001Additionally, policy also special. two main two months ago. Last month we addressed some of the questions asked appreciate that. However, questions remain concerned about that question. recent former board member to deliberately increase. Third, >> you can say I apologize. Did you get everything that he was asking about the minutes? >> Okay, we'll go to the next and I'll have a few more comments after that. But um Ginger >> Oh, thank you so much. Um, I'm kind of the self-appointed watchdog of the county along with several other people. Um, and there's things that are going on at the county level that maybe you guys are unaware of. Um, do you know that because the county thinks they're still getting ARPA funds that they continue to spend and tax, they're in the midst of proposing another 5
002cent a gall 5 cents a gallon on top of the 4 cents that they have. Um, plus the state increased the uh gas tax too. And also the countyy's proposing um 1% sales tax on groceries. Um, the governor and legislature is proposing more ways to tax us. They also want to increase their share of our property taxes for themselves. Um, and the schools already take at least 70% of our property taxes. And I'd kind of like to see maybe an analysis on your administrative people to see if we really need them. Um, also, uh, something else to keep in mind, um, because I did see this, uh, number seven, authorizing interventions and proceeding before the state of Illinois property tax appeal board. I'm not real sure what that is. I wasn't able to look at
003it. But um the other thing is um be on the lookout for another uh sales tax, brand new sales tax that the county wants to impose on everybody. So there's going to probably be a referendum this either March or November. So I just like you guys to keep that in mind. We're all getting taxed up the wazoo and there's a lot of people in this district on the west end of the district basically that are getting taxed out of their houses. So, I hope we can keep that in mind. Thanks a lot. >> Thank you. And thank you both to both of you. That's my mistake. I was going to ask that we remove the resolution authorizing the interventions for proceedings before the state of Illinois property tax appeal board. If we can remove it
004from consent agenda and if we can make it um e under action items, we can have a discussion on that. I apologize. Excuse us just a minute while we double check um our minutes for the policy committee. So that would be the details on this. This would just be the update on what was given here. the minutes from the actual house commission. Okay. >> Thanks so much for your patience. Um with that, we'll move on to our action reports. The first being the consent agenda. >> So make a motion to move. >> So which I so I have to make a motion first. So can I have a motion and a second to move number seven which is the resolution authorizing interventions of proceedings before the state of Illinois property tax appeal board out of
005consent agenda into a discussion topic and action item under E. >> So moved. >> Second. >> Just do you do a voice. >> All in favor? I >> I >> Okay. So, for the remainder of the items in consent agenda, which would be one through six and then eight. Can I have a motion in a second >> to discuss and approve? >> Second. >> We'll call for that, please. >> Yes. Yes. >> Yes. >> For the adoption of middle school textbooks. Both for the adoption of middle school math textbook grades six, seven, and eight and the adoption of middle school science textbooks grades six, seven, and eight. Can I have a motion and a second to discuss and approve? >> So moved. Second roll call, please. >> Yes. And a motion and a second requires
006for the recommendation for approval of W Architects and Engineers um AIA B133 agreement. A motion. So moved. >> Second roll call, please. >> Yes. >> And motion a second for recommendation for approval of STR Architects and Engineers AI B133 agreement. A motion. Some >> moved. Second. Roll call, please. >> Yes. And then a motion and a second to discuss and approve the resolution authorizing interventions in proceedings before the state of Illinois property tax appeal board. A motion. So moved. >> I'll second discussion. This up for discussion at this point. Can you explain a little bit? >> So this is something new to central. It's not new to school districts. A lot of school districts lawyers do this on their behalf. Um the you get requests. I've been getting them for years and just finally was
007like, okay, what the heck does this really mean and are we losing money and stuff like that? Um so we don't get very many of them here. Obviously, we don't have a lot of commercial. Um, Target and Farm Fleet are probably our two biggest commercials in our area. Um, and we get letters from them every year. So, every year they automatically do it. And then the school districts and other taxing bodies, any taxing body will get the letter if it's more than 100,000. Um, so then we are asking tonight to to do a resolution that allow us whenever we feel that it's necessary or it's it's um something to move forward on that the lawyer can intervene. Um, these are timesensitive. So you only have 60 days to interview intervene from the letter. So depending
008on when they get the letter and the next board meeting, the timing could be really tight. Um, this one is one of them. And so that's why we went with the open-ended one that we can just basically at our direction the superintendent or myself or whoever is designated that can say can you try to intervene on this at any point when that gets to if it gets to the point where um it it could go to a hearing. Hearings get very expensive and it may not be worth it at that time we can pull out. There's no nothing that binds us to continue through the whole entire process and spend you know thousands and thousands of dollars for something that we might only get $2,000 back. So I I think that thank you for that
009explanation. I think that was my question. What are we potentially spending in legal and other things in order to get this? >> Yes. So it it depends on all the different the values and stuff like that. You might have to pay for an appraisal and our legal fees to write the letter though the letter is just a standard letter. So it's minimal for just trying to intervene. Um that could benefit getting more money back. Um but at that point where it's you keep fighting it then it could get costly and we can stop it. But it sounds like this is something that is pretty typical for school districts to >> and Target and Farm and Fleet and some of these other corporations are the ones that do it because why not if it saves their
010money? >> Yes. >> Have we ever intervened before? >> No. >> So to clarify some of the questions that we had too, um this would not include individual homeowners or an HOA that's maybe filing. >> I've never seen it in our 13 years here that it's always been target That be some house >> or Yeah, it could be somebody that's disputing it to that level. $100,000 is the magic number. So, if it's $10,000, we wouldn't get it. >> Um, >> excuse me. >> I apologize. Yeah. Um, >> we will speak louder. >> Yeah. I mean, the microphones, they don't >> they don't project. They just go into the recording. >> Yeah. I wonder if we could do something. >> We'll speak louder. >> Yeah, we'll do a better job. >> Thank you. >> So, to
011recap for anybody that kind of missed that, I'll try to recap a little bit and if I miss it, please jump in. Um, I asked the question just to ensure because what it sounds like is this has to do with our commercial um, buildings within the district, not individual homeowners or like an HOA that would file on behalf of individual homeowners. It has to do with our commercial properties mainly being target and farm and fleet. And so the question that I was asking is just to clarify that that's for commercial buildings, not individual um, homeowners. And that seems to be correct. I've never seen the homeowner association one come through. >> Okay. >> So, I don't want to I do not want to be disingenuous and say that that couldn't. We've just never seen that
012that happen in that respect. And so, I think if that were the case and that was something that came through, we would know if that's the case and then we can that's something that we could bring back and decide if we that's something we want to bring back to the board. In general, these are looking at more commercial professional types of buildings that we're we're looking at. I'm sorry. Like during during this we're not going to have like question answer during this. Um we'll just kind of go. So if we can't is there a way to make and this is just my question on this. Is there a way for us to put the stipulation on it that >> so there there are different variations of it. Um, you could get permission every time, but
013I'm leerary of the time sensitivity of it. >> Sure. >> Um, that we could miss a window um to get it filed on time. Like this one, I think we have till the end of the week, so the lawyer is waiting for me to tell them tomorrow to go and just do it because we're close to that window. Okay. >> Um, that's why I said, let's just do the open-ended and then they're not going to just do it every time we get one. It's it's up to us to decide, yes, we want to move forward or not. >> Okay. >> My recommendation is to keep the language the way that is written in there. that it still allows us flexibility should we choose to do something different. It's written in such a way that it
014it's looking at only assessed valuation differences of over $100,000. That's a significant amount. Um and it actually impacts everybody when we lose that amount because it starts impacting then the I mean everybody sitting in the room residentially because that gets that valuation gets shifted to other um other people. So, um, >> it would seem to me that the $100,000, if we actually look at our tax bills, I would say the average house in our district, the um, the assessed value is probably not that far over $100,000 for tax purposes. So, this has to be a really big house if it were even to be a case to be honest with you, to be disputing $100,000 coming off. >> I just don't. >> And you're just saying you've not seen anything that has been res. I
015I I mean maybe changing it from u residential to farmland. Maybe changing the whole type of property might have decreased in value for that. They're saying that their value is less than whatever. Like those kinds of things. I've not seen a massive one that has 50 different taxpayers at 5,000 each to get you to your $100,000 minimum >> per se. Yeah. >> Any other discussion or questions? That was going to be my question is how does farmland get impacted same? >> I I'm guessing so. I I haven't really seen any of those. I just know that these two come every year. Um >> because if you have a farmer that has a large track of land, you could trip that $100,000 threshold. If he feels it's assessed wrong, he wants to test it. >> Right.
016>> I would I think every commercial, farming, industrial. >> Okay. So, on this a roll call vote, please. >> Yes. And now at this time we have some presentations. Our first is going to be our facilities report in architects. >> I'll start with Dan. >> You're excited and all. I live for this weekly or monthly meeting. Um just a couple of quick updates before we get to the presentation. Um first one is we just completed um in the last week or two our health life safety inspections with the ROE which is a annual inspection. Our district does a great job. Our teachers do a great job or administrators do a great job. Couple observations. Um stuff in classrooms is starting to creep back in. CO kind of there's some very strict um I don't want
017to say legislation but rules on what can be in classrooms because they're commercial spaces. CO kind of got rid of everything and now stuff's starting to creep back. So that's kind of the things we're dealing with as far as the major health life safety stuff. Our buildings are in great shape. Our again our staff does a great job. So I just wanted to update the board that that was a a successful um inspection season that we just went through. Uh, second thing is, um, I know we're going to be at the later on talking about the parking lot. I just want to clarify that the the 10 to 12,000 budget is for some conceptual drawings based on the direction we give our engineering firm and then we get the budgeting from um, SMC. That's not
018construction drawings. Construction drawings would be another phase. So, this is to put together some conceptual conceptual plans that then we can get budget estimates for. So, I just wanted to clarify that so everybody's on the same page. Now, we'll get into presentations. We're going to have um Matt Verton from Wald present first and then Jennifer Castanzo and Alan Armrest from STR uh present on kind of where they're at and what the future holds for our two new firms. All right. Good evening everybody. Uh once again, my name is Matt Verden with World Architects and Engineers. Um just wanted to give you guys uh an update on where we're at with the facilities condition assessment. Um, we'll talk real quick about kind of what a conditions assessment is and what it isn't. Uh, give it a
019quick overview of what our process is, uh, as far as how we we work our way through the buildings and, uh, what our deliverables look like at the end of that process as well. And then we'll talk about the schedule to get through that whole process. So, with that, let's start with first with um what the facilities condition assessment is. Um really the intent of this is to create a 10-year maintenance plan that Dan and his team can use moving forward to identify um maintenance, you know, typical maintenance issues that need to be budgeted for on a regular basis. Uh what the priorities and timeline is to address those issues. Uh and we also want it to be uh something that can easily dovetail into the master plan effort that our friends at STR are
020going to be working on. Uh because that's going to help inform some of the decisions that need to be made along the the path of that that master plan discussion. Um, we're obviously going to partner with Ericson and IG. Um, Ericson will focus on some of the site category stuff. Eric or I mean IBMG on the the ME mechanical electrical plumbing systems. And each one of us will go through and identify deficiencies in your buildings and also take a look at it in terms of any systems or equipment that are coming up due for a life cycle replacement just because of their age of the vintage of the equipment. Um, and then obviously with any solution we come up with, we'll have a budget proposed for that. Uh that's going to be an all-inclusive cost
021from a total project standpoint so that um it's functional for for Dana and Dan as they work on their budgets on an annual basis. And as we project that out over several years, we'll obviously account for inflation in those as well. Um a little bit about what it's not. Um it's not it's not meant to supplement or or not supplement to supplant uh the master planning effort. So it's not going to look at things like demographics, enrollment, how you utilize your buildings. That's what the master plan effort's going to do. Um, we can certainly look at how we time up some of the the repairs and and replacement work to time up with some of the strategies that come out of that master plan, but it's not going to implement that stuff as part of
022it. Um, we'll also uh just a quick comment when we propose a solution to it, there's obviously design effort and and some substantial work that needs to go into that. This is meant to kind of create a ballpark for what that cost is going to look like and the timing of it. Um, but it's just really it's not a full-blown design when we when we present that. our process where we're um where we're at right now is we're working on our building tours. So, we have started a couple weeks ago um going out and walking through the buildings. Um we're really focused right now just based on the time of the year and where we're at on the exterior. So, we're doing our exterior uh building walks, looking at things like the the condition of
023the walls, the windows, the exterior doors, all that fun stuff. Getting up on roofs and looking at the roof conditions, looking for things that are issues up there. Um we're going to be meeting with Dan soon to start looking at some of um some other planning efforts and other reports that you guys currently have as a district and how can we fold those into that as well. Um he just mentioned the health life safety stuff. We'll look to incorporate that in there um so that you kind of have this overall comprehensive document that's going to encompass all of your maintenance efforts. I think Dan's referred to it his last one as the Bible um that he follows. So, we're going to try to create that same effort or that same quality of document uh so
024that Dan can really have a one-stop shop for all of his maintenance efforts. Um, obviously, we'll want to review things with with you as a board, but also with Dan and his team along the way to make sure that there are things that they may be aware of that we can't see when we're out walking a building that we want to get folded in. Um, but we also want to get his input too on how we we set up our priorities and I'll talk about that in a little bit. So, at the end, what you're going to have is you'll have that um kind of snapshot in time of a report, a printable report that you'll have that shows where you are today. But you're also going to have a spreadsheet that I'll show you
025in a little bit that is going to be a useful tool, useful tool for Dan as he works through annual planning so you can push and pull things depending on changes in priorities or something breaks along the way that you've got to fit within an annual budget. So, the areas of assessment, we're looking at 10 different areas. Um, like I said, Erikson will handle the site. IMAG will handle the MEP stuff. Um, we're currently working through, like I said, the exterior before the weather turns bad. Um, and then we'll start to dive into some of the interior stuff and and filter in uh the life safety line item is where we'll bring in some of the health life safety items. Hazardous materials is where we bring we'll start looking at your three USB busers reports,
026things like that. And if there's things to address there, that'll be filtered into that as well. As far as priorities go, this is one that's kind of unique uh to each district. Everybody kind of sets their their urgency a little bit differently. Um the color-coded one at the bottom was an example from a I can't remember which client that was. The one on the right is one that we're currently working on with Crystal Lake 47 and how they've set up some priorities. So we'll sit down with Dan and kind of figure out how we want to do that. How do we want to get that alignment with the priorities ABS and C's from the health life safety survey as well. Um, all of that, like I said, is is really kind of however you guys
027want to to organize that as a district to to establish what needs to happen when. And then, like I said, we'll obviously roll in and and time that timing with the outcome of the master plan effort as well. So, what we'll end up with then is a series of floor plans. Uh, this is an example from one of our other districts that we've done this with. um keyyn notes on the plan and hatched areas that are going to show um what the align item is from the from the spreadsheet where it applies in the building um so we know where that's at and we can easily go and track that down in the future. The really sexy part, the spreadsheet, everybody loves a good spreadsheet. Um this is going to be totally sortable. Um it's
028basically a series of line items of different issues that we found. This is actually a snapshot of what we've accomplished so far. uh going through some of the exterior stuff for the high school and the middle school. Um was just out finished up Lily Lake this afternoon before I came here. Um but you can see as we start to categorize everything um you'll get to kind of the the right side of the the spreadsheet where we start to drop in priorities, the inflated costs, the funding source. So whether that's an on andm budget, that's health life safety funds, it's capital project funds, um we can start to you know assign different funding sources to those line items the year we want to implement it. So whether it's, you know, 2026, 2032, whatever that is, um
029there's some other columns to the right that are uh from a budgeting standpoint. But ultimately, what you'll end up with then is this uh some tabs in the spreadsheet that become very usable and very sortable. Um you'll see the the four boxes on the right are basically boxes you can click on. This is an example from one of our other clients. Um that you can you can sort it by the building, the category, the the priority, the funding source. you can come up with any combination of that and it spits out the report on the left um right away because it pulls that data from that spreadsheet and it becomes that sort of tool then that you can start to plan projects from a year-to-year basis. Um what's the important stuff we've got to focus
030on? How can we create kind of secondary projects for the lower priority stuff? Um you can really start to to hone in on what you want to implement and when. So with that as we talk about schedule like I said we've gotten started. Um, basically our plan of attack is to we're going to be in the district two days a week. Um, like I said, we're going to focus on uh afternoons and evenings to avoid conflicts with the students. Um, we've been hitting all the exterior stuff here first before the weather starts to turn for the season. So, we should be done with the exterior stuff in the the first week of November. Um, we're right on track with where we need to be right now. Um, we're going to utilize some of our our
031no school days to catch up and even work ahead. So this Friday when we got paired teacher conferences, we're going to work ahead a little bit and try to get out in front of some of that stuff. Um we'll come back at regular intervals and review this with Dan along the way, help to to set the priorities for each of those line items. Um give him information to give regular updates to the facilities committee along the way. Um and then have the final draft report ready for review uh in February. As you can see, the schedule has us going all the way through January to get through all of the interiors of all the buildings. So, um, hoping to get out in front of that a little bit sooner, but like I said, it'll be
032probably late February. We'll have that report ready to start sharing, which should time up pretty well with what, um, STR is going to talk about here in a little bit with the master plan. >> So, with that, are there any questions? I >> think it's a great process. Looking forward to seeing the report. Great. >> All right. Thank you. >> Thank you. Good evening everyone. Um Jennifer Castanzo with STR partners talk to you a little bit about our process for the master plan that we have in store for district 301. Um just to kind of brief overview, the the master plan is really just a marriage of the educational adequacy and how we are reviewing your instructional spaces against the curriculum and the goals that your district has and then also marrying in the hard
033work that W is doing with their facility assessments jobs. And the the ultimate goal is then that we can start to address any curriculum items or or marry in any of the facility assessment um repairs that are required at the same time so we can really maximize the dollars of the district and not um and take advantage of those type things. So our our master plan, we really want to be pro providing you with quality information so we can all make informed decisions. Um and then we can produce a flexible study that accommodates changing conditions, changing populations, and fluctuating funding levels. And again, the goal really is to maximize not only the dollars when you do the work, but the investment that your community has already made in all of your facilities to date. >>
034I'm going to turn it over to Alan. >> Thank you. Yeah. So, big picture schedule-wise, uh, at the front end, you know, an effort to kind of maximize opportunities and not burden the staff, we're going to piggyback with bold. So, when they're inside interviewing staff and things like that, we'll tag along with that to glean our information out of that at the same time just to be efficient. But big picture here on the left side, uh the green box is essentially the bold effort there at the top and really kind of creating all that raw information. We have some of it you already have, some of it will probably have to be updated, but really start to assemble all that. Then we kind of drive into more of the building related pieces to see what
035we can do. So this doesn't really depend so much on district input, but really how big can can the middle school be? How big can an elementary school be? What are the limitations of your existing sites? You probably know already that a lot of your sites are good size but are limited in terms of storm water and issues like that and wetlands. So, it isn't always so obvious. Rarely is student capacity or ultimate capacity of a school dependent on classrooms. It's the everything else. Uh the cafeteria is not big enough. We can't get enough cars in there. Zoning restrictions. So we'll assemble all that and sort through that to see what those opportunities will be. And again, just because a school can get so big doesn't mean internally that's the way the district wants to
036go. So we'll want to kind of define um that that second orange box there guiding principles in terms of what is really central school district's preference. You know how schools grade levels all that sort of thing can be choices and all goes into that. We really think of this as kind of creating if then information. You know, if you get this kind of growth, here's three options of how to address that. If you get that kind of growth, if your funding changes this way, what are the options there? So, don't think of it as one big perfect lightning rod thing that's going to solve everything. It's really just a series of tools that'll give you the equipment to make make those choices as we go on. schedule-wise. Um, it's interesting when we started talking about
037this with with the committee at first we were thinking, well, gee, the advent of the new superintendent, is that a problem? And in reality, I I think it's potentially an advantage that being able to engage your new superintendent in this process will be very useful for them. They'll be able to get up to speed in the district, which way that would normally take them years to do that. But I think that'll be advantageous and I think we can be flexible enough to adapt to their availability as it goes through. So but at the back end as you get into the back twothirds of this this really does depend on external communication. So at the top we show community input. So that's outside stakeholder input more at the bottom. So we want to be able to
038engage the superintendent, engage the community in that process. So from the dotted line forward is really the front third here. So that's more internal effort. Everything else is an external effort. So we need to get together to really decide how to do that, how to manage that community input and really what are the long-term goals of that community input. So we have time to do that. Um but this our first effort will align essentially with the W threshold and probably end of January early February we'll have all our data to really start that next step and then we can absorb also the bold information then too. Next please. So we're going to analyze each of the sites um and create a hypothetical sites as well. So we're going to define what is possible in each
039of these what are the limitations. um I think will also generate uh for the board's future use is you know what kind of land do you really need for a new elementary school how much for an elementary for a middle school so you have those tools and there's certainly flexibility in those but state of Illinois has guidelines in terms of how big um your site should be in relation to your population we'll refer to that in that report so you have you have that information to move forward next please so each site. Um, we'll scour the input from internal staff. Uh, really get all your comparisons to the other buildings, uh, district equity, expansion limitations, district targets, and then really, as Matt said with his, we really want to make it one-stop shopping here in
040terms of really getting all this data in one place. Uh, I resist the temptation of uh, of that in some ways because it makes it so large, but computer is much easier. We don't want this to sit on a shelf. It really doesn't stop and it's good forever. That really isn't how this works. You have to revisit periodically as conditions change. Demographics being an obvious one, funding another one. Uh the system is flexible enough to react to that. So, we'll have all that in one place. >> Uh so, we talked a little bit about having quality information so we can make informed decisions. And I'm showing a few examples here of how we provide um that information to you in a graphic way that also is kind of user friendly. Uh this is an example
041of um an analyzing and evaluating a existing facility against the district's curriculum goals and and program goals that they had across their their eight schools I think in that district. So, um, again, we're just trying to be very mindful of being able to give, um, clear optics for you to share with community as well as, uh, for everyone in the district to to understand. So, you know, very easy check, a green check is that you you're meeting your goal and a red X is that you've got a deficiency somewhere. So, we can easily go through the different facilities and see how to how to address those. Um again, similarly with a capacity evaluation, we're looking across all the schools within a district and we can easily see where you have um schools that are working
042efficiently in green, some that might be underutilized in blue, and those that are overcrowded in the red. And as Alan mentioned, we can come up then with once we have gathered all of our data and and taken a look at the evaluations, we can go through some if if then scenarios for each of the different problems that were or even just by facility that we're looking at. So, you know, in this case, they were looking to create uh bring kindergarten back into all of their elementary schools. So looking at their demographics, they could decide to just wait for a while or they could go ahead and move forward or um and make just make that continue being a one through five school but make a few adjustments to meet their curriculum needs or go ahead
043and and make the plunge early for their K through five. So we can look at those different options for the high school and the middle school for for your specific situations. And then from that um we collaboratively review all of those options and create um a document as as Alan said that's a living document but it phases work out over time so that we understand what the expenditure is going to be and and weave in the facility assessments at the same time and work out those so so that it's all combined in together. So we're just ending again on the the schedule slide but Alan and I are happy to answer any questions that you might have. Um, a question for both of you and actually maybe um maybe Tim or Kyle um this this
044might be your domain too. You mentioned community input several times in this process. What have you seen that normally look like in other places where you've done this? It really can run a wide range and you know particularly in Northern Illinois there's been a real increase in sophistication of that. um probably one of the most meaningful in the last several years is there's a series of companies that specialize in creating scientific surveys. So the problem for all of us is we're too close to the school. And I'd make the same statement for everybody in this room. You know, we understand schools. We value schools. That's great and that's useful input. In reality, we want the input from everybody who doesn't know about that. We really want to engage the likely voters in a way that
045we can understand what they can understand and what they can support. Uh the survey information we've been using lately is is really pretty amazing. It can be very specific in terms of what has support, what doesn't. And that doesn't mean no. That just means you have to put some effort into describing it and helping people understand that. people who don't deal with the schools, people who don't have students, those are the harder ones to reach as you can imagine. Um, but with that data, you can really see the level of understanding. You can see how the understanding is different in different parts of the community with with great specificity. Uh it's it's really interesting and you can understand things that you know you might not value they'll really value and the ability to kind of
046combine projects um can be really effective in that. So you don't need to guess what people will support. You can actually know again literally within percentages. So that those two things obviously useful to get public support but it's also useful to see what is important to people. I mean, some of it just isn't obvious. We're too close to it. And they really look at it differently. And to be able to understand that and that data is really valuable for uh new board members, new superintendent, that's really important data because it can go beyond the building as well. You can really get into kind of bigger, more general issues. So, we strongly encourage that. We're not ready for that yet. Uh we want to kind of look at those options. And to be honest, it isn't
047really as expensive as it used to be. They're really quite efficient with it. Um, it is interesting to see though that you don't want it, it sounds counterintuitive. You don't want to survey everybody. You really want to get a scientific snapshot of all the likely voters. So, you don't want to have everybody from one community. You don't want to have all men. You don't want to have all computer savvy people. You really, and it's really hard. That's really the art of surveying is to really get that accurate blend of your community so you can do that. So you don't need a ton of data to do it, but it needs to be the right kind of data. So that's something as we get deeper on. I think we should explore those options. Thank you. >>
048Just to get started, get really really get rolling here. We're really looking forward to it. I think you're complex changing district which is makes it all the more interesting to do master plan. Looking forward to it. >> Thank you. >> Thanks. >> Thank you for your time. >> Thank you. Good evening. Our next presentation is our new superintendent profile by school exec connect. >> Kevin and Brian Barnhard here from school exec connect to give the profile report from the surveys that and community forums that everyone participated. >> Good evening. We want to include uh your your stakeholders here. So, we're going to turn this a little bit. We'll direct all of our statements to take any questions from the board, but we want to recognize your stakeholders here as well. So, thank you for attending.
049And I'm going to turn over to my partner Brian Barnhard here who will go through our PowerPoint. And at the end of tonight's discussion, we will send all the documents to you, all the data. Um, it's I think very important that you use the data as a board to find out how your community feels. Things are going here. It's there's lots of information there that it's going to be separate from the profile that we developed on your behalf of the new superintendent, but I'll leave those copies with you today, but I'll send them to Tim and Kyle and Ryan tomorrow as well, so you can use those for whatever you like. Set goals with superend and so forth. If you have any questions at the end, of course, we'll take those. I'm going over to
050Dr. Barnhart. >> Good evening. Nice to be with you again. As uh Kevin set up, uh we have been busy over the last month. with and hearing from uh your school community folks. And we do this because we want to start with a bit of a fresh slate, kind of a clean slate as we are trying to develop the new superintendent profile. The profile being uh sort of the guiding document that Kevin and I will use as we interview to present the slate to you for consideration for you as you interview candidates and as we like to say for the your ultimate new superintendent. It's a great snapshot as to where the community is right now regarding district 301. So, uh we felt really good about the fact how the last month has gone. Uh
051between four uh focus groups, two open forums and the community survey, we we received a lot of data. We saw 81 people in person and you had 782 responses to the survey. That is outstanding. Excellent. And that's great for us because what we will report, we'll report the the profile at the end, but as Kevin said, you'll get a lot of information between now and the last slide which overviews the profile. It's a lot of great information on your district from your stakeholder standpoint. So everything we report here are themes and trends that we heard in all those surveys and the people we spoke with as opposed to one. Okay. Uh before we even start, we always Almost every single district we work with, we can almost identify some things that will be said to
052us. The new superintendent has to be a great communicator, needs to be visible, approachable, student centered. We're going to hear those things all the time. You'll see a lot of that in the themes that we present tonight, but there we believe you will see your district very clearly with some very unique feedback that we received through the process. We'll try to highlight some of those. So, first of all, we talked about uh the number of people that we spoke to and again, we're presenting themes throughout all of our comments tonight. The first thing that we did, we kind of asked parallel questions in the survey and when we spoke to people directly, we want to know this first of all, what are the strengths of district 301? So, very quickly, I've tried not to read
053to you, but give you some highlights. First of all, we heard this almost as the very first comment in all the groups we spoke with and it was the number one response in the survey. You've got the right people on the bus. People feel good about the people who are in your building. Staff and teachers people feel really great about classroom. That's that that that is semi unique to be that number one strength. The second thing, classrooms are places where that are nurturing for kids. Very unique honestly from a strength standpoint for district. you should feel especially good about. >> This is the first time I've heard this mentioned with with the foration of focus group and survey results. This is amazing. Culture in your buildings is amazing. Has been recognized by all your stakeholders.
054The third bullet point, technology integration. Also something that does not bubble near the top as it did in district 301. Uh number four, our district does a good job in prepping our graduates to be successful in multiple paths post high school. Very unique is the next comment and we heard this comment in the discussions that we talked with people face to face. It is a a district whose culture is improving. We know some things some challenges the district has gone through. There is a sense from the people we talk to there has been stability and there is upward trajectory when it comes to culture within the district. That is a major strength and from our vantage point that allows us to talk to candidates in a different way about being the next superintendent of district
055301. Special education services. Very rarely do we hear about special education services as a positive. Special education in the country is a challenge across the board. Very rarely do the services provided to kids bubble to the top. That ends up being a strength in the district. Is it perfect? Probably not. But we heard a lot of positives about spe special education delivery in the district. And final finally, this is a very unique piece that we heard from a strength standpoint and that's the upward trajectory and the potential for greatness in the district. We heard that time and time again. We're we're in need of a great superintendent because we're ready to really take off. Those are the strengths that we heard from a theme standpoint talking to people, looking at survey results. Lots to be
056feeling good about softness areas, areas that are challenges right now. Vision, clearly defined vision and direction for where we are going in the future. Vision, vision, vision. We heard it. We read in the surveys leadership. We heard quality of leadership and we heard stability of leadership. I think that's probably why we are here mostly to be honest with you. District finances are a real issue. Uh and we something that was we hear about finances all the time. But the unique the unique commentary about a future referendum again came through in regular commentary. We learned a lot about the history of of a referenda in the district. And we also heard trust, relationships, and a new foundation will need to be set by the new superintendent before a referendum. Something we heard as a future challenge.
057Opportunities for students outside of the traditional class. We heard as a very strong theme from some people we spoke with greater rigor needed in the curriculum. Very interesting. If we would have added one more strength, the next strength that bubbled to the top in the survey was we love our curriculum, but it's also a challenge. We do see that fairly regularly because curriculum is in the eyes of the holder or the beholder. Uh we saw it as both a strength and as a need uh for improvement. It certainly needs to be examination. Are you meeting the needs of of the students now, three years from now, five years from now, whatever their outcome will be as far as life after life after 301. The second last bullet is specifically unique uh to district 301 and
058that is in the recent past loud voices seem to have put the district into a reactive rather than proactive position and this has not benefited our students. I read that bullet. It's the only one I've read to because it is specifically unique in feedback we've gathered from many, many districts. Then the final challenge, district facilities. The last two speakers in front of us, facility condition assessment, master planning. Seems like there's some focus already on the facilities and the future with facilities. We learned a lot about that in our discussions. Feel free at any time forward to ask questions as we roll through this. First year priorities also a theme of questions in the survey and as we spoke to folks what should the new superintendent focus on in his or her first year trust building
059relationship relationships building trust is number one came through loud and clear to us and that's why it's on the top improve student academic achievement and growth top priority in district 301 we hear that typically no matter the district we work with number two we hear that regularly as a priority in the first year. Uh financial needs including uh facilities again a theme we hear a lot about. We've already talked about that a little bit in your meeting before we started to present. Uh second bottom from the second bullet from the bottom that clear vision and the communication of that uh vision moving forward uh and building consensus around that vision again was a theme we heard said to us in lots of different ways. And then the the final bullet is around that referendum. It
060has to be a first year priority for the new that is setting that foundation. Just so you know, we heard a lot of that's going to take some time and focused effort on the part of your leader desired superintendent characteristics. Again, many of these you will see in a lot of our presentations. Some of these are uh fairly unique as well. Again, that visionary leader, it's redundant, but this person needs to be a visionary leader and needs to be able to build consensus and communicate that vision uh across the district. The trustworthiness and the relationships came through time and time again as far as those characteristics. the ultimate people person. Um we heard uh the phrase the new person has to come in and really like people and he or she has to be both
061the mayor and the sheriff. I don't know if that is specific verbiage that's said here but we heard it six or seven times in just talking to the people that we talked to and all across the group. So you guys I've seen some looks like yep you maybe heard that in the past. We heard it quite a bit in talking with folks. uh visibility, approachability, all of those things. Um, interesting, understands and can leverage finance, facilities, and politics. We actually heard politics more than we would normally hear it, both in the spirit of referendum and consensus building, but we also heard it multiple times in the superintendent needs to take more of a role in attracting business to the community. Our own opinion is we're not really sure. That's under the opices of a superintendent's
062responsib But we heard it multiple times and it was around the topic of politics. So we report it to you because we heard it multiple times. Uh instructional leadership, data informed decision-making. We hear that regularly. Again, an educator who can do these things is that second last bullet. And then very specific and very unique to our work so far in district 301. The next leader wants needs to be somebody who wants to be here, who wants to stay here and wants to see the vision through multiple iterations of his or her leadership. Somebody who wants to be here and will stay here. That will very much guide our conversation, the rest of our conversations as we look at candidates. Survey highlights very quickly. Uh 78% of the people who responded parents, 14% were staff. Top
063strengths. You've heard about them. The quality of the teaching staff and the positive learning environment in district 301 classrooms. Top areas for improvement, vision and quality of leadership. You've already heard all of those previously. And then the superintendent profile. Again, redundant. This is the profile. This will be uh this has been and will be our continued focus on our questions as we talk to candidates and you use the way you see fit. uh visible approachable relational communicator uh financial acumen and an understanding of how that u will be needed to address facility needs. That visionary forward thinker who can communicate build consensus around the vision. New superintendent should provide instructional leadership based in data best practice and accountability. Early priorities will include those financial needs, facility needs, and enhancing communication for all stakeholders. And then
064above all, successful candidate will be a long-term student focused community who listens, collaborates, and ensures every child feels, feels supported, and that one is their place. Again, we will use this, continue to use this as we talk to candidates. Um we will present a slate to you. You use this as you see fit and then we also strongly recommend uh that it is both posted uh to your website uh which I know you planning uh meetings also share that was meant to be a relatively quick run through of a lot of data. Now we'll slow down. Take any questions or comments. >> Right now 33. >> That's how many people. >> We've been doing some heavy duty recruiting. I think you got a good deal. Brian and I are interviewing Friday, Saturday, Sunday. I think
065we've got 17 scheduled and we do all face to face. So we're going to bring you the person. We want you to have a tough decision. Our slate 5 to7 that we plan to present fit this profile we developed after talking to your stakeholders. So thank you. Any questions posted on our website everyone can see but can you explain what the next step is with the processes? >> So next steps um is behalf of the district released the profile to the public. We will reach out to all the candidates who apply and release the profile to them as they prepare for next steps. Our individual next steps are to interview 15 to 17 individuals that we're starting to talk to already. This weekend, Friday, Saturday, Sunday, probably into the evening. A week from tonight, we
066will deliver uh in close session um people uh five to seven people's names that we feel are good fits for this district. We've interviewed check references on and so forth. We want to do what's called an interview workshop with the board of education. close session, give you some suggested questions, give you some DS and DS and talk about scheduling the five to seven and we've already talked about those dates. I don't have in my head right now, but those are dates that you would interview those five to seven candidates. deliberate. You could pick three finalists, interview those three finalists perhaps, and we would recommend a couple of committees that would give you feedback prior to the board's interview finalists. I know the board has not yet made that decision. And then pick your finalist and
067have us do a complete background check, criminal, civil, tor, transcript, degree status, and so forth. So, What's you kind of rub around the edges a little bit on some uniqueness from the challenges and attributes? What's one thing on both sides of the coin that you think this board should know based on all this information? >> Go ahead, Brian. You take I'll throw a couple add to this. I think build that trust. People believe that he or she will tell the good and the bad. Everybody wants that emphasis that we heard from talking to folks was it was a that piece I think jumps out at me. The other part is there is a spoken talking to people that this person needs and wants to be. We only put in the belief of people we talk
068to is you guys are going to passion. Those are the two things. The other thing that is super important here is because you got so much potential creative culture and people who really want the best for their kids and families. The vision is very important. They've got to be able to articulate and engage everyone as to where are we headed and why. I think that's a little confusing right now in 301. If you ask different stakeholders, they give you different responses about where you're headed. I think that needs to be articulated more clearly and you help leaders to help that process move. So when you said you just made those comments about you heard it not in the survey but from people you talked to. You talked to 81 people seven of whom were teachers
069or staff. So you talked to 73 74 people 74 staff that had admin that's what they said right >> I think 61 I think 61 several of those however are Burlington residents as well >> sure but I just wanted to clarify the group of people >> that you spoke with >> okay >> just applicants you had elsewhere or was that because >> like what's the seasonality of superintendent is there changing the guard happening that there's a lot of movement within the state or is 301 tracking number >> Kyle would be able to jump in on this but 10 15 years ago when I became I became super much more attractive to be a superintendent. Now it's hard for someone to say to themselves and their family, hey, I want this. I want this. You're responsible
070for all that stuff. It's a big job. Josh, but it's not as attractive. We used to get 50 or so right now is probably twice what we >> twice the average for other firms in this area. You look at Texas. >> Yes. That's encouraging. >> Yeah, I think it's very encouraging. Plus, you were out in the front of the game a little bit. I mean, people alone used to be like that can attest to that. It's not atypical for people November, February, whatever in the middle of school or get kicked off for cause without cause. I've heard from two different recruiters from two different firms actually sharing names and asking for some feedback or out front to that last piece. We're several weeks ahead of where they're at. And I think that will help. Other
071questions, comments, anything else that we can clarify? >> Kevin's got us on a really tight weekend uh interview schedule, so we'll nail that down and we'll look forward to presenting the slate to you Monday night session. >> Thank you. >> Besides Ryan and Tim and Kyle, should I be sending these reports to anyone else at the table? Yeah, I'd like it electronically. >> Okay. So, are the board members emails on your website? >> Yes. >> Okay. I'll send it to all the board. >> Thank you. Good to see you guys again, sir. >> Don't get >> Thank you, sir. So, thanks. As we go on our next um there's some changes that are occurring in and particularly in 2829 regards to to uh the language requirements for graduation that uh Steven's going to talk about.
072But also in addition to that, one of the things and and you saw a little bit in the in the presentation, I think it's so timely based on some of the architecture conversations is looking where those opportunities for expanding opportunities for students in the school. Um, and so this is partially looking at the language, some language changes, but more importantly looking at um looking at schedules and what opportunities could exist in regards to that. Committees have been meeting. There's been some committee work. This is not a final. We are not voting tonight. This is just to put some information out there um to start begin thinking about some of these things as we as we move forward and we let the technology rekick in again. So >> do you want me to stop trying to
073connect or Do you want me to talk? >> Well, I just >> All right. So today I'm going to talk about uh the bell schedule presentation and really the the kind of big overarching concept that is happening is how do we value an additional period? Um while a piece of it is going to be that foreign language component, the bigger question really is the fact of um what could that next period provide for our students from sixth grade through 12th grade. And so uh as we continue to do that uh so the the two things are uh we focus obviously here on students, right? Students first. So how this going to be better for our students and prepare for their future needs and choices? Uh allowing some type of uh exploratory and or elective, however
074you classify those experiences um starting early sixth grade all the way through so that when they walk across that that stage at the end that we can honestly say and look in their eyes and say we've done a great job preparing them for the world of work of which we know is ever changing. So um just keep that in mind. And then the second part is in 28 29 fall school year. That is when the foreign language mandate by the state of Illinois which has been out there for a long time actually. Um that actually becomes a requirement. And what I mean by a requirement it's a graduation requirement. So I want you to keep that in mind. I am continuing to try to connect. Give me one second. So in in in that mindset
075uh there's two targets kind of the initial academic period. Okay. Who's the target? Sixth, seventh and eighth grade, 9th, 10th and 11th and 12th grade. Providing them an opportunity to incor uh kind of I'm reading a little bit more. what I was planning on to do from the slides uh but because I thought you were gonna be reading this so I apologize for that side of it but that career expiration point uh opening up classrooms the fact of you act you add an additional period to the bell schedule example at the high school every science lab opens up for an opportunity to put a class in there as compared to right now >> and so that concept is also unique in the fact of we have growth going on but Yet there's more and more
076science classes required because our incoming classes are larger than our outgoing classes. Therefore, I either have to turn to Dan and have a conversation about, you know, the facilities and and some of the struggles that we have. And investing in trying to convert a classroom currently to add water, gas, electric, and all the let's just call it science. Sounds pretty easy to connect with. That's a pretty big expense. But by adding an additional period, every single room that is a science lab has one additional period for the day. So if we were to have eight labs, we just gain eight possibilities to plug another class into versus trying to get uh the opportunity to figure out how locked we are right now because we use them 100% of the time right now. Just to be
077clear, uh there's no per gap of like, oh, we just leave science rooms empty. pack. Uh yes, it's not the same for our general classrooms, but it does allow us the flexibility to schedule things a little different. So, this this concept of adding a period is not solely uh beneficial to just the students having an opportunity for for learning, but it's also there is some stuff that impacts the Is this me or somebody else? Uh can you go? Um so, on that side, the scheduling piece totally changes. Um, yes, I'm fully aware that this is going to impact hiring. If you add an additional period, the students have to have somebody to be teaching them. And we're going to talk about that a little bit. And then there is no key solution that every student
078is going to meet the needs of every single scenario what their wants and needs are for the perfect world. There still will be students trying to be like, I want more. I want more. I want more. That's just a fact of a reality. So, uh, foreign language, we've got, uh, the class of 2032 is the actual class that must meet this requirement that they will enter in the year 28 29 that fall. They'll graduate in 32. But if you go backwards, that is our sixth grade class as of today. So that means next year, that class will be what? Seventh graders. That means we have one year per se that we could wait to put that mandate in. Or we could try to be one year ahead of every other school district that's trying to
079meet that mandate. If you think about it on the on the hiring side, foreign language teachers already are super valuable. There's a shortage. Okay? So, we want to be respectful to the fact of this is not a per se just a curriculum thing. we have to, you know, communicate with our HR department, make sure they're on board, that they they have the time to be able to search. You know, it's nice to hear some of these other stories about the attractiveness of maybe the superintendent. We'd also like to attract teachers, too, you know, and retain teachers and those types of things, which we've heard. So, that's that's another thing. Um, so high school graduation uh is something that will change in the future. That's not part of per se something we have to do today.
080But I'm just going to highlight that that question is going to come back to you later. And then we also want to make sure we we really plan to support all our students. That this is not just when they say all students, there's going to be special ed students that have to meet this requirement. There's not a magic wand to exempt you know students on our choice. So this is just an example of where we're at. If you look at the uh left side of the screen as you're looking at it, that's what we're currently at. If you look at the right hand side, all the only difference is fine art or the fine arts foreign language career tech on the lefth hand side that says 0.5 has been changed. You have a foreign language
081requirement of two. We still leave the 0.5 in there. That takes us back to 22.5. If you remember back a couple years ago, uh we used to have uh 22.5 uh credits required. That was for the class of 2023. And then we we lost that period and then we had to reduce. And so for the classes of uh 2024, we went down to 21.5. For the classes of 2025 and 2026, we went down to 20.5 because there was a schedule change that occurred at the high school level. So I'm just trying to clarify that even by going back to the 22.5, this is not something that we haven't done before on the requirement side, but we'll get to that point um later when we need to talk specific about graduation requirements. for foreign language itself
082specifically our students currently their first offering is during eighth grade we offer German one and Spanish one at the eighth grade center not all of our students take it but it does start there uh the the concept here would be if we're going to do this if we're going to meet the mandate the idea of consecutive learning when it comes to a foreign language is actually really important imagine yes it is possible to take a foreign language as a nth grader and then wait and then wait and then be like, "Oh, I got to meet that requirement. I got to take that as a senior." The gap in between there and the amount of learning loss that occurs could create a lot of problems for students being able to successfully complete that. You know, it
083basically be like going back to Spanish one, German one that that's going to create a problem. So, there is some merit to the fact of consecutive years and we want to plan appropriately that we're going to support those kids to get through the requirements successfully uh as they need it. offer up to four languages. Again, I I underlined offer there because they're electives. It's a choice. This while the mandate is not a choice, the students still get to pick the language of their choice. So, um by providing that variety, it's saying to the community, we're putting something out there for students to choose what they really want to engage in. Uh we have to have plans for intervention for the foreign language uh because it is a requirement. And then we want to be able
084to work with our students to make sure they're getting the credit. So that eighth grade year, I just want you to make sure that right off the bat you understand that Spanish one, that German one, and technically math one right now are offered at CMS and they are high school credit. That's not new. We've been doing it for for years. On the bottom is just kind of where we were at. We've already surveyed uh we started a couple years ago with the SAC committee have been talking about this topic. SAC is our subject area committee. Um but we also surveyed parents. So, sixth grade, seventh grade, and eighth graders were surveyed last year, and all their parents were given an opportunity to fill out a survey. And we used that data. We took that data.
085We then took the steps to make sure it aligned to the fact that those top foreign languages align to post-secary opportunities. We don't want to just set up students with like, oh, you can take this, and then it's really hard to find it if you fall in love with that foreign language. We want to make sure that we're we're aligned with ECC and our our universities that are top are the most popular top choices for our students. Uh this is just the survey results of all the students. This is not parents. So you can see there's 1,025 unique when you filter it. Some kids took it twice, sometimes three times, but unique, okay, individual responses. Um you can see where the breakdown is. So you have Spanish, you have German, you have French, and you
086have American Sign Language as the top four on all the surveys. They actually, for some strange reason, aligned whether it was sixth grade, if we just looked at that pocket, seventh grade or eighth grade combined, and the parent survey, all of them aligned to the these four. Um the next one after that, after this is Chinese, Mandarin. Uh but then you start seeing we gave students the option to actually write in the language they wanted. This was not a we picked for them scenario. No, you it was open. So, this is is really an open-ended look on what our students are looking for. Um on the exploratory side, if the period you choose to to go that direction, it's important for us to recognize how is that going to impact kids. It's not just in
087foreign language. It's the fact of career exploration. It's the fact of how do they align core content material and answering the questions of when am I going to use this? why why do I need to know this? Those, you know, students have those questions all the time and sometimes those electives can bring in some of the answers that they're looking for. It also can create an idea that they grapple to really enjoy it a little differently and it it sometimes could affect our attendance rates because they're looking forward to going to this class, you know, and so we just want to make sure that we're able to consider that. on the high school side as you get towards your ninth, 10th, 11th, 12th grade, uh a month ago, uh uh Terry Strobe came, right, and
088presented about uh some of the completers and the CTE stuff. I just want to make sure you understand that if we want to provide that opportunity to continue to allow students to have that ability to be completers, it's a positive thing, not not just academically, but on preparedness. So that's what the college career and pathway endorsements also ties into that our students have the ability to get through a series of classes and it's actually shown on their transcript. Uh so just thinking about that side of it, we also want to break down misconceptions on some of our career choices. You know, we got to respect our trades. We got to respect our workers out there in other areas that are working just as hard. They're making actually sometimes more money. there are disparities of information
089out there that might not be accurate with our students and we want to do a better job on making sure the students are are being a little bit more understanding of those types of career options. So in the end we're going to we're going to kind of step back and think big goal is bell schedule. That's the big question. It's not per se foreign language. It's not per se CTE. It's the fact of what is our current bell schedule versus what our potential bell schedule could be and how could that benefit kids. Currently in green you'll see categories of what we're currently offering by grade level. So this is specific to PPMS. Currently in sixth grade you can see the four options that we offer. In seventh grade you can see the four options. Each
090of these options are nine weeks long. If we were to add an additional period in the day, we would have to come up with four new offerings, if we stayed with the model of nineweek courses to plug these in. None of these offerings have been decided. Teachers are putting input in to be able to create the create which one of these would be the courses. That's what we use our subject area committee. And teachers have been doing a ton of work already. And I'll be honest, I I I do want to share there's there's there's a positivity out there with the teachers right now that their input is possibly going to be taken and and move forward with these ideas. Uh we kind of have them at a pause right now because you don't want
091them to work and develop all this stuff that's going to be a no. So they understand the balances of like it has to come here, we got to present this, but being able to show that now we have that ability. So, it's not that we won't have ideas. It's the fact of that's how many more opportunities kids would have in just those two grade levels. I do want to make a notation here. Choir and band are in our task schedule. It's a different period that is different than the hours that are being explained for PKMS and CMS. This is CMS's uh current uh outlook on on the kind of schedule scenario. If a student is in a foreign language, math or German, they do not currently get an offering on one of those electives that
092you can see in the first column. So they take, if you're not in the foreign language, you take a semester of art and you have two nineweek uh automation robotics and flight and space. So that's the scenario right now. If there was an additional period, you can see right there, former nineweek offerings could be again not decided what those would be, but they would be able to continue that continuum of exploration to get ideas of what they like and what they don't like, which is sometimes very valuable. At the high school level, it's just an additional period. Uh, and so that side 9 through 12, it's it's one more. That mandate does roll into the high school because you can't do two years of foreign language in the the middle school. So, you will have
093an impact. The next couple of slides we're going to go through are going to talk about what our current students and teachers have and how that impact would be. So here you can see at PKMS CMS there are four 44minute classes and two 66 minute classes in a student schedule. One task is 36 minutes a 30-minute lunch and they're using three minute passing periods at PKMS. The proposal is to align classes, meaning those 44 minute classes are going to get a little longer. 66-minute classes are going to get a little shorter, but all classes, okay, with the addition of one more because it'll be seven instead of six would be 50 minutes. Now, you're going to they on this proposal, there's a a 17-minute home room, a 30-minute advisory, lunch, and the passing period. So
094it's it's it's balancing that out, but you got to find the time somewhere to be able to add that period in. Uh so within uh the teaching side of it, currently teachers are assigned either four sections of 66 minutes or they're teaching six sections of 44 minutes plus one task. That equals 300 minutes of contact minutes daily uh and a 30-minute lunch. The proposal for teachers, you can see here, uh goes back and forth. You've got one that has teach five sections. They're 50-minute classes. That's 250 minutes, one advisory, one home room, contact minutes, right around 297 minutes, and a 30-minute lunch. The proposal, another option would be, well, they'd teach six. Okay, but you got to be careful. Six is going to be 300, but you're losing at the middle school grade levels that
095task and home room advisory concept, which those kids going through maturity and and changing and that type of stuff. being able to that climate side, which again some of the other presentations we're talking about, you got to consider what the pros and cons of that are. That makes sense. This is just graphic pictures to represent possible schedules uh that the staff has been working on from the middle school. Uh meaning a a snapshot picture, but don't take it to heart that there's only going to be one lunch. That lunch could be, you know, fifth hour or, you know, things slide around. Even the advisory technically they have the ability to say, "Oh, yes, we built it in there." But they could put advisory between first and second hour and everyone has it. It's a common
096schedule is what they're trying to get to. They're trying to get to a schedule where no overlapping is occurring. Overlapping is when you end up using um maybe a space and or staff that overlaps more than one period. That creates this higher challenge. On the bottom you can just see a a picture of what the sample teacher and student situation is if they were teaching uh six sections. Um this can be very meaningful. This is a kind of an analysis done on uh PCAM uh specific to core PE electives uh currently versus what would happen if we projected forward the number of sections that we need. Uh and so if we go through this uh kind of quick, the green is on the first row is the number of current teachers at PKMS for just
097those three areas. We did not include special education. I'm going to you know for real reasons. Special education is students are evaluated and we must service them based off what their uh qualifications and things are. It's not an option. So me putting that up here is not going to help you can make a comparison. But if I go through here and say, okay, we know that the 15- uh 145 with five sections is actually the current number of fifth graders that will be entering sixth grade, meaning their butts seats today, no growth. We would be required to have 15 and 16 uh sections of those to actually teach every single student. That means the classes are the largest size um for every single scenario. So it's really hard to do that but I just wanted
098you to see that. So as you go across the screen you'll see okay if it's the -6 uh 8gative 6.8 that is if a teacher is teaching five. If you go a teacher is required to teach six it's a negative 10. That means we're overstaffed technically in that column of core. If you go down, you'll see where PE and electives and stuff, those numbers go up that we're actually understaffed. We need more staff because those are those periods being added if there's an extra bill period put in. And so you can come down to the bottom and that total number of teachers on the bottom, you start seeing the 38.58. You move over um you've got 3.42 additional teachers. Uh then you've got a negative uh then you got a positive, then you got a
099negative. These are how much overall if you were to add what the change is. Uh we're going to go to the next slide. And then on here CMS is the same format. So you have to break down the information as how I explained before current teachers in there. There is one more uh row in there for foreign language because 8th grade has the foreign language. For example, in foreign language we can go there and say right now there's and this is hard because it looks like there's 1.29 29, but it's by sections, like how many actual periods of it is being taught. We teach just over 50% of our current eth graders. So, if you go to the third column, our current teachers are required to teach six. You can see that we would need
1001.18 more teachers to cover the other 40ome percent, which combined that is the 100% of all the sections. so that you can see how that works because you have to compare them to how many sections they really currently teach to what the proposal would be to be able to know how your your pro your positives and negatives go. But you can see your total again on the bottom on on positive and negative numbers. And then as you take these numbers, we're going to pause here for a second. That 2 uh 21 and I'm going to ask you to go back one slide. We add that to 3.4. 42. That means additional staff together for sixth through 8th grade is 5 point so many teachers at that grade level band. And so we're able to figure
101out across the board minimum numbers to a more feasible realistic approach of how many sections we would need on current students with zero growth. Okay. And we know we have movements every year. We can jump ahead now. Uh this is just the high school's uh current schedule listed similar the way the middle schools was. Uh they they currently uh for students students take six periods or or have the ability to pick six classes. And I I'm not mentioning the requirements meaning they have to do core plus PE and that kind of stuff. But the proposal moving forward is seven periods 30 minute lunch. uh you can see the the three different options that are there and and some of the variety that could impact the students. Can we go one more teachers? So, high school
102teachers already teach five. There is no change. Uh the minutes do have to change because if you're taking the same amount of time and you're trying to pull out to get one more period in there, you you got to take minutes from somewhere. So, you take them out of like every single class to make one more period. Therefore, there are adjustments to the numbers. Uh, but just trying to be very upfront with you like there's going to be a change if that decision is made that direction. But again, it's about what's the value of that period versus not having it. There's going to be this slide and the next slide are just graphic organizers again showing uh what the uh has been shared as possibilities on the schedules that match with a uh c and
103d so that you're able to see those visually. You'll see some overlap in those schedules. We we are aware of that. So if you look at them, your yellow and is that a pinkish? That's the second color. Those two blocks are locked together. The times are the same. But you will notice the green and the purple that's on the uh kind of for you far right. Uh that will be there is a slight difference because of the way lunches and that overlap occurs with some schedules. So students like imagine 50% of the building can be on one schedule, 50% can be on another schedule. Again, reducing the number of overlaps is a is a major goal of this whole project. We're going to move forward. Just to give you very raw FTE estimates, the idea
104of adding for sixth grade, one period can almost be boiled down to the fact of how many kids there are divided by the max number of kids on a section. And you'll be able to see that these are based off the numbers for fifth, sixth, and seventh grade, which will be sixth, seventh, and eighth graders next year. These are the minimum number of teachers that we would need to have cover those classes. And that's just where we get the 14 sections that then get divided. Uh you take those and add those up. You divide by whether it's six sections or it's five sections. You'll see we need 7.33 or it goes up to 8.8. And so then you're able to calculate out the 7.33 multiplied. And our multiplier is $66,000. that is the kind of
105base level first brand new teacher uh their benefits all the the the stuff at the the lowest level. So at minimum you're going to end up spending that amount for sixth, seventh, and eighth grade combined. If it was eight section or eight teachers, I I'm trying to give you some stuff because if you add those those boxes I was talking the bottom two columns, you're going to start seeing that it's going to be go from five all the way up to 10 point something. So I put 7.3 up to 10 number of teachers that would need to be hired. Uh giving you that range of the 483 to uh 660. We go. Yep. Thank you. On the high school side, it's much harder to estimate. We can do the the if you add that many
106one more period and you just divide out the number of students that are at the high school by the section dividing by 30, you can get some estimates on the numbers. But the twist on this is students at the high school level have a little bit more choice. So incentive there's students that could actually have that. There's 711. I put a notation on this slide for you. So while the 56 57 sections would be possible by adding an additional period, we do not require this would be requiring every sing like making the decision to add a period and then requiring every kid to be in a class would be yes $752,000. That's not what I'm trying to express here. I'm trying to express here that you know what, you could have that on the max
107side, but the reality is you subtract that out. When we're moving the 711, it's really $420,000 again using $66,000. So your your total summary for these ranges are on the next slide. You can see it ranges anywhere for the middle school and the high school with a total estimate range of 93,980 to 1.41. four one two 400 for the possibility of that investment adding one period and that is seven grades three for middle school four for the high school and so I wanted to put a little comparison on for this this average if you were to go how much of investment am I making or deciding about per grade level because you're impacting every single student on the low end it's uh 140 on the high end, you know, getting to that we're going to
108require every high school to do it all the time, that kind of stuff. You're you're pushing the 201,000 per grade level to offer that to every single student. Um, so there's a couple other key factors that we will be including. Obviously, transportation. We need to make this work. Transportation gets a say in like, can we get the kids there on time? And then that next bus cycle for elementary, we do not want to negatively impact any other school. And we know that the buses take time to get out there and come back. So, we want to make sure that we're not adjusting that. District food service has been communicated about can the schedules work with lunches and the the ability to make the food and the rotation because, you know, that's a lot of restocking,
109a lot of kids real fast. So, that's been uh a part of it. And then the actual number of FTEEs, I'm using whole numbers. I want to make sure that it's clear that does not mean that it'll always be a whole number because it's based off the courses that are they take. Um and there also will be crossover. So there might be more teachers if you said yes to this teaching sixth and seventh grade, you know, teaching more than one scenario to that kind of stuff. So other questions that you have. Uh but the big question we're asking ourselves is not not banned, not foreign language, not elected. What value do we see on four students over that 6th through 12th grade span by adding an additional period? You have to add time to the
110day. I mean just quickly looking at the times the high school you're going to start them at 7:35 proposed. >> So right now our students start at 7:58. We are adding students are coming a little bit more early than what they are. So you're right. Um but our teachers on the 8 hour workday it actually doesn't change the 8 hour workday. But yes, you are absolutely correct. Students would be coming a little early. when we had the additional period before, we started class at 7:15 a.m. at CHS. So, we're still trying to manage the fact of what is best for kids because there's information out there about like, you know, you wake a kid up and try to teach them at 6:30 in the morning. How much are you really going to get them? So,
111we don't want to push that too hard, but at the same time, we want to be respectful to transportation on where can we be that is feasible. I don't >> All of this fits all these proposals fit within the union contract >> time teacher time. >> Yeah. I I mean >> adding the teachers time we won't be having till they're what is it five and a half hours? >> 8 hour days. >> It doesn't impact the eight hour days >> and the contract there's 300 >> there's 300 contact minutes. So, as long as we don't go over 300 contact minutes, because it's up to 300 minutes, we're like that 297, the 285, like >> we're we're getting there, but it doesn't violate that side of it. >> Okay. >> It doesn't I'm not going to
112stand in front of you and say we have worked out every single detail possible. That's why like transportation, we got to get them involved to be like, okay, what is the turnaround time between you dropping off high school, middle schoolers, and then going out? And so what that will push us to what is the accur actual time like will we be starting at at 7:25? >> Right. If they start earlier though it shouldn't affect elementary school. >> Correct. >> I mean they just have more time. >> That's the intent. >> Yes. >> But that's a really good question. >> So middle school 4466. What was the reason for 66 minutes for two periods? I think that's ELA and math, right? It is the L math >> to get a basis because our scores for the
113students in the high school weren't the best. So now we're going to drop that down. What's that going to do to our scores down the road? They're not going to have that foundation in in eighth grade. So now, you know, I mean, I I'm concerned about that. Okay. >> Yep. Majorly. And I agree there there's going to be a change in maybe what is covered during that bell time from bell to bell which maybe there's not as much practice time happening within the 66 minutes that or in the 50 minutes that could have happened in the 66 minutes or if there was uh reading time built into that schedule. We might have to be a little bit more communicative with our parents saying we used to have x number of minutes or this many average
114over a week. we really encourage you to sit down and make sure that students are reading that kind of stuff. So, >> um we we got to be cognizant of that. But but on the flip side, there's also information on how long can a student sit in a curricular area >> to be getting material and actually it's it's actually sustaining that area. I I'm I >> Yeah, I mean that's kind of why we moved away from block scheduling. That was kind of long. But now in high school, you're going from 50 to what? 45 >> 46 I think was one of them. One I think might have been a 45. Um if you go back uh so there you go. 46 45. Two of them are 45s, one's a 46. So my biggest question in
115for CHS is why can we not do this with the current schedule to just require foreign language? Hire the foreign teacher. forget about all the other things to offer kids and the exploratory classes in eighth grade, seventh grade just so so they they can't get everything they want. That was on your first slide. So now you have to take two foreign languages, two years of it. You're going to get two less electives, >> right? So the the flip, you're right. The flip side is like your your business, your CTE, your your CCPs, that's going to go away. We're not going to have we're not going to have that stuff reported on a report card more than likely. Um, so it's >> but you can still do that. I mean, just adding two periods of foreign
116language is not going to take all that stuff away, >> but to be a completer and get your CCP, you have to take a series of classes. It's not a one-year option. You have to complete usually three years of courses, >> but you can still explore those things without getting what you're talking about and still do things. Or we make a op uh optional so you don't have a study hall and then you take a course there. I mean we're just I I just don't know if it ultimately doesn't matter to me. My daughter's out but I mean she is in some CT classes not not dual credit classes so she's exploring that. She has academic advisory. She did three four years of foreign language. She got to do everything she wanted to do with
117the current schedule. So I don't understand that expense is huge and and is all of that budgeted for next for whenever we want to implement this is it in the what effect will it have >> other than monary >> what effect would it have right because I think the from a budgeting standpoint no because nothing has been decided yet right I think the I think the other part of that is looking at what what eventually ends up suffering as as you as you add what I feel is valuable, right? I think I think world language are are very important um for for kids to have uh for a number of reasons. I think that the other things that we've talked about are very important as well. What often happens I've talked to kids in other
118districts as well that have have limited amount of opportunities band or well not orchestra right now band choir right um suffer because kids have to make choices for things and those are sometimes the things that end up canceling out, right? >> And some of the other arts >> and some of the and and some of the other arts too, right? Um some of the CTE things can because it depends on when I take the world language, right? And it's two years of world language really enough. No, it's great start, right? But um heck, we should be having you know language starting in kindergarten and we should have all but >> what year are we starting the world language? >> Eight. Eighth grade. >> Okay. >> Which is what we do now, right? So that part
119doesn't but we only have 60% of our students who are taking a world language currently number >> 60 something% >> I know this is still kind of like in the pre-planning thing that I was just trying to read the uh the state mandate are they opting for like native speakers can you test out of a language is there >> you cannot test out to meet this the graduation requirement you I mean you could get a seal of bi literacy and take the test >> but you still have to complete two years of foreign language to graduate from high school when this mandate goes in. Like there's not a like proof of competency in a certain thing and that exempts you out. That is not they then expect you to do another one. >> You have
120to do a third. >> Like >> I know it sounds crazy, but that's really how it's Spanish and English. >> But if you're German, you can take German. It doesn't mean you can't. >> Understand? You just get this goofy requirement done. Correct. >> Two years is a goofy requirement because like you said two years is nothing. A college is oh you went for two years. I mean but >> I don't disagree with what you were saying Jeff about like at some point it does become a choice and a study hall is not a requirement that I mean that's how it was when we were at school that if you wanted to do some of that you had to forfeit your study hall and potentially do homework at all >> as opposed to like >> this
121is a big I mean you're talking a seven figure expense and I mean it's to maintain potentially a study hall. We could still be the requirement, but >> this is for students to make choices, >> right? >> Calling academic advisory >> or I I just want to be clear. Our students already have the the ability to to do what you're saying and our student body is openly saying this is not enough to prepare me for the future. I just I just want to be clear like that voice needs to be heard as well, you know, and even the speakers that were here like they're looking for more. So I I don't want to lose that in in the possibility. And then if we think about the spectrum of students that we service, we are talking
122about yes, your your most gifted students, your students that have the most challenges and making sure everybody in between. Because if we think about special education students that maybe have required minutes of uh resource time that they need to have help on, that student doesn't get the choice that we are talking about. That student will be told, "No, I'm sorry. This is written into your plan. You must do this during this time." You don't get to even do the exploratory depending on what that is. So I just I don't want to sugarcoat this as like there is a way for our students to do this without any trouble. Um there are students out there that struggle to find the opportunity to find the classes that they connect with that brings them to school in a
123way that is meaningful. >> Chad I think I hear what and both of you have kind of commented on this. I mean I think some of it may be looking at that academic advisory group right from the way it's structured currently. I think those are other things. I think one of the things that we wanted to do today to at least number one get the board caught up on the world language thing. Just that's kind of the the lowest priority in the sense because it's going to happen. It'll happen. 60 some% of our students are already meeting that part of it. The other one is to start talking about which which was interesting was actually within the survey results and in the conversations was the opportunity for more things. We're going to hear next month
124um some from some other survey results from the students and uh regarding the um you know what would they like to take if they could take things right and so CF and um the athletic department put together a survey that was sent to students and to parents and we'll be presenting that information that'll kind of be on top of this. We wanted to get some information out today. Hey don't be caught up in regards in in December whatever time and like oh we've never heard anything about this before. This just gives a great opportunity to start having some of these conversations. Where are the where are the the barriers to this? Is it is it 1.4 million? That's a big number. There's no question about that, right? Is it 700,000? And and what are the
125other situations that are that are in play? >> I think there's one other thing that we should mention that's not in the presentation is comparing ourselves to surrounding districts or districts that are comparable districts and what they offer. And so it is not abnormal that these students have one more period. We're actually very lean on the side of what our students are allowed to do. So I don't want to fail to mention the fact that um it's not that it's not possible, Jeff. You're actually correct. You know, like you can pick and choose and and get through all the requirements. That is true, factual. Um but if we go step back a little bit, like but what are others doing and and then how do we mark up against them and move forward? I think
126I just wanted to present this information here so that we have it and for us to just start talking and and discuss. our current structure between CMS and it's just it's difficult very time and it's been quite difficult for them and that's just because and so that's something that there is to be said about that. >> And and the the space thing for classrooms is real. Like I'm not talking about investing to build one science lab. I'm talking we might have to b build multiple in a retrofit situation, which I do not I'm not going to put Dan on the spot to be like estimates on this, but those are not small investments. So while we might not consider this, we might get stuck in a situation we are spending dollars on solving another problem.
127if that makes some sense. But >> that's the thing. These are FTE costs. This is people. >> What about space? We haven't even gone down that I mean this is it's >> if we do this >> the this would be done before we have the space and >> which is fine because what it does in the in the day you open up every single class more class room physical space to be able to move the chess pieces around to provide more opportunities. Whereas right now the chessboard we just kept adding pieces to it and there's less and less open blocks on there to be like we can move this to here or here. Um but what what we need is we need classrooms to say hey by doing that you need to add a block
128and it's not one you can't think of it as a linear one period. Those get spread throughout the entire day so that CMS PKMS the high school has the ability to say oh we do have an open room like here or here to make that work. It does help with room utilization by having more periods in day allow greater room utilization schedules. >> Yeah. without >> overlapping without you know great that great kids to the group that are making this work but it's coming to a from the middle school high school. >> I I I think the high school still saw value because the problem is when the shift happened uh that was alluded to like there was a lot of like why why did this happen? How did we get to this? uh numbers
129started disappearing, choice started disappearing. Uh and now there is a nervousness about two more classes coming in as a requirement. Um that that will have a a domino effect as well. It's hard to predict what that would be, but you're you're you're spot on. There's nothing, you know, all of your comments that you're all making are are accurate and it's just where do we go and and and what do we what do we feel is best for that long term? You know, because this is going to be this is not a solution per se of next year. This is a solution of where do we want to be a decade from now >> because curriculum >> can say I'm not against it. I just the expense a first and foremost. >> Yeah. >> B space
130you say is not an issue but we are growing no matter what people say. I mean um other districts sure they might offer more. It doesn't matter. People are still moving in here. >> So I mean sure it would be great to offer more. I'd love to pro I mean my kid went through German. love to offer that starting in kindergarten. You know, like you said, I think foreign language is great. 60% of our kids are doing it already under what we have currently. So, we have to figure out something for 40%. I don't know. I mean, if we can figure out the expense, Dana can do her magic, you know, that'd be great to do. >> 1.4 million bucks is a lot of money. >> And again, I'm going I'm going extreme there. I'm
131trying to >> Oh, yeah. Usually things are more expensive than you think. So >> these are these are not one times. >> It's also just pure body count for staff, >> right? >> Like I mean even if Dana wait for magic wand it's like okay then we have to find 15 teachers 10 teachers and then you have to retain those 10 or 15. Like there's a whole staff people side of this too. If we stay with our current bell schedule, what do you see some of the problems and challenges we'll face 10 years from now? >> Well, honestly, like we don't have our students would struggle having the ability to appropriately select what future careers might be like because it takes time for them to pick and choose. And I find value in students having
132the opportunity to be like, I don't I don't like this. I I don't want to go there. Um the way expenses are going up on and I'm not saying parents have to pick up the bill on postsecary, but those expenses uh you know, the more we can help people know generally where they're going, I think that's a benefit too to our community. So I'd say long term with how technology and things are evolving and what jobs might be. um the more exploratories possible to get them the better they might be informed to make those choices that financially help the families out but it doesn't help the district out per se on the building side. Um space the growth thing Jeff mentioned it's it's here it's not going to end until another solution presents itself on
133that side of it. Um but I I to me it's the the wellbalanced student is my biggest concern. How much pressure are we forcing on young minds as they're trying to go through this experience of learning and continue to keep the love of learning happening and it fun and enjoyable that we can turn around that people are coming through our system saying no I'm I'm proud to be a 301 grad that had a fantastic experience and I I would back any educational facility for the rest of their life um versus people who have a negative experience and then for the rest of their life I'm not going to when asked step up to be like I'll I'll I'll do this because that happens. I'm not saying we're doing it. I'm just saying like you said
13410 years. >> I I just it's it's a pressure I I I think about a pressure cooker. We already have pressure. It's just going to get worse. >> So, >> and do we have any is there any data out there? You've come across it that like say 66 minutes of math in ELA is more beneficial than say the 45 or the 50 or is there of a sweet number because sometimes we can just add more time and it doesn't really improve the quality of what's going on or the grains and the output of it. >> I think that I think that's a very good point and I will say that again this was years ago in Lake Forest. We had a double period of language arts >> and Lake Force is a great school district.
135I mean people you know well well supported parents, smart kids um decent scores, test scores. Um, we went to one period instead of two and your scores are going to drop. Everything's going to fall off. You're not going to do Interestingly, they did not drop. They they actually maintain and continue going up because something and I think that that Stephen said this, a lot of it depends on what's happening within that time period. Right now, if you get every math and language arts teacher, all of them will be here saying, "We need the time. We need the time." And I'm not I'm not going to fight with them about that. I don't just, you know, everyone's entitled to that opinion. Is there research out there about time? There's I don't know that there's anything solid
136that would say 50 50 is better than 53 and a half, right? Right. >> Yep. >> You need something else to do. >> I need something else. >> Thank you. Yeah, we can we can we can find out that kind of stuff, but I I would have gone the same route of like we got moving targets on assessments and and that kind of stuff. So, sometimes it's hard to say that. Um I I do want to say that we want to do a better job of supporting our faculty and our faculty what they have the time with their students and and some of the um resources that we're providing the the building thinking classrooms and stuff on how to think about teaching students today uh differently than the way we taught or were taught uh
137that kind of stuff. Um, I think that's critical and bringing them those tools. Um, because the material is is important, but how you get the material to our kids today might be more important to get it to stick and make the growth of what we want to have versus what you are saying, which is a valid point is the minute that we're we're talking about really the big factor. Um, >> do you require PD for those specific teachers that they a new way to teach better in that time. I mean, maybe they're already doing it. We don't know. And they got an extra 15 minutes in their class. They're like, "You guys can work on your homework now if you want." And they it's already happened. We may not know it. >> I can say
138that our teachers uh actually do what I consider a fairly good job on stepping up to the professional development that is offered. Uh we're not per se, I would say, 100% top down. You're all going to do this all the time. All you know, uh that building thinking classroom is more of a grassroots. It started out with a smaller collection of people that then really said no this has got to grow. This has got to get bigger and talked to their colleagues and stuff and we support it and continue to support it and to this day we are. You know the same thing's happening with our writing revolution project. You know getting the writing side back in that is a different type of of thought process and you know kids spend a lot of time
139on electronic devices. It's a fact but how do they coherently put sentence togethers and understand structures and those types of things. um we have and and we're getting ideas again I I appreciate your comment that you know knowledge but the knowledge comes from teachers they're they're living in it um these schedules and ideas I have to give credit to the professionals that are in the rooms um I I'm I agree the math and ELA are probably like wanting every single minute but these teachers were a part of that concept of going to a 50-minute so they're aware of that um you know I I don't want to take it as they don't know what they're doing. I respect them as a professional just like if they were my colleague teaching side by side with me.
140And so I'm trusting that side of it. Oh yeah. So we had committees at the at CMS PKMS committee at the high school of teachers and administrators. Administrators have been meeting as well just talking about different options. And part of what today is is looking at what are the things that like if we were rating kind of where are things at as far as what would be the the a schedule that makes the most sense for what we're trying to accomplish. And I know it's always easy to go like Of course, you know, teachers want to do less or teachers want to do more, teachers want to do whatever. That was not kind of the way that worked out. It was really, I would say, it really was very child- centered of how can we
141look at options to give students more opportunities. And I think that some of the things that we we think about when we think of English, right, in sixth, seventh, and eighth grade, kids have been taught how to read in K1, two, three, maybe four and five, they need some additional by sixth grade, they're reading to learn, right? And those things are happening in a social studies class. those things are happening in a science class and those other types of things occur within those other even those other elective classes, right? That creative thinking, right? What are there was some stuff that's been out recently showing um that you know and and I'm not suggesting this, right? But I think but being a musician myself, right, that put some value in this that that quit making everybody
142take a computer science class, make everybody take band and choir and orchestra, right? because those types of skills and things you develop in there, those creativities and those abilities of working together actually carry on into those other those other fields and things. And I think one of the things that has come up with with the conversations in the schedule has been looking how do we give some kids more options recognizing that there's a cost to that right and whether it's five periods or six periods that delta is relatively small but what is the bigger cost in this is really is those opportunities and there are benefits to that there's a cost and and the district has to make a decisions and and if the decision is like you know what I don't think that we
143can afford that right now we're not there that doesn't mean you don't care about kids Right. That's not that part right. It means that you know are there other ways and things that we can take a look at. We wanted to present an option and some various >> variables on a theme today to sort of get some of the feedback that we're getting here. Right? We will take that back to to the committees and talk about here's some of the things that are out there. What are some other things with some of those I'm not going to use parameters but with some of the questions that came up. What are some other things we need you may need some more answers to and that we need to do some more looking into as well. >>
144I don't mean to say that I don't appreciate all this work. This is great. I mean, >> but I don't want to take credit for it either when the teachers >> it wasn't all you. Yeah, I said there's committees. There's many meetings. I'm sure >> you just have to do the data research at 10. But yeah, just with test scores and like community with the survey for the superintendent, it's like we got to get our test scores back up. I'm just fearful of now reducing the high school periods because the high school math went down, high school ELA went down. So now let's reduce those periods even more, but give them more opportunities. Get our core classes, those are the ones they have to do well in or should do well in. So it's like
145you don't get to take woods. You can take woods after high school. Sorry. There's plenty of guys who learn how to do woodworking afterwards. You >> I don't know. >> No. And I I'm just my my point there was the fact that that experience may be the catalyst to the aha moment when the student is choosing to take that course and then suddenly like the fractions make sense because they're they're they're measuring. I'm just going to use your woods example. All the time that fraction is required. you know, you're you're cutting and you're you're you're calculating and you're you're building something. >> Details are important all the time >> that that why why does this have to be accurate? Because when I started with this length of linear material, I knew I had enough for
146my project, but I didn't measure accurately and somehow I'm short. I'm like, oh, it mattered. You know, that >> should have paid attention. >> I should have paid attention. You know, like, well, you know, that's an assessment right there. Like, you have enough material. Did you were you able to successfully compete complete the project? And so just providing those opportunities. >> The other things to kind of consider with that too though is if a student is in a class that they enjoy and it's not necessarily a core class, it does keep them getting into the building, getting to school, not skipping. And I' I've seen it time and time again with people that I've worked with. >> Well, that was our presentation just to to get this information out. I would if you have like
147as you're you're driving home, you're like, And I thought about this today, you know, email Tim and I or email Stephen just and we just kind of keep it in our list and those are some things as we move forward we can keep um talking about >> and and I don't want this to be coming across as it's an all or nothing uh concept like it it's it should be what do we feel that we can do if there is something we feel we need to focus on um that works for us you know given where we're at. I just want to make sure that too like so. >> Thank you very much. >> Yeah. Thank you. >> Thank you. >> All right. >> On to the next our information items. Our foyer report is
148included. Um for new business, we're going to discuss I don't need a motion for this. >> Discuss it. Just discuss it. >> We're going to discuss the author. I think Dan talked about this earlier. We're Authorized district civil engineering construction manager to provide architectural drawings of a proposed parking lot at CHS. >> Is this something we need um we need any introduction from Dan on or just discussion amongst ourselves? I >> think it's just a discussion. I mean we we discussed this you know in our last meeting. >> Yeah. Um, you know, to to bring everybody up to date, um, Dan shared at our last facilities committee, um, between having Ericson Engineering um, do a preliminary layout and our district's construction manager um, actually get some trade contractor input for pricing, it looks like that's
149about a 10 to12,000 range, right? Um, I think I think to help answer these um questions from the community and help answer questions for ourselves um it feels like a worthwhile investment. I know from being in the business that those costs um are reasonable for that kind of service and that kind of information and it just gives us information um as a board as to um what this costs and what this means. Um I think how we do it, how it's paid for, and when we do it is an entirely separate discussion. >> So these steps have not been done yet. >> What's your opinion of this? >> Sorry, I'm looking at Dan. I'm looking through everybody. >> Seems like I don't really have You're next then. >> I mean, at the facilities committee meeting,
150I shared kind of I we have a lot of things that we have to do that I mean, I would consider and I I'm sure our architects are going to kind of put priorities on things. I mean, I there's things we've been Dana knows we've been kicking down the road for years, and I I mean, I just don't think a parking lot is one of them. I mean, I understand that there's a need. There's we have a lot of needs, but I mean, there's other infrastructure things and things that we have to keep up with and maintain, I think, to keep us going. So, >> I mean, I lot of things I got a lot of things I could spend 10 to 12,000 on. I gave Dana a list the other day. So, >> I
151I agree with you. I think we need to be looking at the longterm what's going to be proposed to us in the next just a quick band. >> To piggyback on that, at the last meeting, we kind of asked the community, hey, if this is still a hot topic, can you reach out to us? I didn't. Since that, I I had people reach out over the summer about the parking lot issue. Since our last meeting when we asked the community, hey, hit us with your concerns or what you want. I haven't received anything or and I haven't been talked about. Is anybody else? So it's usually a topic in July, >> right? >> August >> when they assign the spots. >> Unfortunately, we all the seniors got spots this year. And then as a bonus,
152a few juniors did, too. So we're still meeting the needs of the senior class. So I mean, I know this is only 10 or 12 grand, but like you said, utilize that money somewhere else, too. So, I mean, >> and the other piece that we know of, I mean, even based on the work that Chad did, I mean, this is going to be half a million plus dollars. I mean, we know that it it's not like this is going to be, you know, a couple hundred,000. You know, even at the bare minimum, it's going to be a half a million dollar. Is that really where we want to put half a million dollars? >> Find it for the bell schedule, though. >> Right. Well, I mean, I Yeah, I mean, that's a great point. I
153mean, we're talking about a million dollars for education. I mean, how do you I I don't know. >> Well, and there's going to be work that we do that we're going to have to do on our mobiles um to bring them up with over the next couple of years. Um you know, we have mobiles at all of our elementary schools right now. Um that we're using and that come at a cost. I I I again I think the peace mealing part I think is is the concern, right? Um is there a need for parking? >> In one sense, yes. Right. In one sense, yes. I mean, It's a luxury and a great thing. For some, it's not a luxury and maybe that's another another aspect. But, um, I think that becomes the challenge of trying
154to decide, you know, where would we start splintering off some of the things that we're doing, you know, 10 or 12,000, you know, on a on a 90 90 million plus budget is it doesn't seem like a lot, but those $10,000 here and the $10,000 here start adding up. The flip side is and we've had discussions on it's the way the parking is being administered the right way is charging for the use of the spot compared to other districts. Those that have the need or extracurriculars are those people that have extracurricular needs to be a part of programs are not getting parking spaces because of the lottery system. So there's there's there's potential to improve the use of what we have. Also, >> I think parking is always an issue for a football game or
155for, you know, but I think every school has that. I mean, there's no way you're going to have enough parking for those few nights a year. I mean, you'd be crazy to spend all that extra money on, you know. So, I mean, in that regard, yes, we'll always have a parking issue, but do we really need I don't know. think and that's what we want architects will tell you right they will say do you build it for Easter Sunday >> right do you build it for that the Sunday when everyone's coming whereas in the other times you're you're at much lesser capacity and that's a decision to make right I mean it's a it's a choice to make and maybe as Chad said you know are there different ways to look at how they're divvied
156out um and maybe there is right of looking at that >> we talk to the high school team >> they take a look at how that works Well, that and I think do we know how many juniors that are involved in before school extracurriculars that that don't have access and then how how many seniors they got spots are not involved in extracurriculars. I mean back to the educational I mean extracurriculars are part of the high school experience or you know not middle school but the high school experience from an educational well-rounded experience are there people that are are negatively impacted because of that >> and then there's people that that receive parking spaces that >> Yeah. Yeah. So, so it it kind of sounds like to me we need more information as a board about
157how things can be optimized before we take this other step. >> I'm good with that. >> I think more discussion around just the whole parking program in general >> cash out. >> Thank you. Yep. >> Appreciate it. >> Thanks. >> Um our agenda items for our November 17th board meeting. >> Yes. So we'll have um some students EF students coming to speak about their experiences uh with the internships and some different things this summer. Um by the 17th you will have you will have if if you follow the schedule you will have interviewed all the people and and hopefully be in a spot either to give an update or to do something at that point. Um we look to have CF and the AD doing some presentation on the survey results regarding the high school
158and uh courses not courses but opportunities class and athletics uh was on that as well for for that. So the other thing that will be either on November or December will be the um obviously the the I the state testing I whatever it's called now uh that testing those results that data and the MAP testing etc will be provided either in December or November or December based on some other things that we'll have coming in too. All right. So now I need a motion and a second for to adjourn the meeting. Motion second. >> All in favor? All right. >> I