Board Meeting February 6, 2018

001there's Ruffolo Mike Shackleton Angela Wilcox Thank You fuel rise and join us in the Pledge of Allegiance [Music] evening thanks for joining us on behalf of the board please accept my apology that we're running a little bit late we will begin our meeting with a report from our high school representatives roarin the floor is yours AP registration just opened this past week for everyone and class registration also open for next year so we're having class meetings with our counselors Jr's meeting with the college counselors it's exciting we have turnabout this Saturday in the cafeteria and BACT also here where school just opened up and packed denominations came out so interviews and applications are coming up for that for next fall the musical is in three weeks we have just been an amazing technicolor dreamcoat really

002good we have some young ones coming in I know to play some parts BC / I could shepherd this Friday to encourage activity and eighth grade transition night was last week we had a lot of high schoolers showing up to show everything that we have to offer all of our clubs are sports BHS TV things like that student council has a homecoming theme picked out we're going to do outer space something about out of this world kind of thing so we're planning that we're also working with mrs. Macomb in for the green bat initiative so we're gonna pass out bracelets and maybe create a banner or wall of some sort in the cafeteria we're also cleaning on getting new signs in the cafeteria for the to display the prices and the lunch lines because there's

003been nothing for that so you don't really know how much you're spending so we're working with that with mr. McCall and Roger the student council initiative yes very good surprise you're your predecessors handed and girls gymnastics is going to sectionals varsity dance finished 12th at state which is very impressive and varsity cheerleading finished 17th and spring sports tryouts are coming up yes that's a sure sign that spring is on its way any questions for Lauren that we will let you go to you home work good luck with all of your meetings as your journey begins yes okay from my report I'll start out with a couple of admin things I wanted to remind the board and call your attention that the village of Barrington has invited all of us to a reception this Friday February

00423rd in an RSVP is required so i i've been to these in the past i personally won't be able to attend I'm out of town that evening but I would encourage as many people as possible to go and represent Barrington to 20 but if you're going to do that please make sure that you RSVP 16 also I wanted to remind people we had talked about this before but I think next Wednesday the lake division meeting for the Illinois Association of School Boards is being held at Mundelein high school the speaker is Dave Schuler on his redefining ready and you know looking at indicators of success that are different than just grade point average and all that if you haven't heard Dave speak before it he's a good speaker and the topic is a good one

005that kind of helped everybody kind of refocus on different ways to measure success for kids in in education also as I understand it from dr. Harris and penny that there they've got some really nice stem spaces and redesigned spaces at Mundelein high school there's a tour of some of those reimagined spaces before the meeting it's the arch folktale Oh Jackson for tonight say February you said next one so it's oh yes March 14th I'm sorry sorry sorry Michael thank you March 14th so there I think you know are you handling the Janine are you handling the RSVPs for this so if anybody wants to attend they should let you know so it's March 14th I think let's see the agenda new usually begins around 5:00 right the tour starts at 5:30 and then finally a

006reminder that this is the one next Friday the 16th in the morning is when we have our staff recognition set up with the board you wanted us there well the we kickoff in the morning but then the board Pete there will be an option when you explain the schedule that day I don't want to misspeak started at about 8 o'clock and so you'll have the opportunity to address the entire staff will be in the gym from about 8:00 to 8:15 and then you're welcome to stay for all of the events or some of the events and then there'll be a lunch what time April about 10:30 10:45 and that's the opportunity with the staff it is when you have everybody in the room so we'll be able to see we will not have a not

007there won't be a launch scenario where everybody's going to be seated you know there it just won't because we're gonna be flowing in and out so the opportunity to speak is first thing in the morning but then the lunch is what we're gonna serve and there's compelling speakers in between right yeah and after the screen wise it's all focused on the social awareness cultural diversity the board goal and and we've got excellent opportunity so and they're also as part of my report I just wanted to summarize the Committee of the Whole meeting we had last week to go through the budget stuff I think we went through we revised our key assumptions you know the good news is you know even though we don't have a lot of cushion on the bottom line right it

008looked like you know our budget for next year where we can keep our staffing flat we get through in four FTEs we have a relatively stable budget going forward that is a positive we did look you know it's some scenarios where if Springfield was to pass along a cost shift of pension cost on the school districts and/or implement a property tax freeze you know the negative impact that that would be to our budget and with force of cost reductions but we discussed it and obviously decided not to make any of those staffing adjustments until those efforts actually get passed and anything else do you guys want to add I know they provided us with some of the summary sheets as a result of our work and we'll still have some you know we'll touch base

009on some budget stuff and staffing issues throughout the spring does everyone add anything else okay well with that that ends my report next on our agenda is public comment is there anybody who would like to address the board this evening a friendly mood okay seeing none we will declare public comment closed and asked Brian Harris all right few things here this evening thanks for coming out on this cold winter evening to join us tonight wanted to update the board also on the art show out here tonight with middle school night no it is yeah I did not get a chance yet so I'm gonna take my own advice since I usually get on the way out I did not I was a little bit late getting here today late getting in here for the media

010transition so I'm gonna look at the stuff on the way out so hopefully somebody will join me I would've thought it was high school so it is six seventh and eighth graders from Prairie and station and the extended arts student study sculpture photography drawing painting and mixed-media they use both the analytic and creative skills to create artistic voice proud of the work of these young artists and certainly testament to our great staff in those classrooms in addition on this Wednesday night tomorrow night at 7 at the district office of James Street we have a selective elementary art showcase open house we have new art in the building up and down the hallways we do this every year from 4:00 to 7:00 and we're gonna hold staff at James Streets days and we have the elementary

011parents come in with their kids they all know if their piece was selected to be hanging in the district office for the next year and so it's exciting time and the kids in appearance a lot of them have never been in our office so that's always opportunity for them to come into the district office and enjoy that gallery walk with those kids and parents they can find their piece of art up on the wall so if you're have time tomorrow neck to be able to stop by and see some elementary artwork as well to other opportunities I've had in the last week I wanted to share with the board the first one was this Saturday and Mike also attended the event it was a Barrington town warming the village of Barrington and the Barrington cultural

012Commission put together a town warming and it was a full day that started at 8:30 in the morning and went till who's 5:30 in the afternoon by the time we got out of there right Mike a great day with a variety of speakers these things started back in nineteen thirties when Barrington was really well known for doing these in the 1930s many years ago and it was really they brought in well renown and local and regional speakers to talk about what's what's happening in our community and then what's happening in the country and then a bigger picture across the world a lot of conversation and then they kind of fell off during World War two time and then they've tried to get him back temporarily off and on over the years it's been awhile and

013so the village set this up and it was really a really nice opportunity I said I was sitting on a panel for about an hour and a half with the two lead pastors from Willow Creek as well as Brad Stetson who's one of our bankers here in town and also Sam Oliver former board member and she focused on nonprofit consulting in the community and so that was an example of the first panel there was other panels we had a world panel that include the CEO of Motorola who lives in our community here Greg Brown Brad cold was the executive director of the Illinois Municipal League I mean carand arch has a real good relationship with him and also Captain James Hawken who was is the lead commanding officer at the Great Lakes Naval Base so

014they had more the world perspective on what's going on and how it may affect this community in the afternoon another local panel of individuals and then it wrapped up at the end of the day with John winds is a WG and radio personality he talked a lot about what communities look like today I thought he did a great job framing that up and then also we ended the day then with Wendy and Hank Paulson you know a longtime community members Hank is a Barrington high school graduate former Secretary of Treasury wendy has been a long-time conservationists here in our community and they talked about the impact of the environment now in our community but the entire world and some of the projects but they were involved in so it was a great day I so

015fascinating Mike anything you want to add you were there as well that I might have missed really obvious how important our school district is to the community so you did a lot of the talking because you had a lot of questions I did they didn't say that yeah thank you Mike we had a 6-minute kind of each other student all six minutes and then questions I had a lot of questions right which is all good good stuff yeah very passionate about our schools a lot of community I think Mike and I were on the younger age into the age in that room what do you think we try it we did have some students from Barrington high school there and they were targeted by the village to come and join and the conversation was great

016I have to say the questions among the most articulate and well-spoken I was really impressed by the students it was I was I was very happy to represent the school district and the community with that it was it was it was fun I'll pass around this I'd like to keep it but take a look at you can see who was there kind of the agenda is kind of neat the brochure finally I've had the opportunity to be in Springfield a little bit over the last week spent two and a half days down there for different reasons my talk just a minute about the first one that are the large unit of district Association luda who I reference quite a bit that were part of we had our winter meetings it's a 24 hour thing where

017we're down on Thursday and then a half day Friday had the opportunity to get an update from the state superintendent Tony Smith just a couple highlights of his comments one and we talked about this last week of the budget he believes the categorical monies will be paid in this fiscal year he didn't he wouldn't confirm how he knows that but he's pretty confident that they will get paid they've all been vouchered as we talked about but we've not seen any money yet but he did confirm it he believed that to be the case he is concerned though a the flipside about the state having a budget next year he said I am nervous I'm moving forward some of the politics that occurred the previous two years Murphy aboard remembers over the last four years we've

018had a budget one of those years our current year we did not have a budget the other two years of and so he's concerned about that and hopes that they will but just wanted us to be aware of that that possibility also have heard from Emily bass Dido who is currently the senior advisor a bit of Education to the governor so from the governor's office perspective remember the Secretary of Education had left the spot and so this was kind of the governor chose to fill it with one of his staff from within she shared that the governor expects to send a prop or promises a balanced budget that he's going to give you the General Assembly within the next couple weeks he said that during his State of the State address he also she also

019talked about pitch and reform continued to be a high priority so we'll have to just pay attention to where that heads I think everybody knows that's a issue and a challenge that's still out there she talked a lot about jobs and economic growth and then she also talked a little bit about Amazon you know with the pitched from the state governor's office to get that company to relocate their their second campus here and talked about it was interesting she she weighed in on the university expect the opportunities for universities in in our region and how important that is and looking for some partnerships not only with large company like that but also that the state needs to reconsider how universities in higher ed is funded in the state of Illinois that's a big ask that

020I think a company like she she didn't say this but said it in this context at Amazon I think that's a big ass for them they want to make sure their employees kids have access to high quality education k12 in general is really good in this region and they all they know that but the higher ed issues I think recently is is a concern so that was just something that was shared as she commented on that so I also from a legislative standpoint I've it I was involved in a couple different meetings one of them being there's really two main pieces of legislation that I personally am directly involved in right now and helping advocate and and guide one of them is on dual credit I've spoke about this before so we're still looking for

021increased pathways and opportunities for Kista earned credit at Barrington high school but also whether it be Harper College maybe one of our university partners something like that there's still some significant bureaucratic barriers around that issue and we're looking to legislate some possibilities ed read one of our group said I know the board has been involved with and is actively involved in that so is luda so there's both of our efficacy groups are pursuing that language and that that legislative act so stay tuned on that that's something I hope that we'll be moving forward soon the other one is tipped legislation which I know our board has had interest in and there's a there is a piece of legislation that's currently in draft form I know there's a bipartisan interest in moving this forward into committing

022here maybe in the next few weeks the focus a couple of points to uh to point out I think the board's familiar with some of this I didn't know this number but twelve point three billion dollars of eav in the state of Illinois a certain TIF districts right now don't have access to education funding or it's limited access so to 12 point three billion dollars of EAV are in TIF districts in the state of Illinois now a lot of that sensation Chicago but it's also all over the state as we know we've had a recent opportunity to become more familiar with that process and how it all works right yes yeah so the other part of that legislation is also about residential developments in tests which was squarely on our plate and the issue that

023we've had most recently here in our district there there's some language being tossed around and about prohibiting residential developments in tips so we'll see how that plays out and also require or and/or requiring it i GA if it exists so there's some different versions of this you know an IG a with the local school district if there is some type of residential component good so anyway just wanted you to be aware of the things that I've been involved with fledge slightly directly related to our kids and in our community and stay tuned on those topics and so those are the kind of the hot topics right now from the school district perspective good things to watch yes unless there's any questions that's all I have questions for Brian any question on the information reports we're

024in a simple FOIA how about committee reports busy good work any other committee reports just say facilities is trying to find a date for immediate for our next meeting expect to be reviewing the bids for the mobile so believe some information from Perkins and will any other committee reports one the world's least upcoming lease renewals so that'll be forthcoming for an action item I believe next meeting the only other thing that's out there was we have had our banking services with a local rider for about 20 years as a team it was determined that we wanted to go out for an RFP so we continue to evolve through that process there was no decisions made this week so sometime between now and our next meeting is what we'll probably look forward actually if indeed we

025just said you it on that any other committee reports or any questions for any of the other community members okay let's take care of some business for the state what I'd like to do if it's okay with everyone I'd like to just move the student fees out of consent just have a quick conversation about those just to make sure we're together on that so this evening is consent agenda right we have minutes the open and closed from December 5th and December 19th 2017 under finance we've got the treasurer's report in the revenue and expenditures report and we have our revised personnel report is there a motion to approve the amended consent agenda roll call vote sandra Bradford penny Kazmir Mike Shelton motion passes the consent agenda is approved is there a motion to approve the

0262018 2019 student fees as presented to the board so this is one of quick discussion and I think you guys did the Finance Committee to review these before it came to us right so for the most part we're keeping the fees relatively stable right not increasing them from last year yeah I know at the high school there were some woodworking consolidation of expenses and created an increase and then we got the summer school kind of report on the you know their breakeven so I just want to make sure that I give board members an opportunity to ask any questions and either the school year fees or the summer school fees so I may not have read the chart correctly but on the elementary sheet it says all pre-k through third grade fees will remain at

0271718 rates so did fourth and fifth grade go up it said the same thing another group reading from page 2 under the the bold says pre-k through 5th but then the asterisk says they did not change ok it didn't seem that it had but I just because they were sorry no you see if there was an asterisk somewhere because there's an asterisk in front of that I just didn't know if I was missing something yeah their children's pre-k three it should be so I would just comment that edge 'old another discussion in the Finance Committee meeting about the fees and dr. Harris is bringing some administrators to have that conversation but that would not impact these for this coming next year that conversation is ongoing so a couple in particular yeah the question it's your

028roll call vote yes okay motion passes if we move down to our action items our first action item I'm looking for a motion to approve the purchase and sale agreement with OTG development also known as PepsiCo okay so quick discussion for a while the board has had its eye on the building across the street from this building the high school most recently it was occupied by Gatorade it is I think a good candidate as a replacement for our James Street building which currently houses our administrative staff I think the board has known for a while that James Street itself the building is not really a long-term building for barrington 220 we have it we and I think the Facilities Committee has told us that many years ago and recommended not putting additional funds into the

029building so this particular site is it's well suited not just to the administrative offices but there's also some really nice space over there that has the potential to give us some large group gathering space for professional development there's a couple of rooms over there that are really well suited for that so in weighing all of the issues around James Street the the need for more district-wide professional development space the Board believes that this purchase is is in the best interest of the school district the purchase price and the contract that is before the board right now is 1.1 million dollars there's about a little over 20 thousand square feet of space in that building in addition we get we get some pretty robust parking spaces more robust than James Street there is the contract that

030we are approving tonight begins a due diligence for the district so once we approve this contract tonight it's already been signed by representatives of PepsiCo what's the board if if the board approves it tonight it'll begin a due diligence period of up to 60 days so we can get in and just look at some of the building infrastructure and other things to make sure that it's it's suitable but the this purchase will not close until the district has completed our due diligence on the building and the grounds and open her up any other comments from the board has been looking at ways to try to make James Street a little bit more inhabitable bring it up to code you know make some of the restrooms able to you know facilitate people with disabilities and the

031costs were very very very high and it was becoming a very difficult issue the board's been looking at alternatives faces long before I even got on the board so this was definitely a decision that was talked about and researched and discussed and compared as far as the cost to fix versus the cost to purchase and how we could come up with something that is feasibly financially but is also providing the best for our staff and you know with this option it also provides assistance for you know our students for giving a an emergency facility in case god forbid something happens here it's you know very close in proximity which is you know a concern appearance as well so this is something we have talked about for a very long time and now we're hoping that

032it looks great when we get in it and that the process goes well and we were really excited I should I should mention just the 1.1 million dollar purchase price if we do closed on this you would probably plan to take it out of the fund balance that exists in our capital projects account which is kind of part of our fund balance so it would not come out of any operating funds that would impact the classroom facilities can be standpoint expenses or potential expenses associated with James Street repair whether it be what Angela referenced or just replacing windows that no longer open or stuck open or variety of things and our research and suspicions were confirmed when DLR did its analysis of the building through part of the blueprint 2:20 process and the expense involved

033in that and that and bringing that building up to where it needed when it needed to be and if anyone's never been there there are people who have offices and what used to be closets no light and we don't have enough room so we have administrators throughout the district as well so I think this is an opportunity to meet the needs of our district on a number of different levels and and it also now gives us another piece of property to consider for flexible use in blueprint 220 and if through the blueprint 220 process we don't find use for it we can consider selling it here the thoughts okay we've been looking for a potential new site for the administrative center for a long time the vote is upon us of roll call vote please

034yes Jo Ruffolo yes Mike Shackleton yes Angela Wilcox passes so we will execute the contract but there is some work to do so dr. Harris you and your staff we asked you guys get going on this due diligence to make sure what excellent okay our next action item is the second reading and approval of a number of board policies now it is my understanding when we talked in our last meeting on the first reading there was one policy that we kind of kicked back to policy Policy Committee for further review that is not on this list correct it's still prominent okay so with that I will look for in motion to approve the proposed changes to policies 3 : 46 : 235 6 : 326 : 338 : 10 8 : 27 : 340 and

0357 : 342 should 3:42 hmm that one is being retired that's correct this is some better than one of the others right so the change to 732 and the director information was to retire it that's what I just didn't see the policy listed yeah but that's part of the action here is the retiring it okay roll call vote yes yes yes yes yes motion passes more policies have been approved but just as we've done that later in the this evening's agenda we get to look at some more policies for first reading but before we get there we've got some nice discussions very interesting school topics so let's start with our social-emotional learning community outreach discussion okay like turning this over to I'm gonna ask staff to come up yeah as they transition to the podium

036here I just want to and they'll repeat some of this I don't want to steal a lot of their thunder but the board this year set a new goal wasn't we have not had specifically and that is the social awareness through cultural diversity as it was mentioned earlier next Friday is gonna we're going to spend the entire day of staff development I'm with all staff in the district on that topic since that that board goal was established we've been evaluating you assessing what's currently being done across the district what you're gonna hear a little bit about tonight however also a preview of some next steps of where we're headed so as you can see here attached to this item you've got two documents you have a narrative piece of information that was shared is also

037you have a version of the PowerPoint that they're gonna walk through here so if you want to watch combine or if you want to watch and open that up you can watch it right here as well as I'm talk okay I'm going to turn it over to Beth Jones our assistant superintendent for student services and her team and we'll take it from there oh is it if you want should we all call it up here board members have it on their lap we can improvise well we close out of it to come back dry first we have to have some sort of hiccup right and Laura focuses mainly with elementary last year and for many years before that Laura was in charge of all levels so I'm Beth Jones the assistant superintendent for student services

038john besh assistant superintendent for teaching and learning Lindsay territory director of student services primarily the secondary you got a shout out earlier find one from Laura we are working collaboratively with learning and teaching I think in the past the social-emotional learning piece has fallen mainly into student services and I really love the fact that we're making sure that we're trying to impact all students at this point and that that we weren't before but I love that it falls under both of our umbrellas so we're working under the umbrella of SEL in order to address the areas that you identified as a board group so the in your goals the community outreach the social awareness cultural diversity the student wellness and digital citizenship all fall under the taskforce that we're working as a group there's a

039large larger group which incorporates general ed teachers counselors social workers covered everybody right in there oh oh and administrators are on the task force for this so our work is based on the collaborative that the work that's done by castle which is the organization that provides the framework for implementing SEL curriculum and they they have worked to make sure that the standards are being implemented nationally it's a national movement so we're all kind of doing the same things within our schools so the framework that chart and we included that chart to make sure you could see that it includes all of the things that you as a board have identified as being what we need to implement in our schools as one of the first steps and I'm gonna kind of just talk about the

040task force a little bit but as one of the first steps in the task force we are identifying the programs and interventions that are currently taking place in the district so we did kind of an inventory and just asked people to send us what programs are you using and and Laura and Lindsay will step through those with you our slides are a representation of those programs and our goal is to determine which one of these programs is actually making a difference for our students so as we step through this and we move forward with the task force we're going to have more information for you to share up data that would show which programs are useful which interventions are useful and right now we're still deciding exactly what that piece of data will be to

041give us that information we talked a little bit about hospitalizations for example for students we don't want to we're thinking oh if we lower if that number lowers if we don't have as many kids being hospitalized but then we were thinking are we really looking at data that's helping kids or is hospitalization what's helping kids because they are getting these services that need they need and we're identifying those students so we're still kind of playing with some of that and trying to figure out exactly what data we're going to use are the information in our presentation we're also going to talk about is the transitions that students make through our unit district so we have students going from Early Learning Center all the way through transition you know up to 22 they also are going

042to share the community relationships that we have and some of the current events that have been going on in the community or coming off and then we're going to talk about our next steps with the task force and leave it open for any questions that you might have okay so I'm going to turn it over to Laura so at the early childhood an elementary level these are the programs that are being done all across all nine of those buildings second steps is probably the most familiar one to all of us it is part of our core curriculum we've been using that now for many years we've also worked in mindfulness and check and connect are being done in different ways in all of the various elementary buildings so one of the things that we want

043to do first is really see what's working well in each building because each building is slightly different and are there any potential holes or gaps that we need to work to fill with additional either curriculums or services or or what's needed okay so at our middle school level this day of work diligently to incorporate SEL into the everyday atmosphere and culture of the middle school buildings and so one way that they've done this is the counselors and the student services staff have taken a multitude of resources curriculums interventions and they've pushed into Cult time and so by doing that they're teaching this mini lessons and guiding teachers as to how to work with students for arting SEL and then what's nice is they're in the building so they can act as a coach almost to

044those teachers to help the teachers continue that work kind of more daily basis we've noted some of the programs they're working with directly but really it's it's really a compilation of a lot of things that they're working with and we've seen some great student impacts so positive peer interaction reduce behaviors and just students feeling empowered to make healthy choices for themselves be part of that also is helping students identify at least that one adult in the building that they feel they can trust and they can go to we know that if a student has one adult they can report when they're concerned about themselves they can report when they're concerned about a friend or classmate so the nicest thing is our counselors keep the same students for the three years in the building so they're

045really you know maintaining relationships getting to know our students as humans not just that academic student and we're seeing that more students are coming forward in reporting something that maybe they've heard overseeing or some concern they have about themselves and then you know with that you know more opportunity to do more one-on-one interaction and intervention with students so I gotten that self reporting that reporting of the class mater appear really helps our counseling staff and our teachers zero in on students that might need more individualized emotional support and then that final piece is our parent community so by wrapping supports around our parents were able to help them be more educated when it comes to social emotional learning so they can follow up with this at home so it's wrapping around that whole child's SEL

046initiatives has been on increasing awareness and improving our building and school culture so through various clubs speakers and programs wanna share some of the highlights with you many of you may be familiar with parents and buddies and that is a student-run organization where we pair up a student with a disability with a non-disabled student to try to promote and provide more social opportunities we wanted to share an upcoming event this month on Friday the 23rd February that is in conjunction with the Special Olympics and bra clubs we will be at the PHS gem basketball game Barrington vs. Hersey we hosted two years ago and packed the gym and really supported the special Olympian so that will be coming up the Gay Straight Alliance this year has done amazing work on behalf of our students supporting

047supporting the LGBTQ community and you can see they designed a t-shirt in the club the student organization with their sponsors Janet Anderson and Ernest Lane facilitated an all-day or in the fall a wellness excuse me a awareness campaign on transgender students and really have you know brought a lot of supports for students this year in our building through the freshmen advisory program we have done various activities to help the freshman transition and get acclimated we really try to help focus and freshmen as all versions but really about persevering and overcoming obstacles and Keith McCall I know has been working to bring a speaker right Roy where is junior he was supposed to come Thursday but there's been some travel issues Susan's coming this spring to talk to her freshman and along the same lines with

048overcoming obstacles perseverance social emotional wellness our BHS TV program and they had a special series that features students that have been going through different personal struggles perhaps disabilities and how they've overcome obstacles and we wanted to share this with you from this segment that aired last week so do you need to watch the screen here you don't have this digitally I'm a spirit I'm a version of VHS and I autism I have some difficulty communicating with others or doing something I like experiencing when I was very young I get upset easily especially some loud noises like firearms my parents some friends and teachers Holly when this is happening and I know that they'll always be on my side I think it's important that people should learn about autism and what they can do to help

049hi I'm Lexi Toledo I'm a junior here at BHS and ever since fourth grade a boy struggled with my own confidence that was worried too much and ever since fourth grade too last year really I would have crazy ridiculous tendencies like thinking that the type of shirt off and wear that day would have a certain effect that how the day went just crazy on rituals like that and it wasn't until last year my friends encouraged me to go to special services here and I talked to one of the counselors and I found out I was experiencing something very similar to OCD nothing Wednesday else but now that I've got it it just seems so silly to ever think like that and for anybody out there who's struggling at the moment just learn to trust yourself

050in the process and you'll feel much better by yourself and your capabilities in the future students have shared their stories it's really brought an awareness to the building and unified the students you know just to support each other and some of the struggle that they might be going through our all school building initiative which I'm really passionate about is green dot and we know Lauren referenced a green dot in her presentation she was one of the participants in our training this fall green guy is an approach to teach students skills to intervene in a situation and to not only be a proactive bystander but to know how to react in the situation and just speak up on behalf of classmates and and to reduce interpersonal violence dating sexual assault and dating violence and so it's

051really programmed a picture here of our first training this fall at the Barrington area library and we have 15 high school staff trained in green dot as well as we partnered with Farrington Youth and Family Services and amita they have shared three firsts back to also roll this out this spring and the goal is by the end of the school year that we will have students and really to try to reshape our cultural norms each and every person can do something to make a difference in our building and to make it a more welcome and safe place so that concludes that high school I see yellow news today so as Beth mentioned before we really work hard as a unit district to make sure students transition from level to level so we do a whole

052host of activities starting from early childhood transitioning into kindergarten and then continuing all the way through till our students age out at the age of 22 since we are a unit district is very very easy and comfortable for staff to [Music] talk a little bit about some of our ongoing religious relationships and partnerships with some of our community resources that are pictured here most notably we spoke last spring when we came in and talked with us a board presentation about the merger of three of our prominent community organizations that is linked here and Leeds and have now merged to form be strong together and be strong together the mission our youth and children and mind body and spirit and be strong together has done an amazing job of really working each other together with the

053schools hospitals and all of our key resources to really look at some of the SEL issues that are most pressing for our community look at some regret the only way to serve any data to try to pinpoint some of the areas that we need some more support in they featured already several events this first semester they had a kickoff 5k race and fundraiser I think also sponsored various parent copies for some of the topics that you know parents were having concerns with and needing more information such as digital citizenship and most recently we had a parent coffee on the harmful effects effects beeping recently then last week we sponsored and that with doctor she became a national speaker came in to talk with an audiences of about 250 purchase centers you know the audience that

054came to hear dr. Kang speak she's authored the self motivated kid and her her message really reinforced many of the district and be strong together initiatives just wanted to feature another event we have coming up so it's also fired our district social-emotional learning committee however that has taken a new shape I mean we're now going to be calling that our community outreach group so after that meeting at 6 o'clock on the 27th we'll be talking about how that's really our community outreach group because we have members of the community from all venues that are a part of the our committee and have been since about 2009 so following that we have Jackie blue coming in to give a presentation to families and community members about how to raise resilient children she's also going to be

055one of our featured presenters at the in-service day coming up as well so we'll have an opportunity to see her a couple of times so I'm really excited to talk about some of the next steps that I have the pleasure of working with the special services department on as you know the board acted on one of the board goals which was social awareness cultural diversity and digital citizenship and that's really helped us to galvanize our work together as a district and also take a real good hard look at how we serve students in these really important areas from a k-12 lens and so sort of our big kickoff to thinking about that as a district is going to come on February 16th when we have a really a wealth of wonderful speaker so I would

056encourage you if you have the time to stick around I mean we've got some real heavy hitters and in that area of thinking that our teachers are going to learn from and then we'll have the opportunity to survey the the staff on sort of what they heard what they would like to hear more about and this will help to drive some of our professional development in the future and then looking into the future the task force is going to take some of that information and we're in the process of working on as as was said before looking at what our current practices are throughout the district and thinking about how we can strategically look at what we can do from a k-12 lens in the area of SEL so that we can have sort of

057a one strand that flows through the district which is a real nice opportunity as a unit district and then also always keeping an eye on what are some of our metrics how are we going to look at well how are we gonna how are we going to gauge success in whatever we do and so that when we look in the future three to five years we can either think about continuing it tweaking it or thinking about something else but I do when I come back to the board goal has really I think been an area that all of us up here have a real passion for and so it's helped us to really hone in on those areas so time for some questions name some of the topics or an idea of what sort of

058plugs oh my gosh I mean they're all over the board we've got I was just putting together some of the survey for the staff I mean we've got it on topics ranging from well digital citizenship or how to raise a digital child to you know emotional intelligence to you know how do you interact how how does your role as a teacher affect the students in your classroom or their attorney D'Arcy career coming oh yeah we'll have a school law update as well social media the use of social media I mean they're it's it's really I guess big picture big and small picture we've got everything from how can we think of it from a cultural standpoint in a building to what can the individual teacher or counselor or social worker do to really make an

059impact in these areas so we've got everything from the micro to the macro being discussed I don't know what to choose I want to go to multiple at one time we don't so it's gonna give us a good idea as to what to bring back but they're excited that's it we feel it's a great problem I had a question you mentioned you know the side who's your trusted adult at middle school I think that's so important because my kids were just all over the place and I had one son who had been who'd been bullied and so he had a hard time in middle school and you mentioned the relationship with the counselors at middle school those counselors while they stick with the kids for three years they've got like a caseload of three hundred-plus

060that's a lot is this who is trust who's your trusted adult is there training involved in that Dee or can you know do you give that to teachers as well I think the counselors are a big part of that but clearly they can't be 300 students trusted adult it's just that's not realistic but they're working with the staff to understand how to identify one of students in need in their classroom and how to work through some of those problems so they're key in that training along with some of our social workers and our special education teachers but really it's more empowering our teachers to know when a student is in need and some of the counselors are their trusted adults a lot of times they are but it's everybody in the school building and sometimes

061it's even if we're lucky enough one of us administrators who come in and out of the building that connect with the student it's good to hear because I think that in our case it wasn't a teacher that became that person and that changed his life my son's life because he didn't have the relationship with the counselor just because the caseload was huge he hadn't been in there so I think we took things I think education took that pendulum and so on this way if anybody's ever upset send them to the social worker send them to the counselor now we're kind of realizing no people it's ok if people sit with their bad feelings for a little bit and then identify what those are and how can you just as an adult who's working with this

062child make sure that just in you and you can have that conversation ultimately our goal is education we want kids to be in the classroom so if we can get students to stay in the room and maybe say where are you on this scale you know 1 to 10 do you need to leave the room or could you stay in here and maybe we could talk about this later and that helps kids learn coping skills too because if you're at your job as an adult and you're upset you can't do any leave you know so thinking of that forward thinking as well is really important but it's helping our staff get comfortable when kids are uncomfortable that's not always easy for all teachers and that's that's a challenge for some some it's natural right some

063it's not right i I just wanted to say that I was incredibly encouraged by the selection of professional development in this arena it's very complicated life's a complicated thing and for our kids it's evolved and a lot of what they're going through and the way that they process education and the way they process information is very different from what we we did even though I'm dealing with different generations younger than me they can see that but there's there's there's there's definitely a lot for teachers to have to process and as as dr. Harris said some are better at it than others like teachers need the coping skills as well because ultimately the intimate contact that's made between the kids and their teachers you know is irreplaceable and it's very difficult for a consult counselor to

064pull that off because you have a different connection with kids so I'm really encouraged by the fact that you guys are doing this it had to be a huge undertaking because we teach so many levels of kids and so many different because we have three different levels of programming already grade school middle school high school and then on top of that all of the different needs I could see where there's going to be some need to repeat some of this stuff really really great stuff and I appreciate that you're doing it and I hope that we can bring it back again for a follow-up because usually one time's not enough well it's a journey it's not a destination Laura and Lindsay especially have gotten the teams together and the social workers and the psychologists everybody

065has come together from different schools how can we support how can we help and so that desire is is there in this district and in this community and it's really it's it's sad to see it because of the you know situations we've had but it's so wonderful to see that people just step up and say we're together in this so they're together in all of this and that's just where you see it shine is in some of those situations the questions education do we have for the community members outside of kind of the February 27th and moving forward it sounds like that's also the community very interested in it so we meet actually next week again with them to talk about what our next steps will be we got as far as that February date

066but they continue to do the parent universities and that's where we kind of continue to jump in but we wanted to do some things you know that maybe the school brings to the community as well so we're kind of trying to partner with them and continue to figure out different needs we talked about sending out a survey to people in the community just a very quick survey to see you know would you attend these types of programs or when could you attend because sometimes that turn out for those parent universities they want it people want it during the day or they want in the evening it just depends so we're trying to look at what's convenient for people and what are the hot topics what do they want to know about they think the important

067is we're also taping the events so the doctors can make a event with tapes Jackie Roo gave us permission as well to tape her event so that those were unable to attend can still view that if they're interested in the topic which I think many people are in sometimes there's just constraints and schedules in a really positive message also with be strong together not only did they bring in this speaker and she shared some very helpful information I think for parents and some very thought-provoking information but then we have discussion discussion for parents facility facilitated by be strong together board members and some members from varied the Family Services there's one today for the elementary parent group of elementary parents for middle school parents on Thursday and then next week for high school parents so

068to continue to this the discussion not just a one-time speaking event that we're having some continuing discussions with our community members if you sign up through the be strong together website you'll get emails including these events and the recordings that you just mentioned right so you can actually see the presentation if you couldn't get there no you mentioned Beth you mentioned parent University is that a district 220 initiative I mean technically that's not be strong to get parent University is not the parent universities are more district run so Jackie were becoming is an example of something that that we're putting on hoping the community will attend and are hoping to come up with more ideas and schedule those we were just working in conjunction with these drunks we're not overlapping double scheduling over one another

069and the vaping was all of our people right did that presentation it was Dean's from the high school so it was district 220 people but it was advertised through the v-strom and thrust oh can parents sign up for the parent University so that they had notified of upcoming events where can they find that information well I mean I looked at the school website for it it doesn't seem like it's simple to find I mean maybe it's just me it could be Tech Challenge I am sometimes I think that's a great question Mike and I think that's something we have it's pushed a lot of ways but there may not be a consistent way you know principals push it out in their individual newsletters each week there's a range of things Steve sends it out I

070mean a principals just it's a range of ways but I do think that's an issue and I do think yeah how that's part of the journey here if we had more could you know gnome way consistent way for that piece I think that's up weakened right now it's kind of just a lot and it's all push I think the village of Barrington's even pushed some stuff out in the past I know they have I mean they picked up some of they've helped us periodically there's different ways it's all push I saw something that looked interesting you're busy and then where am I go find a menu in the parent section that has the be strong link there if we wanted to if there were enough entries in the parent University in any given time I'm

071sure that would be able to get somebody to throw that up there as well I mean because there's a parent section so that seems like it'd be the natural place to directly write sharing a story of someone that in situation helped you out as a bystander and stuff done on your behalf a reactive green might we try to teach the students there's three different ways of reacting so one is direct so directly confronting confronting Lindsay say hey that's not okay there's also direct checking in on the person being harmed we've done you okay is there something I can do to help you we also we teach two's a distraction technique which is one of my favorite if you don't feel like you can do a direct method in a situation you can look for some

072type of distraction and then there's delegate which grow a lot of students is the best fit and that is telling their trusted all telling someone else to help so green Dodge is very skill based and in teaching students in practical situations how they can react and how they can you know I don't you may remember this but do you remember when we had barbeque LaRosa hair for the bully of the bullying and the bystander the bystander has such influence so I thought it was the green another question since you've got the floor right in your comments you had mentioned you know looking at like the healthier Barrington survey and other survey the youth survey right in in trying to identify kind of the nature of some of the stresses that our kids are feeling all

073right what did you find what are some of the sources of stress or behavioral issues that our kids are having did you see the kids on the phone all the time but I think just the pressures you know to have to keep up with all the different communication I certainly the academic pressures are there and that curricular to you know stay involved and to be participate and you know different clubs and sports and activities you know from the peer perspective from a family perspective you know we really try to look at not only the stressors but then also how students are coping you know with some of these stressors and that's we're trying to look at some of these different SEL initiatives to try to build some of the companies go we would be remiss

074if we didn't ask this esteemed group representing all grades K through 12 talking about student health stress how they deal with it how are you seeing the time changes right that we implemented this year at the different levels is it this is where it's helping or it's hurting man because we're all trying to evaluate this issue they're playing pickup game game of kickball in the front yard with their neighbors and that wasn't something that a lot of our elementary school kids were able to do on the old start time because could by the time they got home I got settled it was dark out time to go to soccer they didn't have that down from parent from families is that that is something that they really liked is having that opportunity in the early afternoon

075I would say middle school high school our students our school refusal students our students who really struggle in the morning due to medical conditions due to struggles with sleep we're seeing improvements in that area it's not perfect we still have students who are struggling in the mornings or struggling to come to school at all but I'm seeing with our middle school high school population that that first period start is more successful I'd love to see some actual attendance data on that I met with a couple of parents today that are Elementary parents and it was the first time I heard kind of the flip side story so I'm gonna be the naysayer B no we want to hear her community in her neighborhood were struggling with the fact that the high school kids the middle

076school and high school kids used to always be around so when they're younger that's when you at home they'd have those interactions and connections with the older kids and now they don't have those and so they don't have whether it's the babysitter or just somebody that you know comes over and spend some time and just does some tutoring and hangs out after school they just don't have those connections like they used to because the high school middle school kids are getting out so much later so that was interesting to hear they all just one mom also shared that it's hard for her because she has younger kids than the elementary and while it's great that the elementary kids are getting up and starting she now has to wake up her four-year-old to take her child

077to the bus or whatever which you know she struggles with that so those were two that I just hadn't really heard I had heard more of the things that Lindsay is talking about and Laura's talking about and it heard really positive things but I think it's important to hear all sides of that was a couple things I didn't think about I think from high school perspective too I know students have shared just increased time to have breakfast you know to get that good search of the day that has it additional time in the morning that zero it's been really nice to also meet with teachers and especially if they have you know several street classes or you know if they have the opportunity then to have lunch to interact with their friends that they can

078use that morning time to to meet with teachers and / staff as well I really enjoyed having the opportunity to meet with students before school you know one-on-one or you know with the smaller groups - with all these efforts both within our school district and the outreach to the community what can we do to help or support you guys just just making sure all the adults understand where the kids are coming from and I think there's a disconnect with that at times that you know we were talking about the students feeling so much pressure I think it used to be parents pressuring us to do well in school like you know keeping tabs us now kids are so hard on themselves and so I just hope that the you know more senior adults in the

079community understand where kids are coming from and the pressures that they're feeling and I think that's hard to do with all the social media so I think the community involvement is huge and I think making sure that we're getting the word out there and I like the suggestion of making it more available to parents because I think we just need to keep talking keep communicating what I mean do you feel that that's kind of the same yeah it's always a challenge right I mean one of the more one of the most powerful sessions on this that I went to it was right when we were kind of rude beginning our focus on this that was a number of years ago but we had a number of high school kids on a panel and we had

080a bunch of parents in the audience and we had the kids telling the parents some of the stuff you're saying it's just it's just hard to try to facilitate that conversation particularly you know is we just got to find a way I think through through the video means and maybe some of these Facebook sessions so figure figure out how to communicate that I mentioned this was on on this Saturday mean we had last week this was a big topic Mike if you remember in that community warming there was a lot of question not just in my panel yeah it was a theme kind of throughout the day about community pressure about unrealistic expectations in the mental health of the community and one just about kids it was it was across the board about it's okay

081to hit the pause button once awhile dial it back ask God you know the human capacity piece can only go so far yeah we did talk about kids in particular but we also talked about as a community issue you know around stress and but you know this some pop probably some unrealistic expectations sometimes so many charitable organizations that's sometimes there's some overlap so how can we collaborate better together so it's good to see be strong together well yeah to be continued we we look forward to when we can have this conversation next we'll look forward to the thank you okay next on our agenda we have an update on the extended services program John can stay here it was no small feat when she came up here I wanted to recognize her two weeks ago

082we had a updated written report it's attached here the same report nothing changed but we we did put together a brief presentation kind of summarized that and then certainly provide opportunity for the board to ask questions and get a you know an oral update on where we're at with our gift and extended program turn over to John in April there you go you do have the slideshow too as a detachment here if you want to look at it that way yes so as dr. Harris said this is really just a follow-up we're hoping to accomplish a few things in this presentation one to give everyone kind of a general overview of the extended services spectrum of services we also want to update the board on some of the changes that are being made mandated by

083the state of Illinois and how that's going to change how when you report some of these things on the school on the school report card and then give you kind of a progress update and future steps on where we're at in the the audit that was done a couple years ago and some of the programmatic recommendations that we've been following and we'll continue to follow in the upcoming years and to do all of those I'll turn it over dr. April okay good evening everybody glad to be here with you and to share out on the heels of arriving here in the district I was I was able to work with our community our staff members our administrators on the next steps if you will for the program and as we looked at the program evaluation

084with dr. Tanya moving dr. Kathryn bright in both from the University of Virginia they mentioned some commendations of the program and then also some areas to know if they put it and so briefly you have the long version of course in the report but briefly I just want to touch on some of these highlights here as we move through I would say pivotal to the work we do is an understanding that extended services really is an extension of the core curriculum instead of labeling a child instead we talk about the service that a student needs at a particular point in time so what was important in enhancing the philosophy here is the part involved that reads who requires students that is who require specialized instruction when compared to peers of their age experience an environment

085and that is adopted from state language ISBE state recommendations so that we are meeting the needs of all students no matter who they are where they come from and also supports the use of local norms in the district for identifying students now the continuum of services is really just a range of opportunities offered within extended services not noted on this slide but important to speak about is that we offer a early entrance for kindergarteners in first grade and that will soon become a mandate for schools based on a new act 8 and runs the grade eight ninth grade we do have an extension of mathematics that's the one area that reaches out into the high school typically and generally we are serving the needs of students who are in the top 10 percentile in the

086district above the 90th percentile and then the students that are at the 98th and above have a self-contained option at Huff Street School which is centrally located there something that was a nice affirmation and in recent attendance of the National Conference and Illinois State Conference is that our program in our district recognizes that we should screen all students and that is something that we've been doing and will continue to do so we look at all students in grades 2 through 7 for placement fall the first day of school now the following year important to share that with you and also I want to just mention that for our new students every single new student that comes into the district in the fall we also have a fall review and an opportunity to look at students

087who still maybe part of the conversation at the school level and haven't qualified so there's some safeguards in there these are the assessment points that we look at for students going into the self-contained program it's always suggested that we balance achievement and cognitive data for placement once we get that cohort of students we work with our program psychologist for further assessments and placing we have some automatic placement targets in place and that is critical because it removes any bias Johnny SEL Gabrielle none of them are being excluded from the program because they don't do homework okay or because they're inattentive so it removes that bias so again we're looking at cognitive and achievement data for placement here for reading mathematics at the elementary level both of those continuing to middle school and we add extended

088science and extended visual arts we also recognize that there are some students that may be on the cusp of those identifier z' they're showing some nice potential they aren't quite meeting the targets but we want to continue to look at them and so we do that through the spring review and students engage in performance assessment tasks right here in each of the areas and we've integrated something called this SIG's which I'll touch on in just a bit overall in our students grade three through nine again including math at the high school we have 809 students you can see we have 33 students in the ESC that's the extended self-contained it Huff multi grade level grade three four five with two teachers and then we also have eighty students that are of the low socioeconomic status

089free and reduced and we also have twice exceptional students in the program which means students they have some learning challenges but are still recognized as gifted learners and that equates to 73 we know that a highly highly revered program should mirror the demographics of the district so I just wanted to lay that out for you parallel to one another when we look at our students grades three through nine district you see the reflective side of that in the program and what it equates to so for example Caucasian students in the district three through nine comprise of 60% of our student population within our ESC or I'm sorry yes our es program extended services program equates to 52% Caucasian students and so forth and so on what's nice to note is that last year our Hispanic

090or Latino population within the program was at 7.5% and that has elevated to 10% student success because of a new report card act let's say some retooling to that we will be asked to report out on how we serve our gifted and talented students in the future because of that we wanted to make sure that we were offering you the same data that we would be we'll be reporting to this state which is the meeting exceeding on state standards however for you to know what we consider success from a pragmatic point of view is how successful those students are in the program students that are staying in the program maintaining a healthy balance in terms of SEL school work and just just wellness and also growth okay so we use other measures talking about numbers

091of students in the program I wanted to just share this for you I won't read it out to you but you can see the grade level here the content level and then the number of students that we're currently serving but you can see these numbers usually increase which i think supports the fact that we we look at kids again every year and continue to add students to the program and we're proud of that fact so here is reading for elementary ela math math continuing on this next slide science only at the middle school visual arts only at the middle school okay I mean here's the PARCC data again just wanted to share this because this will soon be shared with any state reporting that we do but the overall success of the program these are

092students that are meeting or succeeding on the state standard this is the combination of the two so for example third grade reading on the ELA park 91 percent of our students are meeting or exceeding and so on and so forth fourth 96% and in middle school so we have a nice range of 91 to 100% and I think this is indicative of the good work that teachers are doing mathematics same type of information here this is looking at the math PARCC assessment students that are meeting or exceeding the combination for example 3rd grade math 96% of the students are meeting exceeding and same as we move down through eighth grade so when we received that evaluation I was first coming into the district we did set up a five-year action plan that was a collaborative

093process with the extended services team you can see the focus or the foci each year as we move through we are in our third year now and what I'd like to do is just briefly highlight the really juicy parts of what we're doing you know there's so much to say but I have to say first and foremost the most important thing I think in terms of communicating clearly and working collaboratively with our parents and our teachers is to have a clear understanding of what those identification targets are they're shared on the the website over and over there in the handbook there should be very little ambiguity to this right we want to be very clear and be consistent with how we we identify our children however we also know that kids are more than just

094a number so without parameters we would not have a program at all so we have those and we're consistently upholding them however sometimes we need to have some really deep conversation about students who perhaps have performance anxiety when it comes to testing okay so those kind of things are part of the conversation and they too may come into the program again be identified for the program based on evidence but it might be evidence that the teacher again is supplying an authentic performance in a classroom those types of things year one this is all the good work that we have done 2015-2016 we established an extended services team for the first time we had elementary middle school and high school people in the same room together and so you might say well why those high school

095people there because we are all a part of the trajectory we're all a part of the learning right I need to know what happens with our kids once they reach the high school so the department chairs are part of our curriculum building they've been on steering team committee meetings and it was so awesome we had high school teachers saying to a third grade teacher tell me how does it kid get into the program haha how did they end up with me how do they start and so those are really nice conversations to have of course especially being a unit district together the es the extended services team developed and shared the action plan with our community and that's been on the website and also in quarterly updates we share out we did a great deal

096of research in the field of G and T that's gifted and talented and looked at revered programs in the country quite honestly we even consulted with some people at Fairfax County University Professors at Northwestern University and so on we revised the philosophy we established an operational definition we identified talent development opportunities many of which are outside of extended services things that we talked about here like fresh ink Chinese immersion program contests clubs field trips it's all part of every child's experience whether they're in extended services or not also we set program goals for ourselves and we reflected on those of the National Association for gifted children to establish our goals and in that first year we wrote the extended science curriculum there did not or there was not extended science in grade six and that

097came in just just after I had arrived year two we research students screening identification models of service we broaden our identification targets and at least started that discussion that will be implemented this spring we conducted a case study of over seven hundred and five these students to validate whether or not we should use a qualitative measured called the cigs it's the skills the scale for identifying gifted students and that gives teachers a voice in the process and again rooted in in research we implemented extended science in grade six and we implemented drawing painting to is an option for grade 9 students coming in from the visual arts program extended your three this year we revised and implemented extended science curriculum for grade seven so you know biology is taking place in eighth grade for our

098kids this year however the roll up or the roll out of the next generation of science standards gives us an opportunity to decide where those skills will take place for science it's a bucket of standards for middle school so together with the core curriculum director Kelly Hansen and the science teachers we decided where those standards would go in bio technically is happening in seventh grade for extended science and and likely will be the same in the future for gen ed revised and implemented extended math curriculum grade six we have a blended approach this is the well-loved Meigs program Meigs is still with us but we call it simply extended math that was a name that we cause we sort of liked and swiped from a university and so so it's still extended math the materials

099however we're going out of print so we have moved to a blended approach the elements and mathematics foundations continues to be what supports our curriculum we've redesigned our performance assessment tasks for the spring review 2018 which mirror what we want students to do in the classroom okay and that's that's a nice change we've updated our handbook and we've again this spring will implement the broaden identification targets for the auto entrance of students next year year four will continue working on science this will be the last piece of the science puzzle for a little while revise it implemented for a grade eight will revise and implement extended math will roll up into seventh grade and then ongoing curriculum review alignment standards and pathways it's always a part of the work so it's always happy there our

100last year in terms of this five-year plan revise and implement extended math rolling up to grade eight revise any necessary programs of course and just didn't want to leave you hanging the grade nine will be implemented of course the following year so it's twenty twenty twenty twenty-nine community I just want to thank and recognize that it takes all teachers gen ed teachers are extended teachers all of our administrators chairs counselors social workers are psychologists curriculum leaders to make this happen it certainly includes our parents we have lots of spirited discussions at times about what's good for kids but I I so adore and appreciate those opportunities the Barrington Council for gifted and talented enough Stephanie she's on that group Chris Bradley is the president we're actually having a student panel discussion what it's like to

101be a high schooler at the Barrington area library tonight and just those relationships are so critical to the work that we do I mean when somebody has a question or a problem I like that they can constantly for what's tell me more about it I don't get it tell me more about it or I love what you doing how can I help I love what you do and how can we team with you and so a lot of good work because a lot of good people are helping so we'll continue to work alongside of the core curriculum of course to elevate those opportunities and be as responsive as we can based on the needs in in the world that we're living in excellent that was really good a lot of working a lot of content

102in there questions from the board I just wanted to compliment and commend you for doing such a great job you're always so deferential and complimentary towards all of your you know people that help you and and and I'm sure that that's all very warranted but I will say that you know I personally seen just a he change in our district since you've arrived and I think that all parents believe a lot that our kids are a gift there are some nights where they're not but and you know you have done such a great job of putting a non-judgmental inclusive but thoroughly defined way of describing how children are identified for certain programs and I think that just you know your ability to clearly state that to kindly communicate that and to be you know open

103and receptive to responses to that but at the same time you know having rules that you you know really adhere to is it's so great because it kind of takes away like the curtain the AHS of you know like how does this happen and what does it mean and you know I think I want well you know we as parents aren't educators except Joe is the best for our children not just what parents feel like is the best for children and I just really appreciate all that you've done in this area and I've seen a huge difference in my peer group as far as people feeling very confident and comfortable in the process so thank you and this everything that you describe tonight's appreciate that because that's not that's not an easy conversation whatever level

104it's it's tough and we have a lot of highly talented kids here doesn't matter where you know did we do we're fortunate but and that becomes a challenge it's not easy as you guys know because you deal with students on that side of the spectrum we had a social emotional conversation earlier and one of the one of the elements that you know I think you're very cognizant about but that wasn't in the presentation are the needs of those kids some of the kids that are the most gifted in terms of their academic achievement and their ability to perform at a high level in the classroom also struggle with some of the social issues that are that can be devastating actually crippling to some of these kids I am assuming that the group that was sitting

105here before has in their professional development plan a significant component for teachers that teach these kids when I first started teaching gifted kids we used to have to go to I went to a national conference and it land on how to cope with dealing with gifted kids it was like a place where teachers got together to actually learn how to manage all of the emotional things these kids are going through because there's a huge disconnect between them and their peer group so I'm hoping that that's my question do we have a nice plan for these kids because sometimes that goes by the wayside a little bit I would just the big picture the answer is yes and and the interesting thing is that it's it really fits really well with some of the data reviews

106that we do through our MTS s or RTI program because it doesn't just serve the students who might be at risk you know on the lower end of our academic spectrum but also on the upper end to that they need services and how we identify whether it be social worker counseling needs and it April we'll talk about oh you know that's also part of the identification process too is are there social emotional needs that a child might need where they do to be to go into a program and there's discussions like that with the parents but you shared a piece of data there that talked about the Dooly of what the term was basically there identified with having you know challenges as well as yeah exactly I didn't have the term right yeah there you

107go in that category a lot can create that that you know moniker it's not necessarily what I was worried about more was not necessarily maybe financial hardship and things like that I'm worried I was working yeah the SEL stuff that surrounds those kids sometimes I work hard to set up a couple of parent universities and like with speaking today so they don't only happen through the be strong of the SEL group any director in the room or any administrator could establish that and that really is is just saying hey parents we have an opportunity for you and and we do share it in different ways and but we had one early is earlier this year we had a gentlemen Andy Mahoney who runs the Center for identity potential and he was here with us this

108year and we also and we focus primarily on executive functioning we have another parent university coming up February 20 little cultural gap and it's about conversation with your child and I was he works with gifted and talented students so I was pushing it out through the gifted and talented parents because we don't have a full rein on seating we have a limited space being the GRC that night but again we try to come up with different pieces for parents we also have a program social worker in a program psychologist who works on our team and meets with us and of course we team with all the professionals in the building through mgss and any kind of supports needed there you'll find executive functioning is a hot topic particularly with our gifted learners and now psycho

109social needs you'll hear that so Stephanie who attended the Illinois Association conference last week the parent group go Paris we had a good little group there and then I was there with a team of teachers on that Thursday Friday and then the National Organization was in North Carolina this year in psychosocial is a big component that is really surfacing in terms of all conversations about students and it really comes down to social emotional well-being Joe couple anecdotal pieces at HUF where our extended self-contained classroom is I talked with Jim officer the principal several times about the unique needs with with the kids in that program because I know the school psychologist in that building as well as the social work is busy in a different way and in some of our abilities it's just an

110anecdotal discussion I've had with Jim about that I also know here at the high school I had a great conversation a couple weeks ago with Jim Bob Roscoe who was in one of our Dean's here in the building he also I did not know this him I were talking about this in a basketball game a couple weeks ago he is one of the coaches for the chess team and he's been doing this now for about three years and he said he absolutely enjoys you know this is kids that are in high school around he said it's amazing to me because he deals with a range of kids during the day and then he's with ESA's he loves working with the kids and his role he goes I'm not a very good chess player I just

111help the kids with some of that social piece and in a club setting here at the high school and I thought that was you know he just told me he really likes that I thought there was a anecdotal piece about how we've got one staff number you know it was really working hard to share that with the group of kids and I know that some of our kids that have been in our services all the way along they're in that Club not all the kids but a lot of them so I just I share that as an anecdotal story that and I thought was very valuable from one staff member yeah but after a couple more quick questions and then we got a transition human being navigating the world how do you how do you

112engage in terms of being a digital citizen or being culturally socially aware of others and in other presentations are about how do you as a teacher interact and collaborate and build lessons for your children in your classroom so there are a ton of two different lenses sometimes depending on the presentation that there will be offered to her PD on that day with regard to the teachers teaching the twice exceptional students and the extended classes are their specific professional development offerings specific to that other than for HUF were I'm assuming there's a lot of that some of our sessions when we for example go out to conference like the the state conference that we just had we have a group that's coming together we have shared notes rid of briefing and then we'll bring that back

113to our teachers and in day two then bring it back to their buildings we always want to be reflective about what we're learning and try to spread the word so it's not just contained to a small group of people that are attending conferences and so I would say through that and then team you get special ed and SEL that's where those kinds of things happen and then my only other question broadening the identification targets can you tell us how you're doing that in a very concrete way the accessibility for automatically being identified for the program used to have a cut-off of a Koga it had to be at the 93rd percentile locally your verbal or your quantitative so you qualify for a reading or for math and then we pair that with mathematics and that

114was at the 90th percentile - what we found was there wasn't the the standard deviation between moving now from 93 to 98 didn't really make a difference why are we why are we keeping that at 90 if we say we served the top 10% in our of our student population why do we have the spoofy 93 out here so we did the math we looked at various operations in terms of configurations for classes and how to identify students and the impact on class sizes if we made those changes and we felt very comfortable in saying that we can bring that Co gap to a 90 and maintain the map at a 90 still get the students that we need so they're not being thrown in the deep end of the pool if you will feeling

115that were identifying students and identifying the right students and then so that's where that broadened from the 93 to 99 tee and in for spring review students they have potential but aren't quite making the the initial cut-offs we bring the map to the 95th or the 85th percentile I get remains 90 ok so we open that up a little bit more they take some performance assessments teachers weigh in and then they have a very important program you know educational program in our district our community values it a lot and it's good to know that it's in capable hands and that you guys are continuing to reflect on this and continuing to improve on it so thank you for your efforts okay now next up is Cooper 220 do we need to take a break do

116you guys want to take a quick five-minute break is that what I'm seeing okay five-minute break and then we come back on and we hit blueprint 220 conveying come on okay we need to jump into the blooper 220 stuff there are I think a couple of things that we need to count out get done tonight one I'd like to I'd like to see if we can come up from a group perspective on an agreement on what a deliverable looks like in this process right and then I want to talk a little bit about the board and our role in setting some priorities and then talk a little bit about process and timing so let me ask you let's start with deliverables right I think during since our last get-together in blueprint 220 what has been

117kind of proposed and I think you know dr. Harris told us that DL are you guys were willing to as part of the deliverables create kind of a website with a lot of the content on it do we understand that correctly so is from a deliverable perspective to the board are you guys comfortable and I think Brian sent out a link right to a school district that had you know kind of a master plan online like that is that format does that feel right to you guys you guys okay with that all right seems better than a look of paper right now the content of that website right which should follow from kind of a a lot of the work that we've already done but and I think at some point right we can kind

118of task kind of you guys in the in the core team to begin to work on that website right start formatting a lot of the work that's already been done right and I had a chance I think to draft some stuff up I mean in a and I put you passed out copies right so this first thing this table of contents is really just more like if you were going to have a written report but if this is going to be online it talks just a little bit you know you obviously there's gonna be some sort of executive summary instructional principles building and design maintenance principles demographic enrollment classroom capacity long term you know site plans and all that stuff right other stuff you because you've got feedback from the different you know you have

119to process stuff the feedback on stuff you have a lot of content right so is it fair to task you guys through the core team to begin to put that together right and as you're putting that content together right bring it back so we can look at it and you know kind of in processing yeah this is good this is good and then hopefully when we're done with this process sometimes a spring we can say okay there it is all the content it's on the website that's our deliverable that makes sense everyone that makes it okay I'm excited about it we got the first thing that we have a vision on the deliverable right now I also have gotten a sense from the last conversation we had at the board table that I think but

120I don't know for sure so I want to open this question up to the board that we feel as say it as a as a statement and then you guys react to it you agree you disagree you want to modify it every bit that we as a board will take it upon ourselves to look at the plans that have been presented to us all those different site plans and begin to establish priorities right and try to group some of those facility plans and features you know into a priority one bucket of prior - bucket of priority three bucket am I do you guys agree with that that that's something that we want to do are you agreeing with prioritizing very tiny things yes in the idea of being right to structure that next level of

121the community conversation where we can say here are some priorities right you have some dialogue about that ultimately it's gonna end up you know leading into that funding conversation at some point in this process right you're gonna say okay here's the priorities here's the funding that goes with this program right now that process for us to do it is gonna require us to focus some of our time and effort as a group and I'm asking you guys are probably gonna need to be there to help us as we go through that right but essentially to say okay you know what's the first priority it might be I'm making this up right there all of level one part of level one right what's the next priority right is it to try to get everybody to level

122two or do you want to prioritize elementary over high school high school over elementary or middle - you know I'm saying so it's it's kind of a a real working interactive session that we're gonna need to have to create those priorities now we can do that by either you know I know in the past sometimes we've just kind of set aside a Saturday right and I know based on our own individual lifestyles some of us probably would like to just you know plow this day out on a Saturday others might prefer to just do it over a couple of nights right and maybe even try to mean one option right is we've got a meeting in 20 all right and I don't know do we have any business that we need to get done on

123the 20th there's a few action items but not a significant discussion items to my knowledge we have the computer leases what was it the policy stuff all she's always there policies discussion regarding 2018-19 academic calendar and that's it it's not a real heavy sole mission report so I would say if we were gonna try to do a Saturday you know we have to look at one of the next couple Saturdays if you wanted to do something kind of in the evenings where we just block something out we could try to block out some time on Monday the 19th which is Presidents Day with and then follow that up with our meeting on the 20th right to try to finalize the priorities my guess is this will take us anywhere depending on the process it could

124take us anywhere from three hours to six hours I've no idea I because I think it's it's a it's an unknown prospector it depends on how close we are in terms of building those priorities I don't know the answer to that yeah so okay so what's outlets which play out what don't what don't we have well I mean just as a committee where where things overlapped in particular we might see some costs already yeah so we have that yes we've made those changes and we clarified each one of those issues that came up got uploaded to the website that's correct they're all on online and they're all there those edits that we talked about in each one of those well I don't want to talk about some of the financial numbers right and we'll talk

125about that but that's just a conversation we can have but I think I think we have everything we need now that's sad I think once we get into it and can start having the conversation there may be some data needs that we identify right that's distinctly possible anything you start walking down a process you never know where it's going thank you I'm still trying to right now set aside a time for us to begin the conversation setting primer and I'll throw out either one of the next few Saturdays or that combination 19th 20th all righty we won't but I think there's gonna be deliverables that come out of that that work ludos from having that subsequent deep meeting in my opinion I think if we allocate the 19th and 20th we're gonna find reasons to

126utilize that time Saturday's are really difficult for me so I mean I don't I mean do you think we have enough information to have a for our discussion versus a six-hour discussion I would say we've got plenty yeah I think so too and I feel like once we meet on the 20th I bet we're gonna have some questions and then we're gonna say like well this is our funding this information and I feel like when you put just like a 24-hour pending this information then usually don't get the whole information just can we start early on between equals right so I guess so rather than starting closed at 4:00 at 5:30 could we start closed at 4:00 that's when we were looking at facility committee but that dollars I'm saying well that may have to

127change we're not I know Joe I didn't know what your schedule look like Oh can't you knock there was that's why we were still holding that but penny and I were talking about possibly later in the afternoon on the 15th to it facilities because we were not wanting the to the 4:00 to 10:00 thing but I guess we're gonna do the fort available on 15 well we can keep if you want we can just keep our normal schedule right and we could have close to 5:30 and then we'll come in here at 7:00 and try to go through the priority conversation let's get so you guys wanted to okay but they didn't want to do it if I can give you and three can we do 3:00 to 4:30 yeah Sylvie's you know just holding

128out hope that if we start at 4:30 with the other part of the meeting that we don't have to be here till time what's starting motivated just say we can do facilities earlier that yes if we do facilities earlier and then we just go straight through just knock it out yeah right so you go facilities till 4:30 yeah I know it's start 4:30 close well how about we do it we'll do 432 sex and then we'll go in I guess we have to take action so we have to be a board meeting there was there definitely some action items there I'm just trying to think that this isn't the best conducive no we can set up we might have to maybe just schedule a short business meeting do it a James train if you wanted

129we can think about we will have some action items so that will need attention okay personnel oh boy so does that sched will work for everybody can everybody get here for closed at 4:30 okay well then let's keep 5:30 all right we'll keep 5:30 and 7:00 and we'll see how far we get it's important we have all set there will be nothing else on Elsie's won't be on there just you know where he can throw it at the end we can put it in the end I guess they're important to me for the record so as we think about managing this board process of asked of me and so I'm asking the board right do we think we want to try to manage this process with the community to get to a referendum question you

130know by next fall right which would mean you know for us we mean we have to easy the legislative deadlines in August to make that decision as a board but our community obviously kind of you know starts to disengage you know after graduation right early June right so if we're going to engage them it we have to be between now and June is that something important in this process right or do we just want to kind of dive into it and kind of see where it goes right because this me because if we want it if we really want to do that then we got to kind of start backing up right to some dates to make sure that we hit all those right do you have any of those if it were to be

131in the fall August 20th we have we have this decision August 20 resolution deadline by the board that's really important outcome we just need to manage our timing accordingly we have to make that decision tonight we can go through and see how far we get on the 20th I can't believe I'm gonna say this because I like moving quickly because realistically the conversations would all have to be done by June 1st not all right xx agree because between June 1st and August 20th you're not gonna be having a lot of conversations except for with us in a relatively empty room if not completely empty room so I'm worried that we won't get it done in that timeframe I'm also worried about the appetite for a referendum question without maybe being able to roll into it

132other deeper discussions regarding financial benefits that may be coming down the line I mean there's a lot of Education I think that we need to do with our community in terms of you know what their tax bill structure might look like and all of these other things that there's a big education process that everybody's afraid of and I think that takes time I know because we have so many people that live in our community that don't have that still view our school district is important but don't have kids that are directly benefiting from it at the moment that we need to reach out to and I that's always the daunting task so I think that rushing it might be a mistake and then it might put us into you know just put the brakes on

133something that is really powerful so we are we okay leaving then kind of it's at some point here look there's Rosa at some point I think it's really important for us to lay out some timelines to our communities to our community right about some deadlines when we're going to have conversations expectations about that kind of the process right now I also don't want to get too far out in front of that process right so maybe that's a conversation after we have our conversation on the 20th right let's see how far we get right and then we can begin to to lay out though that timeline for the community do that I think to the other thing we have to think about is there's a lot there's a lot that needs to happen before we get

134to that point mm-hmm and we have to decide what we want that to be when you're just starting out because we'll look at this as an on-set conversation regarding priorities do you guys have experience in framing that conversation or moderating that conversation so that we stay kind of focused on how we can create those buckets that Brian described that I think make a lot of sense to us so you know otherwise what we have is this massive amount of data and I could just see you know I could see the five plates spinning on you know it's just gonna it's gonna be hard to rein that and do is there kind of a something to think about I would probably look to you guys as people that have organized stuff like this before to maybe

135make a suggestion even I mean we don't have to listen to you but I'm just operating to the floor I guess in saying that you know you might be able to help us I'll frame that conversation a little bit thoughts well I certainly think so I mean we're probably the closest aside from the core team members to the data and so if there are at the bare minimum questions that come up were able to answer those quite quickly but as far as facilitation goes I mean obviously that's been part and parcel to the process and I just see this is one more step in the process so my answer would be yes are there gonna be things that you're gonna have to sort out on your own and of course you know but we can

136provide some mechanisms by which you can have a conversation you you've got some you know all the different site plans you know you do the levels right especially I like you know in the new revised layout where it just kind of builds on each other right between in preparation for that conversation on the twenty can you provide that to us in kind of an electronic format you know in like yeah so so if I was to think about if I was to think about kind of you know the buildings you know and then you've got kind of the levels one two and three right and what's in there right and just you've got all that text in there if you can think of a spreadsheet right let's see there was one tab with elementary one

137with middle one with high school things there in the level one two and three and what's in it right it's kind of all the you know just the descriptions yeah just the left could you do that sure cuz what if they can provide that what I would suggest our homework is a board should be right because look they've made some suggestions about grouping things right by buildings and levels right but I think our conversation may not flow in those same kind of buckets right but if you can look at that list that they provide that way right because my guess is there's gonna be some things on that list that you would say I would I want to elevate this in priority and there's other things that maybe you would want to kind of move

138the other way right in if you if you if they can provide that list and each one of us as individuals goes through that and kind of get your own mind around that a little bit about what you know what your priorities are you can bring that into the meeting and then eventually we're just gonna have this a group kind of figure that out I think there's a couple of ways we can do that but I think I think you need we need to each be prepared walking into the meeting with our thoughts you know kind of your thoughts about and I would almost think me I don't know how the buckets would end up falling but almost in increments of like 50 to 75 million dollar kind of buckets right and how you would

139kind of prioritize that and I think if we had that list that's gonna help each of us prepare as we go through that list and say this is important this isn't important to me right costs for every if I don't want to donate I don't want to cut do you guys do you guys need to see that you need to see the line-item cost in that at some point right money's gonna be a very important part in a prioritization we're gonna need it for the meeting I don't know if the board needs it for price just say perhaps one more sitting you know once we've looked through the document if we said okay I'd like to pull this from level three and put it in level one you have the itemization you could let us

140know what type of impact that's gonna make on the level one much you know thirty thousand a higher level conversation first I envisioned you know what what are levels one and two gonna look like if we did all the grade schools at one phase and then so there would be like it would be a lump pricing it would not be a conversation where we're gonna go into line items and actually start cherry-picking stuff and I'm moving it around yet I mean I think that that conversation is important but I think that I would I would want to do the broad-stroke conversation first just to get a better feel for what because I think that the core team oh but he did some of that they already went through and prioritized and said you know the

141level one stuff is the more essential stuff that's what so you know I mean I don't want to reinvent the wheel on those conversations I would rather look at what would how would we even be able to get funding for one and two to work would it take us three years to get that accomplished what it'd take us one we haven't had any of the money the more serious money conversation from the top down look I wasn't I mean I didn't think I don't I don't feel that ready to go that deep yet I would rather say what would 1 2 & 3 cost us if we did just two grade schools or what which grade schools would be the first three and then the next three and how would we phase it out or

142you know I don't know that we need to get that particular yeah III know we'd have that but that doesn't tell us what our priorities are we still have to talk about the priority conversation in terms of those numbers we haven't done that so I don't want to go in and say well of that 50 million dollars from levels 1 & 2 what do we really don't look to what we care about early you know I would rather say okay if those are the priorities or the grade schools are the priorities in the first phase of construction how are we going to pay for it what would that look like when when the tax that comes off of the books if we kept everyone's tax bills the same what things could we get done within

143that financial framework you know so that we could go to the community and say listen we can this is what can happen while keeping your tax bill relatively static you know levels 1 2 & 3 I'm making it up but I want to I thought we were gonna have a more I think we are but I think I think the art form there right we do have to have high-level stuff there is part of that but I also get the sense and talking to board members that there's some there's gonna be some I think some of this you're gonna move around right I think we need to do both right and you know what and in the and and I think I you know I think that look the funding conversation is pretty simple right

144because you know what the dollars are you know you know what it's gonna be the conversation I don't think I mean the conversation that we're gonna have with the community is going to be to figure out what their tolerance level is right so we just got to structure that and say X dollars buys you this Y dollars buys you this right in if the conversation that we want to have is you know going through the levels as they were created by the core team and then uh scrutinizing them to see if we agree then I think we can we can manage that on the 20th I feel like they did they put a ton hours into it I was more prepared for the higher level conversation because I felt like the minutia was already kind

145of sorted through with data and documentation but there could be some light items like like you said that people are questioning it that's right and I just don't know I mean yeah I didn't either obviously I'm kind of good I'm kind of surprised by that so I'm happy to you know entertain the conversation but I just you know I think that I thought our priority is going to be to decide we can't go to level five and every building so where we go there's a lot of truth to that where we go you know it's level two realistic and every building some of the buildings go a little further so on and so forth but I also think it's gonna take some time yeah to facilitate our use of time in our prioritization conversation maybe

146there's a five or ten question sort of preliminary survey you could give us about what we each think on certain ideas and then you have that data going into the conversation I mean just an idea or you can sit there and ask everybody everybody can think about and discuss it for a half I think yeah look I'm hoping that everyone can come thought out in their mind right I think that's part of the prep for this meeting I've got a couple basic frameworks and ideas till we get into it there was a question among the board about price in the cost right because that's obviously a key part of our conversation as we're prioritizing based on cost right and you know you had answered the question you know a little bit about cost Lance in

147our last board meeting when we were talking about this you were using some dowel per square foot estimates and you were kind of bumping it up with with kind of an inflation factor out two or three years remind us again of what you were using for a dollar per square foot I mean it depends I mean on our on our new construction like you know our new buildings and additions you know on our low end of the range we're probably you know all in close to $400 a square foot our high ends probably 450 because we obviously generated arraigned and and honestly that's that's what we're seeing in the market right now so I mean we're probably a little under 4 so our more like for a tour for 10 cuz we escalated it out

148you know 408 for $10 square foot somewhere on that that's our low-end and it goes up to like 450 so I mean that's how we generate it are you saying that's why you're seeing those kind of build out numbers and projects you're doing now yes we just finished one so I mean I have we have you know what a new 70,000 square foot school costs so you know 70,000 hundred thousand I mean we've got the information so that's what we that's what we use I mean one of the things that the high school seems like a big number but this was for a brand new high school that's six hundred thousand square feet which is 70,000 square feet larger than the high school you have now so it's a big building just add context to

149that even in level four at the high school the additions and renovations are going to top six hundred thousand square feet as well so that the teaching and learning priorities and I think this is an important context to share to do the kinds of things that you want to do and as we showed an early phase one there's this trajectory of space per student that goes up and has gone up and doubled in fact over the decades and so to create the kinds of amenities and academic offerings and you know the activities and all the spaces that you have shared throughout the year process it's just a bigger building and that doesn't mean that you can't do it with less because you're obviously having school right now five hundred and twenty-nine thousand square feet so

150it's not to say that there's a gradient here folks you know that just has to be considered as part of the prioritization and how how this works but we can say with confidence that based on the input that you've given us we're at the right size and lance's confidence in the numbers so it's just a process of question and answer for everyone to feel comfortable with what data's included what might not be included those numbers are all-inclusive right so that's hard cost soft costs fees everything all in furnished that's what I want to make sure that that was very clear it's not just construction cost this is a project cost and right it's everything and that's what you that's what you need to be looking at at this point in time but you know Plano

151means that we go and count you know every door and window I mean this these are high-level unit cost estimates that were generated for the purpose of you know the board to sit down and go through and be able to prioritize a list you know then we move to the next phase and we start diving a little deeper into the projects then we can start honing the numbers better but for a high level what we're doing I mean this is this is great information and I mean we're confident we put together for what you're doing once once we move to the next step and we start to fine tune in and define the scope of work then we can start to look closer and closer at these things and refine the numbers I mean I'm

152sure they're still I'm sure those things were missing we don't know what we don't know on a lot of things but at the end of the day I think we put together you know a really good cost estimate based on you know based on the level diagrams to get you to a point where you can make some important decisions so obviously we are that the scope throughout every building is so different but if we take the high school is that the high end of a building capacity is there a way to do it is it have any border community we said we still want 600 square feet we want to increase the space for our students is there a way to do it less expensive as we consider our process because I don't I mean

153450 bucks he seems a lot but I have no comparison to it so I'm coming at this we're going to trust but verify and that's I just don't know if there's any way you can kind of guide us as we go through this process 50 dollar difference in cost per square foot you know over 600,000 square feet that's a pretty big number obviously the Delta between those two so I mean and we can certainly guide you know both Jason and I can certainly guide the district in a more cost-effective ways but you know until we determine let's see we're gonna build a new high school first we gotta you know is it a replacement school are we gonna build it on this site if we build a replacement school on this site it's going to

154cost more because we're gonna have to build it in smaller pieces because we need to keep this building intact while we're building that if we were to build another high school and a remote property we could build it a lot more economically because aside from the land cost because we could build it you know at one continuous time so there's a lot of factors and until we understand which what the direction is that's why we have the range the range doesn't you know pin us down so if we ended up having to do a new high school and we were going to phase a the additions over a certain amount of years and and bring the old building down it's going to cost more than building a brand new building out in the field does

155that make sense I totally do so so what the numbers were looking at is phasing it in over a period of time on a current campus or are the numbers we're looking at it's both I mean that's why we have a range on the on our lower end is probably is closer to what it would cost if we were building a new high school you know basically in a cornfield and on our higher end it's probably closer to what it's going to cost to if we had to phase it on an existing parcel and still keep this building operational maybe and build it in sections I think you couldn't easily be in a five phase process depending upon the the the level of renovation that you would do and even at some of your Mills

156and Elementary's you're probably in a three phase kind of scenario and that there's cost associated with that and so if you look at you are looking at not only first cost but then you factor in lifecycle cost that's a different conversation as well you know the first cost of any building is about 20% of the overall cost of that life of that building or even less depending upon what you do but yeah then you get into the energy conversation and the new building is 40% at least more energy efficient than your existing building so over the lifespan then you start to get a payback and part of that all goes into the value proposition you know if we're if you want to prioritize first-time costs it's a little bit different conversation than if you want

157to prioritize lifecycle cost some of your buildings are just based on the percentage of cost compared to build new versus renovate you're basically reaching some of the effective lifecycle of your existing buildings depending upon how far you go down the levels if you were to do your teaching and learning priorities and some of your let's take Sunny Hill as an example you're sure to have a serious conversation about the lifecycle cost for that campus not just the first time cost for that campus so there's sort of layers to the to the conversation to Joe's point there's probably a higher level conversation then you need to start to think about the next level and then the next level but you'll get from a facilitation perspective you'll they'll start to muddy the waters if you cross those

158levels too much in one conversation so it's just something to consider what happens before we have our meeting is there anything I just think about the high school for example is there any way to kind of look at maybe on a more specific basis how we allocated up those costs because we have a fine arts facility anticipated we have some of the sports stuff that we anticipate across Hart Road like it all that's taken into account on a cost end point but the Fine Arts facility has to cost a heck a lot more money to build at a room like this would be my guess so is there any way we can get a context to kind of some of those special items how they might impact ours the process as we go forward with

159a long term plan you have that your instructor provided to us on the 20th but if we start asking questions like that will you have some disaggregated costs based on those lists that you have so if we ask you that question you can say boom you've got that in a big data based on your hands yeah I thought you did I have yeah Excel spreadsheet I haven't even seen that does do the list that these guys have provided us by site you know by levels is that enough detail for you guys to prepare or do you need them would you do would you want to make a request to have them consolidate those ways yeah they're just some version of that I mean I think what they've given us is pretty good right I don't

160know that we need more but I'm trying to so when we looked at the high school we didn't our cost per square foot is for the building in totality so even though the auditorium may cost more your cafeterias they're gonna cost less than certain things they're gonna cost less but we didn't actually we didn't we didn't have a building to estimate bless you so our range is our range but what we do have is we have additions on to the high school for an auditorium addition and we have a separate price right because we priced that piece separately but I guess I just want to make sure you understood if we didn't price every little piece of the new high school separately because there's no drawings on it and we don't know you know it's

161not enough for example one of the high school sessions the gentlemen have you thought of that like just wait it's the next slide yeah something about it right okay so we have enough information we're okay kind of we understand the the context of the numbers right we will come on the 20th prepared yeah we'll go through those lists and we kind of think through kind of you know how you would build a priority thing and we'll just we'll just run into another xx I actually think you can get pretty far in the twenty so so for my clarity then I okay so you don't want any type of different spreadsheet I just want to make sure yeah okay okay I'm good with that I just want to make sure and then we'll mediator will meet

162it at the normal times on the 20th and we'll get will take care of some business up front no other discussion items and then we'll dive into this can you guys come you guys go revealed one to xx and I do like I think that I think the set up at James is more conducive to a group conversation right then this kind of table I would prefer to do to James I'm sorry I didn't even I mean maybe you guys can just come late or something list of questions yeah so I mean think think about so maybe we could start earlier with the board meeting and we can schedule or do you have to be blogging so if you did a five start for the board meeting we've kind of shot of getting through a

163couple hours close to the end we could do close at the end but I feel like our questions are gonna come look as far as we can to be as we did we need time to pass this up priority stuff big block stuff can I share something I the core team after our last meeting any you've seen this you're the only one board member that has I think we decided as a core team just do kind of what we ourselves we just were thought you know what let's we put together a little exercise just for informational purposes as a core team to kind of do exactly what you just said now what we did and we can do this board can't do this so it may be a worksheet that you could use independently and

164bring it with you you want to send it out as a thought starter yeah we can't do with it I know you can't but you could do it independent bring with you to the meaning right and what it is is just we we asked the core team members to say what was your top five things in we created a list we have about a dozen elementary things at dozen middle-school things and about a dozen high school things and we just said hey it's just a checklist is all what's we didn't do anything else we used to just to help ourselves kind of organize our team I don't even seen the results yet I don't know where it's at where we're still doing it we just felt like we needed that in case the board asked

165us you know we wanted to be prepared for that conversation so I offer I would offer this maybe it's just for yourself to help you organize your own thoughts I can print it out and PDF it and just use it is a guy we've got we've already got to put together Craig put it together Craig and I sit down and knock it out and you know if you want to use it it's pretty I think it's pretty good but anyway maybe it'll help you maybe a wall okay okay we're out of time I think we're okay on our agenda for the 20th right is there any new agenda items or meeting on the 20th gonna be held in this building or James J James Street James Street 5:30 we do facilities at James Street at

1664 o'clock then be great can work good no more emails I'm good well everything is changed um is there a motion to maintain the confidentiality of closed session minutes second all in favor say aye all right any opposed motion passes is our motion to adjourn all those in favor of adjournment signify by saying aye any opposed we are adjourned thanks guys