001Roll call, please. Mr. Cerrone, here. Dr. Martin. Dr. Mario. Dr. Pak here. Miss Robinson here. Miss C here. Miss Wenmouth, present. Let's stand for the pledgece to the flag of the United States of America and to the republic. One nation under God, indivisible, and justice for all. The first item on our agenda today is uh student recognition. So with us today is Teresa Kamidus who will lead our student recognition. Yes. So Dr. Dr. Concade and the board invite you to join us in the middle here so you can congratulate our students. Tonight, the board of education is proud to acknowledge the award-winning efforts of our students who have received state and/or national recognition. Tonight, our deputy superintendent of schools, Dr. HeatherQade, is proud to recognize along with the board the accomplishments of these individual students
002from Asiggo and Asiggo East who competed at the IHSA state meet. students, as we say your name, could you give us a little wave so we know who you are? I'm going to read all of the the recognitions even though we don't have all the students here this evening. So, Zach Morris, senior, third place shot put and fourth place discus. That was asiggo East. Also from Asiggo East, a 400yard relay placed fourth, including Aiden Fel Jr., Micah Manahan Jr. Nigel Grisby senior Austin Ward senior Alan Kent Jr. And from Asiggo High School, Dantrell Young, sophomore, second place in 200, fourth place in 100, and eighth place in 400. Congratulations. And we're going to take a quick photo with you guys. So we will invite up if there's any um coaches, adviserss, administrators, anyone to join
003us. Anybody else? Amen. All right. Moving on to agenda item 51, approval of building administrator contracts. Um, I have a motion. I make a motion to approve the building administrator contracts as discussed and presented. Second. Dr. Pock. I. Miss Robinson. I. Mr. Cerrone. I. Miss Wenmouth. I Miss C. I motion passes 50. Uh, next item is renewal of district administrator contracts. Can I have a motion, please? I make a motion to approve the renewal of district administrator contracts as discussed and presented. Second, Miss Wenmouth. I, Miss C. I. Mr. Cerrone I Yep. Miss Robinson I Dr. Pa I motion passes 5-0 and Dr. PK. Thank you. So before we move on to our next action item, could we recognize our two building administrators uh that just got approved for their contract for the upcoming school
004year. We have Jay Peterson who will move to an assistant principal at Boulder Hill. [Applause] And we also have Joe Scarpino who will move or join our district for the first time as a dean at Asiggo High School or Yep. Asiggo East High School. Thank you both. Okay. Um that's a big one. Uh, moving into action item 5.3, approval of professional agreement with the aso custo custodial maintenance association. Can I have a motion, please? I make a motion to approve the professional agreement with the asiggo custodial maintenance association as discussed and presented. Second, Miss C. I, Mr. Cerrone, I. Miss Robinson, I Dr. Pock, Miss I. Motion passes 5-0. [Applause] Moving on to our next presentation. So, we would like to welcome representatives from Whiten & Company and McKinstry to uh lead our phase one
005long range master facility plan. So, our long range master facility plan started in three separate phases. Um, phase one has been completed and we're going to hear about it this evening and then phase two is currently in process. So, welcome this evening and the floor is yours. First off, are we clicking this or is it We are okay. Good. I'm more comfortable clicking. Uh, first off, thank you. My name is Brad Pollson with White and Company. I'm sitting in for two people who could not be here tonight. Stuart Bradsky and Nidi Sha who've been conducting most of the effort. White as an architecture uh engineering and construction company that was engaged with the district back in last September to lead u the district and a team through a long range facility planning process. We have
006two partners. Yeah. Uh Tim Makavoy. I'm with Mckinstry. So we are a facilities consulting firm and construction uh firm partner with Whiten Company on this. Uh Jimmy Butler, project manager at Mckin Street. And Tim and Jimmy are going to do the majority of the presentation tonight. Uh also on the Whiten Company team is a group called Beyond Your Base, which will be involved a little bit later and helping the district identify funding options for the needed repairs and and projects that might come out of the planning effort. I already forgot to start clicking. So, as I mentioned, White was brought on board last fall to uh help uh lead the district through this PL process. So, I know we have some uh previous board members, maybe some new board members in the room. I just
007want to give a quick uh introduction to who company is. We are a family-owned firm going on 90 years in business about 210 people and um cover a wide variety of capabilities, architecture, engineering, construction. Uh we have a transportation business so pretty uh well-versed in all aspects of facility planning, design, etc. About 60% of our work is in PK through 12 education and the vast majority of that is for public school districts. So just as a quick example, some of the districts that we've guided through this same process previously, a variety of size districts uh throughout Chicagoland, but most notably would be Elmherst unit school district 205 and then Indian Prairie School District 204 have recently gone through a very similar process. So we work for a variety of size of school districts, but also
008work for large unit districts just like district 308. So the process that we're going through is really attempting to help the district and the community visualize uh really three main aspects. What are the physical needs? What are the solutions that are going to be needed for your building to support not only the physical conditions of the buildings but also the educational alignment of those buildings for the next long period of time? How do the uh budgeting and financial planning around that uh would support that effort? And then how what is the best uh avenue to implement that over a period of time? Sometimes very short time, single project, sometimes very long period of time. It depends on what the district and the community finds as the is the right fit. This process really has three
009major components um or major steps. The first step is really going to be the focus of tonight's effort, which is what are the needs of the physical needs of the buildings. And Jim, Jimmy and Tim are going to talk about that tonight. Um, in the next meeting or I think in the August board presentation, we're going to give an update on the educational alignment. How will the how well the buildings support the educational needs not only now but into the future? And then those two steps will be completed, shared with the board, and then we would conduct kind of the long range facility planning process based on those needs. A lot of community engagement, a lot of uh student input, staff input uh to help shape specifically what the plan is over a period of
010time to deliver those needs. So that's the first three steps we're going to be going through. Uh tonight we're really going to focus, as I mentioned, on this facility conditions index. The timeline that we outlined back in September really hasn't shifted too much. Uh every time you do a timeline, it gets tweaked a little bit, but we're going to talk tonight about phase one, which is kind of the facil facility condition assessment, which is in that gold bar. We are nearing end of the completion of the phase two educational alignment space analysis process, which would be presented to the board in August. and then kind of leading into the fall and the first uh semester, first part of the school year, leading uh the development of how that facility master plan would get put together.
011So, um pretty much the same process we presented in uh September of last year. With that quick introduction, I'm going to turn it over to uh Tim and Jimmy to talk about all the work they've done in step one. All right. Thank you. Um so as Brad highlighted uh McKinstry we led the first phase which is the facility condition assessment. So we will uh present some of the highlights of our findings. Uh so a bit of background we surveyed almost 2,000 assets at uh the 22 schools. So that's 22 of your 26 uh facilities. Uh we looked at mechanical, electrical, plumbing. Uh we looked at the exteriors of the building. So the building envelope, windows, uh roofs. Uh we looked at interior spaces and then uh the site. So that's considered like parking lots and
012sidewalks and um things of that nature as well as many other things. Uh we started with interviewing the Asiggo uh facilities team, the ones the folks that are in the building every day uh so they could tell us about the what they know and and um you know what they know about the assets. And then our team of engineers that Jimmy led, he's on the project management side. uh we went out there and assessed with our engineering expertise the useful remaining life of a lot of these assets. Uh we also uh added a lot of other scoring metrics to that. So if you think about 2,000 assets, multiple scoring metrics that can get a pretty, you know, uh pretty complex uh spreadsheet or multi-page report. So we use a uh dashboard a visual uh tool
013to help um make that data very easy to digest and capital plan uh whether it's one year or many years out 10 years. Uh so that's our own proprietary dashboard uh called reveal. Uh so the f uh facility condition index or FCI score uh it's a benchmarking tool uh that you can use. it's independent of building size or function. So, it's a really good way of comparing a lot of buildings to each other. Um, and so that's calculated by taking the capital replacement cost, you can look at it over 5 years or 10 years divided by the replacement value. So, if you were to build a new school, so the higher that amount of FCI score is, the more need of investment the school is. Um, and so that's how we look at that's how
014we looked at the district. That's how we look at uh all the districts uh that we work with. Uh so the good news here there from a just a pure facilities perspective there are no schools that are in what would be considered the critical uh area of investment. Um so you can see here uh the the bottom three, Boulder Hill and Long Beach. Uh those are older schools. That's uh really to be expected as we look at it over five years. uh another way of looking at it. So this is the same data just uh the the um x-axis is the year constructed and the y- axis is the FCI score. So those same three schools are in that that circle uh the top left there. Uh we did highlight uh five schools in those
015blue uh squares that uh I'll touch on because uh if we look at the same data over and we add five years. So what does it look like over 10 years of an FCI score? You can see those five those same five schools all kind of bubble up to the top. Not to be uh it's not unexpected. Uh all of these schools will then be you know 25 30 years old as you look at it over uh over the next 10 years. And that's really when you start to see some major um investment needing uh to be done uh at a school. So, not too surprising, but uh just a couple different ways that we looked at the data. Five years, 10 years, and I'll turn it over to Jimmy to uh give some more
016summary. Right. Thanks, Tim. Okay. So, I'm going to talk about the assessment summary, especially in regards to the budget. So, the overall 10-year budget. So, this is all of the assets that are coming due to be replaced within a 10-year span, uh, including a 5% inflation rate comes out to 212.6 million. And you can kind of notice the shape of that graph. We'll we'll come back to that in a little bit. And uh, and later on we'll talk about how that compares to other districts as well. to break down that number uh into different building subsystems. So different parts of the building that things like HVAC, roofing, flooring, exterior, lighting, etc. These are common um architecture and facility assessment categories. The three that really stand out here are HVAC, roofing, and flooring. You can see
017that 77% of that 10-year budget is in those three categories alone. uh HVAC and roofing is very typical to be the top two in a school district. Those are both um fairly expensive items and come up frequently in for maintenance. Flooring is the one that's a little atypical and and probably higher than we see. Um and that's something that in the assessment we did find a lot of carpeting throughout the district that was in kind of fair or poor condition. um you sometimes carpeting used in like cafeterias or gymnasiums and some other flooring that that might need to be replaced as well. This is the uh top 10 critical items list. So this is really an example of what the data looks like in reveal and and the output that um you can get. So
018the district owns all of this data and can easily output put it. Um so really an example to see some of the details and the uh the overall impact of those top 10 items by both condition and costes comes to about 4.3 million. Okay. So what what is the what are the kind of key takeaways overall on the assessment? So the first one is looking at that data Tim mentioned there's no schools in that critical condition that three or above. That's a a very good thing. Uh I think the next key takeaway is is what I had mentioned about the HVAC, the roofing and the flooring with flooring being a little atypical or higher than normal but an important consideration. The third takeaway is there's 16 of the 22 schools that we assessed were built
019between 2000 and 2008. So there's there's a vast majority of those schools in that time frame and they they've generally been wellmaintained. But starting if you look on the 2028 bar there, the majority of that bar is those 16 schools as well as the next four bars is those 16 schools. So because they, you know, it's 16 of the 22. Um, and that's normal. Like as Tim mentioned, they're coming up 25 to 30 years old here soon. So we'd expect to see maintenance and needs in those facilities here soon. Okay, I'm going to pass it back to Tim for the comparison. Yeah. So, how does Asiggo 308 compare to other districts that we've worked uh worked on? So, uh we broke it down by number of facilities, total square feet, enrollment, uh the budget. We
020did normalize it for inflation. So, that's why uh there's 60 million of inflation. If you look at 5% over 10 years, uh it's a staggering number, but that's where that 212 comes down to 152. Uh and then broke it down and ranked it by budget per uh square feet. And you can see it actually ranks pretty good from that perspective. Uh and we attributed that to a couple things. I think the facilities team has done a really good job uh maintaining the schools. Um so that's to be commended. Uh in addition uh really the age of the schools as Jimmy just touched on 16 of 22. That's a pretty new district relative to some of the other districts that we're looking at that we're comparing here. Uh this is in Illinois and Wisconsin. So, um
021it's probably a big number that that you know that you're looking at, but uh relatively speaking um per square feet it is is a manageable number. Uh all right, want to touch on just real quick some of the additional deliverables. As I as as we touched on reveal as a dashboard, we're using it for capital planning for this purpose. Um there are other uh added capabilities, utility management and auditing, energy efficiency. Um, so that's a tool that that you have now that the district has. Uh, we also broke out each of the numbers that we just explored. We we did a per school breakout for the facilities team for the building engineers that are in those buildings. Uh, so it's got the the breakout of uh the capital budget, the subs by subsystem, the top,
022you know, measures the that that we would recommend that are in critical uh need at those individual schools. And then there's photos. So, we took photos of everything. We're supplying that to the uh building engineering team, the facilities team. And then finally, uh we highlighted, you know, while we're there, we wanted to highlight what what we would consider smaller operational fixes or like work order type items that we could just really hand to that team. Smaller items that wouldn't make this capital plan, but really could be addressed. So, another added value um for the facilities team. Um with that, thank you for your time. Turn it back over to Brad. as I mentioned a little bit earlier. So, this is kind of the very high level quick summary of uh step one, the facility conditions.
023Um, in a couple months, we're going to come back to you and give you an update on the educational alignment side. So, more learning focus, how the buildings support the learning aspects. these two components would come together and be the kind of the first step before developing a long range facility plan for the district and the community. So with that, we'll open it up and take any questions. I have a question. Uh do you have any idea why why our flooring is Is it material? Is there a reason? Um, yeah. I think the the carpeting was the was the main focus. More carpeting than typical inways, gym, cafeteria, and it just it wears quicker than a VCT or another type of floor. So, we're probably not at that point yet, but when we do the
024replacement, I assume we would be addressing flooring versus carpeting. Yeah. Like, we're not going to have carpeting in any gyms anymore, right? Yeah. I' I've been doing this a long time. I've never seen a school district with so many carpeting in gyms, in uh cafeteria. I mean, just so many places. And the thing with carpeting over time, they don't hold up well for high traffic. We know, especially with fluid, all kinds of fluid with food, uh, after a couple of years, they just degrade. And so, to your point, when it's time for replacement, we'll do VC, which is easier to to clean and and they just shine, and you don't have to worry. They don't absorb uh liquid and moisture the way carpet does. I have a question. So, can we anticipate, and I know
025you said it in August, so maybe I'm just asking questions that I know you will probably answer, but will we see a differentiation between the facility condition assessment and the space and needs like that? Um, not the space and needs, but the educational assessment like is there will we see a difference in August? And then is one prioritized over the other? Well, you're certainly going to see a difference because we're looking at the buildings with a completely different lens. So, the first piece is more the physical needs, the infrastructure, the condition of the building. Second piece is more how learning is happening in in the schools, how the buildings support that, how it does, how does it align with the strategic direction of where the district wants to go. So, it's going to be a
026totally different lens. the the the art of the planning process would follow that is how do you bring those two things together to create what the right u solution for implementation is. How do you implement that over time? How is the most cost effective way to do that? For example, you don't want to go in and replace flooring in year one, come back a few years later, do ceiling and lighting, and then decide three years later you want to totally change, you know, how the classroom is laid out, and we want to convert a room into a science lab. So it's it's a much more that's why we collect these two buckets of data together before we begin developing the proposed solutions that of course the community would get a lot of feedback to weigh
027in what's what's the right solution. So it's a long long answer to a simple question totally different lens in a few months. Thank you. Even the data collection was very different in terms of the walkthroughs and um the groups of people that came together to provide feedback on phase one and phase two. So um as noted um in for phase two uh white and company will come back um in August to present a more educational lens to their findings. Thank you. Good afternoon. Good evening everyone. Just a quick question. Can you all hear me? Yes. Yes. Yes. Okay. Just double check. Might be a delay. Thank you all for uh just one quick question. When you look at the number of buildings who need support at this particular time, does that is that typical or
028is that atypical? the fact that we have 16 buildings and then the impact of you know all of them being so close in terms of their needs that's that does not feel typical in your experience. Is that correct? Um it's not typical but I would say that it is typical for a district like like yours that experienced so much growth at the same period of time. Um, one of the other districts that I mentioned in your prairie district 204, um, south part of Neapville and Aurora, just kind of a little bit eastu, same situation. They had a lot of buildings built over an 18-year period. It's like you and your family deciding to buy two cars at the same time. You're going to get to another period and a few years where the maintenance is
029all coming to at the same time. you're going to be making decisions if you want to buy new cars or you just want to repair the cars. Um, so that's just a a a reality of of the way this district grew and it's not it's not typical, but it's not atypical for communities that grew like you. Thank you. Yeah. The only thing that really strikes me is the um you know 5 million in 2025 and then 32 million in 2029. Um, Serba Femi, um, what are we typically, you know, budgeting for maintenance? Now, before the, uh, the last couple of years, I couldn't speak to that. In looking at the budget, it didn't seem like we budgeted a whole lot for operation and maintenance. But the last two years, uh, due to the fact that
030we did a DSAP, which is a bond, uh, a bond offering where we were able to get some money, we have been doing some significant repairs to to the building. And unfortunately, those money was spent this year. Now, we still budget a significant amount of money for repairs and upkeep, but not to the extent that we need because of a limitation of financial resources that we have in the district. Yeah. I just look at 30 million in four years and that representing 15 20% of our budget and it's we don't have a no rainy day. So yeah, there's no way we will be able to afford that in an operational budget in our regular operational budget. Okay, we have to get creative. We have to look at additional resources that we can bring to bear
031in the repairs that are needed. Anybody else? Um so before I turn it over to Dr. Kgatti, um we just really would like to as kind of build on what you mentioned about our staff. um just passing our OCMA contract which um we just wanted to really recognize um their efforts to maintain our buildings. Um I know Mr. Oafi has worked uh very closely with Bill Andre and the staff um but just really wanted to uh build off of the kind words that you mentioned. So thank you and Dr. Kelatti. Thank you Dr. DK. I just wanted to echo that and also thank uh this board and the prior board for their investment and time and review and attention to this. Um really thinking about how we are custodians of supporting our the funds of
032our taxpayers and at the core of that is really the most important resource which is our schools both the physical plant and as well all the attention to the way in which our programs are able to support the needs of our students. And so both white company has done a great job so far. We really thank them for their dedication and support. but also I really want to echo the appreciation for the staff and as well to the board. Um and it is the main reason why I really want to join this evening. This is a very important moment for our district and this is an opportunity that I could not miss and uh I want to thank everybody for their leadership and organizing. And with that I'll just continue to listen and thank you
033all. Thank you from the wilderness in Vancouver. Right. Yeah. Yeah, I'm I'm swatting off some bears right now, but we'll be okay. So, I Nobody else has any questions? All right. Thank you. Thank you very much. Moving on to uh superintendent report. Um, so first and foremost, I'd like to uh just welcome everyone. It's been a pleasure to uh honor our students at the beginning of our meeting. So, always a great way to end uh their athletic endeavors also. Um, but on a note of seriousness before we move on, I really would like to acknowledge some of our transportation difficulties and challenges that we had at the start of summer connections and our extended school year, our ESY program. Um, we understand how frustrating the issues are not only to our parents and our families,
034uh, but also to our staff. So, we've been reviewing our processes and holding internal meetings um really with the eye to not only analyze what occurred but then implement changes um that will be put into play uh this August. So, as we know, focusing really on that communication um both timing and clarity as we work to strengthen our ridership and our use of our transportation system. So, moving on to some highlights, our sports camp are in full swing. So, we've got some more kicking off over the next couple weeks. So, we encourage all of our families to really look at the list of opportunities on the district website. Um, we also want to remind kind of in conjunction with that, uh, great time to make sure you have your school physicals and immunizations, uh, booked
035and ready before that back to school season hits. Um, we also have up-to-date uh requirements and resources in our health services section on our website if you have any questions about what impacts your student. So, at this point, I'd like to turn it over to our board members for some additional shoutouts and recognitions. All right. Thank you, Dr. King. Congratulations to the Asiggo Panthers girls rock, excuse me, varsity softball team for winning the IHSA sectional softball championship. Yay. Uh the Panthers rallied from two to zero in the bottom of the fifth inning against Weaten North to take a hard-fought 5-2 victory. They are playing tonight in the HSA super sectional game at Benedicting University. The winner of this game will advance to the IHSA state finals. We're very proud of your incredible season, Lady Panthers.
036Okay. We're excited to share a celebration from this past school year. In partnership with Wubansi Community College, we launched an ESL for adults program, and the results have been outstanding. A total of 44 adults participated, averaging 41 hours of attendance over the four-month course. Of the 28 who completed a post test, 22 showed improvement in their English proficiency and 16 achieved a significant level gain. According to Wanzi, those kinds of gains typically require 70 or more hours of instruction. But our people are sharp. 70 more or more hours of instruction, making our participants progress especially impressive. Thank you to everyone who helped make this opportunity possible. We are making a meaningful difference in the lives of our adult learners. Very nice. It's great. Uh, have you registered your student for next year? Registration is open
037online for all and new all new and returning SD308 students. Your attention to this matter is important. Having accurate counts early assists with classroom and space planning and transportation uh and staff hiring. Visit the district website for information and register today. The Kendall County Health Department is offering 2025 back-toschool immunization clinics by appointment only for eligible children through the Illinois vaccine for children VFC program. Clinics are scheduled now through October. Appointments can be requested by visiting the health department's website at kindlehealth.org. A full listing of required vaccines and physicals by grade level can be found on our district website. Great. Moving on to 72 board member comments. Um so I'll start. Go ahead. Um Dominic and I uh were actually Dominic and I joined um some students, staff, teachers uh yesterday at the Auror Aurora
038Pride Parade, as you could tell by the shirt that I'm wearing. Um and marched along with um representing district 308. Uh this is gosh, I mean, this is the third year that I've done it and I know it's gone on for several years beyond that, but we were really well represented. And additionally, there were several other uh parents um Susan, I saw you there, parents and parents and staff members that were at the parade but were actually working or marching with other organizations. So overall 308 was really really well represented. Um it was a wonderful time. It was peaceful. It was wellrun and um yeah we had a good time. Um, also just wanted to remind everyone that Prairie Fest is this weekend. So, big community event. I know they do it over Father's Day
039weekend. I'm not quite sure why, but they do. Um, I'll be out there. I'll be out there every day. There's a there's a Prairie Fest parade on Sunday morning. So, if you have the opportunity, come with us and represent 308. And if you do, we'll see you there. There you go. Okay. Um yeah, we also kind you spent a little bit of time with the Kell County uh food pantry over at uh Old Traver and you know we did some volunteering there. I was uh you know um it's great to volunteer. It's great to you know help the community. Um and then we also uh you know collectively we attended quite a few of the junior high graduations. Um so um I personally went to had Narsk, Trober, and Plank. So, that was uh you
040know, it's great. And they're, you know, they it's nice to see them getting unexpected rewards and stuff like that, you know, and see the big smiles and uh happy parents. So, um to the new Panthers and Wolves. Um that's all I had. Anybody? No, you already declined. So um we'll move on to 8.1 DUP page water commission waterlink project for some information. The uh thank you for being here. Thank you gentlemen. The district was approached by the uh by the page water commission on behalf of our three communities of uh Origo, Montgomery, and Yorkville to uh to facilitate the supply of Lake Michigan water. uh and um they've asked us to provide an easement to them that allows them to be able to lay the pipe to bring the water to our communities in in
041a route that will be the most uh costefficient for the water to be delivered. And as part of that, we've asked them to to come and talk to the board as well as the public at the meeting. Thank you. My name is the manager here to my right. Robinson Mark who is managing the process for this project. So a bit of background for a second water commissions essentially we are water wholesaler treated water from the city of Chicago. We then manage and maintain a network of pipes ranging in diameter from in on the small side to 90 in on the larger side. Uh it's about 184 miles of pipeline that we maintain and operate on an annual basis. Uh that water that we currently push out goes to currently we're at 30 customers. And of
042those 30 customers, we deliver water at about 85 locations currently. So this project that we're going to talk about here this evening is a very substantial project. is generally generationally important for the community of Montgomery and Yorkville. Um, but at its base is nothing new to Dupage Water Commission. We've been doing what we do since the mid 90s. Um, and I've been on board for the last couple of years. I think everything I've seen indicates that commission operates very efficient process and program and does what does we do what we do very well, I think. So, um, we we're always trying to be good neighbors and good friends and, uh, just good partners to everybody who comes along the journey with us. So, without further ado, we'll dive in here. Uh, the water link project,
043that is the name of the project that we are utilizing to bring water to these three communities. Uh, it's essentially 31 miles of pipeline. We are connecting to our existing network in Neighborville at 75th and Book Road. That here in a second, but it's 31 miles of the pipeline that makes diameter from 68 to 54 in. So that that big pipe is 4 and 1/2 ft in diameter. You imagine how much water we're out this way. Again, that goes to seven different points. Picked up three new customers, but each of those customers had multiple locations. You see those in a sec as well. This a rough outline of that whole project. So, as you can see, that blue line up at the top, that is Snapville where we're connecting at Book Road, 75th Street. Next,
044that pipe comes down road. And then that magenta line that runs east west through the middle of the map there, that's essentially through a combat corridor. Trying to piggy back off of combat's properties. It's a pretty straight shot to where we were going. Uh, so we figured how can we utilize that to minimize the from the general public out this way as much as possible. So, we're currently working as well to maintain that pipeline through that area. That blue and that magenta line, those are all 54 in pipes. Everything gets a little bit smaller as you branch off. As you can imagine, closer you get to a particular delivery point, the smaller that can be. You only get one delivery point instead of all set. So that green line that runs south, one of the
045sites that we're here to talk to you about this evening is uh here at this property that's on that green line. The other one is up in Boulder Hill. And then you can see those excuse me, those seven blue pentagon. Those are those seven delivery structure or delivery parcels where we will be handing off the water to Montgomery. These are the two sites that we're going to talk about this evening. As you can We've got this property of that green line. You see a little jog in the property. The main um reasoning for trying to cut through the east and the south limits of this high school property is really to stay off the car road. Obviously, there's been a lot of construction, especially down at Old Crossing. Running a 54, excuse me, 36 inch
046pipeline through the roadway would be a substantial impact. Um if we can kind of turn around the perimeter of the property that minimizes that impact. The other site is over at Boulder Hill Elementary. That pipeline will be 54 in through that parcel. Um, so bigger pipelines. However, kind of just put in the corner. That's one of those areas where we're in PMED and there they've got a little kind of fenced off area that we need to jip bigger there much much less. And that point we'll hand it over to some detail. Thanks. Good evening. As Jeff indicated, I'm here basically to show a little more little more detail as impact here the Boulder Hill site. And I'm not sure the animation didn't come in here the way I had planned, but uh if you can
047see the the brown line, the brown box with an arrow pointing to that there. You can see the school off in the distance to the southeast corner of of the Bville property. Due to the fact you see the brown circle, that's where a big Comet tower is. And so it was too close. Come wouldn't allow us to bend water south of the pole that you see in the area. So they made us go to the north and that's what pushed us onto school district property. The blue line, the thick blue line is 54 in water that Jeff refer to had a perfect world. We would have just gone straight across and not touched it properly, but this conflict is is forcing us to do so. So, what we're proposing to do is is angle it
048to the north. It would be ultimately a permanent ement area that you see in the red trapezoid. Uh that area is a little less than 3,700 square ft, which when you add that up, it's really like less than 10. It's a relatively small permanent easement area. Uh but to build the watering, we're going to need a little bit more construction saving area. And so that's represented by that purple rectangle. But all in at 5,800 square feet on the temporary, that's a little impact there, especially the really don't impact to school itself to ball fields to really any other facilities school. It's going to temporarily upset the grass in that corner be completely restored after ground is settled. Um and I you know in the long run there's nothing that at the surface at this site
049that you'll ever see. It'll be a pipeline that's probably about 10 ft deep in big pipeline, but it's certainly nothing that you ever seen on in that grass. This property is a little more complicated. Uh it's certainly a little bit more impact. Um it's it's a much longer length of water. Um and as Jeff indicated earlier, you know, we do know that a couple years ago when the roundabout was built, it was it was very difficult not just for school traffic and school users. Um all the residents and stuff across the street and really regionally because Wils crossing is getting busier and busier. We all know that. Um and so the idea of trying to avoid impacting all of the motor public times within five years or four years um was something that we had
050the idea. But part of the problem with uh that area now, even more so than it would have been prior to that road, is there are so many new utilities uh further south when we get toward crossing. It would have forced us to put this water under the pavement um really right across almost the entire frontage of Harvey Road, the Harvey Road side of your property. Um so we thought that if there was a way to work with the school district and have an easement in the grass on the opposite on the other side of the tree line that's there while saving the tree line. That's what we what we've tried to do is minimize those impacts and minimize not only the the traffic, but if we're able to build this in grass, construction time
051frame will probably be cut in half because if if the contractor had to go through all of the maintenance, traffic, and pavement replacement, the impact would have been measured in months instead of in weeks. And so, it's it's certainly a dual. There's multiple It's really a good way to go. Um, so it might be hard to see on there thin yellow line to the west of the roadway pavement on parking uh to come then south of the ball field, south of track and field and then uh south down here to get the general alignment. This is the big picture, but what we wanted to do is kind of zoom in again. That thick blue line would be the 36 inch water that comes through here. This is Harvey Road and coming across north would be
052to the right. The um the first driveway this would be the northernmost driveway on the on the property. This it's relatively narrow impact to that would probably be measured in hours basically one one or very short days but that would be impacted and then ultimately reopen um and and really not much more impact here other than the grass as you get a little further south where the main entrance is. This this area here, we would be proposing to auger underneath the driveway so that we wouldn't disrupt the driveway at all. This would be tunnled. Um what you see in the yellow here are really just a reminder that this is where those those nice tree lines are. Uh as you go on road by pushing the water man far enough west of the tree line
053and having the temporary construction be through here. We believe that all of these trees will be safe. There shouldn't be any impact to the tree. The contractor inspects the job. They will have to not be able to remove any street or damage. Certainly something expect to be able to do without without any difficulty, especially because we're this far off the roadway. There really aren't any other major relative simple construction. there will be a truck that temporarily uh you don't see any loss to the driveway usage or uh impacts on those trees along the city. Now, this is a little harder to read. We're kind of bending around so you can see this a little bit. This is Harvey Road. North is still in this area here. As we would bend around the ball field here,
054there would be temporary impact where some of the fencing would need to be removed and replaced that had been come through here. But that's what this yellow line indicates here as well as over here. Potentially this fence over here south of track and field pretty tight back here would also be removed and replaced. you know, it would be certainly replacement. Um, but those would be the primary infections as well. The water man would ultimately cut you on the far outside reaches right behind the wall. Um, the one the red circle here is one area that there would be something in the long run that could be visible and that would be what would be a what's called a guarantee cell that we need because the ground topography is a little bit higher there. So we
055don't have water trapped in that line. We have a valve there that will be able to uh open and close as need be to to drain any water that may be caught on a high. So this is something that will be placed in a manhole and it will from all intents and purpos once in a while maintenance staff from the water commission come out to exercise that valve and was necessary. I'm not sure how often. annually at most. If there were there were a break in the area and we had to refill the main and we needed to clean that air out as we filled that we would have to come back but typically that would be a once once a year visual inspection make sure they not. So that is the the basic uh
056roadway on the south side of where the bulk and extend uh to the south. The the school district does follow a strip of land in here and I think it's on a couple different parts of the ultimately comes all the way down to crossing. I'm not sure if that distance would necessarily scale trying to fit all the slides here for you. and and by the same uh token there would be three valve structures that would be fairly close to the lower rightway. Um and again we push them this far north primarily due to utilities already kind of in the way here along this crossing. Um again it would be three structures that are in manual uh and vaults. You would see the rim uh with the cast iron frame on top. That's certainly flush with
057the ground. I'm not sure how necessarily there any us I think there's another water in this general so that crossing and then be on the south side of crossing there would be no impact to the school district driveway uh uh at this location all the construction will be solid So that's the the general details of as it would impact the property. Um, for the most part for this entire length, the district or the water commission would be looking for a 15 foot width permanent ements and a temporary easement in which to build it would vary. Uh, on the lower end, 30 ft wide, 40t wide in certain areas, but for the most part, uh, at the end of the day, it's that 15t wide permanent easement. The total permanent easement area would be a little
058less than 1.4 acres with a total uh temporary construction ement area about three acres. And I think those are are laid out in detail in packets where we have uh the letters from Mark along legal descriptions of the ements that I believe have been reviewed by by Mr. W uh on behalf of the school district and I guess uh a lot of the details are in terms of documents that executed by. So with that um one more thing would just be the schedule. We believe that you know the impacts in construction at Holderville could be about a week that that's going to be from start to finish. We should be in and out of there. It may be a little bit longer before we come back and and put the top soil in the seating
059just to make sure that the trench settles. uh depending on what time of year July most likely uh right now the current schedule is to try to put this contract out to bid in September. Realistically, a notice to proceed would probably not occur till November. By the time the construction would proceed to that location, we're estimating fall of 26. I don't know that we have that pinned down exactly at least a year. a year from now. Um, most likely that happen next year at the high school site. That one is that contract is scheduled to bid the following month in October. So, we'll be slightly behind. We did have some preliminary conversation with Raphael and Ste. We understand that it would be prefer preferable to have that construction that will build the end of July.
060activity lowest. So we are going to put that into specifications for the project and mandate that impacts uh impact all especially with these classes. We do believe that because of the length of all the water being built allowing for weather a 6 to 8 week time frame total from the northern tip of the high school property to the southern tip is about the whole thing. So with that, um, I think we wanted to open up for questions. Um, especially the project at here at Asiggo East. Um, you said 6 to 8 weeks roughly. How invasive will it be relative to students and traffic? I know I know you're talking about starting potentially in July, but will there be roads blocked off? Will the there be roads narrowed or what will be the actual impact? Roads
061meaning Harvey roads crossing or you mean driveway any of it. Okay. Only pavement that would be really impacted the northernmost driveway the narrower driveway. Okay. We're going to tunnel underneath the main entrance. So we wouldn't anticipate any necessarily grow that entrance at all. and the fact that the overall water man would be entirely on the school property, you know, in this corridor, we would not have any construction that would impact or closed roads on Harvey or Wross. Okay. And also uh no impact to your driveway on the south end that go out will be on the opposite side of the street. Okay. Hopefully you heard me. I've got a generally loud voice. Oh yeah. I have questions. Um when you talk about permanent easement and temporary easement on page 12, is it total of three
062acres or is it a total of one point or 4.3 acres? That would be the temporary area is total of 3 acre. They're two different things. So you add them together. So well 3 acres is temporary 1.4. I think she's asking is the 1.4 contained within the three. Yeah, it's it's separate. So total total impact of 4.4. And how exactly you're putting this main down 10 ft? Is that correct? 10 feet probably to the bottom of the pipe in most cases. Uh about six feet. Yeah. 36 inch pipe. So 3 feet maybe 3 and 1/2 ft diameter counting the the thickness of the pipe. We're in general we're going to have at least 6 ft of cover over the pipe. In some areas closer to where those valves are, we may have even more cover
063to have those a little bit deeper. And so you're going to have an excavator out basically digging down six feet and like I don't know four or five feet wide. Is that uh I I well they'd probably be digging down about 10 ft to lay that in the bottom of that trench. Um I'd say the width of that excavation is most likely going to be about 8t wide 8 8 to 9 ft wide. They'll probably be pulling a trench box through. Uh, and generally those those have a about an 8 foot di or eight foot width. And what kind of security are you going to have to make sure nobody goes into the hole? Is it all going to be fenced off? We there is fencing accounted for on the project as well as the
064in the specifications they're currently written so that the contractor is not allowed to open up any more of the trench than they are able to backfill in a day. So nobody's walking away from an open trench. Okay. Now, while they're digging it, obviously there's a deep trench, but there that's going to be staffed and they're not allowed to walk away from that on a daily basis. It's to be backfilled and there will not be a moat built around um the north uh entrance that you guys are going to interrupt for a little while. Is there a way to put that in specification that that be done first? because if we're getting 6 weeks into, you know, halfway through August, that's where parents drop off their kids and that's a hot mess. Certain, we can certainly
065do that. And from a logistics standpoint, the contractor would most likely be going from north to south. So, that's likely the case, but we can certainly work that in as well. Okay. I have a question for you. Um, are other public agencies or school districts school districts impacted by this project? I'm trying to think if there's villages. So, Kendall counties. Oh, multiple multiple agencies. Neighborville Park District is one. A Swiggo Park District is one. Uh there are multiple highway authorities. I'm not sure if there's any other school districts at the top of my head. That's what I can't think of. Yeah, this is the only school district. Um but multiple public and private entities. There will be over 100 different easements ultimately obtained for the project. Some of them are from farmers, some of them
066are from businesses, some of them are from, as I mentioned, park districts. Uh there's obviously school district 308. Um there are some that are um even on village property, uh village of Asiggo, village of Yorkville that will be granting easements to the water commission for the future maintenance of those facilities. And then my second question is even though it is underground, are there long-term implications to this project? like if there maybe um other construction needs, would it impact our ability to do that as a district? Certainly shouldn't be. Um you know, you put the pipe in the ground, it should last for its design life. There are certain things you need to do to make sure that it reaches its design life. Um I won't get into the nuances of catharic protection, but if you
067put a metal or any kind of pipe in the ground, over time, it's going to corrode. There are certain measures that can be taken to help prevent that and mitigate that. Um, but that's a passive system for the most part, especially in an area like this. Um, you know, we try to maintain the annual inspections for those portions that we talked about earlier where there's a a a lid that you would see, we pop those open on an annual basis, make sure nothing's leaking because if something does happen to leak, that leaking water can create bigger problems. Um, but for the most part, unless somebody hits it with some other project or is auguring something and it pops into our pipe, that pipe for the most part should just be in the ground and for
068decades and decades not require any effort. Um, it shouldn't require anything on your behalf. Certainly shouldn't require anything on ours other than to make sure we're being vigilant in maintaining it properly. Thank you. Can I ask a question? Sure. At the end of the day when project's done, you've got one man out here building and you've got three man pools at the far southeast corner by everything else. Correct. Can can you summarize this question because you have the mic there? Yeah, there the only visible infrastructure you would see will be four manhole lids for lack of a better term. One of which will be over by the ball fields kind of between the ball fields. The other three will be south at the south end of the property just north of Wol's Crossing. Those will
069be the only atgrade components of this project. There will be nothing higher than that. Nothing above grade. I do have a question but I want to I don't have any um wait I got one quick one. Go ahead. If there's a leak in the main, you guys take care of that and the disruption shouldn't be horrendous because it would just be that section that's leaking. Correct. And that's why we need that 15t easement just so we can access it depending on where it is along that pipeline. We would access that location and address that leak. Um, and depending on whatever material ends up being chosen, you section out the pipe and you you splice in a new section and it's done. just fixed a leak in Lumbard a week ago. Um, it's nothing new. The
070idea is we're maintaining it so that that doesn't happen, but the one we just had to fix was because AT&T 20 years ago bored alongside of it and created that corrosion. It expedited that. So, um, those are the things we try to stay on top of. Where we can't, we certainly address them as quickly as possible. Okay. So, my question, um, I don't think you were on mic when you were talking about the disruption that you would be avoiding. Um, I would like to, you know, hear that again as well as a little bit more detail. Um, a little bit more of, uh, you said weeks instead of months of disruption. Um, are you talking traffic disruption would occur if we didn't do something like this or, you know, kind of, uh, yes, help me
071understand what we're avoiding by doing this? Yeah. So, benefit this is Yeah. Yeah. The benefit of the easement is to be able to basically put the water maybe as we just described in the grass crossing underneath a couple of driveways, but by by and large it's entirely in the grass. Um if not because of the existing utilities that are already uh along Harvey Road and even especially where the roundabout was just built, there's much more there than there used to be. Okay. Um, the only way we could potentially align the water man within the the public rightway would be under the pavement of Harvey Road probably for the vast majority of your property line along Harvey. Um, and the reality of as Jeff had even indicated, you know, the contractor is required to excavate and
072then back fill the hole each day. That's a more complicated operation and a slower operation when they've also got to maintain traffic as it's coming uh coming by because it wouldn't necessarily be viewed favorably by the community if we had a full road closure. Um so the idea of having to maintain traffic while the contractor is working. It probably cuts their production time in half or or thereabouts. What we're what what you're proposing cuts it in half. Yes. Okay. Yeah. So that's why I say it would be disruption. Correct. Without disruption to traffic, it would be a six or eight week six to eight week operation instead of probably three to four months uh to with traffic disruption. Correct. Okay. Correct. So, and and you know, tr truth truth be told, additional taxpayer expense, too,
073because it's a lot less expensive to replace the grass than it is to replace all that pavement that would be disrupted. Well, and then all the time spent. All the time spent. And even even maintaining the traffic is not free. That requires a whole another operation by the contractor to do that safely. My time is money too. Yeah, that's right. Yeah, the motoring public would have uh no impact really through this process. Okay. Um any anything further than No. What's the what's the disruption that we would have uh through those summer months for kids would be my question. I don't I don't have that athletic schedule, but I would be concerned based on where they are if it's practice fields and some of those other things that we need to be concerned about more towards
074August than July. Uh but that would be something I would I would want to consider. And if there are hard dates where, you know, we need to be out of the ball field by August 1 with, you know, Assad restored, all of that information is helpful to us because we can work that into the specifications and make sure that they're adhered to. So there's in conversation with Bill uh there will be before the schedule is finalized conversation between Bill as well as Dan Atson who's the athletic director and to make sure that the schedules are coordinated in uh in recognition of the work that's going to happen. So we we would do that. That's absolutely correct. We we will work with the school district all the way up until the point we put the project
075out to bid. The one thing I failed to mention as I think about it too, um, and that's a good point because there's also going to be that temporary fence removal over there south of the track and field or, you know, where the football is that while while we would have to remove that fence temporarily, in the meantime, they would put up a construction fence to make sure that the area is completely secured away from any use of the of the track that would be going on at that time, Got one more. This probably'll be the last one. Um when you're um constructing a crossing crossing, you know, from the the driveway, you know, over to the other side of the road. Um are you going completely underneath or do you have to rip that
076up? Is there any closure on Wolf in this process? That is a discussion that we've had with the village as well as with the water commission. It's it's more costly to tunnel underneath it. I think everyone's aware that there is, you know, a multi-year multi-phase plan along Wolves Crossing and part of that final decision whether we open cut it or we tunnel it may be based on where the roadway project stands at that time. Um okay. Right now it is in the plans to tunnel it um as the fallback. Uh if it allows itself to be open in a very quick manner without major impact to the community that maybe become something that we would consider, but it it's really the road the progress of the roadway project that may dictate it. More likely than
077not it will be tunnled. Still it would it's still a net benefit. Yes. All right. Unless there's anybody else, I thank you for your time. Thank you. Thank you. And moving on to uh item 8.2. Yep. So, for um the athletic equipment RFP since uh Dan Arnson is currently at the super sectional softball game. Um all right. Thank you, Mr. Fish, for that update. Uh, Raphael Obi will be speaking on the RFP. Thank you. So, in the in the past, we've had uh a relationship with another provider of uh uniforms for us. And what we're trying to do as we're trying to leverage our size uh as a major as a as a large school district, what we're doing is we're looking for ways to be able to get best pricing for our students when
078it comes to the acquisition of athletic apparel while at the same time using our leverage to be able to to uh to realize revenue from the uh from the provider to be able to then subsidize athletic uh cost. And in the spirit of that we develop an RFP like we've been doing for the uh for a few other items in the district and we receive uh two submission two complete submission. There was actually uh yeah two complete submission. There was another vendor that didn't submit a completed uh submission. And so based on the um the submission that we receive of the two, we then engage with the uh the uh the other people who will be impacted with by this. We engage with the athletic directors or the coaches in in our schools and we
079also engage with uh administrators to get their input before the final selection was made. And based on the input that we got, the stakeholders engagement, we are recommending that we go with option A. And as you notice in the memo, option A, what it does is it it provides us discounted pricing on the apparel. And Under Armour will be the preferred uh uh brand for that. and uh depending on how much money that we spend, it will allow us to be able to generate revenue that we can then use to subsidize athletic program. What is what is great about that compared to what we have right now is that we uh we actually as a stand right now we have schools buying their own things, right? What we are trying to do is harness the
080power of the uh the the spend that we're doing right now. And if you look at it be we can easily exceed the amount of money that is required for us to be able to get the the discount as well as the rebate that we need. So that's one more way of subsidizing the athletic the athletic program in the district. So, we are recommending that the uh the board approve uh uh uh BSN option A uh because we get better pricing for uh students and our family as well as an opportunity for us to get uh revenue that we can then use to defay the cost of athletic programs. Any questions? So, that'll be next meeting. Yes, the approval will be next meeting. Was the last RFP just incomplete? Yeah, it didn't they didn't answer
081all the questions that had we required for them to answer for it to be considered completed. Sounds like it's still a better deal versus what we are currently. Absolutely. I mean that's kind we're trying to leverage our size with the seven largest district. We spend a lot of money with vendors. If we don't coordinate how we spend those money, then we can we can't use the power that we have to our benefit. Anybody have Well, the are the the different schools are buying their own stuff now? Yes. Do they have they expressed any concern about not having that ability to shop around themselves? I think no, they haven't. I think what happened is there was no coordination, right? So folks were just buying what they needed. What is good about this is that with coordination
082they get better pricing and they also get rebate that they can then plow back into whatever program they're doing in the in their buildings to help defay the cost of that. So it's a better experience, better pricing. So it's a win-win all around. So there hasn't been any uh um any negative feedback and along the way too there was a concerted effort made to engage those folks in the selection process before a final decision was made. So yeah yeah I saw the list of was quite long comprehensive um anybody else? No. All right thank you. Uh we'll move on to 83 English for pers uh perspective novel. Yep. With us tonight is Dr. Kristen Paul. Um also joining us is Moren Turop and Becky Kellum. Doesn't sound like it. Oh, I think we'll I think
083we'll get there. [Laughter] Thank you so much. Thank you. Thank you. That was That was very nice of you, Raphael. That was very nice of you, Raphael. Thank you, for the team effort there. Um, hi everyone. I'm Kristen Paul, assistant superintendent of learning and innovation, and I'm here with some colleagues of mine to present to you a novel for your uh review and information this evening. Um we wanted to um share with you really our focus this year um when we do a curriculum review and looking at tax selection is really wanting to um identify alignment with our rigorous curriculum that we're teaching in our classes as well as really um establish our rightful presence in our classrooms and that's a priority to us and you'll see that through this presentation that will come out
084um in uh the reason why we selected this novel for your um information this evening. Um, as I shared, I'm uh Kristen Paul, assistant superintendent of learning innovation. And I'll have Marine and Becky introduce themselves to you now. Hi, I'm Becky Kllum. I am the EL coordinator at Asiggo East High School. And my name is Moren Tirwelp. I'm the EL coordinator at Asiggo High School. Um, English learner. English learner or multilingual department. Yeah, I'm kind of making Okay. Yeah. No, that's Thank you. Um, so throughout Yeah. Sorry. throughout the um process. Um I know Moren and I as well as a couple of our um teachers who teach this um we're just kind of looking to refresh uh our our novel selection and um it was brought forth by one of our teachers and kind
085of we reviewed it and then when we brought it forth uh this is a group of people from both high schools with administration and district administration who all read the book. Um and then we met for a couple hours to kind of just discuss you know um what educational highlights and how we could use it within the classroom. This is the timeline that we followed. So in February was kind of when we um identified the specific novel that we would like to use. In March and April, we put together a text proposal that was shared with the team. Um in May we got together to discuss the strategies and potential uses of this novel, the strengths that we could see um for the students that would be uh participating in this class. Here we are
086in June with all of you at the board of ed meeting um and then hoping in July to have final approval and start preparing for use next year. These are um some of the things we considered when we were thinking about the novel and I just um want to go into what the novel is. Is that okay? Okay. So, the novel is called Solito. It's a memoir written by Javier Zamora. Um we're really excited for the opportunity to possibly have our students read this novel because we think they're really going to connect with it. um not only connect with it based on the stories um and experiences that they've had, but also be able to practice all of the English curriculum and skills that they've been learning for the past 12 years. This will be
087used with our seniors in our English 4 class. Um so when we were considering the text and the summit of assessments that they'd be using and the discussions they'd be having in classes, these are kind of some of the things we focused on. and the English language arts standards. They of course will be integrated within this novel. They'll still be practicing things like um you know quote integration and themes and summaries and things like that. We think that the text is complex to where the students are going to be exposed to lots of new vocabulary and sentence structure but also attainable. Um we think that it will fall um in line perfectly with our summitives. the students right now do a lot of refle reflective writing that helps support them as they move on to
088um either jobs or colleges. Um and reading a memoir I think would just really help support what they're already doing for those summitives. Um, and then just kind of towards the bottom there with the literary merit, um, we loved that it was a memoir and it is, um, from a perspective that a lot of our students have also either, um, experienced or maybe heard of through different, um, family members or people in their community. It has a recent publication date of 2022. So it is um you know within the last couple of years and um it is well reviewed. It's a New York time bestseller along with other awards. Um I guess what I was also going to say I forgot when I was mentioning the name of the book um a little bit of
089what it's about. So, it tells the story of a 9-year-old boy, Javier, the author, who um whose family has moved to the United States from El Salvador. And while they're establishing their life here, he is living with other family members in El Salvador. And finally, they're able to um have other people help get him up to the United States. So, it talks about the journey he takes from El Salvador, traveling all the way up to the United States with people he's never met before. Um, and I think one of the things we really love is that a lot of our students, not just our students, but our students in SC 308, um, have experienced some trauma and hardships. And we love the message of resiliency and hope and identity and belonging in things that we're
090seeing our students um needing and the opportunity that this novel will provide for us as teachers um and schools to help these students navigate that especially before we send them out you know after high school. Um so these are the different types of novels we have in our English classes. There's core text and choice texts. Um, a core text is used by all students and a summitive is completed afterwards and a choice text is used um based on the discretion of the teacher or maybe certain students are using that um along with a summitative. So in this class it's a year-long class. So would be a choice text. Um and um a supplemental text would be unaccompanied by the same author. It's a collection of um poems. So we have all the details in the
091board memo for you to review, but just wanted to give you the overall cost of what this would be. Um you can see that we're running uh two sections at as we go east and one section at Asiggo High School. Um we will have the text available in Spanish and in English as well as um audio files in English and in Spanish as well. Um there is a barcode cost you can see here and then also some additional copies of the unencmped um supplemental text you can see and then the total cost projected for next year um is listed here. Okay. Um so this is our projected implementation plan. Um providing it is approved at the end of July. Um the next steps we would take is to review the culturally responsive teaching and leading
092resources with um us and our administration and then the teachers who will be teaching this class. We will create a scope and sequence that will be used to guide the implementation of this NAVL. Um we'll keep the embedded assessments or summitive assessments that we have but just refresh them a little bit and make sure that they're fully aligned with this new text. Um we do have students at varying levels um academic and linguistic levels. So we'll work to create language and vocabulary support so that it's accessible to all students. Um and then we'll update our syllabus that will be given to the students and their families. that will happen um before day one um of school next year. And then throughout the next year, we will work to review and refine the materials once we've
093implemented them to see what what further supports might be needed or adjustments um and to review the student performance data. So, just to conclude, um you can see here on the lefth hand side the curriculum renewal cycle. This is something new that was introduced to our district this year. Um this situates it um this novel proposal in stage two. Um so there'll be some work um this summer to prepare if the board approves this novel for selection um to prepare for implementation next year um along with professional learning. Um in addition, this novel will be on a 30-day display at our board or district office. Um so we will um be re-engaging with you in July uh for action. And so we would like to open it up to see if you have any questions
094regarding this novel for information this evening. I have a question in regards to just the overall curriculum for this particular novel. How have we engaged any students to date just to see their interest, see if this is an appetite of learning because as we know just the scores across the board, excuse me, regarding reading um is kind of at a deficit. So, I'd like to see how we're aligning not only obviously what we would like for our curriculum, but also for our kids. Um, I don't think we've done anything formally, but we've been asking students for feedback based on the novels that we're currently reading and finding that they feel rather disengaged and that they don't see themselves represented in those texts. And so, when we're asking them like, well, what would you like to
095read? What do you like to read? Um what we're hearing is they want to hear about stories like theirs and they want to hear about things that are going to help them um be ready for the next year. A lot of our students are the leaders in their family and they want to know how to um be confident as they leave the high school and so that's why we were looking for um something that would kind of represent the feedback that we gain from the students. would it be an idea or recommendation to maybe get that feedback from our students in that particular segment? So, this is something we continue to talk about um with our teachers and our building administrators about engaging with our students along the way. There was an earlier time this
096year um when we had our junior high novels we brought to the board. We um read the novels along with some students and got their feedback and it was really powerful. And um as we continue to implement these new novels, you know, we're talking about different ways we can ask kids um questions while they're reading, you know, not only interest level, but also relevance um rigor. Um and we continue to unpack that with our teachers and our students because we really want to use their feedback to help support um the novels that we put in front of kids, but also that it really is making an impact on um our student achievement as well. So will that be a criteria? So, should we move forward because I see the review student performance data. Would that
097be a criteria in regards to the commentary we're going over right now? Yes. So, um as we move forward with our curriculum renewal cycle, when we get to stage two, um one of the things that we're talking about with all levels, elementary, junior high, and high school, we're asking our teachers to engage with our students when we select a curricular resource to engage their feedback. And as the teachers outlined, they were using prior feedback um to select this novel. Um and that's why they made this choice for a novel selection. But as we implement too, we're going to be engaging with our teach with our teachers and our students to get their feedback as well. Yeah. And in addition um since this is a choice novel, the inclusion of this just expands the opportunities for
098students um based on um the preferences that have been expressed over the year. So um by moving forward with this we are able to offer Brandy to your point more choice and opportunity for students to identify to select and then pick a novel that is in alignment with what they'd like to read. I think that it's critically important that students are able to see themselves in the text. So I'm really excited about this novel and I'm excited to read it myself. U my question I think you talked a little bit about it and it's relative to the professional development that you will offer teachers. Um how are we pray preparing our teachers to facilitate um culturally responsive like literature? Okay. Um so one of the things that we're implementing this year is culture responsive teaching
099standards um as well as our content standards and social emotional learning standards. So when the teachers are writing the curriculum maps and scope and sequence, they're identifying what those culture responsive teaching standards are, for example. Um and so um we're providing that professional learning for those that are part of that writing process as well as our teachers along the way so that they are able to identify and um implement those standards in the classroom and then assess the learning as a result. Thank you. Thank you for the work. And Dr. Paul, since there is only two sections and one section, the teachers that are will be responsible for teaching will be participating in the scope and sequence and receive the professional learning that Dr. Pollock is referring to. Okay. You know, I just have a
100couple comments. Um, you said uh content that students are needing. Um so that you know that um that's something that we need to continue to do. You know give students what they need. Um we're helping to fill a void, a cultural and social emotional void, you know, when we're doing when we're kind of thinking about those things. So I appreciate that. It's kind of my point. Um and then uh you know I just want to ask are you are you happy with the plan? Yes, we are. Okay. We were very excited. I know we had lots of discussion about whether you know can we make this happen. I mean we we understand that this is a short turnaround. Our teachers are fully on board. Um students that we've talked to about it. So I I
101think there's a lot of excitement for just a new novel. Sometimes um some of our EL or MLS aren't always as we're revamping and working through the curriculum renewal. It's very nice that the EL's and MLS get to ha get to have a a say and have new books and have things because this hasn't happened before either. Oh, well, okay. Well, that's good to hear, too. Um, it's definitely very important. Um, I have one more question. Yeah, just because it was a quick turnaround, I wanted to make sure that, you know, like come September, everybody's going to be a what did you do? And really building off of that, Moren and Becky, uh, a word to describe were really champions for this um, bringing this forward to all of you. So, um, they they definitely
102have expressed, uh, support and desire, as you mentioned, really to help build a wider experience for our students. I have one more quick question. Um, it says, um, update embedded assessments. So, are there additional standards we're able to capture by adopting this text? Yes. Um, I think what we're hoping to do is to keep the larger embedded assessments, the we call them the kind of like reflective writing pieces. There's they're meant to be more practical. Um, so students can use them to apply for scholarships, to apply for job applications, for future writing, things like that. Um, we're hoping to keep those similar to what we have because we have modeled them with um, questions that we're repeatedly seeing on local dish local scholarship um, applications and job applications. Um, one of the things we're excited
103about the novel we were reading before was a fictional piece and it was great, but we think a memoir is just going to be such a great mentor text really for students before writing almost their own mini memoirs. Um, we are hoping to pull in more of the content objectives through like mini projects or mini assessments throughout the text. So, I know when we were just brainstorming, we met with a couple teachers the other day. We were talking about it already. hopeful that um everything goes forward. And we were talking about how to chunk the text and what might you know different parts of his journey and how we might be able to pull those content objectives into mini um assessments or projects along the way. Does that answer your question? It does. Thank you.
104Yeah, of course. No other questions. Thank you very much. Thank you. Thanks for coming out. We're moving on to 8.4 and yeah, as we do every month, we've uh provided what we believe to be a comprehensive financial information about the district. uh and what we've seen so far is that the the revenue as well as the expenditure uh to date is in line with what we expected. There's no real variance from that. If you look at the dashboard now, one thing that I will like to point out is that it's the time of the year where we actually can excel because we will get the first installment of the 2024 levy. They've started to come in. I believe uh last week we received about $9.4 million from uh Kendo County and then we should get
105approximately about 60 million by the end of this month which will which which will help us so we can breathe a bit. Uh now something I want to point out is CPI. I included the uh April CPI there. So CPI is actually trending down and so the 12 month moving average is 2.3 but uh we keep hearing uh that uh inflation might be a foot so we wouldn't know what the CPI will be for for the 2026 levy which is what we'll be that will come out in December of this year then we use for 2026 levy but uh regarding what we are doing right Now financially we are spot on where we should be. Uh at the end of uh April when this report was generated for we had a fund balance of 47
106uh 47.3 million but now it is going up as I mentioned earlier because uh we get a frosted strong about 50% of our 2024 levy. we get that at the end of June which we're excited about and then we'll start thinking about we're going to invest that money and get the most return for any questions I just have a general question so does the county just send us bits and pieces as they collect there's not one big check for actually the we're going to so we're going to get the majority of it they are startyally they have till the end June to send us the balance of it. So what they'll do is if they get a pretty nice chunk in late May, they'll send it to us and then they'll send everything at the
107end of June. So at the end of June, we'll get 50% of the 2024 living. So the first one is like a tease. It's like a tease of what they've collected so far. Okay. That's the that's the reason we have to be very very in tune with how we manage our cash flow because this so we get the second installment in September again then we don't get anything till June and even though expenses spread through the year. So, we we're grateful to our taxpayers and uh we know things will will get a pretty good uh we've gotten approximately 53% is what we received so far. Then we'll get the other uh by the end of June. So 53% of the first installment that's everything local but property tax at Valarium just property tax alone we've
108gotten 50%. Okay. Which will be the what we've gotten so far is the second installment which we got in September. We will get the first uh the first installment of the 2024 levy. So what we got in September is actually second installment of the 23 levy. So we are going to get the uh the first installment of the 2024 levy at the end of June. All of it from all three counties, Kendall, Will, and Kate. Any other questions? I just had I have a quick one. I wasn't there at the Thursday meeting. Um I but I read an article. Is our fund balance going to be increasing at the end of the school year or uh is we're projecting that we have a fund balance of about 68 million. So we are we are we're
109getting better compared to where we were before. So, we are we're we're leveling up. Get in there. So, yeah, we're leveling up. Nobody else. Okay. Thank you. Yeah. Thank you. Moving on to uh data visualization and warehouse. Yep. So I would like to welcome Andrea Parker and Bailey Campbell who will talk about a potential replacement for our data warehouse and visualization platform. Good evening everybody. Thank you Dr. Conincaid. Um, thank you a special thank you to the board of education and the senior leadership team for giving us an opportunity to present to you guys tonight about um the new data warehouse recommendation for the next school year. Um, as a district, as you guys know, we are committed uh to building the collective efficacy that supports continuous improvement um for students in our district. And
110part of that alignment is adopting a new data warehouse that allows us to be in alignment with our strategic plan. Um what a data warehouse is to just provide a little bit of level set is a centralized um platform that integrates the diverse data that represents our district into a single accessible platform. It was important to us to center ourselves in the work of building collective efficacy that actually supports continuous improvement. when we think about uh the whole child and the kiddos we represent because this commitment was really what's at the center of this vendor review process that we're going to talk about tonight. Uh we definitely made sure to include stakeholders that were a diverse representative of the community that we serve. So you'll hear a little bit about where that feedback helped to
111drive the recommendations of this vendor review process. And two of the critical considerations when we started to look at the possibility of vendor review for a data warehouse platform was number one the connected connection to our strategic plan but really centered in fostering data fluency within our organization and continuous improvement. All right. So overall, we wanted our team and this plan to emphasize a collaborative phased approach to ensure the platform met our needs of all of our stakeholders involved. So here you'll see a number of people from different spans of our district including district administration, OEA leadership, OE SBA leadership, our building um administration, our OEA staff, and our district staff. And then this slide right here really outlines kind of that first half of our timeline highlighting key activities and milestones from November through
112March. So we started off in November by picking out those key stakeholders to be part of this process which was the previous slide. Transitioning into December, which is when we conducted a number of different needs assessments to really understand where our district was and what they wanted in a district um data warehouse platform. Then as we transitioned into January, we took that information and we invited six vendors to be part of the data warehouse vendor review process. Four of which agreed to be part of that. Then as we went into February and March was our very first initial sitdown with these four vendors where we participated in virtual um opportunities for them to do demonstrations hands-on with our staff members and our stakeholders. In the spring, uh, really around April, we moved into the second
113phase of the vendor review process. We're going to talk about some of those key activities and milestones that highlighted this second phase. Essentially, what is important as the first takeaway is that the two vendors uh, as we closed out that first phase that were really recommended based on our team and participant feedback and engagement were Aubrey and Edge Climber. And those were the two vendors who were uh invited to participate in our on-site demonstration uh with some of those stakeholders that Bailey highlighted uh when we showed the diversity of the team we asked to sit down with these vendors. Um, and then that stakeholder feedback coming out of the on-site demonstration really identified that edge climber was uh far and above uh meeting all of the evaluation criteria that our district identified to support us
114as we move forward. Some of that criteria included what you'll see here on this slide. Stakeholder feedback identified that our key metrics we were looking for when we met with these vendors throughout the process included data integration for our key systems. That was not something that we had experienced uh as much as we had wanted with our prior uh data warehouse platform and we'll talk a little bit about that moving forward. Making sure we have confidence in the data that is represented. Um, so not only that we are including that diverse data set, but that we feel confident in the accuracy and the usability of what that data means when we're talking about how do we improve what we do for kiddos and what are we doing that is working that we want to celebrate
115for students. Uh, additionally, we wanted to make sure that it was easy to analyze that information to inform the district and school level decisionmaking for not only our instructional leaders but also for our staff. uh in the late spring. Then district and senior leadership teams continued to collaborate with edge climber to identify what could some tenative deliverables be an implementation timeline and the professional learning that would really allowed us to um highlight what this platform can do if we as a board of education and district decide to move forward. So that brings us to uh the completion of the vendor review. We are happy to announce that edge climber is the recommended vendor for our data warehouse um needs for SD308 and educr sorry provides features that are going to allow us to empower district
116and uh stakeholders and our staff to better serve the students within our community and to tell their story. All right. So in order to tell that story, we needed a dashboard that was going to be both comprehensive and detailed. So comprehensive to make take kind of that holistic approach in order to make meaningful decisions in a timely manner, but then at the same time have that ability to be able to drill down to a granular level in order to identify specific academic, social, emotional, and individual needs for students, classes, and even as small as specific groups of students. So the visuals here that you'll see kind of represent um that dashboard development in terms of achievement dashboard from a district level, from a schoolwide level, from a site level, and then really getting into that
117student profile. So one of the key features we want to highlight is on a granular level is what Ed Climber refers to as the whole child profile. This is where educators will be able to kind of drill down individual student data in a one-stop shop. So when we talk about data, especially at an individual student level, it truly means a variety of things. This could be anything from historical grades, freshman on track, chronic truency, absenteeism, discipline, the list truly goes on. One many celebrations of Educ Climber is its ability to automate a number of current District 308 data sets in one platform. That is huge. So this right here kind of shows us um what that would look like in terms of an individual student. And right now, this is a current barrier with our
118current system. So, for example, a staff member will be able to go to the students whole child profile and see all of that data at a glance in one location. So, for SD308, this would look like Mastery Connect for all of our elementary students. This would look like TS Gold for our early childhood students. Powers school for every student that's in our system, K through 22. Panorama, which is our new universal screener, will also be embedded in this one-stop shop of a data platform, including FastBridge, Star, and again, the list truly could could go on. Um, another exciting feature we want to highlight is what our teams will then do with this data, which is something we refer to as an early warning system or EWS. So, this really allows our teams to set specific
119thresholds around specific data sets. Typically, this is attendance, grades, and behavior, but it really can be nuanced to what the person is looking for. Um, allowing our teams, again, quick access to be able to provide additional support while keeping a continued pulse on the health of our core. And then another feature we want to highlight, and we could really just keep highlighting, but we're going to keep it short. Another feature we want to highlight is what Educata wall. This is truly again where teams both at the building and at the district level will have effortless data in terms of triangulation drilling all the way down from a district level to a building level to a grade level even to a specific classroom or a group of students. Um as Bailey talked about that kind of
120encompasses the MTSS features if you will or multi-tered systems of support. Another feature that Edge of Climber had and came out really early on in our um feedback not only from our district leadership team but also as we started working with different stakeholder groups was really around something that they call the achievement feature. And what that is is that's the analysis of key performance indicators that are relevant to our district in order to inform going back to that continuous improvement of thinking about what are we implementing? are we reflecting on the effectiveness of what we're implementing and then how do we adjust using those data sets in order to continue to improve at the district and school level. So in edge climber and this is just some examples. I know it's kind of hard to
121see this feature um which is an enhancement from our previous data warehouse. It did not have a achievement or strategic component um to it is going to increase that collective efficacy of teams at both the district and the site level and that could include some of the following. So thinking about monitoring progress when we talk about our newly adopted strategic plan, when we're looking at the pillars, the priorities, and the objectives of that plan, while also allowing for us to look at the progress we're making towards individual site school improvement goals. Uh so for example, this feature could equip teams such as the board of education and our senior leadership team and district leadership team to engage in a very dynamic conversation regarding the progress that we are making towards our strategic goals while providing
122our school leadership teams the same opportunity to have that conversation with their staff to really talk about how is what we're seeing and the progress that we are making um contributing to and informing our improvement effort. efforts throughout this feedback or throughout this process. I really have talked about a couple of times how critical it was to make sure that we had um diverse stakeholder perspectives and what we wanted to highlight here just a snippet of some of the feedback that came along the way throughout this process from the participants of the vendor review team. They really lifted the capabilities of educ as a tool of how they are going to better serve the students currently sitting in front of them and in the future that will sit in front of them in the roles
123that they hold. And that feedback highlighted how this platform can help us move from um where we are now to that future ready state that we want in order to achieve our strategic uh goals. So giving a little bit of an overview here. When we talk about a projected budget, it's important to understand what the cost structure was of um the vendor quote. So we really wanted to highlight a couple of things. The way this was uh structured included that cost that was in alignment to district enrollment per pupil within our uh district for the platform itself and the importance of ensuring that professional development rooted in enhancing the effectiveness of our systems and teams was accounted for to equip equip both the leaders within our district leading instructional change and the staff with that
124essential learning that's going to help to make this successful. So on this slide, you can see a little bit more of an overview of what that three-year proposal was. And again, I want to point out there that the way that it's structured, you can see that software license for the service itself. And then what each year will look like as far as that professional development that's going to be critical to making sure that we really maximize how effective this is going to be for the students we serve. So, should the board grant us the opportunity to proceed with Edgeclimr as our newly adopted data warehouse for this upcoming school year, we wanted to talk just a little bit about what those initial implementation steps could look like um with Edge of Climber as a team.
125So this would really begin um in early July with that planning and design uh sorry uh onboarding with our schedule talking about what deliverables will look like in that first fl phase of implementation and how we're going to set up our site um itself for permissions. We would then move into the data ingestion stage which is going to be a key uh component to being successful um with those key platforms. So that is EC through transition. I can't highlight enough how this will be such a great opportunity for us to really make sure that we are um equipping our district to look at all of the learners throughout our system. And we are so excited to be able to continue the work we're doing around that. As Bailey mentioned earlier, that would really be looking
126at the integration of Powers Schools, our student information system, but also our universal screeners, which includes Panorama for social emotional learning. Uh, Renaissance Star for our dual language program, and then FastBridge, which is our comprehensive universal screener for academics, along with TSG Gold for our early childhood and Mastery Connect for our elementary. We'd then move into middle to late July where we would really start looking at now that the data is in, it's ingested, we're making sure that that sync is happening. How are we configuring some of those data elements including academics, assessment, attendance, and behavior to make sure it's all represented and as we're designing Educ Climbers 308 site that it is matching what our needs are moving into that kind of final early implementation stage for early August of system readiness. So we
127definitely want to make sure that um once all that data is in, we've kind of configured it to make sure it meets our needs that our system is ready for users to be able to um access and engage in with that early August. Then also kind of being concurrently the professional learning for that core district team that is going to support the implement implementation of this early um work with Edge of Climber if that was our vendor and how we would then roll that out and scale it with intentionality for the users within our system. Thank you for the opportunity to present. Now it is open to you guys for some questions that you may have. What does this replace or does it replace anything? Great question. So, as of this year, our current data
128warehouse was through Frontline Student Analytics called Five Lab. Okay. So, that would totally eliminate Yes, absolutely. Okay. And I have a question regarding going back to uh 19 for your projected budget. I noticed each year the license continues to increase. I know in corporate typically you can negotiate that. Is there a reason why it continues to increase over three years, especially given the size of last week? That's a great question. I'm looking at uh Mr. Obi to help me as we partnered really with our finance team to be able to talk about what that looked like. We will go back and and sharpen our pins and we'll look at Thank you. Thank you. So, are you looking to um implement the data next school year or is it really just about I guess inputting data
129information? Like I see the timeline um but are you looking for staff or administrators to use this system? Great question. So, I brought us back to this um this particular slide because this talks about the four features that we would go live with, if you will, for use within the district over the course of next school year. So, it really starts with that student profile, which is all of that data coming in to make sure that it is accurate and it's accessible. Then, the next piece would be for us to really talk through how do we onboard our users with intentionality and what is the scope of that work. Part of the reason that that implementation um in this particular presentation was a little bit um housed in the what's going to happen in that
130initial part is is because that is really critical for us to get ready for that to occur first. Why? We are we are also working with that implementation team from our district and with Edge Climber to really look through what are our first few phases but the deliverables that we tenatively are looking forward to and have worked with that team for them to say we can go as fast as you want us to go as a district. It's important for us to do that with Fidelity is that on that first day of school, we would be able to have that data going in live. And for the users that we decide to onboard first, which would really be district leadership um and then building leadership, they will be able to view that data on that
131first day of school. And then our next kind of target plan would be for that achievement dashboard to get up and running and have data filtering into that along with um the data walls because that will allow us then if I'm a user such as Dr. concage, she'd be able to go in and start looking at some of the specific data sets that she may want to have that information at as of August 2025 to be able to start seeing at least how is this informing what we're doing right now while we also are intentional about the scalability. So yes, it will be um accessible and usable. We want to be intentional as we move into if this was the platform that we was approved for us to adopt what that looks like so that
132we do it well but also at the appropriate speed. Thank you. Is this a major upgrade? Oh my goodness. Yes. We are so excited and I think really truly the um I was most impressed with the feedback after the on-site demonstration with Edge Climber because a lot of the individuals within this room and within our system that do such great work for kids hearing the collective acknowledgment of this is going to make what I do better for kids more efficient and have some more of that continued collective efficacy around how we serve was very palpable. And so it was almost like holy moly, how soon can we get started while also doing our due diligence to make sure that this is the correct platform. And then the only thing I would just add to that
133is really like thinking of that intentionality in terms of the onboarding and the training because the end goal is then how do we get this information to our staff in terms of our teachers, our TAs that are really running those small groups that are really in in it with our students on a day-to-day basis. And so making sure that there's accessibility across the system is huge, which is also another downfall of our current um platform. So absolutely just building off of that to um go with one of the earlier questions when we think about what this means for the end user in our system and how it's going to help hopefully within a timely um a timely time frame if you will uh help them do better at their job or feel like they're more
134effective in their role. is that when we talk about really onboarding that first user group of our um administrators being our district administrators and our building administrators that is also with the intent to start making those connections to how do we begin to forward face that with our staff our school leadership teams when we're talking about problem solving when we're talking about what the school improvement pro process looks like with your living breathing school improvement plan we want that to come forward which is why that next step of once we know the data is in and or level setting with how you can use that to curate what you're looking for as far as metrics. It then becomes how can we equip you to bring it forward to your staff and start exposing them to
135this system so that when they're ready to onboard in the next phase, they feel confident and it's not the first time they're seeing it. Yeah, I've been to some um you know conference uh conference events and um seems to bring pilots uh gives more um information up around pilots and stuff like that as well. So just um that seemed very cool because you can um you know there's this group of kids that you're you know doing for a pilot you can track how they're benefiting from that and then you get teacher buy in. I don't know. There there's there's quite a bit um a benefit to something like that for students for I don't know what is it $4 or whatever, you know. Um and I think you asked everybody else asked all my questions.
136So, thank you very much. Thank you guys. Thank you. You you guys should try to get excited about it, too. No, no more pivot tables. That's what they're trying to avoid. No, no more V lookups. So, all right. Oh. Um, got to move on. Are there any, uh, public comments? No public comment cards. Public comment cards. If there were, I was going to have them go earlier, so that's why I asked earlier. I knew this would be um moving on to section 10. Can I have a motion to approve the consent agenda, please? I make a motion to approve all items under consent, including 10.1 minutes from the board of education meeting on May 12th, 2025, open and close sessions and minutes from the special board of education meeting on June 2nd, 2025 open session.
13710.2 Two, to acknowledge the foyer requests received by the district. 10.3 to approve the field trips for overnight and or more than 200 miles. 10.4 to acknowledge gifts and/or donations received by the district. And 10.5 I'll leave while I'm reading. And 10.5 to acknowledge decommission items of the district. 10.6 to approve treasurer's bond for the 2025 2026 year. 10.7 to approve the renewal of 202520 26 CLIC property and casualty insurance 10.8 to approve the renewal of 202526 CLIC workers compensation and 10.9 to approve acceptance of the Bill Bellichic Foundation grant. Okay. Um second. Thank you. Um are there any questions on the nine items on the consent agenda? Don't make me read it again. No, I um uh Mr. Omi, it looks like we uh saved some additional money on our property casualty and workers
138compensation without um impacting coverage. Yes, that was we actually got an increased coverage. Getting more and more savings out of those large items. I appreciate and a savings of uh close to $170,000 as well to realize between the property and casualty and workers comp. That's that'll get us a data warehouse. So, um so that's great. And uh we should probably vote. Miss C. Yes. I Dr. Pak I. Mr. Cerone I Miss Wenmouth I Miss Robinson I motion passes 50. Action item 111. Can I have a motion please? I make a motion to authorize the payment of bills in the amount of 3,553,17680 as presented. Second. Mr. Cerone I. Miss Robinson I Miss C I Miss Wmmouth I Dr. Pollock I Motion passes 50. Action item 11.2 approval of recommended designations for hazardous intersections. Can I
139have a motion please? I make a motion to approve the recommended designations of hazardous intersections as discussed and presented. Second. Miss Robinson. I. Miss Wenmouth I Miss C I Mr. Cerrone I Dr. Pollock I Motion passes 5-0. Action item 11.3 approval of consolidated district plan. Can I have a motion please? I make a motion to approve the consolidated district plan. Second. Miss Wenmouth I. Miss C. I. Miss Robinson I. Mr. Cerrone I. Dr. Polar I. Action item 11.4 approval of title one schoolwide plan. Can I have a motion, please? I make a motion to approve the title one schoolwide plan for Boulder Hill, Long Beach, and Plank Junior High. Second. Dr. Pock. I. Miss Robinson. Ask a question. Yeah. Right. I mean, or or will we have to just take the vote again or Okay.
140Okay. So, I had an opportunity to review uh the schoolwide plan for Boulder Hill, Long Beach, and Plank. And what I've noticed it it was very uh formal um and there was no differentiation between some of the language and I would think there would be based upon just the diverse setting of school needs or excuse me, kids needs and so forth on. So, I'm guess I'm my question is, is that just a style that we use as a district when we do proceed forward with schoolwide plans based upon what the school needs are? I guess I'm trying to understand. Yeah. So, the structure of the template is provided to us by the state. So, the actual questions that we have to answer are the ones that they provide. Then you see sometimes um like in
141question um about what their plan is. You'll see those differences about either what type of activities or if they're focusing more or less on academics versus behavior. That's where you'll see the difference between those three schools. There are some nuances in terms of um across the district reference to AVID. That's something that has uh occurred districtwide. But in terms of the structure of the information that's provided in both the data analysis and in the plan, that template is is provided to us. Thank you, Dr. Pock. I Miss Robinson. I Miss Wenmouth. I miss C. I Mr. Cerone I motion passes 5-0. Moving to action item 11.5 approval of title one school improvement plan. Can I have a motion please? I make a motion to approve the title one school improvement plan year 1 implementation for
142Fox Chase and Old Post and year two implementation for Boulder Hill and Long Beach. Second Miss C I. Miss Wenmouth I Miss Robinson I Mr. Cerrone I Dr. Pollock I motion passes 50 moving to action item uh 11.6 approval of policies for second read. Oh can I have a motion please? I make a motion to approve board policies section 1 school district organization 1 col30 section 2 school board uh 2260 2265 section 4 operational services 4 col 15 480 section 5 general personnel 5 col 10 5 col 20 560 5 col 100 section 6 instruction 61 15 6 235 5 and section 7 students 710 7 20 760 7 col 180 71 185 7 190 720 7 col 210 7250 7 col 255 which is new 7270 7 310 7 315 7 340 second. So
143I had some questions on the second read um in particular the seven 180 which is the bullying um prevention and the steps. Um I did send an email so before I personally approve I think um we should take a little bit more time to review the policies just to make sure that it's inclusive of all our students um especially our diverse excuse me, our diverse students do. So, just a couple of notes about the policies. Um, about two years ago, we did do a policy review of the entire manual to make sure that we were in compliance with press um based on the questions um Mrs. Robinson that you uh asked about was really the administrative procedures. So, as we dive into what came in conjunction with our equity and rightful presence policy was the
144call to action. And I think that that document which is really the foundation of how we then operate um and address bullying and harassment is is focused on those key elements. So, you won't necessarily see that level of detail in the policy. Where you'll see that is in our administrative procedures which is defined by again our call to action, our harassment and bullying protocols and investigation protocols. Um I would ask either Mr. Bell or Miss Campbell if there's anything else that you would like to address really um the equity and rightful presence as Brandy mentioned of all students when considering harassment and bullying. So there are specific guidance there there is specific guidance with regards to investigation around bullying and harassment. Um in terms of timelines that are different than a general investigation. Um you
145know when we get uh our tipline reports those are generally turned um within 24 hours or less. Um that goes for not just our anonymous reporting or our our tip lines that are available um see something say something on the website. Um but it's also our securely hits. Um those are our digital monitoring um pieces. um for our Google spaces and um our whole Google suite of options. Um we have updated and improved and we continue to do so each and every year our uh kind of bullying and harassment um investigatory process. Um we have worked with call to action. One of the things that we're looking to try and um roll for um next school year is re-entry planning. And so when we look at character strong, when we look at panorama, we look
146at tier one supports um and indicators around MTSS uh tier one um we also then look at our tier two. So our support plans, our safety plans, how we investigate, when we investigate, um what that notification and communication looks like. um for our uh more marginalized populations um that harmful language protocol was implemented um at the onset of this school year and we've been kind of um continuing to update that um based on what we've learned about how we implement those things. Um, with regards to additional procedures, um, or or should I say additional professional learning, there are ISBY requirements with mandated training around race, racism free schools, bullying and harassment, trauma-informed practices, cultural competency and bias. Um, and so those things continue to be part of our overall professional learning platform. I will say
147that this edge of climber potential um is a tremendous impact um or would be a tremendous impact to that work and disagregating data. Um right now everything you hear and see is all being done by hand. Um you know Google sheets upon Google sheets and about Google forms and trying to generate all of those things in places that we can manipulate it and we can have ongoing and collaborative conversations with our buildings. um how they're using that information when they build their school improvement plans around equity and rifle presence and those high those uh foundational practices. Um those that's all critical information for us to be able to be more proactive on the bullying and harassment side rather than wait for those events to occur. As you mentioned, cultural responsiveness and that actionable accountability is
148really part of that harmful language protocol. Um, we currently do run two committees, both a safety and security and an equity committee that do look and address the data. There's definite improvements and more um across the board from EC through 22. Um, but over the course of the last year, really focusing on that call to action and the harmful linguist protocol has been a priority not only of our student services team um, but our equity and engagement department, our learning innovation and our schools. Um, we have seen um, situations where we have as a district gone into our schools to help provide not only learning for our staff but also for our students. Um, and that is a a strong focus of ours that we want to continue to improve. That's fair. I just think
149as a parent, so when I think of call to action, I'll be very transparent. I've never heard about it until tonight. So when I think about other parents in the community, maybe millennials, right? They may have never heard of the call to action. So they may pull up the actual policy where there is opportunity to be a little bit more concise. So I'll give you a perfect example going back to the timeline. Excuse me. I'm coming down with a little bit of cold. Um the current practices um that anonymous reports are accepted but lacks clarity on how their process and how the followup will happen. So for instance, an example may be to add within 24 hours district 308 will do XYZ. So I think that clarity part would be very helpful for parents just
150in overviewing the document but most importantly knowing how to move forward should this be in case an incident that they are currently you know managing at that point. I like that idea. I think it's uh an opportunity. It does exist. Those timelines do exist that um language does exist. Um but even providing a clarity corner um kind of uh FAQ to be able to bring all of those pieces together. So, in our in our equity and rifle presence policy, I believe it links to the call to action, um those types of things that we have already put in our student rights and responsibilities for how we respond to bullying and harassment claims and what the statutes say. Um those those are definitely things we can draw attention to as a parent. So I guess with
151that is there an opportunity to I I respectfully understand that this is is formatted and what have you as far as the language but is there still an opportunity that we can update the verbiage or do we have to have it as is? So what we could do is approve as is and then make the recommendation to take it back to the policy committee when the policy committee reconvenes this fall to re-review and bring more recommendations um to update the policy. So at this point we could not make any recommendations unless it goes back to policy. So, um, those would be kind of our two steps tonight. Sorry, I have a lot of questions. Well, that's why I I kind of took a a pause. Yeah. Yeah. And um so you can ask them. Um
152but yeah, she laid out kind of the, you know, the the way it would go about going to the policy committee and you know, a lot of these things are in the procedures and um the protocols. So, Mr. Cerrone. Hi, Dr. Pollock. I Miss Wenmouth. Hi, Miss Robinson. Sorry, I just have one more comment. Um, so when you say that it goes back to the policy because I think it's helpful for parents to know, excuse me, the process because I don't feel like we talk about the process enough for parents to understand should there be a policy, right? Then we have, you know, what are the protocols for a change to happen, right? It does doesn't always have to happen here, but how can we be that voice for our kids? Um, so for the
153policy meeting that's happening in August, hypothetically that there will be a meeting at that point of time, let's just say there's five different options or recommendations. Do they go through it? Like what does that look like for a parent to understand that when the policy is being reviewed? Yep. So, our policy committee meetings are open to the public. Uh we do have public comments of which people could come and discuss um their concerns or express a desire to review the policy. Obviously the committee would be making recommendations legal review and then it would come back through the same type of process of a first read and then an actionable approval. So, it is a multi- kind of step process similar to the recommendations that we're reviewing tonight. And we're we're going to be discussing committee
154structure and stuff like that and might be um improving um you know transparency and availability of those meetings. So, we'll we'll see what comes of that on the June 21st. So, a parent can consider it almost like a living breathing document per se. Should there be changes that are applicable and approved at that time that would be implemented? So the typical process is um we re um multiple times a year press uh releases a uh uh gosh well it's require change of correct it. Thank you Joe. It's it's the press plus publication. Essentially, we um are required to review some of our policies, but there are other ones, you know, whether it's financial or educationally based that we then add similar to um our um policy about school district philosophy. So usually when there's changes
155within the district, then either the district administrative team or the members of the committee would recommend additional policies to then bring for review and discussion in the committee. Um the committee then makes adjustments and then brings to the full board to discuss the potential changes. So, it's kind of a mixture of of um uh request to review and required to review based on the legal recommendations of press. Thank you, Dr. Absolutely. Mr. Cerrone I Dr. Pock I Miss Wenmouth I Miss Robinson I Miss C. Motion passes 5-0. Moving to uh 117 action item uh approval of personnel report. Can I have a motion please? I make a motion to approve the personnel report as discussed and presented. Second. Miss Robinson I Mr. Cerrone I Dr. Pock I Miss C I Miss I. Motion passes 50.
156I have a motion to adjurnn. I make a motion to adjurnn.