001I call to order the Asia Community Unit School District Board of Education Board of Education meeting. Can I have a roll call, please? >> Mr. Cerrone >> here. >> Dr. Martin, >> here. >> Dr. Mario, >> present. >> Dr. Pock, >> here. >> Miss Robinson, >> present. >> Miss C here. >> Miss Wenmouth, >> present. >> All right, let's all stand for the pledge. 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. 4.1, the pride recognition. >> Okay. Thank you, board. Um, if we can have you join us in the middle this evening. We are excited for our very first pride recognition this evening. Tonight we acknowledge our pride winners from Boulder Hill,
002Brokawa, Old Post, and Asiggo East High School for the month of October. Pride stands for proudly recognizing individuals demonstrating excellence. The board of education began this program 10 years ago to recognize, promote, and celebrate the many contributions made by teachers and employees across our district. We thank our generous district partners who support this program which is presented by Serve Bank and supported by donations from Chick-fil-A, Culver's, Imagination, Print and Design, Huntington Learning Center, The Scoop, KCT Credit Union, Texas Roadhouse, and 113 Maine. Your contributions make this program successful. We'd also like to thank all those who nominated individuals for consideration and note that each nominee has been recognized with a certificate. Awardees, after your name is called, we ask that while we're sharing your nomination, you come forward to be congratulated by the board and
003Dr. Kgatti and then stay up front until the rest of the individuals from your school have been called and then we'll do a photo. First up, we have Boulder Hill Elementary School. Cheyana Millard puts her heart and soul into supporting students and her community. Often one of the first ones in the door and one of the last to leave, she is happy to help wherever needed and does so with grace. As shared by one of her nominators, Cheyana creates a welcoming and inclusive environment wherever she goes. She demonstrates the qualities that I hope all kids will learn from. Congratulations. Lisa Luhano is a kind, compassionate, and deeply dedicated to her students. She is committed to creating a supportive and engaging learning environment for all. Her guidance and encouragement allows students to excel. As shared by
004a parent, she takes the time to understand each child's needs and tailors her teaching in ways that truly fosters growth and a love of learning. Congratulations, Lisa. Also recognized from Boulder Hill is Gabriel Guzman. Dedication and reliability has allowed him to make a positive impact on Boulder Hill. He works to ensure the building is safe, clean, and welcoming for every student, staff member, and visitor. Although much of the work is behind the scenes, it doesn't go unnoticed. A nominator shared, "By his technical skills, he shows genuine care for the students and staff, always greeting others with kindness. Congratulations." We're going to ask our any building administrators here this evening from Boulder Hill to come up front and we're going to do a group photo. Congratulations, Boulder Hill. Our next spotlight is on Broka Early Learning
005Center. Described as a champion for all students, Elizabeth or Beth Gioia brings a wealth of knowledge to the work that she does in supporting the needs of students within the deaf and heart of hearing program. In addition to serving her students well, she's a supportive and guiding teacher assistants and related service providers who also care for her students. One parent stated, "She is one of the few teachers who has the gift to set a positive foundation in a learning experience." Congratulations, Beth. Georgie Hatel. warmth, professionalism, and humility make her an incredible asset to her school's community. She approaches every task with care and efficiency, keeping the needs of staff, students, and families at the center. She greets each person who walks into the office with a smile and genuine kindness. She is deeply committed to
006being a partner in the educational success of our students, and she never hesitates to provide support needed for our building to thrive. Congratulations, An outstanding model for the entire SD308 community, Pam Bitner does everything with kindness and care. Often the first point of contact for families in our district, Pam allows the heart of Broca to shine brightly in her interaction with others. She helped bring the building's aquarium to the school in 2007, which serves as a symbol of calm and joy for students, staff, and visitors. A nominator said, "Beyond her technical skills, Pam's true gift lies in creating a nurturing and welcoming environment." Congratulations, Pam. We'll invite any building admin here this evening. Okay, we'll do a group photo. Congratulations, bro. Now it's time to celebrate Old Post Elementary School. Jamie Kicker's dedication to and
007advocacy for her students serves as an inspiration to her fellow staff members. She is a member of several committees within her building, working to foster growth in her building and in the district. Always smiling, Jaime often sacrifices her own planning time in the aid to aid the well-being of those around her. As shared by a nominator, she sets an example of a dedicated staff member, not only by dedicating her time, but also by collaborating with others openly, openly, and passionately. Congratulations, Jamie. Katie Gooar goes above and beyond for all students in her building. She is flexible, always available to help when a student is in need. She even helps with managing the crosswalk before school every morning, rain or shine. As her nominator stated, she is a trusted adult for many students at Old Post,
008and I personally feel better knowing she is a part of the team. She is the heart of Old Post. Congratulations, Katie. A supporter of her students and positive school culture, Christina Williams actively contributes to a community where everyone feels connected and supported. She often sets aside her own time without hesitation to be fully available to the students who need her. Outside of her daily role, Christina is a co-leader of Hope Squad at Old Post, a program dedicated to promoting friendships, bullying prevention, and mental wellness. A nominator said, "Her approachable demeanor and unwavering professionalism allow her to be a true lifeline to those who are struggling and a trusted advocate to those who need a voice." Congratulations, Christina. We'll invite our building admin forward and we'll do a group photo. Congratulations to old post. And our
009final building celebration this evening, last but not least, is Asiggo East High School. As a dean of students, Brandon Venttors strives to develop positive relationships with all students at OE. He is patient and fair with students, holding them accountable while maintaining their dignity. This year, he has stepped in to mentor new members of the dean's office. As shared by a nominator, when staff reach out for assistance, whether it's in the classroom or with a specific student, he is quick to respond, often dropping whatever he's doing to help lend his support. Congratulations. For the past several years, Esmeralda Foster has poured into her students to ensure that they are successful. She gives her students her all through her teaching and sponsorship of the diversity club. She also gives of her time as a mentor to new
010teachers. As one nominator shared, students often say that she is their one trusted adult. She is an incredibly important part of our ML team. Congratulations, Esmeralda. As both a coach and a member of OE's student services team, Katherine or Katie Slout is dedicated to the students she serves. She constantly looks for ways to support her students and athletes, using words of encouragement to build them up. Her kindness is contagious. A colleague stated, "I am truly amazed at her natural ability to connect to students. She is an amazing mentor and a positive force to all who meet her. Congratulations, Katie. Sandra Cook exemplifies the district's values through her support of her students. She is ready to assist her students at all times, and her character shines through her kindness towards others. A nominator said, "She is
011a very understanding teacher who is very nice and helps her students whenever they ask." Tonight, we congratulate you, Sandra. Will Mueller works to create an environment of positivity and that values students as integral parts of the OE community. He is helpful to his students and serves as an inspiration to the staff around him. He exemplifies what it means to connect with and advocate for students. As shared by one nominator, Will not only cares about his students as learners, but he pushes them to be their best in any situation they may find themselves in. Congratulations, Will. We invite any building admin forward to join us for a photo. Congratulations to OE. Thank you board. Um honores will ask you to proceed onto the hallway. We're going to do a gathering at the landing there to do
012one group photo. We thank all of our families and colleagues who were here tonight to support our winners. And our next round of Pride Awards is open and accepting nominations now. Thank you. I don't know. >> Yeah, >> he wants to get Yeah, I know. Hey, 5.1 superintendent report. >> Good evening board. Uh, always a great way to start our evening to hear and to be a part of the pride awards and I want to thank the communications office and uh, Bren for coordinating all those experiences and opportunities to celebrate our staff and to our school leaders and everybody who's contributed. Thank you so much. Uh this week I want to start off by acknowledging and celebrating principal appreciation week. We are so grateful to our school leaders who spend countless hours dedicated to their
013students, staff, and communities. Their contributions don't go unnoticed. And during this week, we extend to them a special thank you. They received Teresa, you want to share a little bit what the principles got this year, just as a small token of our appreciation for all the hundreds and myriads of things they do. >> Sure. So, we did kind of a warming hearts, warming hands theme. So, our principles were surprised by their team leaders um throughout this week with a a mug and some warm beverages and little cookies. And then there's a special store for them to be able to choose um some SD308 branded warm weather gear from. So, we thank them this week. >> Thank you for that. Again, thank you to all our administrators. We we recognize that uh schooling success is really
014due to your leadership and we thank you for that. Uh, next huge shout out to everyone who participated in this way's this year's district-wide food drive. Um, what an incredible success. Together we collected funds and goods totaling 1,00 wait 186,467 items for the Kendall County Community Food Pantry. This uh cumulative over the last uh donation brings us to just shy of 2.3 million items donated and contributed. Uh congratulations again. Yes, that does deserve a round of applause. Uh congratulations again to Churchill on securing the grand champion trophy. This is hard fought for and you know what greater a way to compete in addition to this year's crossdown. What an exciting football game for those of you who were there or watched. uh really wonderful celebration. We want to thank Serve Bank for their contribution of
015the trophy award for this year. This is their 21st year. Um Alli Bank and Serve Bank for really sponsoring this event. It's a great way for us to come together as a community. Uh from both sides of the field, you could feel the love from both sides of the field. You could feel the energy and the support for what it means to be a part of this community. And I want to thank all of our players for their sportsmanlike behavior. I would say that both teams are really head-to-head and uh temp temperatures are high. I I've played on a little bit of football, believe it or not. Um and I know what that can feel like. So, thanks to all of our athletes for their sportsmanship because ultimately when we show kindness, we all win,
016even on the football field. So, um I want to bring us to the next thing. In our district, we have worked very hard over the last couple years to really build a process for how we do business. uh whether it's how we think about changing um our budget process, whether it's uh how we think about our strategic plan and uh that includes when we want to think about divesting of a property. Right? So there's a property old Trober High Junior High School uh formerly which is a junior high property. Um this building has been vacant for many years and has had significant structural and water damage. And probably about 10 years ago, the district made a decision to not invest any more in that property. And really, when you go through it, you'll find that
017there are phones that are like from 1985. There are buttons like physical buttons you push in and out. Uh whether you want to get something to work like a intercom system where you kind of pick up like, "Hello, somebody there on the other side." Literally, that's the the age of the building um of what you see in there. So the district to their own credit really 10 years ago made a decision to stop investing. If you know anything about property when you stop investing in property uh it starts to d to disintegrate. Right? So there were some shifts and so there are parts of the building that are being used by the food pantry and in our process we've definitely identified ways that we're going to continue in our district to support that extremely important
018part of our community as you saw what we did on Friday night at the cross town game. So through our long our strategic plan and the long range facility plan board, I want to highlight that we've been focused on aligning our resources with our instructional goals. Um the old triber site doesn't fit within that vision of thinking about how we articulate and shift our resources especially for a building that's been left the way it has been for 10 years really eight years prior to my arrival. And in response to a public request for proposal, again process, uh we received a developer who proposed an affordable housing project. Um and I would say it's actually more not an affordable housing, it's really it's a housing project that provides additional um residential properties and access to people
019in this community in that area. Um this reflects a growing need in the community is what the partner has said. Cord and Clark has said multiple times that their assessment is this and they brought this forward. To be clear, school district 308 is not going to be managing. We're not involved in the management business of a project like this, which is why ultimately this project is being brought and we approach the village to consider essentially taking on this project until tomorrow night. I will be at the village and the the developer will be presenting this to the village to ask essentially for their support of the next phase of this project. This is not a final decision. This will then come back to this board for review. Um, again, the redevelopment of this site and
020by a different party and being able to divest of this would allow us to have more funds to support staffing, more funds to support programming and really ultimately be able to provide the district with greater tax base of funding to support the way in which we want we do fund our schools in this district. We really encourage everyone to stay informed and to share your feedback. Uh this Wednesday night we actually have a places and spaces event. So if you're uh if you have not made plans, please make plans. Join us for our engagement. It will be 6 p.m. at Thompson Junior High School. Uh you'll get to hear from architects. You'll get to hear about the ways in which our building facilities need support. It's a huge need in our district in terms of
021what we are working on. And then please come and participate and join us in that effort. And again, we've got process and so when things are moving, we want to make sure that we get the voices of our community and we won't make decisions without the board's full approval from the board. There is no separate agenda from them. >> Um, I'll now invite the board members uh to give any more positive shout outs from across the district. >> All right. Um Ally Wle of Asiggo High School is the 2025 IHSA girls golf state champion for class 2A. Her two-day total of 136 allowed her to win the championship by five strokes. Congratulations on this amazing accomplishment. We're so proud of you. >> Wow. >> 136 would be my score after nine holes of golf. Um,
022>> yeah, >> we have another golf related success story. Zack Johnson of Asiggo East High School finished 10th at the IHSA boys golf state final. Congratulations on receiving all state honors, Zack. [Applause] The Panther Marching Band recently finished 10th in the state, third in their class at the state, excuse me, at the state marching band competition. This was also the program's second time advancing to the finals. Congratulations, Panthers. >> The Tropper Junior High School band program has been named a 2025 North Central Region Blue Ribbon Award winner. The prestigious recognition comes from the National Band Association's Program of Excellence initiative. Congratulations, Panthers. Uh Ava Rose Michelon, senior at OHS, was chosen as an honorable mention winner in last week's art connect ed illustration throwdown. She was one of 45 students who participated in this competition
023where the artists were given just 90 minutes to produce an illustration based on a prompt a prompt. Congratulations. >> Wow. Last week, Bednarsk Junior High School celebrated the end of the first quarter with House of Palooa, a day filled with friendly competition among the different houses that students are sorted into to encourage teamwork, bonding, and friendly competition. The day concluded with a whole school assembly filled with school spirit. >> Yay. In partnership with Wubanzi Community College, SC 308 put on the third annual Ascend conference on Friday. Ascend stands for activating student compassion through essential notable discoveries. This conference brought together students from several area school districts to celebrate similarities and differences while also inspiring growth and leadership. The event was a success. Thank you to our staff members who contributed their time and talents to
024putting this together. Thank you. Thank you very much for >> Yeah, thank you. Um 6.1 operations building update. We would like to take the opportunity to inform the board of the uh of the repairs that have been made based on the uh the plot that occurred back on August 16 and 17. A building sustained substantial damage as a result of the pup. What I can say is we made a lot of progress in trying to get those buildings on track and we just wanted to provide update of the WPS that have been made of today. >> I'm going to hand it over to uh interim director of operations or acting director of operations I should say Mr. Andre Shy. >> Thank you Mr. Oafimi. >> Uh good evening board. I would like to give you
025a quick update from the rainstorm that we received on August 17th. Uh we've put together a quick slideshow here showing some before and after pictures some of the work that was done in between. Um and as we go through them I can discuss the different areas in the three different buildings we're going to discuss tonight. Sorry. So I will start with Long Beach. Uh had about 7 to 10 large branches that were damaged during the storm. uh between our grounds team, our maintenance team, and our building engineer, we were able to come in the next morning, get all those branches chopped down to a manageable size, get them hauled off, get all the debris rad up and ready for the students to come back on the next Monday morning. Uh part of Long Beach suffered
026uh leaking in one classroom in particular, that would have been uh 115. Uh the root cause that we found was some old cast iron roof drains. Uh, so we had those cut out. Uh, the fittings seemed to be leaking on us. We had a plumber come in, put in new PVC drains. We ended up putting new boots up on the roof to collect all that water, uh, reinssulated everything and put that room back together. Uh, that room in total was down for approximately 3 weeks. So, in these pictures, you see the crew that did the demolition, the new drywall, and then while the staff was out of that room, we took the opportunity to completely repaint the entire classroom. >> Uh, carpets were cleaned. Everything was put back together. Uh, like I said, they were
027out of that room about 3 weeks. They've probably been in there probably over a month now. It's back to educating the kids in that space. >> Uh, the next building I'd like to talk about is the Swiggo East High School. Uh, as you recall, it was all three floors in the E-wing. Uh, my photos tonight will focus around, uh, 280. Um, that was the second floor. Uh, and I have two different rooms that I picked out just to make it ease cuz a lot of the damage was the same across the board on all three levels. Um, so we have, uh, it's a little workspace. We had lots of water come down through the ceiling. We had to have cabinets removed, drywall removed. Uh then the crew was able to do the drying process and
028then the repairs, new drywall, patching all the holes, repainting. Um that's some of the work that is seen in these pictures here. And in the next one was a teacher's actual office. Uh this room was directly underneath the third floor. So in that top middle picture, you'll see the entire plaster ceiling had to be completely taken down. So, that ceiling was completely rebuilt. Lots of patching on the drywall, repaving, and then obviously a complete deep clean top to bottom for that face. Um, I can also report that the first floor and the third floor are fully back in use. Uh the contractors are coming tomorrow to finish up just a few little spots on the second floor and our team will be moving the furniture all back in either Wednesday or Thursday into the second
029floor classrooms. So all those teachers that have been patiently waiting for us to get it done. Hopefully by Wednesday or Thursday, we'll be back into that space and everything should be back to normal. So I think that'll make quite a few people happy. Um and then we have Asiggo High School. The picture on the left is the point of contact where the water came in, uh built up in the courtyard. Um that mulch line on the bottom of the door shows approximately 8 to 10 in of water that had built up in just the courtyard and that's what seeped into the main hallway and eventually made it to the gym floor. Um, and then when we arrived Sunday morning, uh, the water was past the bleachers and about a quarter of the way onto the
030main court. Um, I know it's very difficult to see, but there is water standing on the main court there in the picture on the right. Looks like a flood. >> So, these two pictures depict uh, the actual deconstruction that we had to do. The picture on the left is what the insurance had approved us to remove to see how far the damage was. Um, and then with your approval to spend a little bit extra money is when we got the okay to go ahead and completely finish ripping it out and rebuild that whole gym floor with a brand new subfloor. Um, and that is shown here. >> Wow. >> So, we went all the way down to the raw concrete. They had a level in there. They releveled the concrete floor and we started from
031the ground up. New subfloor, level concrete. Um, that's the cross-hatching pattern that they have down is the subfloor. And then the new maple is what you can start to see going on top of that. And this is our current finished product. Um, >> the crew is actually back today after a week of drying. They're cutting in the volleyball stansions. They're putting the base all around the outsides of the gym floor. Um, we feel that we can release it back to the school next Monday so they can have full use of that. We just want to give it another week before we could pull out ahead of >> schedule. What was the original date? >> The schedule we were shooting for was going to be Thanksgiving. >> Wow. >> We were optimistic for Halloween, but um,
032Mr. Stalker and his crew came in and they knocked it out of the park for us. So having it even a week earlier than what they anticipated, I think is great for all of the high school and all the staff to be able to get in there. And then we just have a few more. I don't know if you've seen the final product, but that is the gym floor that essentially won the vote. Um it was recommended to us through the FFC meetings that we send it to the students, staff, alumni for some voting. Um and that was the final product. Um the school decided to go with the O back in the center because from both sidelines it looks the same. It's very symmetrical. Um and then the day that we started the painting
033um the lady from the flooring company that came in to do the painting suggested that we change the panther heads to orange to give it a more contrast. And I think it was a marvelous suggestion because I think they stand out great. Um, so within a week those kids can have that space back and they can go right back to their learning. Um, and that was all I had. Thank you very much. >> Thank you very much. >> I just can I make one comment? So prior to that one week, no one is supposed to go near breathe on put their toes on or anything on that floor while it's still curing. Correct. >> Correct. Actually, we have had that space completely locked down since the construction started because we didn't want coaches going in
034there. We didn't want students going in there. We didn't want any staff going in there. We have completely had all the doors to that space completely locked with barricades in front of the doors just to try to keep everybody out of there. Um, that's the best that we could do. So, yes, nobody has officially been able to go in there other than the staff that's been working in there. >> Awesome. Now I feel like I I I like I really want to go on that. Anyone has any ideas? Don't >> I can get you a tour in there if you'd like to go tomorrow. Give me a call. >> My drone. >> Hey. >> Any anybody any other comments or questions? >> No, just thank you for all your hard work. I know since the
035storm hit, your team has been working non-stop to get all the damage taken care of so that the students can get back into their spaces. So, thank you and congratulations on finishing ahead of schedule. Time for >> Thank you. >> All right. Uh 6.2, we have a safety update. All right. Uh, welcome, um, >> Mr. Bell. I'll invite you to start us off. And, uh, thank you to all of you for joining us this this evening. And I and we've got other guests with you as well. So, >> board of education, Dr. Katti, thank you for, uh, letting us present tonight. Um, typically we give an annual safety update every year. Um, and kind of give you a lot of information and a lot of numbers and a lot of things that are really important
036to the work that we do. Um, so I'll go ahead and introduce my team. Um, you only see a portion of the team that's sitting here, but the next portion of our team is sitting behind us here. Um, and so with that, I didn't switch the switch the slide here. Um, to my left is uh, Miss Bailey Campbell. She's our executive director of all things. um but our executive director of student services. Uh further to my left is Mike Freers. He's our coordinator of school safety and security. He likes to be referred to as Mike the safety guy. Um that's kind of his tagline. Um as I mentioned, there's a number of our other staff um sitting behind us as well. Michelle Pete, Michael Johnson, Emily Hanlin, uh Camille Simmons, and Tashana Walton. Um and
037last but not least, Toya Prior, executive director of high school. Um we are going to talk about safety tonight and you have a a handout in front of you that is a complimentary to this slide deck. Um that has the same information kind of given in a different um different format if you will. So please feel free to take a look at that. Um but this slide deck has that information with the exception of a couple pieces of data um that you can follow along with. >> Um as always we want to connect things um and everything that we do um in student services and safety is no different. Um it is directly uh related to our strategic plan that you guys adopted um back in the spring of this last school year. Um and
038significantly in priority 4. Um obviously safety, security, social emotional learning, supportive environment all touch many aspects of our our strategic plan. But specifically priority four is what we're going to focus on tonight and that's the wellness priority. We've highlighted some key words there um and bolded them so you can see where that lives in that strategic plan and how that then translates into our foundational practices. >> All right, good evening board. Um so when we think about student services here in district 308, we really have separated our department to kind of run two different systems within one being that safety and security side, the other being that supportive environment side. So, as Jeremy mentioned, we're really focused on the safety and security side of things today. And around that is really truly understanding where we
039stand as a department, where we stand as a district and with you all um as a community on building that culture of safety together. So, really looking at it from a holistic approach that the only way that our students, our staff, and our community are going to feel safe is if we continue to kind of approach this together and make sure that we're walking side by side, hand in hand. So just to kind of set the stage, we wanted to just highlight a little bit as this team has started together the work that we've been able to accomplish in order to kind of get us to where we are today and where we want to go. So starting in 2223, I'm just going to highlight a couple key points. Really, this year was about um
040equity across across our buildings. We spent a lot of time and intentionality and making sure that our elementary schools had the same level of safety in terms of cameras as our junior highs and our high schools. So we really wanted to make sure that our elementarymentaries had a minimum of 10 cameras a piece because it was incredibly discrepant from where we were. So it really came about doing that kind of assessment of where we were at and where we wanted to go. This was also the year that we adopted Seastag, the comprehensive school threat assessment guidelines as our kind of north star for our district around student threat assessments, which we'll hear about a little bit later. This is also the year that we really started to um streamline our investigation template on how we
041guide buildings to do the work that they do. And that then transitioned us into the 2324 school year where the really big lift here was active visitor management. And this became the year where we focused on our vestibules in all of our buildings so that we could really confidently say that we had those secure vestibules with cameras that had both a video and a speaker and a camera feature. Um, also we really had a lot of intentionality and this was cross-dep departmental on the call to action and the call to action was really in tandem and in conjunction with the equity policy that some of the members on this board um had a really big hand in passing. Then we transitioned into our 2425 school year and just a couple highlights here. One of the
042big uh lifts from the team was a pilot of a emergency messaging system called Catapult EMS. So, that was a pretty um innovative thing that we did last year with two of our high schools, OE and O, and then two of our junior highs, both Ben Nars and Murphy. Um, continuing some of those pieces, we really started the inception of the um safety work group, which is a partnership between district building administration as well as our um OBA staff members. And then um really just continuing to streamline how we think and do data in our department. Um prior to this team really coming together and setting some norms um we really decided that we needed to track a lot of things beyond just student behavior. So diving into 911 calls, fire calls, emergency management, suicidality
043screeners, um and the list really truly goes on. Brings us to this year. We wanted to just do a quick preview. Um 60 days in. I think it's 60. It feels longer and shorter. all at the same time. Um but really uh so far we have really focused in on continuing our communication um and and practicing some of those drills within the administration team. We have fully implemented districtwide Catapult EMS as of October 10th. So those four buildings that I highlighted last year as a pilot, we are now systemwide in terms of a Catapult EMS emergency mass communication system. So that was a really big lift for our team as well. uh visible badging as you can see most of the team members here have their badges. Yes. Um and so that was just a
044a a good focus for all of our staff um you know regardless of title position and and building to make sure that we are visibly uh visibly badged um interdep departmental partnership with our um friends in technology and um upgraded radios and the lift within the department. And then um new for this year um which we'll kind of highlight a little bit is um in partnership with the Asiggo Police Department is station adjustments. And um that really is a uh proactive um collaborative approach um the OPD lifted to really make sure that we're doing justice for our students and trying to keep them out of the justice system um when there are things that that occur. All right, moving right along. So, I mentioned a little bit about data sets and we're going to dive
045into those here in a minute. Um, but before we get into the data, we just wanted to kind of level set and just really set the stage for for what this district is all about. Um, you know, so you can see presented we have 24 schools and programs um including some alternative learning programs including all of our elementaryaries, junior highs, and high schools. We cover five municipalities both um with uh police in addition to the fire departments. And then really here's where some of those numbers really stand out. Our number of students, our staff, and our administrators. But again, coming back to that shared purpose of countless connections um as we support our families and our students. So here you'll see again a number of those data sets that I've highlighted. The ones in red
046are specifically going to be what we kind of focus on today. Those other um data sets not highlighted are in our board member packets um and are some of those supportive environment sites. So, I'm going to pass it over to Mr. Freers. >> Good evening. So, the really the foundation that we build off of in terms of responding to emergencies um starts with our standard response protocol, those basic actions that we want our staff and students to take in the event of a critical incident. Um we train and practice with those across all of our buildings. no different than our outstanding athletics and our um other activities where they practice every day. We do the same in emergency management. You can see looking at the the drills required by the state of Illinois that we
047bar exceed that u for a number of reasons. We like to do some of our drills early pre- studentents arriving in the building. So we can do walkthroughs with our staff before students arrive. We can uh drill with them uh as well. And then uh one item that's missing from this list was a new addition last year from a legislative change. I apologize for leaving that off. It's the cardiac response drill. Um last year the state mandated that each building uh craft their own response plan specific to if there was a cardiac event in the building. So then attached to that is a drill where we practice with our building leaders where we act can activate that team and what that looks like in real time. uh and responding to support our nursing staff that's
048in each location. Uh a great I have to shout out to Dr. Hen then in the back. Great collaborative effort working with her team leaning heavily on those trained medical staff that are in those buildings and working together to help uh fulfill that requirement as well. Rolling right into that uh one of the first numbers here and that's uh calls for police service here across the district. A couple things to keep in mind as you're looking at the numbers here. Uh these numbers are from all of our law enforcement partners combined together and they are not specific to school days and school hours. So they could be middle of the night, an activated alarm or something of that nature. Um on the weekend if there's an issue, all of those things are are in the
049mix as well. Uh as you look at the the description of those locations, the other locations wrap in some of our other facilities, transportation operations. Uh we mentioned the old Trober facility previously that's in that data set as well. So those are all uh for secondary schools uh calls for service for police. When we look at the next uh data set for elementary buildings, uh again just something to keep in mind, a lot of our facilities are the way they were designed were co-mingled with park district property. So there quite often is no real definitive line between what is a park and the park district and our property in the school building. So some of those locations I think you see that bleed over where it may be an event that's occurring in the park
050but it gets attributed to the school when those folks are calling to report an issue or a concern from the neighborhood. Uh the next information that we'll look at are fire and EMS calls. Again, first numbers are from the secondary buildings and then the next ones are from your elementary and then including bro call as well. I feel like I have to give a shout out to to Wolves Crossing for whatever reason. Uh Wolves Crossing had absolutely no calls for service. No fire calls, no EMS call, and no u no fire calls. I >> excluding fire drills. >> No calls for service. So kudos to them. I don't know what they're doing. Uh but for some reason they had nothing reported in their building last year. We've given you a little bit of information here
051or maybe a lot of bit of information I I would say. But what I want to draw attention to on this slide is the volume. Every day our buildings are expected, our building leaders, our building staff, even our kids and our parents are expected to maintain a level of security in our spaces. Last year, we welcomed over 38,000 people just through our Raptor system um at our main offices um throughout the entire school year. That doesn't account for our after school activities. It doesn't count for our sporting events. It doesn't account for weekend events, facility rentals, any and all of those things that take place in our buildings. And so, this is not a lift for this department whatsoever. This is a lift for our buildings. and to to minimize the impact of welcoming 38,000
052plus individuals into our buildings. They do a phenomenal job. If you think about uh you've ever been to a concert, you've ever been to a theater, you've ever been to an event, they essentially load in an event every day and and offload an event every day. and they do it with whatever hiccups uh are created, but they do it in a flawless way to be able to make sure that our kids are safe, our staff are safe, and they can keep normal operations running each and every day through those raptor visitor management, our protocols through controlled vestibules in door one. You will see some of this come out in our white and company long-range facility planning and master facilities plans. You will see it in our security audits and things like that that we're continuing
053to work with. Bicata access controls Bailey mentioned um is kind of that initial point of contact. When we started in this we had our security um our vestibules where you had to walk in door was open. You walked in then you punched a button and then you were buzzed into the door. That door one uh that was open when you walked in to be able to even buzz the office was right next to a fire pull station in several of our buildings. That means you could gain entry to our building, pull a fire alarm, and we never knew who you were or where you were coming from. So those are just small things that we've tried to be attentive to remove those um potential uh barriers um for security for us. Um and we've done
054that through a bicata vicata access control at our main uh points of entry. >> All right. So just a few more data points here. So, um, early on we did mention, um, in the 22 23 school year, our district officially adopted the SEASTAG model, comprehensive school threat assessment guidelines as our northstar, if you will, for how we address um, school threats um, at the at the building base level. And one of the reasons we really like SeaG is one, it's one of three gold standard models across the nation, but two, really at the root of the SeaG model is problem solving, teambased collaboration, and then prevention. And that's really, really, really what we wanted to embrace when we're working with our students all the way down from our littles all the way up to our
055bigs. So, if you just go ahead and go to the next slide. So, this is really kind of just a snapshot of where we're at as a district. So we have three SEAG trained trainers in the district which are the three of us at this table. Um giving us the ability to then train the rest of the district in our teams. We have a district threat assessment team that really kind of guides practice. We have 23 based building teams across our district. And then that totals 169 total trained threat assessment team members across the district. And just to be clear, that 169 really ranges from counselors, social workers, um psychologists, teachers, teaching assistants, and of course our building leaders and our district leaders as well. Here you'll just see a little bit of data and
056just to kind of note um you'll see that SY24 data is um missing from August, September, and October. That's because that was really the heart of our implementation and training. So we wanted to make sure that we all had common uh you know ground before we started collecting data. So that's where you'll see um the SY24 data pop up in November. This really became about us as a department. How do we streamline this data? Yes, we train our teams, but then we really need to get into the data. What's the data telling us? How do we continue to partner to be proactive and again that prevention piece um part of SEAG and without getting into the details because again trainer I could talk to you guys about this for hours. Um they really classify threats
057into three different categories. transient is really being that um you know threat that can be explained away whether it's said out of anger, rhetoric, frustration um or or a poorly landed joke. Then we move into that serious and very serious where we have intent um or potential intent and we're really making that calculated threat to harm andor potentially kill. So when you look at this data, the the fact that we were able to get to the heart of that problem and resolve a majority of our threats at Transient is really what where we want to be. Um knowing that there is going to be times where it lands in serious and very serious and that's where that team-based approach is critical um so that we can continue to support students. >> Yes. So one quick
058thing is um my partner over here Mr. Freers and I uh Dr. Dewey Cornell is the um is kind of the the overall, you know, guide when it comes to SESAG and we try to catch as many um of his webinars and his check-ins as we can. Um he does a lot that really brings teams in together to kind of focus in on those trained trainers and those coaches. And one of the statistics that he shared last year at one of our webinars was when he implemented this fully across the nation and and the state of Florida is actually statewide implementation. They do the Seaack model in every single one of their public schools in Florida. They compared data um and it really fell in line with our data. 70% give or take is where
059they were seeing their land their threats land in that transient um bucket if you will which is exactly what we were seeing here in Asiggo. So it made us feel very confident that our data was in line nationally with what other um districts are seeing especially from the founder of the sea stack model himself. >> What does transient mean again? >> Transient would be your lowest level. So, it's the kind of the situation where somebody may say something out of haste, out of anger. Um, think about a student uh a a 10-year-old on the playground that says, "I really want to punch you in the face." Right? That there's a threat there. Um, but can that be explained away? Is that something that is more of a teachable moment? Do they apologize for that? Are
060they remorseful? There's some things we work through through that threat assessment process. >> The other thing I want to highlight before we move on to this is that threat level does not equal discipline level. We make sure that we when we assess a threat, we're assessing the threat. What's the potential for violence? What's the potential for harm there? But discipline associated with anything that may come out of student misconduct should be very separate than whatever level that is. And that's that intervention piece. That's that support piece. That's that restorative piece. >> All right. And then moving right into um mental health and um referral GPS. So this is another big highlight and and it piggybacks well off of threat assessment because part of that problem solving approach is really getting at the root of where
061this is coming from and we know that sometimes it is coming from um a mental health crisis or a student who really is in a really deep dark place that is that's their cry out for help. So, Referral GPS is our partnership um with Amit Fcker, who we've partnered with them with Referral GPS since 2019. And this really is a um a system in a way that is able to allow our building staff to get referrals out there for parents, students, community members around mental health-based resources. So he has done a ton of work and a huge lift across the state to really streamline what resources are available so that parents and students aren't guiding that blindly and trying to kind of figure that out on their own. So um through that we wanted to
062make sure that we highlighted some data and and some of these numbers are I just really like let them sink in for a minute. So, our district staff, and again, this is our psychologists, our social workers, our counselors, our student services team members, our building administrators as a whole, completed over 5,000 close to 6,000 treatment searches for the students and family members in their care. That's huge. Um, of that, 483 families were um actually able to be, you know, assisted through an appointment. And again, I'm not going to kind of read through all of these, but part of that referral GPS platform as well is really streamlining the electronic base of our suicidality screener. So, that was a huge lift to get that suicidality screener in the referral GPS platform because we know that if
063a student is being administered a screener, naturally, what comes next? We want to get them help. We want to get them support and we want to do it quickly. We're removing some of those barriers. One thing that I would um I would I would be remiss if I didn't highlight is that third bullet point there. Um our McKenna Vinto families in our district are families that are are um struggling and facing homing insecure home insecurity. So whether they're homeless, doubled up um or currently in shelters and um Amiter, our partner with referral GPS, has an incredible grant program um that we are able to get those families support at zero zero zero cost. So, of our 205 families, we were able to get 39 of those families support through mental health-based resources. And moving right
064along, um, securely, um, this is a platform, um, on the school or on the student services side of things that really gets it to the root of what our students are doing with their devices. Um, so this is scanning um their not only their their email but their Google chats um things that they're doing on Google Chrome um documents, all of those different communication platforms when they're logged in with their student ID. And really from a student services lens, it's looking at identifying bullying, harassment, potential harm, violence, threat, risk, drug, alcohol, all the different pieces and flags that data and allows us here at student services to work collaboratively with buildings to um address those those um those needs. So here and again, a couple data sets. This is really kind of transitioning into the
065supportive environment side, but we wanted to make sure that we had those highlighted next to that safety and security because they really are partnership. They really are handinand. So without getting too far into the weeds, you can kind of see here some of those office managed, teacher managed. This is really what our staff are doing on a daily basis with students around behavior. Um office managed are being things that make their way into the office to be directly um you know handled or or supported by an administrator whether that be a principal, assistant principal or a dean. teacher managed is the lift that our staff are doing when they're working with kids in those classrooms and have to have some of those conversations around whether it be, you know, insubordination or disrespect. Handle with care
066is a huge shout out. I see my my our friends over there. Um our our lift and our partnership with Las Vegas Police Department. We started this um last year, which is why you'll see that there was no data from SY24. But handle with care is an initiative where the aspiggo police department simply will send an email to the team members here at the district student services office that states a student's name and the words handle with care. And that's kind of just that little reminder that something happened. and the police don't go into details and we don't go into details, but it becomes an opportunity for us to then connect with our buildings, let them know that that's a student who may just need a little bit of extra love and connection when coming
067to school that day. It could be something as drastic as an unfortunate parent passing or maybe there was an interaction with um you know, law enforcement, whether they got pulled over or some sort of touch point with law enforcement. >> Can I ask a quick question on that slide? Is there a reason why the numbers are increasing? Is it because you're collecting more data now? >> Yeah, excellent point. So, >> well, >> the office and teacher managed >> comparing 24 to 25. >> Sure. So, yep. Office to teacher managed I can speak to a little bit. So, um we just onboarded uh powers school. I think we're in year three at this point. Yes. Thank you. Year three. So year one of power school which would have been that SY24 was really us learning that
068system and making sure that we could make it work for how we needed it to work. Our secondary buildings they do this all the time. They're used to entering data. They were entering it with our old power or our old student information system Tyler. So that was a much easier transition. So we really wanted to make sure we understood the system before we onboarded our elementary which were um they were collecting data around student behavior in in different ways. they were collecting some of those pieces but really only if it rose to exclusionary. So it really became then an SY25 getting them on board so that we could collectively then have data sets as a district. >> I think the same applies for the threat assessment data. Correct. >> Yes. Yes. Absolutely. Yep. >> So
069you know nothing happens on an average school day, right? But if you take all of this information and you do average it over a typical school day, right? We have 170 school days in the year, give or take, right? You can see that our buildings on the average are dealing with 46 incidents of some type of behavior that could happen in a classroom that could be elevated to the office. You can see that they're completing those investigation forms on average three times a day. Security um notifications are coming in. uh our suicidality screeners, our police service calls, our fire service calls, all while they're managing the 215 visitors that happen to just show up at their door. Again, this is not a lift for this department. Yes, we support and we track and we monitor
070and we help to guide and provide that direction to our buildings, but that they are the frontline staff. they are dealing with our kids and our families that come in whether they're happy that day, whether they're sad that day, whether they need food that day, whether they're just really not wanting to be there that day. Um, and so this is the best way that we can possibly put this out here is to say this amount of need isn't going away. It's going to continue. And we have to make sure that we're equipping our our buildings with the appropriate resources, tools, and able to be able uh to be able to support those kids as they come in, support our staff feeling secure in their space. Um, everybody uh tends to use safety interchangeably, but safety
071means so many things to different people, right? Is it psychologically safe? Is it physically safe? Is it a secure perimeter? Is it a secure vestibule? There's so many different things that go into safety and security um and helping someone feel like they can enter uh a space with a sense of belonging. And so again, kudos to this team. I will tell you that you saw the progression of work that occurred from 23 to to current. This team didn't start out this size. That was in response to you guys saying there is a need. We need to devote these resources. We need to be able to track this information. We need to be able to use the data and improve our systems overall so that we can get more proactive so that we can be more
072um interventionbased and more responsive rather than reactive. Where are we going? These this is the kind of the the final culmination of uh again things that were listed in that strategic plan are objectives. We know we still have more work to do and as I said people are going to continue to show up at our door. Um, so we want to make sure that we can continue to conduct uh district safety audits. This is not something that's been done, I think, cohesively. Um, we um are partnering with the DuPage County ROE uh momentarily. Um, they have gone uh countywide with many of their initiatives. Um, and there's common language that exists in all of those districts and spaces. Um and so uh partnering with Nissa, which is the North Northern Illinois Safety School Safety Association,
073um they will actually help to support kind of a safety survey audit. Um and so we're working with John Heterite at the DP County ROE. Uh more information to come on that. Um as I said, this also shows up in our long-range facility plan and our master's facilities plan. So you'll see some elements of safety and security um with regards to what you may pick up on at audit as well. um creating that uh emergency dis district dist uh response plan and reunification process. All of our buildings currently have reunification plans in their emergency response plans, but what does that look like on a big scale? What if we have a really bad day? And we want to continue to make that plan as robust as we can. So, we're going to do some more
074full-scale emergency tests um in the this summer. We're partnering with local police departments, fire departments, as well as neighboring districts. We're going to strengthen that visible identification system for staff and students. Um, and that's kind of an ongoing thing. What does this look like if we we wanted students to have visible badging just the same as staff. We need to make sure that just because you're a high school kid and you walk in and that teacher knows who you are doesn't mean that every staff member in that building does. Okay. So, there's number of different things that we want to look at from a security standpoint. Supportive environment. This is continuing to to leverage the data sets that we have. We have panorama data. We have character strong information. We have a number of things.
075We talked about suicidality screeners. We have to figure out now how to triangulate this data to make more robust systems on the front end and and that will partner very nicely with MTSS and and many of the things that are happening in that um streamlining that in investigation documentation. These are things around bullying and harassment. How are we responding to those claims? What's the reporting structures we have? And how do we continue to allow uh points of contact when those events may occur? And then that restorative practice is in re-entry. Just because a student may make a poor decision or have a bad day doesn't mean that we're not going to welcome in the back. Welcome them in the ne welcome them next day. Um and so how do we do that? We can't just
076reenter them right into a classroom or reenter them right into a cafeteria or to the office or with that student that they may have had contact with. We need a strong re-entry plan. Um whether that's a parent conference, whether that's a student conference, safety plan, support plans, many of those things to put in place. Oh, that's it. You didn't even put a thank you on the the last one. So, thank you. Um, do any questions? >> I don't have any questions, but I just have a I guess one question, a couple comments. Uh, I appreciate Mr. Bell, what you said about us like launching big events every single day. Like, I think we underestimate, you know, what schools are doing every day in that sense. even, you know, it just becomes so much of a
077natural part of your community that you don't think about. In some cases, you're launching two or three big events at high school. You know, think about a whole high school day and then you have cross town, right? Um those are um big community events that obviously um take lots of consideration in regards to security. Um and I've always felt like really safe in those areas. So, I think that's important. I've I think others have experienced the same. Um I think there's been a lot of work done. Um I'll just shout out Catapults. Um I um am a parent of a high schooler. Um and it's working really nicely because I get texts uh about um and it's not just emergency stuff. It's like I get like when my daughter might arrive late to school one
078day this week. I got a text about that. And so um that's and it's kind of all in one spot rather than getting from different spots. So that's been a positive for me. Um, do you anticipate I know because of the data that we see like the public might look at that and say, "Wow, we really moved up in 2025 or like last school year, right?" And you kind of talked us through that like it's more we're collecting more data now like we're being more consistent with that data collection. Do you um assume that next year then we'll have a better sense of are we increasing are we decreasing where that practice will be leveled out so we can use the data in that way? >> Yeah. So that's it's it's in terms of the
079the numbers at their core here in terms of just like the total number of managed incidents, the total number of teacher manage incidents, etc. That's a hard number to predict because um part of the work that we do is really getting the staff to understand that that data eventually needs to live in power school so it can be mapped to educa warehouse. So total numbers may fluctuate, but what I would really like to do some intentional, you know, analysis on between the schools team, the student services team, and all of our district partners is the is the response to that, the action to that. What is our exclusionary discipline look like? Maybe there's more incidents, but we're able to resolve them with peer mediation, parent conferences, student conferences, restorative based practices. So, um, more to
080come when we get fully onboarded and have that data warehouse up and going so that we can really dive into the data. What I would just say about some of these numbers, a lot of these numbers are, um, hand calculated by our team. Um, so being able to disagregate and really get into what that looks like from a response is hard to tell, but more to come. That's where I really wanted to focus on as we move forward. So, I hope that kind of answers your question without providing a super concrete yes no. I think we see too um you've heard the term dirty data, right? So you only get out get out of it what you put in and she kind of spoke to that is we need to make sure that the data
081going in is authentic, the data going in is clean. We've been able to scrub it. We have now um the opportunity to look at early warning systems and kind of really map out what are some of those thresholds. She alluded to incidents that may may result in exclusionary discipline. Whereas we may have less incidents but we're putting kids out of school more. Now, we may have more incidents, but we're putting kids out of school less. So, it's an opportunity to have additional points of contact with those students, those families to try and reduce the amount of time they're out of the classroom. >> I think just one of the things you I want to underscore just as we wrap up is, and you mentioned it, which is the edge climber data warehouse that the board
082approved this past summer. um prior to this and as soon as it launches will reduce the amount of workload that your team is managed with right now. So right now they're exporting um data from online databases into spreadsheets. Then they're essentially building pivot tables with formulas and they're doing this on a regular basis. And so I just want to think when we think about our strategic plan. This is an example when people look at it say well you've got things in here that seem very like fundamental. Why is that in the strategic plan? Well because if we don't invest in planning for building on these things it makes it very difficult to the next stage of analysis and work. So, thank you to your team for all that you've done at this point. >> Any
083other questions? >> No. All right. Well, thank you very much. >> All right. 6.3 student assignment. >> Want to welcome Dr. Concincaid um as a followup to our last presentation. Um thank you Dr. Concade. Good evening. Um so we wanted to come back and provide the most recent update. Um last week our student assignment workg group met. Um and our most recent meeting included um not only members of our schools, both district and building administrators but teachers, secretaries, TAs and uh we had so a few parents join us. So our student assignment workg group oh and a board member. So our student assignment uh work group is growing. Um so we wanted to just touch base um in terms of the strategic plan. Our focus we heard at the last meeting about not only our
084enrollment trends so our uh student assignment projections but also our building capacity. And what we've done is moved into using that data to then uh propose different phase 2 recommendations. So as we talked about last year and into this year, phase one of our student assignment plan was implemented this fall. It established our special education hubs really focused on our stars program. Um there was also incorporation of dual language um program changes. We have opened up a third site and then also changes uh with SEI. There was also um some changes with DHH rise and ISP in terms of the building locations. moving in and this is what our student assignment work group is now focused on is phase two. It is focused really on that wolf corridor um all of our new growth in
085terms of housing and as a result of our student assignment projections. What we are focusing on is Southbury and Grand Park and really looking at their five-year projections. And then most recently, Troberg um has come up in discussion. While it isn't exceeding capacity, it is very very close to capacity. So, we're also uh looking at Trover. Um future phases um include just anticipated growth. So while last board meeting we saw we have enough seats over the next five years, we don't always have the right seats in the right spots across the district. So what would some potential realignment look like before we have some additional growth and then if necessary some redistribution? So the work group came together and basically identified primary pri priorities and secondary priorities. So the team decided that we would not
086be putting forward any recommendations that did not keep South and Graham Park within capacity throughout the five years. So our partnership with RSP and our workg group is essentially how can we move our current student assignments so that we will ensure based on the data that we have today that we are in within capacity within the next 5 years. Phase two will focus on areas of new growth. So essentially the wolf's crossing corridor and that we will implement phase 2 in fall of 2026. So those were our primary priorities. The secondary priorities, so where is the flexibility to kind of make that happen? Um right now the team is looking at while they want to maintain feeder patterns, they would consider um different alignments and they're willing to consider different splits from elementary to junior
087high. One of the examples right now is Southberry is our only elementary that splits to two different junior highs. It currently splits to Troberg and to Murphy. So in order to accomplish our primary priorities, we might be looking then instead of Southberry to be split, it could be Church Hill that would then split to two different elementaryaries. So um we essentially don't want to solve one problem to then cause another problem at either the elementary or junior high levels. Currently, all of the proposals being examined do not have any impact on high school either OH or OE. So, um the potential um growth along Wolves Crossing um would be looking to realign um a small number of elementaryaries and potentially junior highs. The other secondary priority is transportation. Um we have some situations where we
088have um neighborhoods or subdivisions that essentially drive past one elementary or junior high to then go to another. Um so while that is not our primary consideration for phase two, it is a consideration in terms of proximity of our neighborhoods to our school locations. So the next steps of phase two, sorry, we are reviewing uh quite a few different scenarios in partnership with RSP. Um once we kind of land on a few scenarios that meets our primary objectives um we will uh then present and our goal is for our community engagements to have those scenarios lined up. Um our community engagements are in the middle of November. We will then also be discussing grandfathering um attendance transfer uh requests and then transportation. Um starting to look at phase three and then as I mentioned our
089community engagements are currently scheduled for November. Um it will be a mix of both inperson and survey based and then our board proposal in January. So that is where our work group is right now. We just wanted to give a quick update. Um the work has come together twice. Um and then we have also had a few minions with RSP. >> I can just uh if you don't mind um so one of the things that I found helpful was when they were coming up with these scenarios, they're running it by RSP. So basically to see if it works. So we've a couple scenarios been run by um would make Murphy basically shrink to like 300 students, you know. So there's it's um it is it is a puzzle and um but uh we're working with
090our demographer just to make sure that it actually does work too. So okay just a quick clarification on one of the primary priorities just because I'm rereading it and I'm thinking did I think about that correctly? the the second bullet focused on areas of new growth. Um, so I know where the areas of new growth are in our district. Are you saying that only those new developments are going to be considered for but you're saying those areas, right? >> Those those areas. So essentially in phase two, um, we are focused within the areas of new growth. Um but as Dominic just mentioned um we haven't uh landed on something where we can just change the air the current or within the last year new subdivisions. Um so it really is a puzzle piece. Um but
091the driving force for phase 2 is the new growth off of Wolf's Crossing. Um but there is a kind of greater area around Wolves Crossing. Um and the elementaryaries that are the focal point are South Berry and Graham Park. So it would be essentially um the feeders into that. Um also Dominic mentioned Murphy. So the junior highs that would then potentially be impacted are Plank, Troberg, and Murphy. >> Yeah. >> And Biden sick. So, I'm just going to say one more thing to say make sure I'm clarifying it for myself correctly. Just because I've lived in Southbury for 15 years doesn't mean I'm not in an area of new growth. So, I could be impacted although I've been there for over a decade >> potentially. >> Yes. >> Okay. Thank you. It hasn't. But I
092think that's why they're kind of pointing out that this focus on areas of new growth is kind of the priority, primary priority. >> Am I understanding it correctly? >> So yes, like we we are looking at essentially neighborhoods along the Wols Crossing corridor, right? Um, we are not looking at like the subdivision of South Berry that contains South Berry, but there are other subdivisions that currently feed into South Berry >> that um have to be part of the puzzle um just due to proximity to Church Hill to Wolves Crossing. Um so essentially um kind of from east uh to west we are looking at um Southberry because right now as we saw at our last meeting um if we do nothing um Southberry is projected to be at 950 students which is not uh where
093we want Southbury. So, we're looking at Southbury, we're looking at Church Hill, um we're looking at uh Wolves Crossing, and then the four junior highs. Um in terms of this is phase two is essentially the current new growth. So, we do know and we heard from RSP last time, there's also projected growth even beyond that area. So going beyond. So we saw last time that there is projected growth sorry even more by Grand Park um by Hunt Club um over by Prairie Point. So we anticipate that there would be phase three changes. Um but right now for phase two for fall of 26 we are essentially looking um uh along 30 from 30 to South Berry. So in in that area >> thank you for the explanation Dr. Concade. So when we think about specialized
094program realignment, is that something that we will consistently see as we're thinking about like student assignments or are is that phase pretty much done? So, um we're hoping that's why we did that phase first is we kind of uh locked in those locations. Um and we wanted to make sure that um especially our STARS program that students had the opportunity to attend an elementary, well maybe not their home elementary, close to their home for K through five. So, they didn't have to continuously change um throughout the year. And since that recommendation came forward in phase one, there has been discussion about potentially another skills location, but there hasn't been discussion about moving programs around again. Dr. Dubil, is there anything else that you would like? >> I mean, I think that's an opportunity. Do you
095want to add to that, Dr. Dub? Other programs that maybe we have to review regularly speak to that. >> Um, yeah. In addition to thinking about um skills, we know that we are also >> I think you turned off your mic actually or >> can you hear me? >> Not yet. >> Okay, >> there we go. >> All righty. Okay. In addition to thinking about like a west version of the skills program, we're also thinking about SEI and as we know we're phasing that out and what that looks like for Old Po specifically because that's where one of our stars class or one of our stars hubs but currently only goes to fourth grade. So, we need to have and we're having those conversations of how we make space for them in fifth grade and
096honoring um what we have going on for the priorities phase one and phase two at the moment for student assignments. So, we're very much part of that process >> and these things are and I think you use the word process, right? So, this year we're doing a curriculum an audit of our programs. um any major changes will be done systematically and um are part of a process that will include significant review before any final decisions are made. So in a nutshell, so if somebody somebody listening tonight came in at the part where we're reducing Murphy to 300 students, let's just make sure those sound bites for anybody who just started listening at that very moment. I think if you would just make sure we close out with clarity so that nobody who just tuned in
097at this moment walks away thinking, well, I heard last night at the board meeting they're reducing Murphy 300. Did you go to Murphy? You see, there you go. He was going to go home, mom. They're reducing Murphy to 300. So, >> so the summary is currently our junior highs, Ben, but Nars is just under 500. Murphy, uh, Thompson and, uh, Plank are in that 700 to 800 range and Thompson or Troberg is just over a thousand. So, while we, uh, do not want to significantly unbalance our junior highs, um, we want a plan that works again for our primary goals of ensuring Southbury and Grand Park are within their building capacity. um and that uh we do not take Murphy down to 300. So um >> we are looking at Wols Crossing, Southbury, Grant Park,
098Church Hill, and then uh Troberg, Murphy, Plank, and um uh Benedar. And again, it might the in order to make sure that Grand Park or Southbury are within their current building projections, we would then potentially be looking if we change a subdivision um from one elementary to the other. In order to maintain the feeder pattern, we would potentially then consider changing the junior high to align with the element So if you didn't know I was an open book before those are things that we were discussing in that committee. So any other questions? No. All right. Are there any? >> Thank you Dr. King. >> All right. Um 7.1 public comments. On behalf of the board of education, I would like to thank the public for attending tonight's meeting. We value the feedback we received from
099our members of the public and encourage everyone to take an active interest in their public school system. Individuals interested in speaking to the board this evening are asked to have completed a comment card and presented it to the secretary to the board. Any members of the public who have not yet turned in their public comment card to the secretary of the board are asked to do so at this time. When the secretary calls your name, I ask that you come to the microphone, state your name for the public record, and provide your feedback. Please note that comments are limited to five minutes per person. The board does not participate in discussion during public comment. Comments should address board of education as a whole and not be directed to an individual board member, audience, or staff
100member. Followup to your questions or concerns may be addressed by administration through the contact information provided on the comment card. Thank you. >> Carol Cunningham. >> She may have just stepped out for a minute. We can come back to her. Want to make sure she has a chance to speak. >> Chloe Sanchez. Just tap the top. Oh, no. Still working. Um, good evening. My name is Khloe Sanchez and my son is a fifth grader and in the deaf and hearty hearing program at Perry Prairie Point Elementary School. Um, thank you for giving me the opportunity to speak tonight. I'm here to urge you wholeheartedly and urgently not to end the deaf and hearty hearing program for out of district students who are already part of this district's DHH community. These students are not just names
101on a roll call. They are children who have found connection, confidence, and community through this program. For many of them, this district is the only place where their educational needs have been met. Ending access now would not be a mere logistical change. It would be a disruption to these children's development, their relationships, and their sense of belonging, my son included. Let's be clear, DHH services are not a luxury, but a lifeline. They provide language access, specialized instruction, and a safe environment for students to thrive academically and socially. Removing these services from out of district students, students who are already enrolled would be disastrous developmentally developmentally for our children. We as families chose this district because of what it could provide our children in DHH education. We've built our routines around it. We've trusted this district
102with our children's futures. To revoke that trust now would send a message that inclusion and equity are conditional, that they depend on zip codes rather than needs. I understand that budgets are tight and resources are stretched, but I ask you to consider the cost of of exclusion, the emotional toll on these students, our children, disruption to their learning, the message it sends about who we prioritize and protect. This district has been a beacon of support for DHH students. Let's not dim that light. Let's continue to lead with compassion, with commitment, and with the understanding that every child, regardless of where they live, deserves access to the education that helps them thrive. It's probably safe to say that you are all here today because you genuinely care about the educational needs and well-being of children, that
103you are deeply committed to each student's future and their academic success. And I think that you understand or at least have an idea of just how damaging a change like this one most likely will be for a child such as mine. And what I know is that you as a board hold a great deal of power. You have the power to change the lives and futures of children, especially those who need it most. I just hope that you will use that power to do what's right and show my child and his DHH peers that this is their community and this is where they belong. Thank you. >> Thank you, >> Carol Cunningham. Can you use a mic just so that we can make sure that people online are not able to hear you? >> Okay.
104So, my granddaughter is in kindergarten and like many young children in Asiggo, she faces significant challenges every school day. There are no sidewalks for her to walk on in my neighborhood. Our roads are only plowed one lane wide during winter months when they first come through. These children are coming outside in the dark sometimes or coming home after dark sometimes and expected to walk a block in the middle of the street because there are no sidewalks to come home. This is a very large safety hazard in my mind. Um, as a as a parent grandparent, it's really hard for me to understand why the school district doesn't change this for the students in these neighborhoods. And I know that our neighborhood is not the only one. Um, again, what I've said is a se this
105is a serious safety hazard. And I will read from the Illinois law that section that states, "A vehicular safety serious safety hazard exists when a pupil is required to walk along normally traveled roads or streets where walking is alleged to constitute a serious safety hazard due to vehicular traffic or rail crossings as determined by the Illinois Department of Transportation. So having a child walk down the middle of a street is a problem especially during the winter months. One of the asiggo um district rules also says for these students to stay off the road at all times while waiting for a bus. So they are again causing an issue. Where is this child supposed to stand? Are they supposed to stand in kneedeep snow to wait for a bus? My kindergartener grandchild does not stand as
106tall as the hood of a car. When a car comes around the corner, they're not going to see her. They are not going to stop. They are not going to slow down. This is a new existing issue with drivers these days. So there's my example and I'm hoping that the district can do something about this. I have tried reaching out to transportation to no avail. I promise we'll call you back. Nothing ever happens. So the next step is the district and I'm not even sure where to go from there, but I believe it is a real issue that should be addressed by someone. >> Thank you very much. >> Thank you. Alexa. Hello, my name is Alexa Levixson and I am a freshman at Asiggo High School. I would love of you guys to add
107an honors ASL 3 and 4 because ASL is the highlight of my day. As a language, I love learning ASL because the learning environment is more free and welcoming versus other languages. One and two have provided me with great experiences with the homecoming parade and signing the national anthem at the cross town game for ASL or for ASL club. After high school, I can use ASL to either interpret for others or just use it as a way to communicate with the deaf community. ASL 3 and four will assist me in getting into college because they colleges I want because they will expect three to four years of a foreign language. Lastly, ASL has such high demand where they to do a lottery where pe where a lot of people didn't get in. So, three and
108four will be greatly appreciated. Thank you for your time. >> You >> Thank you. >> Taylor Lee. >> Hi, my name is Taylor and I am an ASL 2 student at Oiggo High School. I would like to see ASL 3 and 4 be accepted into the curriculum as an honors program next year so I could continue my journey of learning ASL. I believe it would be a good addition because it brings light to the deaf and heart of hearing students and community. As an AVID student, this is a new unique honors class that would help fulfill the requirements set by AVID leaders. And as an individual with dyslexia, the interactiveness of the hands-on class is a positive alternative to traditional honors classes. Because of the interacting you have to do in this class, it helps
109you build with your self-esteem, helps with social anxiety, and helps you be able to be confident in communicating with new people. By bringing ASL 3 and 4 to the curriculum through education, it would bring more advanced opportunities to further my sign language development. I appreciate your time for letting me speak on this matter. >> Thank you. >> Okay, >> there's no more public comment. Thank you everybody. Um, student board reports 8.1. Okay. So, hello everyone. I would just like to give you a brief update on what the SSAC has accomplished and what our future plans are looking like. So some of our highlights are that each SACE member has expressed three action plans that demonstrate rightful presence through student teacher relationships and um SSA the SSAC board has um determined three themes that can categorize
110these action plans. So the first one is studentled connections. You can see these through lunch and learns through like student and teachers eating lunch together. Um, another category is visual aids. You can see that through artif artifacts and gallery walks. And the last theme is celebrations and recognitions. You can see that through live feedback walls. So these are the categories for classifying our action plans. And during our next SSAC meeting on October 30th, we will narrow these action steps to the final three that can be implemented for the second to third and then to the fourth quarter execution plans. And then in terms of our student perspectives, everyone has emphasized that it's really important that rightful presence is uh recognized at our schools and it's really important that students and teachers can be on the
111right level. So the authentic collaboration between them is really important for them to build a relationship. And in terms of our ideas and recommendations, our biggest one is that we want to meet with the principles to introduce ourselves as SSAC board members and begin some sort of partnership. And to update you guys with the upcoming events, on October 23rd, we have the trunk or retreat at Brookha from 4:30 to 6:00 p.m. And this is open to all EC families. And then on that same day, we have learning in the community, fall family funday. And throughout this week from October 23rd to the 31st, we have Red Ribbon Week. And then on the 30th, we have talk at Oiggo High School along with students from OE and ACC. And then on that same day, we have
112family AVID night from 6:00 to 7:30 p.m. at EVA. And then finally, we have on October 31st, the fall blood drive at USO East. >> But that summarizes the update for the SSAC. >> Hit the ground running. Yeah. >> So, my my daughter told me about the blood drive on the 31st. I I'm interested in what those advertising the advertising like. So, they could have gotten pretty creative there. I suppos I'm going to walk around and see if I can find this. So, um did anybody have any Well, thank you. Appreciate it. um board committee reports. It's like we have uh each committee can does anybody want to give a summary of the policy and legislative or do you think that uh we're good with the you know the printout? >> The safety presentation was
113was was the safety presentation right? one was for each uh was part of the um was part of the committee meeting. Um also one of the points of discussion was um aligning ourselves more with the IHSA in terms of allowing um students who are not actively enrolled in district 308 full-time to participate in afterchool activities. So we had that discussion as well. Um I think >> I think that's it. >> Yeah. >> Okay. Um, equity and learning and innovation for committee report. >> Um, well, leaning >> um um it's on the uh on the report, but I'll just kind of provide a quick overview. We we saw an overview of the early childhood program, which was nice to see that um first program that students might interact with in our district. Uh we had a
114great presentation on the school leader paradigm which is a administrative evaluation tool for our school leaders that's being implemented here in the district. And then uh we learned more about uh accelerated placement um and how we're um doing that um uh program here in in the district. So >> anything to add or >> No, I think she about summed it up. I continue to give them um a shout out. Dr. Harmon. Um I gave her a shout out during the policy committee and then we talked about it earlier, but just how um our school our school district essentially for the um IPA school leader paradigm u model. Um there are other school districts in the surrounding area that has essentially used this as the north star or the blueprint for them rolling this initiative out.
115And so I think that that is super cool. I was really excited about that. Um, and then in terms of early childhood overview, I won't necessarily be redundant with what Amy said, but she had some really great questions in regards to barriers and things of, you know, that n those natures that nature um in terms of our meeting, but it was just nice to understand that we do have tuition as, you know, um, an op option and we, um, what I didn't know is that we designated specific um, spaces for tuition, right? I want to say it was maybe 50. Um, which I thought was a really great idea and I didn't realize that. And then we did talk about accelerated placement programs and I'm really excited to know that we've moved the needle in
116terms of like what the expectations are for students. I believe we've gone from just um students being um oh goodness exceeding expectation to um they can be proficient and can be a part of the accelerated placement program. And one thing that we did talk about is just being sure that we're readying our system where all students feel um welcome and invited into those spaces when they do qualify for accelerated programming. So >> all right um finance and facilities >> the um operations update was primarily the content of the meeting. The only thing I wanted to add is um we didn't include as we go east, >> right? >> Um and the performing arts center. And an update on that, we are now looking at um that to be completed shortly after the winter break. And
117for anyone who is concerned about certain um activities that might be taking that would normally take place, um that has all been discussed, taken care of. um you know part of it will be at S we go high part of it will be at Benarik or wherever the most appropriate place is so all it's all under control yeah that was the only thing I saw different as well so um all right 8.3 board member comments >> okay I'll start >> anybody >> yeah Um, I just real quick wanted to, um, again, um, compliment Dr. Waller and her team for Ascend this past weekend. I'm kind of rocking the official Ascend t-shirt, which is, you know, obnoxiously orange yet yet subtly very cool. >> Um, I did get a chance, I'm usually there for the beginning
118of the beginning of the program and then I leave. But um this year I got a chance to sit in on one of the presentations and boy it was really great to see the kids to see the kids to see the students interact. Um they needed very little prompting. They were all active participants. Um so that was great. There were also some very uh very cool additions uh including a playground outside that I really wish I could have been part of. much. I mean, there were there was all sorts of whatever you would expect to see at a kids's birthday party, I think, is the best way, right, was out there. >> Um, so that was that was really fun. It was a really um it was a really fun event. Um, I also wanted
119to thank the staff at Fox Chase for having Dr. Kalgatti, Mr. Oafi, and myself over there for some discussion. Um, we had a great opportunity to speak to some of the staff there and what some of their issues are, positive, negative, uh, what their wish list was. Um, it was a it was a good opportunity to kind of get into the weeds a little bit and and speak to the people that really are making a difference, which is primarily the teachers. >> Anybody else? I mean, I'll shout out I know several of us were there in attendance uh at the Cross Town game, but a great atmosphere, great community spirit overall. Such a great event. I know it takes a lot uh to put together um and lots of support uh but it was a
120a great event all around. >> Yep. >> Okay. 9.1. We're going to move on to the approved consent agenda. Uh, and I have a motion to approve the consent agenda, please. >> I make a motion to approve all items under consent, including 9.1 minutes from the board of education meeting on October 6, 2025, open and close sessions. 9.2 to acknowledge the foyer requests received by the district. 9.3 to approve the water billing repayment intergovernmental agreement IGA with Fox Metro as discussed and presented. Second >> Miss C. >> Oh yeah. >> I >> Dr. Pak >> I >> Miss Robinson >> I >> Dr. Martin >> I >> Mr. Cerrone >> I >> Miss Wenmouth >> I >> Dr. Mario >> I >> motion passes 70 >> 10.1 for information financial statements. >> Thank you. So
121the finance for the month of September is as what we respect for the time of the year. Now the one thing that I would like to point out is if you look at our fund balance this is the time of the year where we actually have the most fund balance on it because at that time at this time we just received the second installment of the 2024 levy. So, we've been working with we've done a cash flow for the year since we we kind of have a bad idea of how much money we're working with. As it stands right now, we should be good till the end of the fiscal year without nothing to do any borrowing, cash flow borrow. And so today, >> better known as tax anticipation. >> So, we won't need to
122do that. >> Better known as That's funny. >> Or payday loan. So today I work with uh municipal investment company place some of the investment to put some of the cash that we have on hand to work. So we spend um $18.7 million on some treasury bills which is backed by full faith and confidence of the US government. And uh the unfortunate thing about the Fed lower rate is that if you're an investor, it's not so good for you, which in this case we are, but if you were selling bonds, which we did a couple of weeks ago, it's a good thing for so it depends on what side of the table that you were sitting. So the rate on those $18.7 million is 3.76. the same period last year when we sold when we
123bought similar bond it was more 4.29 29. So and then we also sold some uh we bought some uh FDIC insured CDs 750,000 we placed them with a number of bank CIBC first bank and what we did we replaced them at less than 250,000 so it that means they insured by the FDIC and then we also bought what is called FDIC Cedars and what cedars we place $12 million in buying cedars at a rate of about 3.97 where cedars are essentially their cities but is is invested in such a way where an entity actually places them at different banks ID insured bank so that they securize less than the 250,000 so if any of the banks were to fail we will be fully insured buy a DIC. I just wanted to share that with you.
124So, we got some investment we lather in there to make sure that we put our money to work and that should provide us extra income uh to be able to meet our obligation from now till the uh the end of fiscal year. We did this with the realization of what our cash would be. If you look at the uh the finance, we have about $142 million of cash, but we didn't invest all because we need some of that to payroll, to pay for things that we buy as a district, but these are the ones that we need to uh we can afford to to kind of extend out. So, the T bills, the maturity date on them is in January 15 of 26, which is when we would need it. and the FDIC CDs um
125due to mature uh January 20th of 2026 and then the Cas uh due to mature on the 22nd of January 2026 based on our cash questions. So, I don't know. I always, not always, but once in a while I like to remind uh or maybe bring up to the board, this is um something that was not in place. We weren't investing our excess dollars. This last year probably brought in what $3 million >> over three million about $3.6 million. >> Those are things that are helping us to, you know, better pay our teachers, better pay our staff, you know, it's put to good use. um all with the idea of student outcome. Right. So, >> and and again for the third year in a row without having to borrow any money to do it. >>
126This will be the third year in a row. >> Excellent. And I just have two general questions in regards to let me make sure the current month summary. >> Okay. So for the financial health and equity, my first question is are we monitoring um how these spending trends affect student services and equity which obviously would include sped, transportation and intervention supports and then my second question is do we anticipate any budget adjustments or transfers to maintain balance through the year end? >> So we are in developing the budget that the board approved in September. We took that into consideration. The decision was not made just based on finance. The program folks, my colleagues here, special education, the learning innovation folks, they were very instrumental in developing the budget. So, absolutely the decision of the allocation
127of resources was based on the needs of the students. We just provide the resources to make it up. Now, as far as making uh transfers in the budget, we don't anticipate doing that. Now, the one area that we know has been challenging is transportation. We are hopeful that we will be able to have uh a balanced transportation budget. But if we were to go based on what is happen in the last couple of years, it's going to be challenging because of the inherent cost of transportation. the biggest part of which is people um uh hiring people and being able to keep people and additionally we will start negotiation with our transportation partners OTAA this year we know relative to our neighboring school district we pay less for our bus drivers so I know at since
128the beginning of the year we've lost them some of them but we're committed to make sure as we did with the three other contract structure that we've negotiated in the last uh two years to bring him uh to make bring him to parody to make us more competitive. I hope that answers your question. >> Thank you Raphael. >> Thank you. >> Question. >> Well, was there anything else that you wanted to bring to us? >> The the only thing if you notice we are missing uh the CPI >> which we track every month. The reason being the federal government is shut down. >> The Bureau of Labor Statistics, they're the ones who actually got a data and released that the se the September CPI was supposed to have been released on the uh 15th of
129October, but since the BLS is closed, we don't have that data to be able to track for the month of September. >> Thank you. When are you going to um bring the the news of the restructure and the the result of the the bond restructure? >> Oh, we can bring it next month. The uh >> Okay. >> So, do you want me to just kind of talk about it generally and then we can bring more information? >> Well, I want to I want to know what the results were and >> um you want to wait. Yes, we will we'll put it we'll put it in writing and I'll develop a small PowerPoint to to go over what was presented to the board back in July what we estimated and when we closed and we got
130we actually haven't closed yet. We can't close till November because of the bond com. But what we've had we have we've done pricing. So the pricing that we've done at the people subscribed to the bonds that we had to sell those numbers updates but we just can't close it till uh till November. So at the November meeting we will bring the uh PowerPoint that talks about what was projected and what we would price and it was very advantageous to the district. >> Thank you. >> Yeah. >> And to the taxpayers really not the district to the taxpayers. So, it's really good news for the taxpayers. >> Absolutely. Okay, that's great news. >> Okay, great. Um, oh, 10.2 new IASB resolutions. >> So, um, do you want me to talk to it real quick? So, uh,
131last time we met, we talked about what the, um, you know, is IASB resolutions committee report is. Um, and the idea, um, our goal for tonight is to decide whether or not we will recommend adopting or not adopting the one resolution they have provided. and then I will take that um vote essentially to um the meeting at the at triple I on behalf of our board. Uh so if you took a look at the um resolution, it's asking us um to support um a resolution about providing um support for smaller districts to be able to do bus safety. Um ISB ISB's uh recommendation is to adopt. Um that would be my recommendation as well, but it's open for discussion or questions if anyone else had any thoughts on it. >> What do they mean by
132support? I mean, is it monetary? >> No. Well, it would be monetary from the the the the state the side of the state. So, in the resolution, they're asking that the um they establish a dis a dedicated school bus safety equipment grant within the state board of education so that smaller districts could apply to it basically and have funding to support bus safety. They're asking for like a small district waiver that extends the deadline of when they have to do uh the bus district safety stuff. Um, it's just support for smaller districts that maybe have less resources to implement the bus safety pieces that are required. >> And for the public, this isn't something that this is something that the IASB will then advocate for on our on the district's behalf on school boards throughout
133Illinois's behalf >> to the legislative committee or community um for the state. This would not necessarily impact us if it right because it's a smaller district, but we have the opportunity to support other school boards in supporting this. >> So I I would anybody have any thoughts for or against want to convince me? I I would be I mean I my concern is that if we're asking the state to provide funding for smaller districts is it going to take from funding that we normally would see but I don't know that it's that big of an issue to >> right not yeah >> I don't believe it would be very material to our budget. >> No, I I don't think so either, but I just would be concerned that if they're advocating for that, are they
134advocating for >> No, I know. >> the whole state or just the small district? >> I know it's >> Should we take a straw poll? >> Yeah. Um I'll I'll start. Yes. >> Yes. Recommend. Well, I do have a quick question. >> Oh, yeah. Yeah. Go ahead. >> So, are is this only about the buses or is this about There's also a red line copy in here where there's certain language that's been >> that's a different right now we're talking about the bus piece. >> So, if you if you want to talk about all the governing stuff that's uh that they're redlining, we we said you could bring some of those. If you have any concerns with any of that, bring it. >> I don't. I just wanted to know if we're talking about approval
135because it's in the There was so many and it was a lot of just changing words and stuff. >> No, and I get that. I'm fine with that. I guess my question is it's on the agenda item for, you know, discussion, but if we were to vote on this, would we two be voting on the red line, like the updated language? The updated language is fine to me. I just want to know where you're putting your straw vote. >> Yes. Yes. Is it just the bus resolution? I assume we're going to be fine with any red lining. Um >> would you like to combine both of them and say well let's just do the bus first. Straw hole if we support >> Sure. >> Um >> this recommendation. >> Okay. >> So that and that.
136So I'll take that piece to the the meeting at triple I >> um any discussion on the constitutional amendments that they've provided or the language that they've provided? The recommendation from ISD is to adopt it. I would probably suggest that as well for those, but I'm open for discussion. Or do we go to a strong is it primary? It's not part of the fiveyear read, is it? That they're just updating policies. >> There's a lot of different um I should probably not be looking at the safety report. >> When I read through it, it all seemed very >> Yeah. >> just just cleaning up the wording, right? >> Yeah. Most of it was like either specifying processes that were already outlined previously and just kind of like further delineating them or it was like maybe
137adding certain like time constraints on things like submittal dates for certain things or um things like that. So a lot of it was just like clarification of existing language. >> So we should go ahead and take a vote since we are you are going to be sitting there voting on them. So, um, >> a straw poll. So, I I I'll start this time. I would I would suggest adopting all of the constitutional amendments provided um in the resolution. >> Okay. >> All right. >> Thank you. >> All right. Well, that was easy. >> Yeah. last previous years we've had like five or six resolutions >> and they were kind of meaty. >> Yeah, they were that was I was like I kept looking through the packet like where's the other ones? >> Yeah, I know.
138>> Preparing us for the future. >> So yeah, that's why we decided to bring it to the the full board um because they would be kind of meaty and we would have disagreements. So, >> and I'll play uh Jared Poger for a moment as the historian and say previous I think to like just two years ago, we never had representation at this meeting. >> Nice. So, >> um >> but that's good for us. We need to have be represented there. >> Yep. So aside from the resolution and the bus um in support of like uh the bus situation um would you say that there are any other things that you'd have to you know vote on >> during the all the voting that will happen there? Yeah. What could well I shouldn't say that someone
139could get up during the delegation and say I would like to add this >> and then the whole delegation would have to vote whether or not to put that on there. I've never I mean I've only been there once but I can't that seems like a stretch for that to happen but I guess it could and then we would have to vote on that thing >> and I'm only asking I'm new sitting on this side of the table so I just don't know what that looks like. That's the reason I'm asking if there's anything else. This is really just about my learning >> like that either. Yeah, >> I did it one year and there was nothing new. >> Yeah, >> that was that passed or anything. Sometimes on the consent agenda there's like we
140said previously four or five things and in that case last year for example you people could stand up and ask something to be removed from the consent agenda for discussion >> and so someone could say I want to remove that from the consent agenda and then there's discussion around it and then a vote takes place. >> Okay. >> Yeah. >> Thank you. >> Yep. >> All right. Uh 10.3 board policy first read. >> Dr. Thank you Kane. >> Y so we on behalf of the policy and legislative committee we're bringing four policies for first read 490 uh student activity and fidiciary funds and employment at will compensation and assignment. These two are press recommendations for the five-year rey year review. There is no recommendation for changes to the policy. no recommendations for the legal references
141or the footnote. It is simply just a 5-year review. So, the only thing that would change is the adoption date at the bottom of the policy. The next two are a followup from our last meeting um where while we were moving forward with press's recommendation, we also sent this back to the uh committee to look at 740 and 7325. So looking at 740 which is our non-public school students including parochial and homeschool what I'd like you to uh draw your attention to and in the memo you have both the existing policy and the redline version is section three. So the first paragraph is uh press's recommendation where it talks a little bit more in detail about our students that um do not attend our schools full-time. And then the second paragraph is where we get
142into some more detail. The most significant change is the wording around the one class per semester. The red line versions is really to ensure that we are in compliance with IHSA. So um both the five credits or five passing five classes and that also one class must be taken at the school. So in our case either OE or O. So our red line uh policy just brings some more attention to ensure our alignment with IHSA 47325. Um we did focus on incorporation of the press language. So that is the first section where you see um a majority of red. So the committee is recommending the use of the press language. The second part of that policy is to realign SC308's um unique language to press. That's why you see some adjustments within that language. Um
143we did incorporate feedback from our schools team, from our finance team which included uh food service. Um and then the general census is that we will be um re also revising once this policy is uh put into effect um our administrative procedures around student fundraising. Any questions? Anybody have any questions? No, >> thank you. >> Okay. >> 10.4 recommendation for renewal of milestone support. Oh. Um the the um the administration is recommending that um the board renews on a one-year basis the um the video monitoring system for the district cameras. Questions? Any questions? >> And if there's no questions now, obviously we can submit questions after the meeting if they come up. So, um, >> nope. Okay. >> No question. >> Thank you. >> Action items 11.1, approval of board member travel expenses, triple eye
144conference. Can I have a motion, please? I make a motion to approve board member travel expenses for the triple eye conference. >> Second. >> Any discussion? >> Okay. >> Mr. Cerrone. >> I. >> Miss C. >> I. >> Dr. Martin. >> I. >> Miss Wenmouth. >> I. >> Dr. Mario. >> I. >> Miss. Robinson. >> I. >> Dr. Pock. >> I. >> Motion passes 70. 11.2. Approval of school year 27 new high school courses and title changes. I have a motion, please. >> I make a motion to approve SY27, new high school courses and title changes as discussed and presented. >> Second. >> Any discussion? >> Miss Robinson. >> I, >> Miss C. >> I, >> Dr. Martin. >> I, >> Miss Mario. >> I, >> sorry, Dr. Mario. Hi, >> Miss Wenmouth. I >>
145Dr. Pock, >> Mr. Cerrone, I. Motion passes 70. Action item 11.3, approval of personnel report. Can I have a motion, please? >> I make a motion to approve the personnel report as discussed and presented. >> Second. >> Any discussion? >> All right. >> Miss, >> I, >> Miss C. >> I, >> Mr. Cerrone, >> I. >> Miss Robinson, I >> Dr. Pock, >> Dr. Mario, I, >> Dr. Martin, I. >> Motion passes 70. Can I have a or 12.1? Can I have a motion to adjurnn? >> I make a motion to adjurnn. >> Second. >> All in favor? [Music]