001On that note, 6 p.m. >> Would you mind calling the role, please? >> Certainly. Cara Casten >> here. >> Katie Courtourtney >> here. >> Chris Espinosa >> here. >> April Fein >> here. >> Don Rener >> here. >> Michael Riskey >> here. >> Ryan Enright >> here. >> And Romina Paper Vera Gonzalez >> here. Thank you. >> I have quum. Let's stand for the pledge of allegiance. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Hank, I'm going to turn it over to you for community recognition. >> All right. Good evening everybody. Uh before we get started on our regular business, I just wanted to share with the board and the
002public uh one of our local businesses uh Castle Automotive in Downer's Grove recently recognized uh staff members uh any staff member uh as educators uh of distinction uh in this past month. And in that list, we have several of our teachers listed up on the screen. Uh Marty Vulkar at the end was uh he was runner up for uh educator of the year. So he received a a gift card for supplies in his classroom and uh it was a really fun event. Uh we were at their new Genesis dealership. Um and we were the first people in the building. So, it was a very cool night, but uh just nice community partnership of a business in the community recognizing uh so many educators from across the community. So, we wanted to recognize those teachers there
003and thank Castle Cars uh for their partnership in that way. So, thank you. >> Great. >> All right. Uh student perspectives T99 is here this evening. So, I'll invite uh Carolina up. Uh thank you to our team for uh bringing over our guest presenters this evening. for having us. Do you have the clicker? >> I have the clicker. >> All right. >> You can have the power of the clicker. [laughter] >> We need some clickers. >> So, this evening for our student perspective, we decided to talk about Oakbrook Fitness and our partnership with them. [clears throat] >> Uh we have three students with us, Max Foster, David Lopez, and Samantha Labriola, as well as Danny Baldderas, one of our transition teachers. And I'm Carolina Shambeck. from the transition 999 department chair. Um I know there's
004a few new board members in the student board members. You're new. So just a little bit about transition 99. We are a separate building on the north side of town on Bernard Road and our population is 18 to 22 students with disabilities. So students after they finish their four years at Downer Grove North or South and some who were at therapeutic day schools come to our program and we also do have a few who come from some other districts as well. Uh the focus is life after high school, being as independent as possible and being um able to kind of fill your day. So we work with our parents and families and our young adults on areas of independent living, education, which might be a class at Cood or just more functional act academics for
005some of our students. That's like going to the grocery store and making a purchase or budgeting. We have a big vocational staff of a vocational coordinator and job coaches. So we're out in the community job training, volunteering. We have our micro business which we've talked about like stickers. Um we do dog biscuits. So that's kind of we share that. Um and the last thing is recreational leisure. So for most of us we kind of don't think about it. It's just what do you do like when you have downtime? You have a couple hours free on a Tuesday night. What are you going to do? So some of us just might go to workout class. So we incorporated going to workout at Oakbrook Fitness um so our students can have a healthy living and fill that
006downtime. So, we also teach classes on that, like what do you do if you have 30 minutes? Because sometimes it can be a barrier for our day programs. If we can't sit quietly for 30 minutes, some of our students get into trouble and then they're not successful after they leave us. So, we teach that skill. >> I'm going to turn it over to David. >> Sure. >> Hello, my name is David and I am student in the transition program. Today I am going to tell you about how we how we use the upbrook fit fitness center to learn important life skills. We go to the upbrook fitness center to practice skills in the real community setting. This help us learn how to use place that adults use every day. We use the floor the fitness
007floor for exercise. We use equipment like treadmills and bikes. This helps us build endurance and stay healthy. We use free wave and wave machine. We learn how to use equipment safely. We also learn to clean up and follow follow rules. We use the indoor track to walk and run. This help us stay active and practice pacing. Hi, my name is Samantha. I will be talking about swimming, basketball courts, and locker etiquette. We use the basketball courts for activities. This helps us practice teamwork, taking turns, and communication. >> We participate in a swimming program. Swimming helps us stay healthy and follow safety rules. I am a peer leader when it comes to swimming. I help some students with swimming. >> Good for you. >> Carolina has swim laps for 30 uh 30 to 40 minutes to
008exercise and get our heart rate up. After we finish swimming our laps, we can go in the hot tub for about five minutes. [laughter] Go to our board meeting. and then go to board meeting. >> Board meeting >> my name is Max. I love going swimming at school. I swim three times a week. I can swim for 30 minutes now. I'm better at staying in my lane and keeping hands to myself. So, we also get to go swimming at Downer Grove North. So, I wanted to share a little bit about that. When their schedule allows and they don't have classes, we go over there and our students love it because we get the whole place to ourel and get to interact with the student lifeguards. Um Samantha shared a little bit how we have to
009do laps, so they do laps and then if there's downtime, they get to go off the diving board, which is pretty awesome for some of our students. And Max used to struggle with the diving board and now he's learned um how to go off and stay in his lane and laps. So we see a lot of growth with our students with swimming. They all of our students really for the most part are able to participate. It's great to help them regulate and stay on task. It's great like motor activity for them. So it's a excellent opportunity. So we always thank you guys for your partnership. All right, Samantha. >> We practice hygiene skill in the locker room. This includes changing clothes, showering, and taking care of our belongings. We also learn locker room etiquette. We
010practice respecting privacy and following gym rules. One of the questions they always ask is why is this program important? And I think it can answer a lot of questions, but one of the biggest things is that it not only builds off their independent living skills, but it also carries on after they graduate to the program. They build a deeper meaning and bond with the community, not only in Downer's Grove, but um we kind of expand on that, which is kind of nice. And then we also have the ability to show citizens or anyone that's around members um what our students are really capable of because sometimes they lose sight or are kind of you know like blinded by what's been presented and then we're able to show the abilities and build off of that. And
011that's probably the biggest thing of why this is important to us and why we love it. And being out in the community is the biggest Board meeting. >> My name is Max. I love going swimming at school. I swim three times a week. I can swim for 30 minutes now. I'm better at staying in my lane and keeping hands to myself. School daily. Swimming. >> We went swimming today. All right. meeting. My name is Maxim three times a week. I can swim for 30 minutes now. >> Thanks. [laughter] [applause] >> You might have some questions for them. So, we're prepared for questions if you have any. >> Samantha, how did you become a swim leader? Um, I would normally like, well, of course there's like teachers that would be in the water and like be
012helping students and I would be like the example of like what they're meant to do >> so they can like try and like look follow what I do and like learn off of me while the teacher helps them. >> So that means you're a pretty strong swimmer then I presume. >> Good. Good for you. It's a great activity that you can use all of your life. >> Yes. >> What are some of the other popular in addition to swimming popular activities most popular with the group? >> What are some popular things to do? >> So I'd like to do just like how to learn to swim. Um kickboard. >> Yes. >> The swimming. Swimming is the big favorite. >> Yes. [laughter] fan favorite. We have a wait list. >> Do you get to take field
013trips out into the community? >> Yes, at some points. Yes, we do. Uh Oak Brook is just one of many where we go. >> So, we have community- based instruction. So, this is kind of our community- based instruction. And we'll go to the store, which [clears throat] some people would consider that a field trip. For us, it's actually we're teaching them. So, we'll pre-teach those skills. Well, like Max would go to the store with a sheet that has a picture of what he's looking for. He's working on handing over the money, acting appropriately, skills on the bus, and then we do have our like field trips. We'll go to King County Cougar game. Sometimes we go to the Drury Lane. It kind of all depends on student interest. Um, but we're really big on community
014based instruction. So, classes are in the community at least three times a week, some of them on a daily basis. And luckily, due to our central location, we can go a lot of different places and they feel comfortable. And we see a lot of growth just in our students. Some of our students really struggle just to be out and they grow in their time here with us and are able to access the community more. >> I just want to say it's really scary to come talk to a a group of adults. So you guys are super brave and awesome for coming and talking to us and we really appreciate you being here. >> Of course. Absolutely. >> Thanks for sharing guys. Appreciate it. [applause] Thank you, Danny. >> Thank you. >> All right. Uh, we'll
015turn it over to our student board members. Uh, who wants to go first this month? >> I'll start. >> All right. Um, good evening. I'm really happy to see everyone back. I'm also really happy that we got to hear from the T99 students. That's always great. Um, makes me really excited and proud to be part of this community. Um, after two weeks of break, everyone's really excited and happy and well rested to be back and continue this last semester of the school year. Um, everyone's getting back into their habits, waking up early, which I'm still struggling a little with, but we'll get there. um staying on top of work and overall just coming back to those habits. Um again, everyone's really happy to be in the building and just see each other again. Um again,
016there's has been like a pretty I will say very smooth transition back into the whole scanning. Um being on time for class, putting phones away. It's like we never left in that sense. Um that hasn't been a problem at all. Um if anything I think that there was kind of like a reset in expectations in the way that um teachers were very firm from the first day. Again this is what we expect from you from you guys and that has not changed. It wasn't just like a first semester thing. It wasn't just like a temporary thing. This is truly what we want from you guys and what's uh best for you guys to succeed. So I think that was great that overall strong message. Um there has also been an emphasis in that every day
017matters. Um that really encourages students to just make uh just successful decisions every day. That's being in time for class, putting your phone away, um just being an active p participant. Again, as this is the second semester, I think it's very important to have that very strong message for activities. um for sports seasons continue like basketball, bowling, stuff like that. And there continues to be a lot of excitement in the building for those activities. Um we also have future Mustang night coming up in the next few weeks. Um it's very exciting to welcome new students to DGS in the community and be able to support them and just um you know, welcome them with open arms to what's going to be their home for the next four years. Um there's also course collection uh sorry
018selection for freshman sophomores coming up which again pretty exciting. they get to like pick out their classes um and just plan with their counselors what they want, what they're interested in, what they're not interested in. Um so that's pretty exciting too with support as college decisions come out for seniors, everyone's a little nervous and um stressed out about that, but counselors, teachers, and everyone has been really really helpful in that sense. The college and career center continues to be um ve a very strong presence overall. They continue to provide workshops for students whether it's for like financial aid. They also release a lot of different information for scholarships. There's like different college panels. I've gone to a few and it has truly truly been helpful. Um and again lastly, access has been really uh helpful
019for students just being able to provide that support and overall teachers and the whole building has done a really really great job at welcoming back students and again spreading that strong message of the expectations we have and that we're here to support each other and overall s have a successful year. Thank you. >> Thank you. Thank you. [clears throat] >> Well, Roina, I think you covered it. [laughter] Um, um, first of all, I just want to start by saying happy new year, everybody. Um, and I'm so impressed with having those T99 [clears throat] students come in. I mean, I just know how nerve-wracking it is to be up here and speaking in front of people, right? And for them to be able to do that, I'm just so impressed. So, um, let's get into it.
020Um, it's great, um, to be back at the start of 2026 with real momentum. Across my classes, there's been a clear and consistent focus on goal setting, reflection, and forward planning. And honestly, that continuity has been impressive to see. When students hear the same message reinforced across classrooms, it sticks. If I had to define the road map for 2026 in two words, it would be student ownership. Student ownership. >> Moreover, accountability, initiative, and personal responsibility are no are no longer just expectations. They're becoming a the culture and that mindset is showing up everywhere. >> So, um first a little bit um I would just want to talk about what we are seeing from the student perspective. So, let's start with our phone policy. Um, clearer expectations definitely equal higher compliance. Um, most phones are going
021into backpacks, not necessarily um, the pockets, which we've definitely covered. Um, and has reduced distractions and increased engagement. I've seen engagement increase in my classes. I know we've seen that in South too, and I think that's really great to see. Um, a lot of people are asking me, why do you think the phone policy works? And I believe students understanding the why behind the policy is what is the driving force um of why phones are actually staying away. Since um teachers and administration are kind of like showing us the studies and the reasons why we implemented this in the first place, students are starting to see the benefits in class for themselves. And I think that's the most compelling data for them to be there is like actually experiencing the positive benefits. I think that's
022the most driving force of why it's actually working. Um most importantly that self-regulation aspect is a key highlight of this policy since students are coming into class regulating themselves even after high school whether that be um in another in academic institution or any other post-secary route. Um this will lead to huge success um in those paths. Um moving on to attendance and that everyday culture that um we've brought at both schools. Um strong emphasis on showing up and being present um and being counted is huge. Um, after interviewing students, a common theme that came up was accountability for their own for their attendance. Um, with scanning in that is causing less confusion and more consistency. And I want to point out something that I've noticed when it comes to the scanning in. There's something to
023be said about the action of a student physically going up there and being responsible for their attendance and like the physical act of like scanning in and making sure that you count. I feel like that's something I've noticed and I think that's like a really cool um benefit that we haven't really pointed out is like the physical action and like the chemistry in your brain that's happening of you going and being responsible for yourself. I think that's really interesting. Um so moving out of student accountability and ownership, teachers are holding students to higher standards um and students are rising to them. Since there's a follow-through with consequences and written guidance on how to correct behavior u with processes um involving our deans, counselors, and admin administrators administrators, this is definitely leading to more consistency. Um
024that noticeable shift from being told to taking from being told or to taking responsibility is something that has been a focus when it comes to um interventions and conversations about a student acting in a certain way. In my experience, um I've witnessed those conversations being supportive and understanding the why of why the phone was making its way out or whatever um rule was broken, the why behind that and how we can avoid that in the future. Um moving on to athletics and school energy winter sports are in are full underway um and school spirit is high. Uh research as we know consistently um shows that students feel more connected through athletics and extracurriculars and I just love seeing that from my perspective and all of my peers. Um overall clear expectations, more structured systems, and
025a stronger sense of student ownership is definitely happening. Um I think some of the most um excited things that students are excited about right now. Um they're definitely hearing back from colleges. I know I'm a little nervous. Um winter winter sports seasons are in full swing swing. Um and this um January we have 226 students representing Dinos North um at um Collegiian DECA. So that's a little exciting. Little shout out to DJ and DECA. Um, looking ahead, um, students focus for 2026, um, as we move forward. Um, continuing to take ownership and I think that idea of student ownership and accountability is the most important goal and thing that we've all been focusing on. So, that's what I like to see. Um, other than that, I think I think we both covered it, but if
026there's any questions, please let us know. >> What was the number of DECA students that you said? >> 226. Wow. >> Just a couple. >> And that's across all four grades, right? >> All four grades. Yep. Yep. So that's gonna be super exciting. That's one of the biggest numbers we've had. I know when I started my freshman year, we had 50. Wow. >> And before that there was 16 during co. So it was so interesting because before co we were at like 100 and that was like pretty big for >> but it's been it's been so interesting each year we've outgrown a space. So we started in the lunchroom then we went to the auditorium and now we're in the common space. So I just like seeing that progression. Yeah. >> Thank you both. Thank
027you. >> All right. Thank you. [clears throat] All right. Uh moving into tonight's uh reports. Uh we're starting with facility and capital planning with Travis. Good evening everyone. It's good to see you. Happy New Year. Um I'm going to be covering just over $3 million worth of of work uh that uh we're going to be talking about tonight. Um I am presenting these as possible projects, right? So last year we made a concerted effort to make sure that we looked at the five-year financial profile and planning um to make sure that our uh capital projects were in line with what we can do uh budget-wise. So, we're continuing with that um that projection and looking at the the possibility of these uh capital projects in the coming months and as they become realized um any
028ones that need approval we will be bringing uh to you for uh for appro approval as well as going through the bid process for those that we need to to do so for um for facilities planning. Again, this is something that in years past um we had uh I will say controlled this at the district level. We put this money back into the building budget. Um so each building the total for both buildings is $185,000. Um so you can in essence each building gets $50,000 for large repair and maintenance services and you can see the list there [clears throat] of different uh items that we have. Uh that worked well this year. uh it gives a little bit more flexibility for the buildings as well uh to take care of uh things that need to
029be taken care of in real time. Uh so we found that to be a benefit. So we're going to continue with uh with doing that in this this next year. Next area is um we're going to talk about the different capital projects. So at the district level um we do have two driver's ed vehicles uh that we would like to replace again this year. Um again we have an aging fleet. uh we have some the two that we have to replace uh Luke has identified as definitely needing uh to to occur. So [clears throat] we'll be looking at that. Uh we'll be discussing what does that look like? Are we looking at a traditional ICE right internal combustion engine vehicle? Are we looking at another electric vehicle? We have not had those conversations yet, but
030we will be having those those conversations uh to [clears throat] to plan for uh next year. So that is the main that is the only thing that we have at the district level and then I will say at the at the building level. So if you look at we'll start with north uh Michelle Cannon and Ken Sorenson um meet and talk with different individuals in the buildings as well as we have several uh we have monthly operations meetings um and we have several conversations surrounding the plans for next year. So they have just under $500,000 of identified projects. Um I'm not going to read all of these that are here, right? But you can see um the auditorium. We we've talked about that a little bit in past meetings. We have some re remediation that
031needs to occur there along with some painting. Um so that is budgeted there. Um we have uh some upgrades for univvents and different HVAC related work that is not tied to our health life safety work but things that we've identified that we need to do. Um, if you can go to the next slide, please. As well as you'll see those top three are related to the pool. Uh, we want to keep our pool running well, right? Especially when T99 uh comes over to the building and and is able to use that. Uh, but pools are expensive and there are a lot of things of maintenance and upkeep that we need to stay on top of or they get more expensive. Uh, so those are three things that have been um identified. Um, and you can
032see there's there's some other things that are to help enhance such as having uh streaming capabilities at at our auditorium. So, that rounds out north at south. Uh, Mike Grayes and Omar Davis again have conversations in the buildings as well as in our meetings. Um, and they have identified four things. You can see that top one with the tennis court is quite pricey. Uh we have had drainage issues um around our tennis courts and that has caused issues with the playing surface. Um some upheaving and cracking and so that is something uh I know Mike has been looking into for a couple of years trying to find uh a plan and trying to find a good solution to that and we feel like we have found that uh and this work would definitely take care
033of that. um as well as giving our our basement some uh lightning um and some and some painting in that area. And they've identified as well they they want to replace the soft uh softball scoreboard. Uh and again, those are estimated prices. So that comes in just under $463,000. Healthife safety work. These are are things that that first one the board approved our construction management. So again, this is outside of um this is in addition to and we're planning on for our fiscal year 27 budget to take care of that. Um as well as as part of our health life safety project, we have 21 new rooftop units that will be installed. Um what also needs to occur is controls have to be put on all of those rooftop units and that's not something that
034can be part of the health life safety project. Um, we have gotten an initial uh quote from Precision uh for that just uh just over $410,000. So, we're looking at refining that trying to figure out is that exactly what we need with what they have uh what they've stated. So, that is um that may change in looking at at that in the future. This is no surprise. We've been talking about the fieldhouse flooring for three years, right? But this is uh again to keep that in front of us. We paid uh part of the project in this fiscal year. This is the remaining part that will come out, some of it uh through our working cash bond proceeds uh for athletic improvements and then the rest will come from our fiscal year 27 budget. Um
035and that comes in just over uh $1 million. >> That work's being done this summer. >> Correct. Correct. Yep. We're we're in finalized uh planning uh for the design for for those and we'll be on schedule to get those both done this summer. So that gives the total cost breakdown. As I said in the beginning, just a little bit more than $3 million. Um those are the potential projects that we've identified. Uh and again, we will align that with our financial resources as we make those decisions. any questions about any of the any of the projects where the plan is we're we're moving forward. [clears throat] >> It's pretty equitable across both high schools [cough] >> and some years [clears throat] it's not right. I mean it's not always going to be uh even across
036both sides, but yes, this year it's it's almost spot on. and and we've done so we didn't just do this year. We have out for the next five years uh is what we look at. And obviously the the further away you get from today, the harder it is to project not only the projects because there's going to be other things that come up, but more importantly the price, right? Um and and that is hard to do, but we have that. So, and we've provided that to to Jere so she can include that in the five-year financial projections as well. Can >> I just ask about the south tennis court? So that you said it was due to a drainage issue. So is that cost to address the drainage issue and the quartz or Okay. And
037does the drainage issue I forget what else is over there, but does that affect any other fields? >> It'll be the way that it's going to be designed. It will disperse and it's not going to cause any drainage issues in areas. >> We had to do the same thing at North High six or seven years ago. >> Yeah, it was a few years ago. and and with freezing and thawing it just doesn't it's not good. It's it's just a growing issue for sure. Okay. So, we'll we'll continue to monitor and again as projects uh become realized, we'll you'll hear more about those as we get closer. Um some exciting things to share here is an opportunity for uh a a pretty sizable uh enhancement to our security. Um, so we have an an aging security
038camera system. Um, we have uh just over 400 cameras uh across all of our buildings including here and T99 North and South, right? So all of those buildings. Um, so we've been investigating different solutions for for quite some time longer uh than this the fall of 2024. Uh but we've really started to dig in with that as our 30-day backup target that we have um is becoming harder to maintain. Um we have on-prem uh servers that we uh maintain and go through. That's a lot of data uh that are that are in our systems. Uh so what we're looking at at [clears throat] doing is enhancing and and moving into the the cloud. Um, one of the things that uh really prompted this, right, we wrote the uh cops school violence prevention program grant. Um,
039and a couple months ago um we were uh we received notice that we did not get the grant. So, knowing that this is an ongoing issue, we are going to submit the grant again. We have that ability. But in the meantime, what are some other things that we can do for our our system? So if you'll go to the next slide, please. So really what we're you can see the breakdown of the of the uh the counts there in our in our buildings. Um we're looking at utilizing the existing hardware of our cameras, right? The lenses uh the views with a cloud-based system uh that really enhances our effectiveness and efficiency. So, think about we're we're modernizing the the views through in essence AI where it's able to process um you can do image searches
040to help with identifying issues after in a much more efficient way. Um, but you can also use it as a pre-notification system such as um if there was a camera in this room, we could draw a virtual line over that door and if any if that anyone entered or exited, we could receive a notification. Um if there are there are other enhancements and and opportunities that um we certainly do not have uh with our current system that this would allow us to not only be efficient but also to be proactive in a way that that we're able to utilize the system uh to really help enhance our our security. So if you think about that functionality, you know, uh the number one uh security breach is usually by an open door, a prop door, something
041along those lines. We harp on, we monitor, we go through and we really, I think, do a a good job with that. It doesn't mean that we're 100% proof. By having things such as that line set up and you get notification, it allows for that immediate and and you can do that in multiple different ways of receiving notification that our safety um and administrators could be alerted for different things that occur in the building. So, we've evaluated um [clears throat] uh and had a successful pilot not this fall but the fall before utilizing this system. Um uh we provided training for our security staff uh received good feedback from them on the functionality of the of the software um and what that is able to allow them to do in a much more efficient way
042um and effective. Um and then again this utilizes we're able to utilize the tips contract um which would uh adhere to our our bidding responsibilities uh related to this. So, Seconds Matter Safety Solutions is who he's been working with. Um, and after I let them know that we did not receive the grant, um, I said, "Is there anything you can do to sharpen your pencils?" They went to Motorola. Um, and you can see we can receive just uh just over a $102,000 uh savings from what was initially quoted. So, that five-year license uh cloud subscription uh would just be over $280,000. And again, that is for a five-year term where we have that that licensing and it can work with our existing cameras. Um we're working on other ways to improve our cameras as well,
043which would be an overhaul of our entire security uh system, but this is a huge part of that that process. Um so in talking with uh jurie uh we believe that in in this year's operations line items we can uh [clears throat] handle this this cost um and if we were able to move forward uh we would bring this to the next board meeting for consideration and approval. And if that occurred we would have this um installed in February um and and operational. So we would yet realize um uh the functionality of that in this school year plus the next five years. So I was able to to talk them into not just five years from the day that we do that finish this school year and then we have five years after that. So
044it would align uh if you will with our fiscal year which would be of great benefit moving forward. Last slide please. So again, I I basically covered this. Um and then if we did pair that with our energy conservation project, if that comes to fruition. Um I I believe we would be able to revamp our entire security camera system uh with new cameras and the new the new software uh which would position us really well for uh future years to to come. Um any questions uh related to this? If you move forward with the project and we incur the cost, you said you're going to rewrite the grant, >> can the grant be retroactive and reimburse us? >> Not for that that component. Um, but we would we would look for a different angle for
045how can we improve our our safety and security in different ways. >> Was that um expense was that a lump sum payment for five years or is that >> yes lumpsum >> lumpsum in advance? Correct. Is that why we're is that how we're getting the cost savings by playing paying in advance is what we're doing. Okay. >> Are these totally different buckets than what you presented on before? Like or are we just further along in this like why are we spending what we have this year on this over the other things you >> So these are completely different >> totally buckets different buckets. >> So and this is um [clears throat] timesensitive because of the the savings opportunity. >> Okay. So it's it is uh it was presented if if you're able to do this
046in January, we're able to do this in this significant and I was able to actually they wanted to do it in December. I said there's no way we can make that happen. I need you to extend it to January and we were able to to do that. >> And you've already done a trial. So you've had some [clears throat] hands-on >> We've had hands-on. Yes, we didn't do it with all 403 cameras, but we had I believe about 30 cameras that we had on [clears throat] and to see the difference between the systems, it it was we received really good feedback from our from the users that are in it every day. The the other aspect I will say, and I don't think this is a a problem to divulge, but if we have a
047an emergency situation, um we can send out a link to our first responders and they can then have access to our cameras and view it. And you can set the time frame for how long that view is accessible, which is again another huge safety component where they're not going in blind, if you will, of something that's going on. There's additional cost savings because we don't have to buy into our maintained servers in the future, right? >> Correct. >> Yep. >> If we if we move forward with this, what would the time frame be for installation of the whole system? >> We would get going. It would be installed in February. So, and it would be operational. So um by by our um we're trying to align if if this moves forward where during our um
048institute day uh we would be able to provide some additional training for our security uh because not all security were here when we did the the [clears throat] training and it's been a little while right so we want to make sure and do that and we not only need to um it's not only our security that needs to get trained we need to do our our administrators as well and and get that up and running Oh, it's cool. >> So, this is a a five-year contract. >> Yes. >> And then we'd have to re-up after the >> Right. >> Okay. >> But and if we move forward with it and reup, they wouldn't have to like reinstall or like Okay. it's there and it's the the other the other component with that is um it's
049not a proprietary system in the fact that if if we don't like the the cloud component and we end up putting in new cameras the systems now are using the the cameras if you will again as lenses. So it's it is that functionality that the brains behind it are what we're paying for that fiveyear >> that fiveyear cloud got. Okay. >> All right. Any other questions for Travis? >> All right. Thank you. >> Thank you. >> Moving on. This is a report uh Jeff's going to provide. It's was in the bundle of information that the board requested over the summer that we presented at some point during the school year. Uh so Jeff is here to give it to you. >> All right. Thank you. Good evening everyone. Again, happy new year and uh welcome
050back to another calendar year of board meetings. So, all right. So, we'll get started here. I wanted to start off with just some uh numbers, some data for you, just to kind of give you some context and perspective of kind of what you know we're doing on an annual basis when it comes to hiring. So, um so starting off total positions that we posted last year, 79 total positions. I note that that says regular employment. So that is uh full-time part-time positions but not like subs or like stipen positions that aren't that you know a full job but that does include like part-time positions. So if we had [clears throat] a h a6 FTE teacher that's included in there for example uh went through and looked at the numbers we had an average of about
05110.2 applicants per posting. Um and the range was anywhere from one applicant for a position all the way up to as many as 52 depending on what the [clears throat] position was. So pretty broad range there. Um obviously teaching is the number one thing we do. So looking at our certified staff, uh this represents our teachers as well as our administrative postings from last year. So we had 30 total postings. Again, regular employment for those positions. Um and the average there is a little bit higher, 14.6 applicants per position that we posted for. Again, range pretty wide again uh from one all the way up to 41 uh applicants for each of those positions. So, uh, still pretty good numbers overall. Uh, next up is some information from the state report card. Uh, just to
052give you an idea of what our retention rate actually is. So, we're this is these numbers like every other report we get from the state are in the rear. So, this is uh a year old already, but we had 94 and a half uh is our retention rate at district 99 compared to 89 and a half at the state level. So, we're 5% above average. And look, when if you look back, that's pretty typical of where our number ends up being. is, you know, right around 94 95% on an annual basis. So, we're pretty steady in that regard. Next slide, please. Going to talk a little bit about the hiring process in general. Uh, one of the first things obviously is what are we doing? How is recruitment work for us? Um, so we have
053a few points here. The number one, uh, and we've talked about this, this has come up several times at meetings here is that, uh, very fortunately for us, district 99 is seen as a destination district. Um, so we have a very tremendous reputation, uh, being a larger district the way we are with the number of students we have, two comprehensive high schools, uh, our programs in terms of our athletics and our arts and things that get out into the community and and give us a profile not only statewide but nationally really just puts our name out there. um when uh you know I talk with potential applicants or people who come through you know they seem to sometimes I'm usually impressed how much they know about our district already just from reputation. So that's huge.
054Um and a lot of those conversations I have come from one of the next components there which are job fairs. Um so [clears throat] you know try to get to you know several job fairs a year. Again keep our profile up there to continue meeting people just let them know that hey we're District 99. We're out here. are interested in meeting you and we didn't, you know, want to maintain that destination and district reputation, right? So, we try to stay out there. Um, some year last year I didn't get to as many. There were conflicts with uh negotiations that were going on the same time. Sometimes job fairs they schedule in the same day, but a couple I always go to for sure is ISU does two a year. I always try to get to
055at least one for ISU. Um, if you aren't familiar, uh, they are the number one uh, producer of teaching candidates in the state of Illinois and I believe still currently ranked fifth nationally. So definitely like to try and get out there. Um and then also with the uh professional group that I'm a part of, NWPA, with other uh human resources uh people in the same position I am throughout the western and northwestern suburbs of Illinois. Uh we do one every year uh as well in every year in March. And that one is not just what's great about that. It's not just uh school specific, it's comprehensive. So we've got, you know, there's 23 24 districts there. And then we've got people who are looking to move from districts. I've met a lot of candidates who
056are coming in from out of state looking for jobs um as well as the new graduates and things like that and we've hired several people that I've met from that job fair throughout the years which is really great. So again just kind of keeping that profile out there. Um then you know last thing is posting. So obviously you know if people are searching for district 99 or searching for jobs they're going to come across our website. Um but our website also feeds into the regional office of education website. So, if you ever been on there, you can see they used to have one link and then you'd go on there and be all the districts and you have to kind of sort through it because we have switched to Red Rover over the last year
057and a half here for our um uh job postings and application system. We actually are one of a couple districts. We have our own little link right now. So, it's kind of nice. There's like everybody and then there's a couple districts like us who have our own link. So, that gives us a little bit more of a profile I feel like in in the area here if people are looking specifically in DuPage County. Um, and then also that will pull to thirdparty sites as well. So like Indeed, Zip Recruiter, they pull our postings. And so, uh, when we go through and look at applications, it'll say, "Oh, how'd you hear about the district?" So, sometimes it's referral district website or Indeed is probably the one I see the most frequently besides word of mouth or
058district website. So, you know, people seem to be seeking us out, but we are in a lot of places there. Um, and you know, word of mouth travels. our best uh recruitment tool really are our current employees who you know lots number of times I hear from people oh yeah I know somebody who works here that's why I was interested in the district those types of things really all really are great things to help us recruit >> question for do [clears throat] we do any HBCU targeted recruiting to perhaps increase our diversity in the teaching rate >> yeah so I've reached out uh to some [clears throat] multiple universities on a couple different occasions um I've gotten some mixed responses in terms of of of replies Um, so there's some job boards and things that
059we can work with. Um, there's also uh diversity and ed who I've worked with and done a couple of their job fairs before which focus on diverse candidates. So I do try to keep those things going as well to make sure we are appealing to diverse candidates because we want to keep that going. That's a point of emphasis every year uh when we talk to our staff, our hiring staff, our district leadership team. And I always make a point to make sure we understand, hey, we are looking at here's the makeup of our student population versus the makeup of our teaching population and you know talk about making sure that we're intentional about making sure we are trying to recruit and uh purposely review uh candidates who are diverse so we can keep moving those
060numbers in the right direction. >> Cool. And secondly, are we doing any targeted recruiting on either the east coast or west coast to tap into the young students coming out of those outstanding schools as well? >> Um, nothing particularly targeted to the coasts. Um, but uh, you know, it it's mostly Midwest centric and then like I said, some of the outreach I've done for some of the H.B.CU that you've mentioned. Yeah. >> Good. Thank you. >> All right. Um so next I want to talk about a little bit what the process looks like for our candidates. Uh so they come to our website uh and they will fill out the application and part of that is a video interview for everyone. Uh to your question Ken this is how this helps us that make sure
061that we are you know make sure we review those diverse candidates because we get a chance to see them as well instead of just seeing a resume with just the words on it. Um one of the nice features too to help streamline the process for candidates is we do have uh there's some AI built in. It's not for reviewing candidates. What it does is just autofill some of those demographic um fields. So like address, name, things like that. They don't have to keep typing that all in over and over again. So that just kind of streamlines that a little bit for them. Um then if people are selected to move forward, we have two rounds of in-person interviews is what they go through. Uh obviously you have a larger group for the first one gets
062narrowed down to a smaller group for your second round interview. U people who get through that, you are then typically asked to do some type of performance task. So, if we're looking like at administrative assistance, they might be given some data and be asked to man manipulate a spreadsheet or something of that nature, compose communications that may need to go out uh for our teaching staff. They may have to pro uh provide like sample lesson plans, assessments, or when we can, I know our department [clears throat] chairs really like to get the opportunity to go see them actually teach in person. So, that's something that also has happened. So, large variety of things depending on, you know, the candidate, the position, the need we have. So, uh lots of those things happen. Uh once we
063get to that point, we've kind of narrowed it down to either our two to three finalists. That's when we send uh our candidates out for their background check screening. So that's the fingerprinting and then that gets run through both the FBI and Illinois State Police databases to make sure we're covering all those things to see if there's anything we need to be concerned about or if there's simply something that might disqualify them from employment in a educational setting. Um once we get those two three finalists, then we have our final interviews. That's for our certified teaching staff and our admin. So for our certified teaching staff, they do a final interview with Gina. Sometimes if schedules allow, she might be included in that second round interview, but that's a very important piece obviously for our
064teaching staff is that her position meet those folks. And then for admin, depending on the position, our building principles or Hank uh do like a final interview with those finalists to, you know, tease out those last remaining questions that may have been flushed out during the interview process uh to just make sure we are making the best possible pick for for our students. So, as you can imagine, this whole process involves more than just whomever the department chair or the admin is that's doing the hiring. Oftentimes, there are team of people involved, especially [clears throat] for our certified teaching positions. Um, and so we do some things with the team members who are going to participate on those panels to make sure that they are in the right mindset and thinking about the right things.
065So, one of the things we do is we provide them some uh resources about mitigating bias and stereotyping. So we want to make you know everybody has their inherent biases whatever they may be wherever they come from. Uh the point of this is that they review some materials to be you know just a reminder be cognizant that you do have those and to do the best you can to kind of put those aside as you're reviewing candidates you know and that's you know personal biases or just things like recency bias which is like the last candidate came in there wow I just they're fresh in my mind they seem fantastic. Well the person in the middle might have actually been the best candidate. So really taking each candidate as they come in on their own
066merits and trying to make sure that we are you know not letting things like you know re biases like familiarity bias like I'm not you know make sure I don't get too excited about short stocky bald men who come in for interviews right got to make sure [laughter] we're just picking the right candidate. Um then we have uh you know review and stress confidentiality. That's another thing we review with our our panelists because we want to make sure that this is a very sensitive thing. people are coming to us uh because they we are the destination district. They trust that we're going to be um you know have some fidelity in our process which includes not sharing their information. The fact that they're interviewing in our district because they may have not told their current
067employer yet. They might be trying to dip their toes in and stretch out. We want to make sure that we are being clear about that. And also we want some we want to maintain integrity in our process. As I mentioned there's two inerson rounds of interviews. There could be panels that involve teachers in both of those. We don't want them talking to each other and then I say something to April that's going to then create a bias when she is part of that second round of interviewing. So we want to make sure that we continue to stress that with our our folks who are involved in the process and then feedback forums and discussion. [clears throat] So uh there's a standard form for our certified teaching candidates that's used in interview processes where they [clears
068throat] you know in a Google doc submit their feedback and then the department chairs and and Gina and the principles can all look at that. uh we use the same thing uh we uh modify that form then use that for when we do administrative hires to make sure we get feedback and collect that from everybody and then it's all nicely set up there in a database and we can sort it and you know do all kinds of things with it to analyze it from all kinds of angles. Um and then obviously also there is still uh opportunities for oral discussion as well to get people's impressions. You know what are the things that you saw that you liked you didn't like about a candidate? What are maybe questions you still have for that candidate as
069they move forward that especially in that final interview piece with the finalist that we may want to kind of explore a little more before we make that final determination that we want to make an offer to a candidate. >> So some highlights on retention. What are the things that uh seem to be helping uh us attract and keep people here at District 99? Uh the first thing is we do have very attractive and competitive compensation and benefits. Um and we we're a well- resourced district, so we're very fortunate to be able to do that. And and that certainly if there's two very nice places culturally, environmentally, they're still maybe going to come and take a look at us because they're like, well, you know, this might be a move that can help in my family.
070especially with the our recently settled contract with DGA, this is a really great uh thing that people are aware of and they're looking at. And I'm not talking about just about straight salary, but there's already buzz like for example about our tier 2 program that we have for the matching uh for 403bs and stuff. So, um certified new teachers get the teacher academy. That's always one of the question. Oh, yes sir. >> You said there's buzz about that. >> Little buzz. Yeah, people are >> it's it's well known in the teacher community about >> I'm not sure how if it's super wellknown, but there's people that's starting to gain a little attention. Yeah. Okay. So, when you come back later in the spring, it might be a little bit more close to wellknown at that
071point. I'm hearing about it from my colleagues. I know Hank has heard it from his as well. Um so that people are asking questions about it. >> Great. >> Yeah. >> Thanks. >> Yeah. And I actually met with the committee today who's uh talking about some of those things and they're very excited about what this can do for our staff and for these efforts as well. Um so certified new teacher academy uh this is something for all new hires. Um lots of places have various types of mentoring programs but not everybody does their an academy like we do. Jake and Keith do a great job organizing this every year and uh when I tell new hires about this they're like oh wow like it's like three days of learning about our grading practices are uh
072you know getting to meet your other new teachers uh administrators and then of course one of the things you get to meet hopefully as well is your mentor. So everybody's assigned a mentor for the first year, which is another thing that is always asked about and people are very excited to learn about that. Robin Fardy does a great job managing that for us and uh there's, you know, obviously different points throughout the year, different things they focus on to support our new staff at those appropriate times throughout the year. Um and it's just really great. Um, for our support staff, we have some piloting going on as well because when we're talking about our support staff and uh, recruiting retention for them, one of the things that we hear about that is sometimes they feel
073like they maybe are dropped in because they're not coming in right at the beginning of the year typically like teachers are. They may come in throughout the year sporadically with those positions. And so we're piloting some opportunities there and how we can provide more of a mentoring program for those staff as well to again help them feel more settled in as they come in more supported and also then make another opportunity to be attractive because not this is something that's not really done in a lot of places. So uh we're trying to stay on the cutting edge of that for that support staff population as well. Can >> I just ask I know mentoring is sort of challenging and you have to want to have a mentor to benefit from a mentor, right? So is
074that an optional part of the program or like are people required to have a mentor for the first year? Like I just AC workplace >> the program we have in place right now is for our certified staff and they are required to have a mentor for that first year. Yep. Mhm. >> And do we have like any specific I'm sure it's not a lot like require like other than being a teacher like do you be in a different department? Do you have to like is there any things we've learned that have worked well to align? >> We typically try to partner people within the same department because they're navigating those same things and the course teams and their department chair and stuff. So that's how we typically assign those. Yeah. And one of the things
075I always tell our new hires too is you you'll be assigned that mentor. But one of the things I've learned about, you know, both of our buildings is or actually all three of our buildings is true at T99 as well. you may have a mentor, but then if you come in as somebody who is, you know, willing to work and is eager to learn and be, people are going to fall over themselves trying to help you, it really is amazing. So for our new staff who are, you know, putting themselves out there, they really get supported very well, not only formally but informally. Um so question I was I was curious um does the fact that D99 has two very talented and outstanding principles help in recruiting uh experienced teachers? >> Yeah, it it does.
076I mean uh one of the things that I am impressed with is we do have again you know we get a lot of teachers who are looking to move from other districts that come here and uh yeah principles are as good a reason as any that we have. We've got that our staff is beyond that as well. So, um, and I'm about to say something nice about you in a minute, too. So, don't stay tuned. [laughter] >> Um, >> interrupt. Can I just So, for the mentoring, you have, we have, of course, brand new brand new teachers who come with no experience. Do you have a different path for the new teachers versus those that come in with experience? And it is it a one year only or do some teachers [clears throat] after that
077one year especially new teachers with little experience is there expectation beyond the one year? >> So there's not we used to have it a little bit more lengthy like two three years. Uh so for our new teachers who are brand in the profession, they have one year formally but then there's like groups that they can continue to work with after that if they choose to and maybe if their mentor says hey you really should maybe you know continue to do some things and working with some other people here but it's not as formal as it used to be. We used to stretch it out a little bit more and and that was becoming a bit arduous. Plus we were also finding that you know a number of our teachers are coming with at least a
078couple years experience and that it was becoming a bit redundant for them at some level too. So, but uh the support is still there for those who want and need it in year two. It's just not as formalized as it is in year one. >> So, do we have numbers on how many of our staffing um like your our full-time teachers are brand new out of college and undergraduate programs versus what kind of >> I don't have a specific number. I'd have to look that up. But, uh, I would say we're pretty close to 5050, uh, in terms of teachers coming with at least some experience versus fresh out of college. Yeah, >> it's pretty close to 50/50 if I had to guess. >> Thank you. >> Yep. And I'll add on to the the
079mentoring piece. Remember, all of our staff participate in personalized professional learning. So when they move out of that uh first initial program, they move into their own centric uh program developed and driven around what they personally need. So at that point, you somebody that might need a little more help in a specific area because they're a younger teacher can kind of self- select into those areas based on the feedback that they're getting from their mentors, from their department chairs, those kinds of things. So it becomes very differentiated depending on the need of the individual teacher. >> Y >> is that six hours of PD that you guys do yearly for like an independent >> So you're talking about you're talking about independent um >> it yeah it's a minimum of boy how many how often
080do we principles do you know off the top of your head or Gina how often does PPL roll around? Once every three months >> once a month. Once once a month or once every three weeks I mean. Yeah. Yeah. Once a month. >> It's in our rotation for resources. >> I think it's closer to every month. >> So throughout the whole year >> might be. Yeah. [clears throat] >> Also. >> Yeah. Yeah. So it's frequent. >> All right. So uh some going back to some of the things that help us retain staff and attract staff. Additional amenities. uh our facilities as you know we several years out of the MFP but uh really is something that uh you know people come and visit our campus for events whether those be performances or sporting events they're
081seeing the great facilities we have um I've spoken with you know teachers who are excited have heard about our auditorium spaces or about our spaces for CTE and fine arts that have been revamped um and there's people who are just excited to get in there and see those things and when they see photos or they've talked to people who work for us who've been in those spaces or their families and their children. Um, it's really, you know, those things attract people and, you know, really those facilities get maintained wonderfully by our great CMG staff who do a great job keeping everything in tip-top shape to help us continue to attract uh people and have retain [clears throat] them here. Um, another thing is board leadership. It I I was joking with you, Ken, but it
082is true. Um the leadership that we've consistently had for several years here on this board is really something that is focused on uh students, what's best for students, realizing we have our resources and using those responsibly to support students and our staff to do the best they can. Um and I know that you know there's people here that feel very fortunate that our board has been supportive the last several years about many initiatives and people come over here. Some of them are coming from places where there it's not so nice. it's more contentious, uh not as well organized, and so that's definitely a plus for helping us uh recruit and retain. Um, as I mentioned a few times, we are very well resourced, so we do have opportunities to allow our staff to do some
083really cool and unique things that you hear about on a regular basis here at these board meetings. So, that's really truly amazing. And then the D99 Foundation is also a part of that with the grants they provide where our teachers have a chance to come up with unique creative ideas and then have the foundation offer them a little extra support for that to to make some of those ideas reality. And then last but not least in this list here is the just outstanding people and community. I mean, we're in a place, it sounds a little bit cliche, but um you know, there's a lot of great communities in this area, but having been a Downer North graduate and uh you know, grown up here and my parents and aunt uncle and lots of friends still
084live in this community, um you know, there's there is a certain thing and if the people right people come here, they stay here for a very long time. And as you if you look at, you know, the years of service we have in a lot of our teaching staff and support staff, there's people here have been for 10, 20, you know, pushing 30 years. And so that that says a lot about the community itself and how much people care about what they're doing here on a regular basis. And then that just reeminates then as new people come in, they continue to want to be part of that and continue that tradition. >> Any other questions? >> Yeah. Uh I guess it's a two-part question. Um [clears throat] what are the the out of all the
085uh teachers support staff uh grounds? Do you have an idea of the area with the uh highest retention and and versus like the area of the lowest retention? >> Um I would say highest retention probably is our teaching staff. Um there's the least amount of turnover in a percentage- wise over there. Um, I would say probably then where we have the hardest time uh with retention or the greatest turnover. Um, again, I'd have to d I'd want to verify this to be sure, but if I had to guess, I'd say it's probably pair of professionals. Um, and you know, that's for lots of reasons. One of those is a lot of those pair professionals are people who are seeking to move into teaching positions. So, they work with us to get some experience and then
086they either go to school or they've been going to school and they're finding themselves uh looking for more full-time or employment in a teaching role as opposed to a pair professional role. All right. Any others? >> Thanks, Jeff. >> Thank you. >> Thanks, Jeff. >> All right. [clears throat] The next one is riveting. Uh Julie and I have been doing a little bit of work around closed uh meetings and announcements for them and uh have determined that there is not a requirement that Don has to read uh [laughter] a novel every time we go and as much as we like hearing that uh we are Julie and I are recommending that we shorten this. So, what you see there are the reasons why school boards can go uh into close session known as open meetings
087act exemptions. You've all had this in your training. What you see the number next to it is actually the the clause that it correlates with [clears throat] in the open meeting act. So our recommendation here is whenever the acting board president is giving the reasons why we are going into close session instead of reading the entire clause for personnel they would just say we're going in for one personnel or 10 matters relating to individual students or 29 audits right and obviously when Julie and I prepare mostly Julie uh prepare the board packet it will list the entire clause so that if somebody's you know taking a look at our packet online, they see the whole thing. But just for for the ease and for how quick uh you know for tightening up our meetings, we
088also think that for the general understanding of the public when we read that whole personnel clause and you start talking about things like tribunals, it like what why are what are they doing? uh this makes it a lot more clear to the general public uh the meaning why we're going into to close session. So we recommend this as a practice moving forward and if everybody's okay with [clears throat] that, Don will practice it this evening. So does anybody have any concerns about changing that practice? >> Great idea. >> Let's hear it, Don. >> All right. To the uh first reception of visitors, do we have any slips? >> No, sir. Okay, thank you. Don will now practice. >> Um, so I need a motion to go into close session for item A, which is OMA
089exception one for personnel. Item B for OMA exception number two for collective negotiating matters. Item C for OMA exception 11 for litigation. >> So moved. >> Second. >> Uh, can you call the RO? It was Chris and Ken, correct? >> Chris, I'm sorry. Yes, thank you. >> I'm a little out of practice. I apologize. >> No problem. Just >> you didn't have time to warm up with no long so short. I know. [laughter] >> Chris Espinosa, >> I. >> Ken Dawson. >> Hi. >> April Fein. >> Hi. >> Michael Riskey. >> Hi. >> Cara Casten. >> Hi. >> Katie Courtourtney. >> I. >> And Don Rener. >> I. Motion carries. And for the members of the public, the only action the board will be taking when we come out of close session will be to
090agenda. Take a short break and we'll be back in here for close.