2026-05-18 CUSD99 School Board Meeting

001Mhm. >> Mhm. >> All right, 6:30. Julie, would you mind calling the roll, please? >> Of course. Katie Courtney? Here. Ken Dawson? >> Here. Chris Espinosa? Present. April Finden? Here. Don Runner? Here. And Michael Riskey? Here. Thank you very much. All right, having quorum, let's stand for the Pledge of Allegiance. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right, I'll turn it over to, I guess, the principals for student recognition. >> you. Sorry. Hand it over to Arlene. There we go. Good evening, everyone. Um, I'm so excited to be back here tonight with another uh first place state champion and also what I'm kind of referring to as a state champion

002among our staff as well. And I'm going to call Mary Long to come up with me and we're going to celebrate Mark Andryca and our students. >> [laughter] >> I'm Mary Long. I'm one of the journalism advisors. I'm going to start off by talking about Mark Andryca. He was recognized by the IGEA, which is Illinois Journalism Education Association as journalism advisor of the year. So of all the advisors in Illinois, he got it this year. He has spent how many years as an advisor? Uh 26. 26 years as an advisor either as a head advisor or an assistant advisor. And there's really no one who's more dedicated to working with students specifically one-on-one and helping them become really good writers, copy editors, headline writers. And so they honored him at the journalism state competition. So

003yes, congratulations. >> [applause] [applause] [laughter] >> I was going to stall. I also would like to talk about the competitive journalism team. So overall, we placed placed ninth in state. We had several people individually medal. We had our newspaper design student Yoli placed first in state. SO YOLI. >> [applause] >> YOU WANT TO SAY A FEW WORDS? SAY WHATEVER YOU LIKE. WAS [laughter] STATE CHAMPION. OKAY, I GUESS I JUST WANTED TO THANK everyone everyone who helped me get this far because she always pushed me to try different things and always improve on my craft. And yeah, I think she just helped me a lot become a better journalist and a better designer. And where are you going next year? Oh, I'm going to go study journalism at Northwestern. >> [applause] >> Yes. Before wait before

004Yoldi walks away from us, I have two proclamations for you. Uh the first one is from the Village of Downers Grove recognizing uh your achievements at IHSA Journalism State Finals. And you didn't know it or yeah, tomorrow will be named in your day in your name in Downers Grove it after you. >> [applause] [applause] >> And so that was Mayor Barnett in in Downers Grove. Uh Mayor Cunningham in Woodridge. This is the one you didn't know was actually happening. Today was named after [laughter] you. So today is your day and tomorrow is your day. >> [laughter] >> THAT'S AWESOME. >> [applause] [applause] >> UM ANOTHER JOURNALISM STUDENT THAT we have here tonight is Joy Hadleton and she placed third in feature writing. >> [applause] [applause] >> Um and then the rest of our team is

005not here this evening. Once um, seniors graduate, >> [laughter] >> so, thank you. >> [applause] >> NEXT, I'M GOING TO INTRODUCE UM, MARK MOLINARI. Mark is here representing Granny Pal Meron and Ryan Altenburg as part of our SkillsUSA sponsors. And you can see, and Mark will celebrate, that we have a wide variety of state place state place winners tonight. So, I'll turn it over to Mark. Uh, thank you for thank you for inviting us. Uh, we're we're happy to be here again and uh, celebrate a lot of our winners. Uh, this year was a little different for us. They uh, Peoria was booked up with a ZZ Top concert. >> [laughter] >> My gosh. We didn't have a hotel that was the fifth minimum conditions. We had a one-star hotel that uh, probably going to

006get called to the board office we stayed at. >> [laughter] >> We ended up having to stay in Bloomington, so we traveled back and forth about 50 minutes to an hour uh, six times to go back and forth, but our our kids were awesome, uh, very resilient and um, that's not to make an excuse that we didn't take first place in architecture. >> [laughter] >> Uh, we did really well. We took second through 11th place. Wow. But we had some some some great accomplishments. Uh, Max Polipka, if you would mind would mind standing in second place. He uh, he took first place last year. He was really hoping to have back-to-back and um, it just came down just to a couple points. In fact, first through fifth place was a difference of 20 points out

007of a thousand, so it was really close. Uh, [snorts] Michael Gentile, third place. He's actually going to come up and talk about his experience. Fourth place was Neda. She's a junior. very proud of that as well. And then um Jayda, fifth place as well. And my guy Bill Jaeger back there, sixth place. >> [applause] >> Uh my name is Mike Gentile and I just want to say like my first priority used to always just be track and sports and I actually missed the competition my sophomore year cuz I want I would have rather go to my track meet. But then last year I went I went to the competition for SkillsUSA. It was awesome. I loved it. We did all sorts of fun things like bowling, we did go-karting. There's so much like team bonding

008things we did and it was just overall a great experience. And that's the reason I came back this year. It was awesome. Had another good year. Wonderful. >> [applause] >> Michael was also uh second place in the Illinois Drafting Educators Association. So that was a little bit different one and he did that in early April. So he had a really good really good year. Congrats, Mike. >> [applause] >> We had a third place team and Kevin Soriano and I don't believe your partner's here today, but Kevin, would you want to stand up real quick and be recognized? >> [applause] [applause] >> Kevin's only a freshman, so hopefully he learned a lot and he's had a really good experience and look forward to having him back. And then lastly, we'd like to celebrate our engineering team.

009Um Andrew Willard and John Clinton I think are here representing their team. Oh and oh, I'm sorry. Didn't see you there. >> [laughter] >> If you guys would like to just come on up real quick and John is also our male athlete of the year at Downes and South. Oh my gosh. Awesome. He our track team we had the number one thrower in Michael. We had one of our best runners. We had three kids from the track team. So our track team is like that's fine. And they had their worst performance of the year. So >> [laughter] >> But the coaches are really supportive of it and they wanted those guys to go and compete and they all did really really well. So you guys want to just talk a little bit about your project?

010Um so our project was a like soldering application. Like you could put this thing on top of it that would let you solder with one hand. And through the class we got to first come up with a prototype or like an idea behind it. And then we got to talk to some experts which I think Will did most of. Um and then we got to iterate it, test it a bunch of times, and finally make it to Skills and actually like present it in front of judges and we ended up placing second which is pretty exciting. >> [applause] >> And then we do have our fourth place team here. Jack's is Is anybody else other than Is Jack's not here? I don't see him. So why don't you stand up and be recognized as well.

011>> [applause] >> All right. Thank you all for being here this evening. It is a public meeting. You're welcome to stick around the rest of the for all the fun stuff from here on out. But if you have other things you'd like to do this evening you can feel free to head out as well. Are we doing pictures? Do we know? I don't know. Yes. We are doing Yes, Jill. I want to be outside and then we can And then you're free to go or to come back. >> [laughter] >> Thank you all for being here and congratulations, everybody. >> [applause] >> Just take a second to Yeah. Yeah, thanks. >> [laughter] >> All right. Uh moving on to item number four, can I get a motion from the Board of Education to approve the

012minutes of the March 10th, 2026 Policy Committee Meeting, the April 20th, 2026 Monthly Business Meeting, the April 20th, 2026 Closed Meeting, the April 27th, 2026 Parent Teacher Advisory Committee Meeting, the May 4th, 2026 Workshop Meeting, and finally the May 4th, 2026 [clears throat] Closed Meeting. So moved. Second. Most Chris seconds. >> Thank you very much. Ken Dawson. >> Aye. Chris Espinoza. Aye. April Finan. Aye. Michael Riskey. Aye. Katie Courtney. Aye. And Don Renner. Aye. Motion carries. >> Thank you. Item five, Julie, do we have any slips? No, sir. Thank you. Uh item six, I'll turn it over to Hank for recommendations and reports. Uh we'll start with uh introductions of new student board members. >> Yay. All right. What Yeah, I'm just going to go first. Sorry. Well, hi everyone. Good evening. Um I am

013really really excited to introduce Olivia Tan. She is going to be our board member, our student board member for the next school year. She is a senior. She is involved in a ton of different things and has um has really proven her leadership in a variety of activities that she's involved in. Um I'm really excited to welcome her to the board and um she really stuck out during our application and interview process because she understood I think a lot of people don't really know what the board does. Um but she understood a very broad perspective and how she can make an impact as a student on this board. So, I'm really excited to welcome Olivia. >> [applause] [laughter] >> Hi again. Um I get to introduce our South board student board rep for next year,

014Megan Walker. Um Megan interviewed with a really competitive group of her peers for this role. And what really made Megan stand out, and I have not heard a teenager talk like this in a while. As a former social studies teacher, Megan spoke at length about her passion for democracy and her love and respect for the democratic process and just her desire to influence it and be a part of it in a way that just made me feel really inspired as a US citizen. So, thank you, Megan. Um Megan is involved in a wide variety of leadership at club at South. One that stands out the most to me is our PE leader program. It's one of our most prestigious leadership programs that we have, and Megan is a star amongst that group. Um we're just

015really really excited to have you, and I'm so excited to hear your voice in this space. So, you can come and join us. >> [applause] >> I hope you both prepared your 10-minute speeches. >> [laughter] >> Maybe next talk to me. Yeah. Welcome both and please please both know that you are members of the board. So, if at any point that you have something to add or a question to ask of the administration or of anything, speak up and we're here to serve. Thank you. >> Thank you. All right. I'm going to turn this over continue the presentation here. >> [laughter] >> I'll turn this back over immediately to Courtney and Arwen to talk about our relationship mapping work this year. All right. You want me to start? >> Yeah. Yeah. All right. So, good

016evening again. We are really excited to be able to talk about we're going to go through some of our data here kind of quickly and some of it is is very similar to last year, but we're excited to keep evolving in our process of relationship mapping. And as I think we've talked about earlier in the school year, we So, last year we started this process with our staff members identifying going through our entire student body and identifying students that they know or they think would have would come to them with an issue if they are trusted adult to that particular student. And so, last year we began that process. This year we continued that process and did the same process with our staff members of course you know, taking out a class of seniors and

017bringing in a new class of ninth graders. And we also expanded this year and we involved students in that process and students identified their trusted adults that they have in the building. So, tonight I'm going to talk just very quickly about the staff data and Arwen is going to talk about the student data. I going through you can click to the next Yes, there we go. So, um as you can see, this is the average number of uh positive relationships by grade. And again, keep in mind, this is the staff identifying students who they think would come to them if they had an issue, okay? Um so, as uh very similar to last year, um and probably pretty obviously, and it's a good thing, um our seniors obviously have way more relationships than identified than

018our ninth graders. We took this um for our staff did this activity at the end of first semester. And that is not a surprise, right? That over the four years that students are at our schools, at both North and South, that they develop more and more relationships as their years go on. So, again, not a surprise there. Um if you Yes, thank you. Um this is again by grade uh staff report, the lowest number of relationships with ninth-grade students. Again, not a surprise, but we see that significant growth over time. Um and just to clarify that last bullet point at the bottom, um for the charts in the presentation that show the percent of students um who are present on the zero-to-one list, that's zero students who've been identified as having zero-to-one relationships. The lower

019number here is more positive, okay? You can click to the next slide. Again by gender, a little bit of a difference here that male students are more likely to have zero-to-one relationships. Um we're going to talk about some uh at the end of our presentation about a couple of things that we do in response to this data, but for example, one of the things with that we look at in terms of gender relationships is that we look at this data and say, "Oh, maybe we need to create a support group for males." And we actually have that. Um and so, we're we are able to take this data and identify some places where we might need to add in some additional supports for particular groups of students. You can go to the next one. Um

020again, average positive relationships by race and ethnicity, we find that our black students have the highest number of relationships as reported. Again, this is the staff reporting, so you can take a look at that. Um, again, this data is very similar to last year. Not a whole lot of difference. You can click to the next slide. Um, and then the same for our EL and IEP students that you'll see on the next slide that we've identified our staff have identified that they are that EL and IEP students are less likely to have no relationships. Um, so that's a good thing. Okay, again, same for IEP status. Next slide. And then we actually find no correlation, um, between the number of relationships and students on free or reduced status. Um, and so that was it's an

021interesting data point for us to look at. Um, that's often where we find that there is some, um, correlation, but not in this particular instance. So, you can keep going. And then, again, um, Arwen's going to talk about the students and at the end we'll just kind of talk about some of the things that we're doing with the students. So, as Courtney said, last year was the first year that we engaged in relationship mapping. We started by asking our staff. One thing I'm really proud of is that many districts that do relationship mapping, and I will say, not that many districts do it, but the ones who do, um, often don't ever get to the point where they're asking students to identify relationships with staff because they can't quite get to that spot where their

022staff are trusting of how the data will be used. And so, one thing I'm really proud of is that we got there right away in District 99. From the moment we started this activity, the first question for staff was, "Why aren't we asking the students?" And so, last year we did staff only, this year we were able to ask both. So, um, as far as I know, we are one of the few districts right now that is actively doing both in our commitment to belonging thing is evidenced by that. Um I'll go through the slides quickly as well, but the data is actually very similar. So, what students report essentially about if they feel they have relationships with staff is very similar to how our staff felt the relationships were identified. So, that right there

023is a success point. Um so, you can see here ninth graders, their average was about four and a half trusted relationships, and then that number nearly doubles from what our seniors report. This is the similar one Courtney talked about. These are our students that are on our zero to one list. So, students who are on kind of our list of identified either by staff as having zero or one relationships or are self-identified as having zero or one, ninth graders are very overrepresented in that in that data because they've been with us less time, and so we know that those relationships build as grades progress. This is by gender. This mirrors what our staff said, too. Um we are really proud of the work that our females are doing and how connected our female students are,

024but we do have work to do on ensuring that our males are represented in leadership roles and feeling connected to our school community, and we continue to lean into that as a leadership team. By race and ethnicity, this also mirrors exactly um our black students across both buildings report feeling um the most connected, report the highest number of positive relationships, just like staff. The next two slides um gave us a little bit of pause, um but in a way that we reflected on um some of the loves and joys of working with teenagers. So, our staff um reported having more relationships with EL students and IEP students, but our EL students and students with IEPs um reported the opposite. So, EL students were more likely to report zero to one relationships, the reverse of the

025staff, and students with IEPs were also more likely to report zero to one relationships. So, when we reflected on that, obviously, we reflect very seriously on wanting to really lean in and make sure students feel connected, and also feel like it's okay to remind students that we love them and they love us and that it's okay to identify those relationships. This is This is the same slide. Um and then also, like Courtney said, there was no correlation with students on the free and reduced lunch status. As if you are not on free and reduced lunch status, our team took that as a really positive way of how integrated our students who are on free and reduced are just in our culture and that that particular disaggregated data point didn't make an impact at all in

026either building. So, again, the data informs our work first and foremost. We um like authentically and anonymously lean in with the students who are on the zero to one list, and our equity and inclusion council has provided teachers with some authentic strategies of how to make connections with students. We just kind of talked about here are some students in need of connection, and here are some ways in which that those connections can be fostered. CSS is also very aware of both the macro level trends and then what I would just say like the micro level data of having the actual list of students in front of them. And then we work with CSS with equity inclusion council, and our goal every year is to have that number of students on that zero to one list

027continue to go down. So, that is where we're at with relationship mapping. We're really proud of it. Um I have a few questions. Uh what was our response rate from the student side? Um I actually I want to I want to say it was somewhere around like I believe it was right around 70%. It was the same time that we gave the the relationship mapping survey if you will to our students at the same time that we gave them the state-mandated survey. So, we had to talk as a team about which one we were going to really remind students to do and we went with the state-mandated one because it was required. Um so, we will continue to work on increasing the number of students who do it, but it if my memory serves and

028I would have to look it up to be sure, I think it was around 75% of our students who completed it. And were you How was it formatted? Did you just say like how many adults do you have a relationship with or did it say >> Um they got names They had names and pictures actually. So, it was names and pictures. The students could scroll alphabetically or by department. Um and we just asked, "Please identify adults in the building that you would go to if you needed an adult or you have a trusted adult you had a problem that you wanted to discuss." And so, they could just click on each name. So, we didn't pull They didn't give us a number. They gave us actual specific names of individuals that um our C triple

029S team has talked about just keeping on the side. Not that we're going to refer to it on a regular basis, but if we had a student in the office who was in crisis and maybe wasn't feeling that connection to their counselor or social worker in that moment. Most of our students do, but if in their moment they weren't, we could have that at our at our fingertips to maybe say like "What about him is fine and how would I go get her?" And we have we have her, you know, here to be available to you if needed. And what How do you have a plan for um connecting with the students who who did not list a trusted adult or listed few? We do. We make sure that we connect um we give those

030lists to our C triple S department, which is comprised of the students' counselor, social worker, their team essentially. And um we want to also make sure that those relationships happen authentically. And so finding the spaces to make sure that they're connecting with those students, and not you know, not going up to them directly and saying, "Hey, you know, you were on a list." Like, no, that's not authentic. And so finding those spaces where actually they no one knows, but that our C triple S has that information so that when they interact with those students, they can have that in mind. >> Okay, great. The one The one thing I'll point out in that that our team was actually pretty intrigued and surprised by is some of the students who listed zero or one relationships with

031staff, we actually know really well as being very high-achieving students, very connected in their community, very connected maybe with like Girl Scouts or community organization or something along those lines. And so knowing that they at least appear as a very high-achieving, well-connected kid, we had some pause on us determining how problematic it was for a student to be on that list, even though our goal is for every student to have a trusted adult. And do we only do this once a year? >> We do it once a year. Okay, cuz I know at my middle school I we do it weekly, which it's a smaller, but it's just part of their their zones check-in. And so I love the I love the idea that we are looking for who are your go-to people. Can you

032name at least two people? Mhm. Um to do it maybe more than once a year, cuz it doesn't seem like it's a very big survey, right? We're not asking a lot of questions. Is that something that we'd ever you would ever consider going forward? >> We could absolutely think about it. It takes It takes our staff about 45 minutes to do. So it's something we need to make sure when we ask staff that we have dedicated time within the day to set aside for staff to do that. For students, they were able to complete it during access, and that took them about 30 minutes. So it would just be working with our tech team and our calendars to look into that. I think the other piece too with that is and and actually it's almost

033a nice segue to what Ryan's going to talk about. We are also making sure that kids are connected in other ways through activities, athletics, and all of those things. And so, while it's not directly relationship mapping, it's ways to make sure that our students are connected in the building. >> Exactly. Yes, exactly. So, like it's a Again, it's not the actual survey, but there are other points throughout the year where we again, we're checking in to make sure, okay, what are you connected with? And again, one of the responses to and I'll I'll speak for North, one of the responses to um the relationship mapping and the fact that the boys have less relationships than the girls, we've created a group at North called Men of DGN. And so, one of our counselors runs that

034group during our access and it was in direct response to some of this data. So, there are other ways that that connection is happening outside of that survey, too. >> It does. I remember you talking about that in the beginning of the school year. How often were they able to meet? Have you seen They met quite a number of times um during access is awesome. They they're a great group and uh Nicole Gibson is our counselor who has [clears throat] set that up and uh again, they meet during access probably twice two to three times a month. So, like rough not quite once a week, but almost. And um they do various things throughout the building. Um again, when time allows and sometimes that depends on our access calendar, too, but Approximately how many students

035are involved in that? Oh gosh, in Men of DGN um I gosh, I I want to say at least 50 boys are involved in that, but I don't quote me on that. I need to look. [clears throat] It it it's very close It's right, I think. >> very excited about it. They asked for t-shirts, we got them t-shirts. >> [laughter] >> It's been awesome. That was great. >> It's been really cool connection for some of our kids. So, it's been they've really connected with our with our building. They help out our CMG department. They they have a couple of times have put mulch outside getting ready for different events and things that we have. Just really again that connection with the community with our school community has been really cool. They're it's it's a really

036neat group and they're they're super proud of it as they should be. It's pretty neat. Can you remind the board are there correlations between students who have zero to one contacts and their performance at school? Is you know, are they more likely to be underachievers with less contacts? Um not always. There's not a direct correlation. We do look at the GPAs of kids in those buckets, but it's actually it's not it's not consistent. We didn't have the same pattern at both schools. Yeah. So, we just took that as a data point that it was. So, like I think they were actually opposites. >> so. Um at South we found our students with the highest GPA bands and the lowest GPA bands to be the most connected. And students in the middle in need of like

037some areas of attention, but I believe that North was reversed. So, we've kind of just left it as a pause point for right now and a data point to track and monitor. Okay. So, what does the data show? What is [clears throat] what are the correlations between zero to one contacts and what what do you draw from those studies other than we just need to have more potential relationships built for those students? Uh again, I think that the biggest correlation is probably grade level. Um and that but but it also changes over time. And so, we're comforted in that fact. I think what that also tells us though is that we also need to be more intentional at the ninth grade level to make sure that we're connecting kids to various clubs, activities, different things

038that they can do. It is really interesting when I interview seniors at the end of their senior year, they always say I wish I would have gotten involved sooner and I continue to repeat this to ninth graders and their families. And so we have to again I think it's maybe we've talked about a couple of different things that we're going to try in the upcoming school year or the next school year that might help with that a little bit to get our ninth graders more involved sooner which I think could help impact that correlation a little bit. I don't know if you see anything else. Well, we know when students feel like they belong in their school community that they their attendance is likelier to be higher and overall their performance is likely to be

039higher. That doesn't necessarily mean though that that connections are happening with adults. So one of the things that we've explored doing and haven't made the decision yet but next year when we ask students I've asking them the same questions to identify adults and then just asking do you have at least one peer that you have a positive connection with in the building as well. Is there any relationship between attendance and the number of individuals that they feel connected to? We did not pull that this year with all the disaggregating that we did that was not one of them which is surprising that since attendance was our number one initiative but it wasn't it wasn't something that would that we pulled this time but I'm sure we could disaggregate that with our data whiz team. We

040could easily do that. Yeah, that would be really interesting to to know cuz I would assume that if you're more have better attendance you would have more relationships throughout the the building. Pull that and see if there's a correlation. That's a Yeah, if you could do that would be great. Surprised we didn't I know. We didn't We didn't pull it. Is there a relationship between kids who are involved in sports or activities and the number of relationships they report? Yes, that's actually our very next slides are all about that. And there is data that suggests that kids who are involved in activities and clubs tend to perform better at school, correct? Yes, and their attendance their attendance is actually really good. [laughter] Yeah, their [clears throat] attendance is higher. We're going to see it. And

041Courtney said that too. The relationship mapping pieces that we just presented are one part of our overall story of how we ensure that students feel connected. So it is possible that students who are on the zero to one list are very connected and involved in lots of sports and activities and have great attendance and great grades and are just saying if I have a personal problem, I'll just talk to someone at home and not talk to someone at school. So we were careful like we said not not to necessarily use the zero to one as a judgment that something was wrong, but just as an important data point for us to be aware of. I think one of the now that we're doing this year over year, though we'll be starting to look if there

042a launch like a kid that goes year after year after year, right? And we see the student show up multiple years in a row, it might be a time to at least lean in or ask a question and a little more directly. Um and it might be like I'm good. I have everything I need outside of school or no, I I would like to connect with somebody at school and then we could have that conversation of how that might work. All right, any other questions on this one? Thank you. Thank you. Thank you, guys. Thank you for all your work. We're going to continue the belonging train with Ryan. Hi, everybody. Uh so um last year when we came up, we actually felt like we had some pretty tough questions coming at us um for

043activities and athletics. And so we really um stepped back as a team to figure out how do we want to go at this a little bit differently. Um and so last year we did um a belonging survey for students just at the end of the year. And part of the feedback that we felt like we got from the board, it seemed like an an autopsy of kids experiences when it was too late to do something about it. Sorry, oh my gosh, I just hit this with my face. Um, so this year we did all different thing. Um, since activities and athletics weren't um, the main focus this year, um, focusing on attendance, we wanted to know like how could we participate in making sure that kids um, that are um, involved that we can represent

044what their experiences are and what how it impacts their grades, their attendance. So last year, Don, you asked me, um, what is the impact of grades on students who are participating? So last year, first semester, 7% of the overall grades were F's. Of the students who are participants, it was less than 1%. Um, so for students who participate in one or more activities, they're far less likely to miss school. In fact, we started tracking kids from teams out of season and we find that sometimes their their absences double when they're out of season. Um, so for us, uh, we kind of tried to put together a comprehensive strategy to address it. And so I'm going to talk a little bit before I get into the data, a little bit about our strategy. So at the

045beginning of the year in access, we asked Northstars from North and our Blue Crew from South to work with our freshman access and our regular accesses and for sophomores, juniors, and seniors, we put together um, a list of all of the sponsors, what their contacts um, were, uh, what days they met, what their activities were like, and had a sort of activity where kids in class could talk about the activities they're in, what they get out of it, and all that good stuff. Then, they were asked to make a goal for participation. So, they all filled out a form saying like this is what I'm hoping to participate in this year. They were given two like top two activities they were looking for and top three sports that they were looking to participate in. When

046we got all of that data, we sent to the head coach or head sponsor for those activities and sports all of the names of the kids who said, "My goal is to participate in yours." We asked the sponsors to then look at those lists and the coaches, and then determine if they are not on my list participating right now to reach out to those students to lower the bar of participation to get them to participate. Um we started throughout the year working with Phil and Travis on a report where we could have these coaches to get a report saying like, "Hey, this student's not in school today." And it gives that number of tardies and absences, so coaches and sponsors could address that with their students because most trusted adults for our students are our

047coaches and sponsors. Sometimes our students are participating with their coaches and sponsors and teachers more than they see their parents, and so we know the value of that. Um so, reinforcing that message. We then started looking at different ways that we can advertise or promote kids with good attendance and good grades that are participating. And so, for next year we've put together a report where it's the top three teams with GPAs and the top three teams with the best attendance, so we can start advertising that out in like Insta, even though I'm not an Insta guy myself. I know that we have plenty of people who can do that for us. And we got to second semester, and we did our follow-up. We asked all of our students, "Did you meet your goal?" And this

048is the data that I'm going to talk about now. So, of the 3,245 kids, which is 600 more kids that filled out my last survey, which is awesome. But 3245 I'm really happy with. And of those 81.5% of the students reported that they were in at least one activity or sport in District 99 and 57.5 of that 81.5, they are involved in two or more. So, we do have a lot of participation. We also have students reporting like I don't want to participate, right? So, you can see that did you meet your goal to participate this year that we do have about 400 kids who I didn't want to participate. Many of those kids are participating in outside sports and activities. They're either in club ball or they're participating in church or scouting or things

049like that. But 2,555 students said, "Yes, we did meet our goals." We also asked about their sense of belonging, right? 91% of the students report that they have a sense of belonging. So, yes, most of the time or absolutely yes, 91%, which is fantastic. We are concerned though about the 1.5%, right? Saying absolutely not. When we look through that data, some of those students are participating in two or more activities or sports. And so, it does run a little bit deeper on sense of belonging rather than just participating or having connections to your teachers. Sometimes it's peer-to-peer conflict. If you go to the next slide, um, students who did not meet their goals, right? We We came up with, um, a lot of different reasons last year, and then we also put other. We took

050the reasons for other that students reported and also added them. Uh, so, uh, peer coach or sponsor conflict, right? There's 12 students who are not participating either because of students on that team or, um, having some type of [snorts] conflict with the coach. Um, also, students with health concerns. We have a lot of students who aren't participating simply because they want to get off on the right track as a freshman. 40 students said, "I'm a ninth grader. I want to focus on my academics." And our ninth or our 10th, 11th, and 12th graders, 69 of them also reported that. We can't overlook that there's also students who have responsibilities outside of school, whether that's work, um, whether that is taking care of a sibling. Um, and so, we do have about 71 kids who reported

051that overall. And the low bar that we, um, always try to get across is the unsure how to get started, right? Um, sometimes, uh, email does not work for kids, right? Um, sometimes you There's so much on the TVs that are flashing by that that is also enough. Uh, that getting the email recap when there's the announcements happen during access, is everyone listening? Do we get all through all of the announcements? That it is a challenge to really hit the students, um, and making sure they know how to do that. Um, so, we are trying to make sure that all of our communications, um, are strong for students to get involved. Um, so, we're always looking to grow in that area, um, but out of the 218 students who reported multiple versions. I think there's

052555 reasons up there for the 270 kids. Um, but uh we do hope that um we see more growth in that area. One that I'm personally proud of is the language barrier has dropped in half this year. Um, so uh last year when I was up here, it was over 20 weren't participating cuz the language barrier. Um, so this year we pushed into our EL resource classes um activities and athletics did in order to talk to the students about um ways that they can participate. And so that's been really good. We've also seen an uptick with our EL students in our career pathway classes. And so I think those direct contacts in a place where they are that they feel comfortable that um that made uh that made a difference. So, any questions for me?

053You know where it talks about the one I tried out for an athletic team but did not make the roster. Yeah. What are we doing to address that in terms of not losing those students because they didn't make the roster? I mean are there intramural sports for them? Are we looking at different options to keep them connected? We do >> And how many and you may not know these answers off the top, but how many of our sports are no cut sports versus I don't know that answer, but I do know that um we do take data as students are trying out for teams. We have added like whole levels of sports. Um, so uh for example, we uh just got a request from Athenas from North um that they had over 50 um young

054women try out. Um, so that is you know adding a coach so that they can support that level. Um I believe we just added a level to uh lacrosse? No. Um there was a Which one was it? Yes, lacrosse. Um so, we are Oh, yeah, for flag. >> we do have no-cut sports every season, too. So, um we also make sure and sorry to jump in. No, hey. It's part of this question. I don't know how many no cuts, but when a kid If a kid doesn't make a sport, we'll try to connect them with one of the no-cut sports that we have that particular season, too. So, just thought I'd add Yeah. We also do have like athletic clubs, like pickleball, you know, at both schools so that that um sometimes when students aren't

055participating, they jump right into pickleball cuz the great thing about activities is you can join anytime throughout the year. It's not just one um sort of, you know, tryout spot. But, our athletic directors are really good about advocating, especially when the number hits a certain level where it's like, "Whoa, that is That's a lot of cut. Can we add another level?" And then we go through that process. Cool. Thank you. Yeah, you're welcome. And I'll just, you know, back to the the question [clears throat] that was asked. They didn't meet their goal, right? So, their goal could have been I wanted to be on that Right. True. They might have ended up on another team or a different activity, but still not met their goal that they set at the beginning of the year. So,

056it doesn't necessarily mean they weren't involved. Yeah, no, the the kids I mean, they were pretty honest with their responses. Like one student said like, "I chose eight." And I was like, "Ooh, set unrealistic goal." Um or uh behavior concerns, like "I'm always grounded." I'm like, "Okay, wow, behavior concerns. Got it." Um so, um that does come across a little bit, too. Cool. Thank you. Hey Ryan, any concern or insight in lack of [clears throat] motivation? That's the largest, right? The largest uh non-qualifier here on the >> Yeah, no, I I mean, I I think >> years, like what were the numbers last year? What cuz Lack of motivation is sort of goes across, right? Because if if you are not if if you and your friends want to do something outside of school, there's

057a lot of students who do bands outside of school. They like group up and play video games. And then sometimes it's like great then let's go do e-sports. Like man, I don't know. So lack of motivation is sort of a wider range of things. I don't because this we don't Gosh, I haven't really looked at the correlation between kids grades and lack of motivation. Are they the same kids? I suppose I can do that. But uh Yeah, I lack of motivation is a tough one to do especially when sometimes they're just like, yeah, yeah, no, I'm just not interested. They just flat out tell you 32 kids just said I'm not interested. Thanks though. But I think the power of going through these exercises and gathering this data is it allows you to reflect on

058where we might be missing out. Mhm. And your examples that you shared here tonight about the EL experience and actually going in into those classrooms and trying to convince them and provide ways to to deal with that language barrier to get them involved in clubs is exactly the power of this process. Um so I I'm just really happy with the work here. Awesome. >> And it's it's making a difference in our kids. Can you speak to a little bit about what your plans are for next year and what what you're thinking of as far as how can you improve this process? Were there other gaps that we need to address? Yeah, I think that we would like to dig in a little bit more into the kids who say they don't have a sense of

059belonging and yet they're participating in two or more sports. What is that? Um because everything tells us that their grades are better, their attendance is better, and yet I mean that they had other choices. They could have not responded to that question. It's not a required question, but they still responded that. And to me, um that is like a sense of I'm wondering if anyone's going to ask me about it. Um I There was a student who responded absolutely not last year that I ran into by chance um at one of the schools, and we talked to him about it, and it was a pretty heavy reason. Um it didn't have anything to do with the sport that he was in, or um but it was something that I'm like said, "Do you feel comfortable

060me talking to your counselor about it?" And I did. Um it is something though that it's going to be different for every student. So, I think that is going to be a C triple S weaving. And to um sort of talk like what Courtney I can't remember Courtney or Arwen had said, that you do have to find that low entry in because you don't want the students be like, "Oh, so wait a minute. I told you the truth, and now you're going to come at me." Um so, we have to figure that part out of it. Um but um having students participate, I always want two or more um to partici- for them to participate in two or more sports. Um but I also think that as academics amp up for kids, and as social

061pressures amp up for kids, um it is a a figuring out how to reach the kids about are you also finding balance, not just participating. That's also probably a goal personal goal for me. Um but um Mark Brandon and uh Jen and uh Uh, Dave have done abs- absolutely great work with this as well. I'm just one person standing up to represent the five of us, so. Keep up the great work. Yeah, fantastic job. Thank you, Ryan. Thanks, Ryan. I have a quick question. >> Yeah. Um, I really like how you present. Oh, where did he go? Ryan. >> Ryan. Ryan. Ryan. >> [laughter] >> You you just missed him. He was done. He was down for a second. >> [laughter] >> Here you are. So, I really appreciated how you have the data set

062up. It's very easy for us to see and to know what the questions were. And I'm thinking back to a few to 2 weeks ago, I had um, asked for some raw data for the different surveys that we had presented then. I didn't receive that raw data. We just received like like a statement overall statement or summary, but I love how this data >> notes. We provided the disaggregated data. From the the note from Jill. Yeah. Yeah. The the links in there will take you to the disaggregated data. And it has all the questions and everything. Because I think that is a wonderful thing for community to see, to be able to say, "Okay, here are the questions and here how the responses are." Um, so my apologies because when I looked at this, I'm

063like, "Well, this is this looks like another AI, let's take the data and kind of fill it in." No, it's So, as long as >> you to all the data underneath. There there's links in that memo that take you to all of the disaggregated data. Okay, and then >> That's like the cover that provides you the links to everything else. Okay, well, I will go back and take a look at that again. Um, and then in regards to that, I think there was one thing that we had talked about and I have so many notes. Um, the I think Ryan you had with the the number of teachers versus support staff that filled out the morale data. Oh, for Kelly? >> Yes, it was Kelly's conversation. And that was just something I wanted to bring

064up again. I don't know if this is the right time, but as we were looking at data and surveys, um I think that I don't want to miss that one, but I'll get it to you. Okay. >> I know she's broken it out because we have >> Because I know I remember her going like, "Oh, I can I can look back and see." >> just missed it in getting you that one. So, we'll get it this Friday. Okay, perfect. And then I will take a look at all of that. But otherwise, I think this this is great, right? As as a student, as a parent, as a board member, as a teacher myself, this is a very easy way to look at the data and to really interpret what we're collecting from our students. So,

065I I appreciate that format. Maybe it's the math people teacher in me, but I love >> Oh, yeah. No, I am Mr. Pivot Table. You want a pivot table? I got it. >> [laughter] >> Okay. It's a color-coded pivot table. People will pull up like, "Ryan Jordy obviously made this." It's like color-coded and they Well, and it cuz it leaves everything to the naked eye. We can we can see what it is that we're looking for and where trends are and how we can begin to then, as you said, interpret the attendance to go with it and look at GPA and and to really look at that overall students up. >> was very kind of you. Thank you. Appreciate it. Sorry, I caught you. No, that's okay. Hey, I need a LITTLE SWEAT, RIGHT? >>

066[laughter] >> ALL RIGHT. NEXT ONE, statement of work for next year. I presented this last week or last [clears throat] meeting time with the report. As I shared with the board, we did send out follow-up survey to staff to see their overall support for the statement of work. It is the end of the year and people are a little crunched. so 82 responses little greater than 12% of the staff responded. But in there, you can see the great majority can strongly support it or support it with reservations. Uh about 9.8 10% said that they cannot support it. As you read through the comments though, the comments for strongly support it, support it with reservations, or cannot support it are all similar in what their concerns are across those that responded. Um so these are the

067themes that I saw as as we go through it. So most saw the term of engagement is just continuing the work from this year, which is the way we are framing it, right? Was that this year was great. We're building on the work that we did this year. We've seen a lot of positive results both quantitatively and qualitatively in the work that we've had. There was in the plan discuss of some specific possible potential action items for next year. So you can see those things that showed up uh favorably in those responses, investigating digital hall passes, uh first period attendance, focusing on that, uh continuing working on our belonging like what you heard tonight both in the relationship mapping and our activities and athletics, and then trusting our internal experts over outside consultants in the

068work we do. And we do recognize that we have a great experienced staff here that we can lean on. Uh professional development well received especially when it's teacher driven, differentiated, and department based. Uh just a reminder for uh the board that uh one So in a month with 4 weeks, right? One of those is dedicated to personalized professional learning. That's the teacher self-directed professional learning. So already a quarter of our professional development plan is staff directed. Then another rotation in that monthly rotation is a staff wide where teachers come through during their resource period in that 78 minute period about 40 minutes is where we're directing the PD and the other half of that is for staff to actualize that or to to use that time for that topic. So in a in a four

069week rotation about one and a half parts of that of that four are truly teacher to driven and like self actualized. But we do hear that like in the things that we are more delivering and putting together that more differentiated and department based. There's also in that rotation a departmental meeting. So um It's just continuing to to build on those things. Our professional learning team has spent the year working on this and I think we're going to see a lot of positive results on the work that we've put together this year that will roll out next year. um Top reservation as we would expect from teachers is that recognizing this can't just fall on the teachers. We talked about this a little bit last time. The idea that you can't make anybody engage. You can't

070make anybody feel like they belong, right? You can't make anybody show up to school, right? All we can do is increase the chances that that could occur, all right? Make it more likely that that could happen. But you know, concern that you know, we would be holding teachers to be the only ones that did. The idea of working >> [clears throat] >> engagement and that isn't our plan nor would that work. um Concerns about uh you know, what we have going on in our other areas or is there are they running interference on engagement? Is things in our grading policies or attendance consequences or enforcement are those things that make students feel less engaged and what is the intersection between those two things are topics that we'll have to look into and investigate over the

071course of the next year. And then, we did see especially in the in that 10% that was not in favor of this, uh feeling that the proposal was targeting teacher practice like the proposal was saying that teachers aren't doing engaging practices and that isn't the case. I mean, we saw from the climate survey the last time that we are uh positive in all areas of climate were almost in all of them greater than national norms. So, these kind this kind of plan going into next year is not about like tearing people down and starting over. This is just as we hone in and focus on what we're going to do moving forward is this is the area where we're really good and this is an area where we could put our focus and will move

072the needle the fastest, right? Um as we are a great district, but we're a district focused on continual improvement. The last uh bit of data in that that group was asking for the release of like all raw data, like all free responses, and all of those things out to the public, and we don't do that especially with free responses because people can write anything in a free response, right? And there can be things in there that could be directed at individuals or be worded in a way that's harmful to people, and there's no way for us to weed out and know what underlying things might be inside of a comment. Um so, those are always used to try to get the big picture takeaways, um and not are used as a a released data set.

073So, uh the other data we do present. We did uh in that other one provided when asked for, so um quantitative data, I have no problem, you know, with us sharing those kinds of things. Uh the qualitative ones, there's no way to scrub it to make it not harmful for somebody. So, we always synthesize that and take the big takeaways. So, that's kind of everything that we've heard to this point. I All things point towards engagement being our top focus and primary focus next year. And should the board approve that tonight, uh then over the next month we have a whole bunch of leadership meetings to actually take the potential action items and start turning those into actual action items. So, that's the plan moving forward. Questions? >> Um so, this small group, so because

074we were talking about data, this small group response about the raw data, Mhm. they're just the teacher teachers are saying that they just would like to see the raw data? Correct. From the from but there's four major surveys that we give. Yeah. And They're asking for the free responses. Here it just says raw data. >> I know, but by raw data, it's the free responses in the raw data. Okay, but so they get the other they get all the other raw data. >> other not all of the other raw data, but it's it is presented in in aggregate like what we presented at the last meeting. Okay. Yeah. Can you talk a little bit more about that about why why this proposal that group sees this proposal as targeting the teachers or teacher practices? Can

075you tell me more about that what that means? >> tell you everything as to why. I can just tell you that that was a theme that came out in those responses, that they felt that this was going to be used to target their teaching practices. I can't tell you the why. Um I can just tell you of that small group that was the 10% that was the theme that came out. >> Okay. The 10% of the 82 teachers that responded. The 82 staff that responded. >> So, see then that's kind of where we went back to the a few weeks ago. But all of our staff play a part in our statement of work. So, we asked for all the staff to respond. >> But do we break it down so at least we can

076see because as a classroom teacher, my knowledge that I'd be bringing into the classroom when it comes to my the PD that I'm going to do or how I'm going to take information from the admin and then bring it into my classroom is going to be very different than my support staff that are in there that are helping me because they are not certified teachers. In our other data sources, that was broken down. This is just the big overarching thumbs up, thumbs down kind of thing. So, in those data, we did disaggregate the themes by all the way down by departments. We disaggregated it by uh their overall perception of the district. So, those those surveys were disaggregated out in a lot of different ways. This is just the big like final takeaway before we

077move forward. With the Yeah, cuz I mean, I think a lot of this all sounds like that PD I can see it's rolling into we had talked about AI. Right? And that that will be a main focus next year because of everything that's changing. Yeah. And PD coming from admin with in the campus, we know we've got to continue that for the teachers so that we are finding the right the right way to look at that that first period attendance thing still kind of throws me. And then the I know we talked about common the common areas at North not being Right? We We don't >> a there's different practices for common areas on both sides of town. So, we'll be discussing if those are the same. >> But those are going to be those

078are going to be our the your major PD for next year? No, I'd say major well, we can we'll come back and present on what the I'm not the person to present on that. Okay. Um I can just tell you that these concerns are being addressed through that professional development plan. Okay. And I and I I appreciate as a teacher that you have the self-directed time in there because I think it is important for teachers to be able to look at what they are doing day-to-day and be able to say, "Okay, you are going to give me x amount cuz it doesn't equal like a one-day like a 6-hour one-day type of a thing? Like how how do you collect the time? How do you I don't know if I understand your question. So, in

079my district, we we take the last day of school Yeah. and we it's our self-directed time. >> Mhm. So, outside of the school, we do 6 hours of self-directed learning and then that replaces one of the days when we don't have students in front of us. >> of an in-service day? >> Instead of an in-service day. So, when So, that I guess that is where I that's So, it's their on the block days when their lunch period would roll into a full class period. So, that's a 78-minute period of time once a week. Okay. So, that resource period over the course of the month is on a rotation and one of those rotations is the personalized professional learning. That's okay. So, once a month, they get 75 minutes. >> 78 minutes. 78 minutes. >> [laughter]

080>> Down to 3. That's fine. We got to keep track of our minutes. Um but For the personalized professional >> personalized. One of those other learnings one of those other sessions is determined from our professional learning committee or from the building level. Right, 78 of that 78 minutes 40 is like whole group discussion, whole group PD, and the remainder of that time, so 38 minutes, uh would generally, I don't think we stick to exactly that clock. >> Well, yeah, you you never do anything for the teachers. >> Half and half is uh like directed versus then their own personal time. Okay. And then your question about first period attendance, this goes to the data we're seeing this year, which is um when students make it to school and make it to first period, the first

081period of the day, they make it to all of their other classes and they generally make it on time. When students are late, it tends to be the first period of the day or their first period of the day. And when they miss, they missed most frequently the first period of the day. Um so, this year we have been teachers have been following up when students are missing a single class period across the entire window of the day. That's a lot of work and a lot of time for teachers to follow up. >> So, what we're talking and remember, we have the next month we need to work through plans, but preliminarily, what we're looking at is that uh teachers would hyper-focus on their first period of the day and really be looking at student

082trends across that first period, would be communicating a lot with the first period of the day, and then the rest of the day be just looking for general trends, not every single single absence, right? And we believe that if we can get kids to school, we can get the kids to school on time, what our data shows is that kids will be at school. And uh we just need to hyper-focus on that. And then when teachers see trends in other periods of the day, they always do follow up. So, are there indicators in the Infinite Campus system where, let's say, math is not my jam. And so, I get to school and I tend to miss this one class. Some of that is true. >> Is there right? So, is there alert? Is there some

083kind of a I mean, it's it's a system, right? So, in Infinite Campus, what does it look like? That That's where we have the unaccounted for report that's run. So, every period that's being run. So, if a student is in the building, they're having checked into class, then that report is ran and we sweep the building and take them back to back to class. So, >> [clears throat] >> that that is being done on a on a daily by period. >> Okay, that's really nice to know. Yep. Right? But they could but Okay. All right. Any other questions? Can I say something about the first period absences? So, from my opinion and from what I've seen from the students around me, it's generally not the first period teacher's fault or the subject even that the

084student is missing the class. From what I've seen, it's because the student has a big test later in the day. Like, they think, "Oh, I have a big test fourth period. I need to skip the first three periods to study." That's often what I see, which is really hard to fix because I mean, the first period teacher can't force it and if they want more time to study for their test later in the day, it's it's a really hard fix. But that's just what I've seen in my opinion. Yeah, we also, you know, see people that's their their parents dropping them off late or rolling in with their Starbucks. Like, there's other things that get in the way as well. So, there are things that, you know, [clears throat] like a first period teacher talking

085to a parent about like what is Why is this a pattern? You know, what you know, if get them to school 10 minutes like leave the house 10 minutes early, right? And hearing consistently from that same teacher that can kind of draw the through line we think is more effective than kind of the scatter plot that we've had right now. And then as a teacher you're responsible for that 22, 24, 28 students. Um I mean obviously you're responsible for all your kids throughout the day, but in the rest of the periods you're looking at just big patterns in like a kid that misses a lot of time or has been missing a bunch of time in your class or consecutive days, those kinds of things that we always as teachers are on the lookout for.

086Um but the data shows once they're there they're there and they're in the class on time. So really next year is a focus of getting them there and getting them there to start the day. And then the rest of it our other [clears throat] systems kick in and kids are not getting lost in the school and are making it to class and they know that there are consequences if they don't. So thank you, Olivia. I look at this as um this past year I thought we did a really nice job of focusing as a district laser focused on attendance. And um I think the surveys that we've taken have have resulted in uh higher morale, um higher level of uh taking accountability of our students for doing that. Now that we've integrated a system that

087I think we've uh focused on getting kids into our building the next step is logically now that we have you here, how are we going to improve your performance, right? That's what I look at this mission statement as. I see this feedback as the challenge for Hank and his administrative team over the summer when integrating this mission statement, how do we look at these challenges and integrate a plan for next year so that our teachers don't feel like everything's just being dumped onto them like well, we always complain about unfunded mandates. I would assume that teachers are looking at it from that perspective as well. So, what can we do to support our teachers to make certain that this level of engagement is is going to be accomplished and provide them with the proper support

088and guidance to assist them through that process. Yeah, so to add on to that I'm tonight we're we're being asked if we support this proposed statement of work and I would say sure, I'll support it with the caveat that I do think it's important that we need to hear out these teachers and and make sure that we're understanding why they're feeling even even though I understand it's a small group, still why are they feeling that this is possibly adding work for them. I just want to make sure that we're listening to them and that we're spreading it out. Well, that's everybody's first reaction when you hear something new, us too, right? When something new shows up, how am I going to do this? I think part of what we're already showing is like by pulling

089back the attendance expectations from all eight periods of the day to one period of the day is trying to make some space in that, right? Addressing the concerns in professional learning that addresses some of those concerns. And it's also setting reasonable expectations, right? There's no expectation here that a teacher is going to throw away everything that they've always done and start over with this new focus on engagement from the ground up. That's [clears throat] not it. It's little tweaks and additions and where does it make sense to do something new or different and then collectively if everybody is doing a little bit here or there, it all adds up just like this year doing little bits here and there around interventions and accountability and follow-up. It all adds up as an organization to move things

090forward. We saw that move forward in the data you saw the last time. I would expect that the same thing here. If we are collectively just making little tweaks and adjustments and looking for the opportunity to make a difference. You know, a teacher it might be a warm-up, it might be a brain break, it might be a closing activity, it might be something that they push into a different unit, right? Um little things that we do in our communications and parent expectations and student expectations all add up to move the organization forward, right? We're a high-performing district. The data shows that in all kinds of different ways. So, it's just about where do you little make little tweaks on the edges? We're like a high-performing sports car, right? In those those races they make little

091tweaks. They don't tear the whole car down and rebuild it from scratch between each race. Little bitty tweaks here and there and the car goes faster and that's what we're doing in our district. And on this fourth bullet point down where they had listed top reservation here, I just want to make sure that we're sharing the accountability with students and families. >> Absolutely. Yeah, it's in the action steps. >> Okay, I yeah, that's really important cuz it's not just on the teachers like Olivia pointed out. The first period teacher can't help it if the kid's there or not. The family and the the family and the student have to be accountable as well. Well, part of it is making sure that family and student are being noticed. [clears throat] Right? We noticed that you aren't

092there and we noticed this pattern and I can't do anything to fix that pattern as a teacher. Right? So, what what are you doing, right? But we also know from all of the research out there and from our own experience that that relationship between the student, the teacher, and the family is the strongest one. I If I could write an email that would make every kid show up to first period, I would have written it by now, and so would have every superintendent in the country, but it's relationships that have the biggest impact on those. And we know that that teacher sits at the strongest point of the relationships. With the statement of work and the subsequent like tangible goals that'll be developed over time, um how are those How How does your team go

093about communicating that with teachers and staff? And I don't know if you'll be able to answer, but like do you think that they feel that it's um communicated effectively? Oh, I mean, we do That's why we do the surveys. We'll do the check-in in the fall. We do the one in the spring to see if it was. The feedback this year was that it was. It was communicated effectively. Uh and then it was well received. So, I hope we'll have the same thing next year, but we'll do our best based on all of this feedback that we have to develop an appropriate plan from now until everybody comes back next year. And we roll it out, we share it, we explain it, we answer all the questions, we do all our drop-in sessions, we do

094all of those things to make sure that we're gathering all of the feedback. We listen to that feedback holistically and respond to it. That doesn't mean that somebody might come to us and they might say what I really want to have happen is this, and they might not get their request, right? Um I can't necessarily guarantee that every single individual will get exactly what they ask for, but I can say that holistically leading the organization forward, we look at all of that feedback and determine what we believe is the next appropriate step. And then after we make those moves, we are gathering You've seen it all year. We We gather that feedback and we use it to modify, whether it's from students and what you saw with activities, athletics, relationship mapping, and staff and morale

095surveys and these other surveys. And the data that they give us, whether it's 82 people or 700 people, we use that data to determine what our next steps are and it influences the decisions that we make. All right, any other questions on that? All right, that'll be up for a vote tonight. All right, uh parent teacher advisory committee meeting, Scott. I'll turn this over to you. >> um I plan on sharing with you just a quick summary of our So, after the parent teacher advisory meeting, we send out a Google Form to those that uh participated and then they give some extra feedback uh to us. I'll share that. I was unfortunately not my first one that I've missed this year uh for the the time I've been in this role. And so, I'm going

096to lean on Travis and April and Ken to if they have any comments that they want to make. Um and I apologize that I was not able to be there, but um overall, so what we did talk about um at our parent teacher advisory meeting is our our PATH program, which is our in-school intervention restorative practice program. Uh we did talk about attendance and we did focus on uh sharing some data on the first period attendance. Um we uh talked a little bit about some cell phone data. Um we um added a little bit of information about our academic integrity uh kind of changes that we made this year. Um and then Gina presents every year about the consolidated district plan. And as I'm listening to everyone talk [clears throat] tonight, it it's fascinating and

097I've always said this that it the parent teacher advisory um team or committee is usually relatively small, but they certainly hit on every topic that we've talked about tonight and I'm always impressed. So, I'll share those based on the feedback um, that I received. So, the PATH program, um, they just love the fact that the district has a program that works on, uh, working with students, um, you know, in their behaviors. And and they really liked, um, hearing about how parents are involved in that process. Um, so, again, all the things that I'm going to talk about are are our staff and our teachers implementing all this. So, um, with attendance, there was definitely a focus, uh, that they appreciated as, um, as parents looking at, "If you see that first period is a struggle

098with your data, then we should focus on that." So, they were appreciative when they were when we were looking at that and that's what they shared. Uh, the cell phone, they really liked the changes that we made, uh, you know, for this year. Um, so, they were excited about that. The academic integrity really shifted with a the feedback shifted to a focus on, which which I think is a really strong thing that I'll share with Kelly and the AI committee, but the overwhelming feedback was we need to prepare students for the future, the workforce, um, and we need to teach appropriately AI, but we need to teach it like we it's going to be there and we need to have that for our students. Um, and then the consolidated district plan, you know, um, is

099a collective of literally all the interventions and programming that the district offers, um, and you guys have obviously seen Gina's short list of it, uh, and the parents were overwhelmingly positive about District 99 and the interventions that we provide and all the programming. And they referenced like, "Do we do a lot of networking to learn from other districts?" Um, and I can say like from my perspective, we do. Um, just in my perspective alone, I meet with all our partner districts, the administrators that are the student service, uh, administrators and we talk about, you know, what's happening in in the elementary schools and we talk about what's happening in District 99. And I know that Gina and others all are connected throughout the community. But I appreciated the comment to to really take a focus

100on what are other schools doing. And I think that's really important to see that. So, I don't know if you guys have anything to add from the actual meeting itself. I think it was it was a very well attended meeting and you really hit on all the main points. My main thing was telling the parents that did come to the meeting to go home, talk to your neighbors, talk to your colleagues who have children in the school, and bring one or two people, other parents, with you to the meeting next year. Cuz it's such a phenomenal, well-run meeting and so much is gained out of it. It'd just be great if we had more parents participate. One of the takeaways that I had was that parents are really satisfied with the new cell phone plan.

101At least the parents that were at this meeting, they were happy with the fact that their student can still have their cell phone, maybe in their backpack or turned off somewhere, but they can be reached in case of emergency. And they did feel as though their students were engaging a little better in the classroom environment. And yeah, they're pretty happy with it. All right. Thank you all for your participation. Do we need to make any changes on appointments? Uh will we take action on these tonight? I Everything stayed the same. Nothing changed from my list. >> Uh just that Mike is going to be the representative to the Downers Grove Plan Commission. Um that's really the only change and that's just because that [clears throat] is a every the year Yeah. The appointment. So, Mike,

102thank you for volunteering even though I'm not sure you volunteered, but Yeah. That goes between 58 and 99? >> Yeah. Yeah, flips, I think, yeah. Every other year we trade back and forth. All right, that's an action item this evening. All right. Uh consolidated district plan, Gina's not here tonight, um but she did share at the last board meeting the consolidated district plan. Uh I talked to her this afternoon, she said no additional questions came from anybody. I didn't receive anybody from anything from any board members. Uh if you had something, I could do my best to address it or get uh response to you from Gina, but to move things forward, uh we need to ask for board approval approval this evening. Gina couldn't be here because she is receiving formally the Scott Helton

103Award at the District 88 board meeting this evening, so uh she's out being recognized for her amazingness tonight. So, are there any questions that you want me to try to answer? If not, I think Gina's done a nice job in all of her memos and presentation explaining it. All right, hearing none, that's up for approval. Athletic training services, uh this is another action item this evening. I'll turn it over to Jeri. Okay, um tonight we're presenting another 3-year renewal with Athletico. Athletico has provided athletic training services to the district since 2008. We've been very pleased with the partnership over all these years. Um >> [clears throat] >> athletic training services includes the practices, they're at all practices, athletic events, and the summer camps. And the district spends around $200,000 a year for these services. Tonight,

104the proposal shows the hourly rate that's being proposed for the next 3 years. Our current rate is $26.52 an hour. We all feel that these are reasonable rates and administration is recommending that you approve another 3-year renewal contract. Question. Any questions? >> Did you solicit other bids or did did you just get a bid from them? Actually, it's pretty hard to even get a company to offer services these days. A lot of school districts have lost out on their contracts because they don't provide enough after hour services to the company. So, we feel pretty fortunate. We did a quick survey just to page high school school business managers and actually these rates beat everybody else's rates. So. Fair enough. We're very We're We're one of the few that actually has Athletico still for services. Most

105of them have moved to employees and that's much more costly. >> Sure. All right. As Jerry mentioned, action item this evening. Moving on to textbooks, another action item. We have a lot of action items this evening. Travis? >> [clears throat] >> Yeah, we had two departments bring forward recommendations for new resources for their classes. First one comes from our career and technical education department for our AP business with personal finance. Both of these recommendations have gone through each department looks at the text. Not not only this, but also at least one other, sometimes two other resources and does an analysis on the on the book, reviews them, goes through and these are the department's recommendations. So, you can see the copyright uh, this. It's a brand new, uh, course, brand new, uh, a title there

106for this AP course, business with personal finance. Um, we have historically gotten classroom sets of textbooks and then had an online resource that that backs it up. So, uh, that's what we're bringing forward for recommendation this evening. So, you can see we're going to have classroom sets of textbooks for this course. Um, the max that you can do is a 10-year license for AP, uh, courses and so we push that all the way up to the the 10 years. Uh, so when you look at that, also paired with teachers editions with, uh, online access, the total cost comes out to $19.12 per student, uh, per year over the course of that time, right? Obviously, we will be paying all $27,717.04, uh, at one time. Uh, but breaking it out, again, looking over those 10 years,

107uh, with our our, uh, numbers of students that we have right now. We do pad that number by about 10% when we look at, um, our current enrollment so that we can handle, uh, any additional students that that come forward. So, that would be for the CTE course. The next one is for in social studies, our AP US history. Um, our our book is no longer in print, the one that we've been using. So, we looked at it was inside of that 10 years, but we couldn't find, uh, a replacement for that. So, we are looking at, uh, the American pageant, um, uh, the 18th edition for that. Same thing, classroom sets of textbooks. The most that this company could go out to is eight years. So, we maximize that and again, you're looking at

108about $30.54 per student per year. Uh, the we have a higher number of students, um, and again, I doing the math, that's two less years, right? So, it's going to cost a little bit more. Uh, but that's just over $63,500. Any questions about either of those? All right, those are up for approval this evening as well. Uh back to Jerri. Nope. No. Travis. >> Back to Travis. >> [laughter] >> So, we had uh on on May 11th, uh we had a sealed bid uh that we went through. Uh we had eight sealed bids um and and the bid was for 16,339 total novels. Okay, so a large number of novels uh that that we are uh purchasing. Um so, we we looked at the bid review, did reference checks, and our recommendation is to go

109with the low uh responsive bidder at $140,000. Um with complete Book and Media Supply. Questions? It's a good process to continue going because we see a a wide uh array of uh I think our highest was 190 some. Yes. >> Somewhere around that those lines, so um it continues to be a good process for us. Continuing with Travis. Uh Honeywell investment grade audit back. Back again. So, we we've been discussing this for a while, but um I I am glad to say that we have uh checked all the boxes along our process of of what we are required to do uh to enter into an energy um uh service contract for performance. So, when we look at this uh energy savings process, uh we had to do several different things. If you remember, we went

110through our audit. Um then after the audit, we had to go through and have a third-party review and do an audit of those findings. Um so, I'm going to present those the numbers after that review has been completed. Um as well as we had to uh both on our website, in the newspaper, and posted here, uh give notice of of our intent to enter into a contract. So, we have completed all of those processes. We've worked with our attorneys throughout the entire thing in reviewing the language and making sure that we had everything completed. So, I'm happy to report that we have been able to do all of that and we're realizing more savings than what we brought to you the last time. So, I'll talk a little bit about that. So, this just shows

111what has been done, right? We we completed the audit. The scope has been completely understood. The funding strategy as as we talked about at the last meeting, utilizing a debt certificate, and Jerry's going to talk a little bit about that later in this slide deck here. And that is where we think that we're going to have the best funding mechanism, mainly utilizing our savings from a lot of these projects. So, we can go to the next slide. So, again, looking at the none of the the scope of the work that we presented at the last meeting hasn't changed, right? So, we're looking at the same when we talked about the roofs for the solar, the roofs that can accept the load, that is what we're looking at putting solar on. That does require four rooftop

112replacements. That is included in this work. So, you can see the the payout on all of these things in annual savings, but those are the main things. You'll notice the boiler isn't on there. It is in the work. It's just the fact that there really aren't any annual savings when it comes to that. If you remember, that had like a 220 some year. I think it's actually about a 250 year payback for for that. So, it doesn't while it is an important part of our operations, we're not going to see substantial [clears throat] energy savings from that. So, if you can go to the next slide. This is broken down into the different buckets, if you will. So, we have two that are in a sub-10-year payback. That's our HVAC [clears throat] controls retro-commissioning and

113solar array. And again, I want to reinforce these numbers are solid. These numbers are a result of Honeywell doing their their work. We went through two different iterations with Bowman Consulting and going back and forth and these these are where our numbers are and they're in guaranteed format. Then we have the long-term, right? 10 to 22 years. In looking at that, that is water conservation, building envelope, and LED lighting. You can see even though, for example, LED lighting 21.7 years payback, we're saving just under $125,000 a year in in doing that. Then when we look at the capital capital necessity, not necessarily [clears throat] any energy payback, we have the boiler replacement. And then that controls work that we talked about, making the system open and integrating T-99 into that, there isn't a energy savings.

114There's an operational savings that's that's going to be tied to that. So, you can see that bottom line is $417,680 in annual savings. Um when you look at to the number here that I have for you. That's a just under a $20,000 increase in our in the annual savings that we presented a couple weeks ago. $88,000 in 26 $88,026 in the annual revenue. That is just over $11,000 increase from what I presented last time. And then when we look at the one-time savings at just over $1.8 million, that is actually an increase of a $108,000 from what was presented last time. Remind me what revenue means here. So that revenue is from our solar. So with the Illinois Shines program, we will have revenue and >> back on the grid and you get a credit

115or what >> Right, we're not putting energy back on the grid because we're not going to have enough to to have that. We're going to use everything that that we produce. It is part of that the Illinois' Illinois Shines law that goes through and it says if you save this much energy, then you'll you'll actually get revenue for that because we're we're taking the load off of the grid. >> Okay. And it helps them in their functions and their operations. It's much like it's a kind of a energy savings on steroids that we do right now. We we participate in an energy conservation measures that we do a test in the beginning part of the year and whatever we can reduce, regardless of whether we're actually asked to reduce it or not, we get a

116check for that ability to do that. If we're able to, they call on us and it's a hot summer day and they say, "Hey, can you reduce your energy consumption?" And we do that, we meet that threshold, we get even more savings than that. So it's a it's a way for companies to be able to reward you if you will for reducing the load off of their their grid. So again, these are what we talked about the expanding the scope. So this is not related to our guaranteed energy savings contract. This is an addition to that we talked about last time. So our HVAC and life safety are controls for 21 rooftop units. And I've I've put dollar amounts to each of these, just under five, $551,000 for that work. Then when we look at

117structural remediation, we've already done the field house roof replacement, right? When you add that to [clears throat] our auditorium remediation, which is coming later in the next, I think the next part of the presentation, that totals $793,570. When we look at upgrading all of our security camera hardware, that's just under $630,000 as noted there. And then for the district communications with our PA system, that's just under $300,000. Just a couple things to note with that campus security with the new hardware, what that does is it actually reduces the number of devices. We're going from 315 actual devices to 275, while also increasing our views by over 100. The the greatest part of all of that work is while we have 95 plus percentage coverage inside of our buildings, our exterior we're going to have additional

118viewing angles that we haven't had. And at a much higher pixel rating. At a the standard is 12 pixels to be able to identify a face, we will have 15. And that is at any angle, at any depth if you will for even our exterior cameras at that are at this point will be at that 15 pixels, which is going to help us immensely when the the need arises for that. When we look at the PA system again, we are looking for a more reliable. We're going to have those zones, which is going to help with our ability to control the messaging. And that is just going to really help. We've we've duct taped that thing together. And the ability to to do this work just under $300,000 is going to really set us up

119nicely. So, a lot of enhancements in those two items to our daily operations and our safety and our communications, which is an important part of of our daily safety mechanisms. Any questions on any of those? With the deployment of the new security camera hardware, are we getting any more new cameras? That's all brand new cameras. All brand So, we're replacing every every camera, both interior and exterior, and adding some again of the exterior views. That that is going to allow us to see more into parking lots, more into our fields for for better coverage of our campuses. Okay. Maybe just as a reminder that we added the new software I think about two months ago. And and the work with that what that allows us to do too is we have a five-year license on

120on the software on the cloud component that is tied with the the cameras themselves, right? The cameras themselves are our eyes. And it's really the software that makes it work, but our eyes are getting very blurry as as they're getting older as I can attest to. I need to go to the eye doctor and get mine mine sharpened up, but that is that will be again a huge ability. And as a reminder with that system, it is not just reactive, it's proactive as well. And and that has we've gotten a lot of great feedback from our use with that new software. And Travis, what would the ETA be on the deployment of the new security camera hardware? It'll done this summer. So it'll be ready ready by the fall. >> Yep. Summer PA would be

121done this summer. Um auditorium remediation would be done. Uh the control stuff with the rooftop units is already in progress. That is needed for our health life safety work um that we're doing. And obviously the field house roof is is done. So we're all everything that's on there uh would be uh completed this summer. Cool. Next [clears throat] slide, please. I'll turn this over to Jeri. We talked a little bit about it, but I'll let her dive into the weeds a little bit more. >> [snorts] >> Sure. So tonight and we'll be discussing it in just a couple more, I think, items here, but just kind of brief summary, uh we're recommending that the district issue $14.5 million in debt certificates. Um We initially thought it would be around $14 million. We still have some

122uncertainties on how everything is, you know, what everything's going to cost. We're more comfortable with $14.5 million, so the underwriter redid the uh repayment schedule based upon that. And the term is is roughly a 20-year repayment schedule. Was included in the packet um with my memo. Um it's all based upon the bulk of it is the energy savings, the solar revenue. In year two, will be the federal tax credits and utility rebates. And then every year, we will budget approximately 225,000. It's going to grow a little bit over the course of the 20 years um to have the O&M budget, the fund balance pay for this. Um that's a very small portion of our overall budget, so it's very doable. >> I mean you can levy for for debt service, right? Or or not? We're

123not. Okay, but so you're you're not going to have to to do the levy for debt service cuz you're just going to use O&M fund to do so. >> That's correct. Well, and it's only a small portion. The the the the bulk of the payment is is based upon the savings. Sure. Yeah, so the payment has been structured, right? So that we're utilizing the energy savings, the solar revenue that one time uh and Jerry's worked very carefully with them as far as to make sure that we're we'll be fine. Um and some of that is an unknown, right? As far as exactly when that's going to come in, which fiscal year, so uh that has been structured in that way and then so the the impact on our operations is that 225,000. Okay. And if

124you prefer, we can talk more about those specifics now or we can wait for ano- another couple of items. Well, it's the next item. So Okay, it's very next one. So if you want to just talk about it now, yeah. Well, it's two items, but might as well just roll it into this. >> Yeah, right. If if you would like to to have a little bit more detail on it. Um so yes, we've worked closely with bond counsel and the financial advisers over the past probably 2 months or so. Um they all have all of Honeywell's and the third parties um figures to agree with all of how we would restructure or how we'd structure the repayment schedule. >> [clears throat] >> Um and um the estimated average interest rate over the 20 years right

125now is approximately 3.85%. As we all know, everything changes from day to day. We would probably [clears throat] close probably early June right now. Uh so so that's just an estimate of what the average interest rate would be over the course of the 20 years. The financing also includes, which is separate from this, $550,000 for our annual Chromebook purchase that we do. We generally do it on a lease. We just thought to keep it easier and actually it's less expensive just to um [clears throat] just add it on to this. And so over 4 years we'll have an additional payment that we normally would pay anyway. Um Let's see. We we feel that this financing financing uh structure that we've put together is really in the best interest of the district um in issuing debt

126certificates. Um and it it's there's no impact to the taxpayers. Um and it's it's very doable to do 225 to almost $300,000 a year by year 20 out of the general operating budget. Yeah. Uh first of all, I want to thank you for all your efforts. I know this this has taken a lot of work to and I think we get some great results. Um Um and I think it's important to note, right? The cuz this and some of the wording you said, right? It's largely self-funded, meaning the savings are largely that we're now energy savings are really paying paying this the debt certificates back, if I understand correctly, right? >> Yes. Um and it's important to note, too, those savings are guaranteed, right? Those amounts like in the payment schedule are guaranteed. So, if

127we don't hit them, Honeywell makes up the difference, right? Um and that that pays off a large portion of it. And if I saw the payment schedule correctly, over 20 years, yeah, the the out of the operating budget, it's like maybe five and a half million dollars. So, on on average 270k a year, right? Over 20 years, right? So So again, yeah, I appreciate your efforts. This the the self-funding of it, I think it's been very creative uh and very beneficial to the district and it's uh so appreciated. Thanks. And I think it also >> [clears throat] >> deserves noting once again that there's no impact to the taxpayers. >> Mhm. Right. And I think that's critical. Fantastic job. There's a lot of great capital projects that are going to be completed. >> Mhm. Yeah.

128And many of them much needed. Yeah. Yeah. Awesome. So, uh later in the board meeting, going to ask the board to consider um approving the ESPC [clears throat] with um Honeywell. Um and then if the board does approve that, we have one more step that we need to take and that is filing that um with the administrator of the Capital Development Board. So, that's just part of the process. Um we'll get that uh taken care of and then get to work right away on um scheduling everything. As you know, we have health life safety work going on. We have the the flooring uh field house flooring being uh replaced. We've got a lot of moving pieces this summer. Um and uh we need to make sure that it's all getting coordinated uh with the the

129least disruption to the buildings, but there's going to be a lot lot going on. So, we're we're excited uh because this will have uh a large impact on a lot of different areas that are that are of need. So, thank you for your consideration of that. Any last questions for Travis or Jerry on this or adult certificates? We got two got a two for this. I do want to connect a couple of dots. So, last board meeting we talked about professional development, professional learning. This whole plan when Travis arrived in in district 3 years ago, uh Travis and I went to a session that was about just creative [clears throat] things you can do with buildings and projects and financing. And we saw a presentation on this exact model. And at that time, energy rates

130and delivery fees were much different. There was subsidies from the state of Illinois. There was different things that were rate controlled. And over the last 3 years that and things like data centers showing up and all of those things have drastically changed the energy market, which you've heard a lot of as a board over the last couple of years. Travis and Dree over the last couple of years have been monitoring this, looking at this as a potential model, have done all of like you've heard about this a lot as a board over the course of the year. Just imagine how much time Travis and Dree have spent on this project behind the scenes, right? So, I just want to acknowledge that like the board investing in professional learning in the district is what leads to

131us learning about opportunities like this that then pay off in $14.5 million of real work that needs to be done in the district and a commitment to energy conservation, right? With no impact on taxpayer funding, right? So, just to draw a through line between those those things. So, thank you Travis and Dree for all your work on this. All right. Inside of this is some remediation and abatements. And this is an action item also this evening, surprise. So, this is a this is a twofold thing that we had in in one bid. So, as a reminder, we've been talking about the auditorium at North needs some focus and and attention. We've addressed the mechanical issue that was causing the mold on the ceiling. So, we need to have that remediated. Um While after that, then

132we need to paint, right? So, we're going to have the scaffolding set up so that the auditorium can be painted. We have a separate bid for that that came in well under the bid threshold. So, the auditorium will be painted this summer as well. As well as we have some need for some asbestos abatement [clears throat] related to health life safety. When you have buildings that are this age, there's going to be asbestos in different things. So, part of it we had to have just different areas tested. But then there is some abatement that needs to be needs to be done. So, we had a on May 12th, the day after the English novel bid opening, we had another bid opening. We received five competitive bids for that. We worked with TEM Environmental to develop

133the bid specs to they they then reached out to partners to gather bids. I encouraged them to do that. They have TEM has vetted the the low bidder, made sure that they understand the scope of work, done reference checks. And so, if you can go to the next slide, please. They have recommended that we go with Kinsale Contracting Group out of Westmont. So, you can see the the two different amounts there. It totals $312,700 for that work. So, again, this would be into that that debt certificate. When you think about the things that we are responsible for in health life safety that we know we have to do that can't be included in the health life safety work, right? This is while not all of this is related to it, I can say probably about

13470 grand of it is related to the asbestos abatement. And then when you look at the other work for the controls at being over half a million dollars, right? The ability to for us to weave in into that also helps with our our long-term operations and our financial security. So that is the recommendation that we move forward with Kenzai. Sorry. What was that? Any questions on that award those awards and bids? All right, that was an action item to see evening debt certificates to be covered as part of the last one any last minute questions on debt certificates. Freedom of information requests, we often receive them, we fill them, we list them on our website. Uh you can find them there. That concludes the superintendent's report. Thank you for that lengthy report. Welcome, anytime. >>

135[laughter] >> Uh item number seven on the consent agenda. Before the board votes on the consent agenda, is there any agenda item a board member would like to pull out of the consent agenda for further discussion? Hearing none, can I get a motion from the Board of Education to approve the consent consent agenda as presented, which includes item A, personnel report appointment certified, leave of absence certified, appointment exempt, appointment classified, transfer position classified, item B, personnel report resignation certified, resignation classified, item C, April treasurer's report and financial pages, item D, the 2025-2026 final school calendar, item E, the 2026-27 Board of Education meeting calendar, item F, SASED Board of Directors alternate and governing board appointment resolution, item G, resolution of nomination for membership of Downers Grove Plan Commission or on Downers Grove Plan Commission, item

136H, student trips and item I, acceptance of donation Downers Grove Junior Woman's Club. So moved. Second. April moves, Mike seconds. Thank you. April Finan? Aye. Michael Ruskey? Aye. Katie Courtney? Aye. Ken Dawson? Aye. Chris Espinoza? [clears throat] Aye. And Don Renner? Aye, motion carries. >> Thank you. Moving on to recommendations for action, item eight. Can I get a motion from the Board of Education to approve the statement of work for the 2026-27 school year? So moved. Second. Chris moves, April seconds. Thank you. Chris Espinoza? Aye. Thank you. >> [laughter] >> April Finan? Aye. Michael Ruskey? Aye. Katie Courtney? Aye. And Ken Dawson? Aye. And Don Renner, please. Aye, motion [clears throat] carries. >> Thank you. Item B, can I get a motion from the Board of Education to approve the fiscal year 27 Illinois State

137Board of Education consolidated district plan? So moved. Second. Ken moves, Chris seconds. Thank you. Ken Dawson? Aye. Chris Espinoza? >> Aye. April Finan? Aye. Michael Ruskey? Aye. Katie Courtney? Aye. And Don Renner? Aye, motion carries. >> Thank you. Item get a motion from the Board of Education to approve the three-year athletic training services contract renewal with Athletico Management LLC as presented? So moved. Second. Ken moves, Katie seconds. Thank you. Ken Dawson? Aye. Katie Courtney? Aye. Chris Espinoza? Aye. April Finan? Aye. Michael Ruskey? Aye. And Don Renner? Aye, motion carries. >> Thank you. Negative item D, can I get a motion from the Board of Education to approve the textbooks as presented? So moved. Second. Chris moves, Katie seconds. >> Thank you. Chris Espinoza? Aye. Katie Courtney? Aye. Ken Dawson? Aye. April Finan? Aye. Michael Ruskey?

138Aye. And Don Renner? Aye, motion carries. Item E, the next item for consideration is the issuance of not to exceed 14.5 million dollars of general obligation debt certificates limited tax to be issued by the district pursuant to section 17b of the Local Government Debt Reform Act. Board of Education will consider the adoption of a resolution uh one providing for an installment purchase agreement in order to alter, repair, and equip district facilities to improve energy efficiency and safety, two authorizing the issuance of said certificates evidencing the rights to payment under said agreement, and three providing for the sale of said certificates. Resolution sets forth the parameters for the issuance of said certificates and sale thereof by designated officials of the district. The certificates may be paid through installments made at stated intervals for a period of

139no more than 20 years or another period of time authorized by law, bearing interest at the rates per annum not exceeding 9% and with a purchase price amount not to exceed 14.5 million for said certificates. Can I get a motion from the Board of Education to adopt the resolution authorizing and providing for the issuance of not to exceed 14.5 million dollars of general obligation debt certificates limited tax series 2026 of Community High School District number 99, DuPage County, Illinois for the purpose of altering, repairing, and equipping district facilities to improve energy efficiency and safety, authorizing installment purchase agreement, and authorizing the sale of said certificates to the purchaser thereof. So moved. Second. Mike moves, Chris seconds. And before we vote, do we have any discussion? Hearing none, Julie, please call the roll for a vote

140upon the motion to adopt said resolution. Mike Ruskie. Aye. Chris Espinoza. Aye. April Finan. Aye. Katie Courtney. Aye. Ken Dawson. Aye. And Don Renner. Aye. Motion is carried and said resolution has been adopted. Julie, please record the same in the records of the Board of Education of Community High School District nine number 99, DuPage County, Illinois. Item F. Can I get a motion from the Board of Education to approve and authorize the superintendent to execute the agreement with Honeywell International Inc. regarding the $11,069,770 of energy savings performance contract to address solar, roof replacements, LED lighting and controls, HVAC controls, retro-commissioning, water conservation, building envelope improvements, and boiler replacement at DGN, and find further that all requirements of the School Energy Conservation and Savings Measures Act under the Illinois School Code have been met. So moved.

141Second. Okay. Mike moves, April seconds. Thank you. Michael Riske? Aye. April Finan? >> Aye. Katie Courtney? Aye. Ken Dawson? >> Aye. Chris Trespinoza? Aye. And Don Renner? Aye. Motion carries. >> Thank you. Item G. Can I get a motion from the Board of Education to approve the lowest acceptable bid for English Department from Complete Book and Media Supply LLC in the amount of $140,117.02. So moved. Second. Chris moves, Katie seconds. >> Thank you. Chris Trespinoza? Aye. Katie Courtney? Aye. Ken Dawson? >> Aye. April Finan? >> Aye. Michael Riske? Aye. And Don Renner? Aye. Motion [clears throat] carries. Uh Item H. Can I get a motion from the Board of Education to approve the ITR bid for an IP-based intercom and clock system upgrade as presented with a total cost of $298,645. So moved. Second. April

142moves, Katie seconds. Thank you. April Finan? Aye. Katie Courtney? Aye. Ken Dawson? Aye. >> Chris Trespinoza? Aye. Michael Riske? Aye. And Don Renner? Aye. Motion carries. Item I. Can I get a a motion from the Board of Education to approve the Seconds Matter bid for comprehensive security camera system replacement as presented with a total cost of $628,446.51. So moved. Second. Ken moves, Chris seconds. Thank you. Ken Dawson. >> Hi. Chris Wespinoza. Hi. April Finan. >> Hi. Michael Risky. Hi. Katie Courtney. Hi. And Don Renner. Hi. Motion carries. And finally, item J. Can I get a motion from the Board of Education to accept the lowest acceptable bid for North High Auditorium mold remediation and HLS asbestos abatement at North and South High from Kinsale Contracting Group in Westmont, Illinois in the amount of $312,700. So

143moved. Second. Chris moves, Katie seconds. Thank you. Chris Wespinoza. Hi. Katie Courtney. Hi. Ken Dawson. Hi. April Finan. Hi. Michael Risky. Hi. And Don Renner. Hi. Motion carries. Thank you. Yes, with all that energy efficiency work, maybe next time I'm reading all these motions, I'll be a little more efficient. >> [laughter] >> No promises. We're going to only upgrade the electrical, not the board president. >> [laughter] >> I kid, I kid. Um okay, can I get a motion from the Board of Education to go into closed session? Oh, new business. New business. I'm sorry. I apologize. Yep. Yep. I'll click. Just doing a good job of reading down my page. That's all right. Thank you. Uh we presented these to uh the policy committee. They are all clerical in nature. There is not a single

144substantial change in this. This is just clerical cleanup. First reading of policies, if you want to go through them. Um if you have questions, please reach out to Chris Down or I and we'll get back to you, but they are all just clerical cleanup uh this time around. They'll be back next month for approval. Julie, do we have any slips for visitors? >> No, sir. Okay. Item 12, can I get a report on Len? Uh yep, I I can report out. So, we have a meeting coming up uh Wednesday morning. Uh a lot of legislative updates. I provide those in my weekly updates to the staff and everybody else. Uh a lot of committee churn, although it's really hard to get a read on what's going to actually happen in this session. Uh the house

145is operating different than it typically has, where uh they aren't calling anything to the floor unless they know they have 60 votes. So, there's almost a kind of like a behind-the-scenes vote count before they take anything to the floor. So, it's kind of weird uh in the way that it's occurring in comparison to past years. Uh we're just indifferent. Um so, Len has done a really nice job of keeping track of what's happening and keeping us uh informed of what's moving on. Um very little has moved through yet to the point where it's going to uh the governor's desk. So, uh we'll keep you updated in the next couple of weeks. Makes sense. Chris, anything to report on SASSIT? Uh no, we've got a meeting next Wednesday that's going to go over the uh uh

146what do you call it? Uh Bylaws, facilities. Yeah, for the the new the proposed purchase of the building and um what we gone over it last >> Yeah, what we talked about last time. So, then I'll have so I'll have more updates probably at the next meeting. When they do purchase a building, do they ask their member districts to make a contribution towards the like down payment? >> We're still working through the mechanics of that. They are not we, they are working because they, you know, uh SASSIT has its own attorneys and and financial advisers are working through all the mechanics of it. We have it in theory right now. I would imagine by the time well, we meet with them on Wednesday. We'll learn some more. I would assume that Chris and the governing

147board will will learn more on the following week. Okay. So, I am not 100% they're they're >> [clears throat] >> gathering information on that at this point. >> Okay. Um April or Katie any report on the foundation? No, we haven't had a meeting in a few months. We do have one on Wednesday. Okay. Lots of Wednesday meetings. >> [laughter] >> Um Ken anything to report on IASB? Still in a holding pattern. As Hank discussed, so by the end of the month hopefully we'll have uh some good results, good action. Okay. And I have nothing to report on the village liaison position. Um we our upcoming board meetings are scheduled for June 1st, 2026 uh for workshop meeting here at the ASC at 6:30 p.m. followed later in the month on June 15th uh for our

148monthly business meeting again here at the ASC at 6:30 p.m. Can I now get a motion to go into closed session uh for OMA exceptions one, personnel, and OMA exception number two for collective negotiating matters? So moved. Second. >> Mike moves, Ken seconds. Thank you. Mike O'Risky I Ken Dawson I Chris Respinosa I April Finan I Katie Courtney I and Don Renner I motion carries for the members of the public the only action the board will be will be taking when it comes out of closed session is to adjourn. Let's take a short break and we'll reconvene for closed session. >> Mhm.