lead that work and you know being supported of course by administration but but they would lead that work and that concludes my presentation. >> Excellent. >> Really nice to be able to >> see the inside of the spaces in addition to the exterior. I'm excited to share this with our community. Um, for this slide I did want to mention I I know it's locked tonight, but we'll open that up for the board so you can see some drafts of some of the brochures about some of those blue sky concepts. It to Josh's point, it really we're using the same process and and structure that we used
241with Friends of the Field. So, it it'll probably have some of the same look and feel uh for those that kind of are familiar with that project. Um, the other thing I' I'd like to uh just add on to the presentation, Josh, would you mind navigating back to the kind of collaborative zone outside of the CTE? >> Yep. >> I think one of the exciting things that is part of this this this uh area of the building, you know, this is our way to connect the new addition to the building. But I also think it right. So, we're creating new learning space for students. We're also creating new spaces where I think it's exciting that our performing arts, our fine arts and our CTE, our students can collaborate, learn from each other in there's learning
242in that with just having this kind of hub and and zone like Dr. Carpenter was describing where we can really take advantage of this east side of the building and maybe by having this which it's functional because it helps connect things right as far as the actual new learning spaces but it also connects students um so students have more exposure to each other and interact and learn from each other too um as they navigate those different types of programs and I think that's just going to also elevate and enhance the experience of our students in a way that while it's functional it also So, um, you know, will create that dynamic for our students, which I'm excited about, too. >> Yeah. >> It makes me think about the middle school, those, you know, on the
243additions to the middle school, there's those little rooms that our kids meet in and teachers meet in and they collaborate and and it feels like some of these spaces might work for that in a in a really good way that you guys can figure out how that would work. So glad you picked up on that because it's by design that those spaces are working well and kids congregate to them and I think right having more of that at the high school more opportunities works works well. >> Yeah. Excellent. >> Yeah. I don't know if the lobby areas can be multi-purpose like that during the day to have collaboration spaces too or if there's supervision issues or location or I don't know but you know >> we'll have to figure that out as we introduce the
244new spaces much like we did with how we change some of our process procedures and dynamics with the cafeteria now being more flexible and how does that get used the atrium the upstairs area at the high school I think we're going to learn >> as we open up yeah the new auditorium of what works how do we how do we supervise it, but how do we also make those spaces accessible? >> How do the students use those those clear little rooms in the cafeteria off to the sides? I know >> like what kind of use does that get >> at the high school right now? >> Yeah, right now. >> Um multi-purpose, so kids can choose to go in there, but staff can also choose to go in there. And I know a lot of
245our clubs and activities that used to have kids leave the cafeteria, sign up for and meet in that space. Like last year, I went and met with student council in that room because that was their regular meeting space. It it allowed them to stay in the cafeteria for the portion of their lunchtime that was part of the meeting but not have to actually leave that zone and so forth. So again, that's some of the inherent by design flexibility that exists. >> I love that. Thank you. >> And that atrium area too. Every time I go in there during the school day, I'm not there all the time, but it's always full of kids. >> Great. >> And there's little different group setting things. Are there trap doors and stuff in that green room rehearsal space?
246Because that that's the bottom of the stage, right? Or beneath the stage >> or right there. >> Trap doors to the stage. >> Yeah. Is there some kind of connection? Oh, there's Okay. >> Might be few, but >> stairs up and around. >> Oh, okay. I wasn't sure if like do we do I guess do we need that? We don't need that for the kids to get up and down. >> Not to get up and down. >> Are you thinking of like the orchestra? Is that what you're thinking? or pit. >> That's not directly beneath. Is that directly beneath the stage? >> This is Oh, it's directly. >> Oh, okay. >> It's directly beneath the stage. It's meant to mimic the size of the stage. >> It's about the same size. >> Oh, so you
247can rehearse there. Yeah. And trap door would um >> some accessibility issues. We do have an elevator that goes from that floor >> down to the same floor that the green room is on. >> Okay. But we wouldn't need anything where the kids would need to rise from there. They could just come through the side. >> You mean for the production? >> Huh? What is that? >> I saw I saw a production last with the trap door and they >> they went into the cellar or this the sewer. >> Yeah. Like like a like a scene from lay miz or something like [laughter] >> I don't know. Maybe Bridget [laughter] I'm sure there will be ways. There will be ways they can maybe come up from the pit or something. Yeah. But auditori can hear
248you. >> And I was also thinking just about when you were talking about flexibility of space and the the lobbies and the atrium. I mean, my mind just goes to when we put on these big events like Winterfest or the Innovation Showcase in the spring, you know, how you could have small performance groups in each of those areas, a little pre-show, you know, alumni dinner, a little pre-show um experience for kids in the atrium and kind of leading all the way up. Um just a lot of beautiful possibilities. This looks so nice. There is a way too to put like a curtain down or something in the balcony or maybe it's just lighting in case in case we don't need such a big performance space. I remember we talked about that for dance or orgus.
249It's like what if they only need like 500 seats and not >> right and that was one of the things that our um team really loved about this design was you could sell seats or open up just that main floor and and not sell balcony seats if it was a little smaller meeting or a smaller production or open up the whole space. I do love this view. Like that design looks really like really streamlined but also warm like you were saying. It's really nice. >> And we were for fortunate enough to meet to meet with our architects, acoustical engineers um a few weeks ago where some of the fit and finish items like what's what does that wood feel like look like? So, we were able to see that, you know, some of the wall
250the wall coverings. You'll see you'll see that wall there. It's like a specially designed. It's a it's not just a cinder block cinder block wall. It's it's beautifully designed. We got they brought in the carpet. They brought in chairs. This the seating. So, and then we were able to share that with with the fine arts department at the high schools in terms of what we're thinking about in terms of finish. some of the some of the design elements too like in the lobby with the signs. I think Josh talked about this in a previous meeting just really being inclusive. >> Yeah. >> And easily identifiable when we talk about um being a welcome environment >> for all audience, not at least for all performances. just like a lot of care in it or even when
251you guys were talking about the light lock going into the I mean I think about that all the time light floods the door you know that's what I was worried about I think in acoustically the way it's designed it's gonna really just be a whole new experience >> for the audience in a really exciting way >> awesome So, if community members look at this online or they are listening to this presentation right now, they're still awake. Um, and they wanted to get involved with the with the last slide, the view and the mighty um they contact Dr. Carpenter. >> Sure. Dr. Carpenter or uh the horseshoe club >> I'll have more details very soon. >> Okay. >> We'll publish on the website at that point. >> Yeah. >> Like a website that would be run
252by the club. But, uh, we're working working through the working through it right now. >> Just wanted to give the board a preview of what's to come. >> Yeah. >> Great. >> All right. Board, any other questions or comments? >> All right. We are not going to adjourn because the board does need to go back into close session. >> Um, so have a wonderful evening and we will not come back out here because we will not be taking any further action or have any further open discussion items. All right board, let's quickly go back to our meeting. The sooner we meet, sooner we'll