Crete Monee School District 201u Board Meeting 7/15/2025

001Testing. Testing. 1 2 3. Testing. meeting to order. Um, it is Tuesday, July 15, 2025. We have 8:30 8:30 hours or 6:30 p.m. And this is for Crate Mon School Board 2011U regular meeting board meeting. >> Can I have a roll call, please? Madam Secretary. >> Mr. Brown, >> here. >> Mr. Gyos >> here. I'm here. Dr. Hall >> here. >> Mr. Swallish. Miss Venegas. Miss Wilfolk >> here. Okay. All right. Let us stand for the pledge of allegiance and our mission statement. Uh pledge of allegiance is going to be led by our secretary and pledge of allegiance is going to be led by vice president and a mission statement going to be read by our secretary. Thank you. I pledge allegiance to the flag >> of the United States of America and to the

002republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Our mission statement is to engage and empower our students to positively impact their community and future. Okay, thank you both. And I would need a motion to open up public hearing on the e-learning plan. >> So moved >> by Alex. >> Second by Jane. Any questions or comments? If not, roll call, please. Miss Wolf I [Music] >> Dr. Hall >> I >> Zites Stumbers says an I Mr. Gyos >> I >> Mr. Brown >> I motion carry >> all right >> good evening um to our board of education Dr. cologies to our students and families at home and to our staff that is here and also um watching um at home. Uh every 3 years the district is

003required um to ask the recommendation of the board to renew our e-learning plan. And so we'll go through this evening as part of the public hearing um our e-learning plan and what it looks like for the next three years. Uh, Mrs. Highline, do we have any public comments about the e-learning plan? >> Let me do that. >> Okay. Thank you very much. And so, based on the state's public act uh 1010012 uh when they established that e-learning is an opportunity to um for students to continue to learn at home uh when there are uh emergency days only. We are required to give students five hours of instruction. We are required to use re researchbased programs. Uh we are required also to notify our families, train our students and our staff. We are required to work

004with our uh unions for the bargain impact that this will have on their work. Uh and make sure that we have electronic access um to the materials which students are using. Ensuring also that the needs for our special needs population is met and then require the board uh adoption from the board and send it to the ROE for renewal. as part of our e-learning. Um again, the days can only be used in the case of emergency. In um most cases that's been due to weather um or if there is another emergency that may happen at a particular building. Uh they can be used in uh lie of uh emergency days. uh meaning that uh we we used to be able to tack on days at the end of each school year and those days would

005have to be made up with e-learning. We no longer have to do that. We use those in lie of those five emergency days that are always put on the calendar. Um they count towards student attendance. They do not again have to be made up. They are considered instructional days. Um and students are expected to complete the learning experiences from the teachers. Assignments count towards student progress and attendance is taken each day we use an e-learning day. The goal is to minimize any disruption to the students academic progress. uh to give students the opportunity to engage in online learning and again not having to make up those five emergency days at the end. And because we are a one-to-one district and each student has a device, uh they can use their technology to support that learning

006from home. The e-learning day procedure. So when an e-learning day is called, it will be used again in the event of an emergency. students u I'm sorry teachers have planned their lessons. Uh we are required by law to do a practice day and we take advantage of that on one of our school improvement days that uh teachers work with students and say things like if this were an e-learning day, we're going to walk through what that process looks like of you learning with me on one side of being online and you being virtually on the other end of that class for the day. uh they are considered regular school days do not require to be made up. They are um in lie of those five emergency days that must always be put on the calendar

007just in case. Uh and this year uh every year we always survey our parents, students and staff about how e-learning went. We take those uh recommendations that they give us into consideration. Uh this year after any e-learning days that we use, we have a committee of three teachers um who have agreed to be on a committee to just kind of talk about uh what that looks like and what the experience is and anything that we need to change for the future. The communication plan um looks like before we try to make the call as soon as we possibly can. We do have a new platform uh that we will be using for communication. Uh but once the superintendent makes the call instead of what was traditionally a snow day, uh we can use that e-learning

008day uh administration, the board is notified and then we start our communication to our parents. Again, we're going to use a new um platform that's called Parent Square. uh we get it out on district websites, phone calls, emails, and all of that um goes out as soon as that call is made. Students in grades 3 through 12 normally take home their devices on a daily basis um because they're doing work. And there's a typo here. This says K2 take them home during the second trimester um because of weather. And so it should it's right now it says K1. It should say K2. Um ELC devices are kept at home and then those parents work on blizzard boards with those students because they don't transport the device back and forth. Uh classroom uh Google classroom is

009used to facilitate the students learning and students are taught how to use Google classroom um once school starts each year and again that's part of the practice of of teachers working with their students. uh attendance is taken and it does count. Uh students participate in synchronous and asynchronous learning meaning that some parts of the learning are with the teacher and then some parts of the learning they do um by themselves. Uh it is monitored through HPARA is the platform that we make sure that students don't go on websites that they shouldn't be on and teachers monitor that um from their uh platform. uh teachers if they're having any problems they contact their building administrators who are always available by phone to them. And then students who are having internet connections at home um are giving

010additional time to work on their work and then the assignments that are completed are due the next day as if they were in school and present. um for our special education students, students with IEPs, those teachers uh work uh with the special ed teacher to make sure that their uh IEP is still being followed. Uh we work with our families and then related services also um works with each individual student to make sure their needs are met should an e-learning day be called. And then even if there multiple days that um are called tech support is always open on e-learning days and they do um the best to support families and students and staff from home if anyone is experiencing any issues. And again we know with our weather here uh sometimes uh students we

011have power outages and those students are given three days to complete their assignments. If something happens where a student needs longer time, then all of that is um considered and we give those students that time to make up the work on our website and uh if when this is approved, the recommendation from the board, we will post this um but there is a live link to FAQs that uh parents often ask. One of the questions is does this day get made up at the end of the school year? And again, no, it doesn't have to be made up. is considered an instructional day. And then we give guidance to our families and parents and we update videos um every year to make sure uh that our families understand how to use a e-learning. And that

012is all that I have. Do we have any questions? Yes, Mr. Gyos. >> Yeah. So, you mentioned uh I think it was called Parent Square. Uh new new program this year. Yes. >> Correct. Um have we found like uh there's like a learning curve when we switch to new programs um either either the students learning curve or the parents um or even teachers for that case uh that they're unfamiliar with how things navigate. um with this new communication tool, we have quite a few families that have experience with this. Uh and the it it literally from what our understanding is, it takes five minutes um to learn the new program. Uh we receive surveys, we talked to other districts, we talked to other families that it is really easy to navigate. And so we're in

013the process of training our principles, the executive cabinet, uh and then we'll push out everything to the families. So we have not found um or at least with this product it has been seamless is what the feedback that we've heard. >> Okay. And um have there been uh like overlaps in programming like are we are we paying for old programming that we used to use? Are we still like uh keeping those old programs alive? Um >> so the contract with the previous um and uh parents square what we found is that it will uh eliminate probably about five or six programs that we use. So there may be some overlap but the big uh program that we use uh that contract ended on June 30th. Uh but if there was a need, our IT team

014is prepared if an emergency had to go out before everyone is trained. Um they can get that emergency link out to our families. Uh and then any other um contracts, we're ending them slowly as as teachers and staff and families learn how to navigate this new system. >> Okay. >> Any other questions? I do have one question. Yes. Regarding the e-learning days, how are the e-learning days when you how are they different differentiated between emergency days? What actually constitute a e-learning day? Can we take a e-learning day when it's considered a snow day or something like that? >> Yes. So, the old term was snow day. So, now we use an e-learning day. So when we had a snow day before, you got to stay home and you got to play in the snow or

015snuggle up. Um, and so in lie of that, you get to learn and we don't stop your learning. And you don't have to make that up and you don't have to be in school to the middle of June. And so we swap one for the other. >> And how many how many do we have? >> Uh, we have five. >> We have five. >> We can use up to five. And if any point that the superintendent decides that we don't want to use a e-learning day, um that we'd rather make that day up, I can tell you from all the surveys, no one has said they want to add those days to the calendar. So, uh but if there was a reason why um a compelling reason why the superintendent wanted to say we're going

016to make that day up, we do have that as an option. >> Okay, cool. >> Okay. Yes. >> All right. This is good. like what students do not have internet at home. >> Um we send a survey out each year to say do you have access? Um of course during the pandemic we had things like hotspots and things like that. Um we ask parents how do you want us to communicate with you? Uh we don't have hotspots any longer. Uh but again those students get extra time to make up those days if they don't have internet at home. But if you wanted like the last year survey, I could get you those numbers in the FYI. >> Yeah. I wondered how that struggling and >> usually and I will tell you our office gets phone

017calls um throughout the year um since the pandemic. I can tell you that we haven't received probably more than one phone call. Uh and then we tend to uh look at internet carriers um that can offer support to families that uh we no longer offer because those grants expired. >> All right. Seemed like a really good initiative, good program. >> We got a little experience with it already, so keep it going. >> All right. Thank you. >> Any other questions? >> Thank you, Dr. Perkins. Appreciate it. >> Thank you. >> All righty. Can I have a motion to co close public hearing on e-learning? >> Moved by James. >> Second by Alex. Any questions, comments? If not, roll call, please. Madam Secretary. >> Dr. Hall. >> I. >> Miss Wolf. >> I. >> Z. Stumb.

018I. Mr. Gos. >> I. >> Mr. Brown. I motion carry. That leads us to public comments. Any electronic public comments? We do have one. Any other? Okay, we do have a public comment for the naming of the softball field. And I'm trying to pronounce this guy's name here. Uh, no. Oh, now it's like homework. You go away for you leave for a few months and you're forgot. Um, thank you board, President Brown, Superintendent Klin. Um, I'm here tonight um to support the naming of the softball field and the to honor Sue G Antonio. Um, just want to let you know a little bit about Sue uh as you make that decision. from uh first attending CIT elementary school um through graduating at Creek Mon High School in 1975 to presently dedicating her time in Creek

019Boosters. Sue has been a creep warrior all of her life. During her senior um high school year at Creek Moni was voted female athlete of the year l leading her teammates in the sports of softball, volleyball, basketball, and field hockey. She then attended Eastern Illinois University, earning her degree in education. After graduating from EIU, she knew her heart belonged back at Cree and Sue established her physical education teaching career within the Creek Mon School District. Her softball accomplishments and achievements exemplify the devotion and love that Sue had for this game. She coached here for 32 years from 1986 to 2017. That's 530 wins. Uh pre the softball warriors were 10 times sic south conference champions. They were one-time regional champions in 2005. She was two-time coach of the year. She was inducted into the IHSBCA

020softball coaches hall of fame in 2011 and named the newspap times newspaper coach of the year in 2013. Sue had 52 players who went on to play college ball and she had two players who went on to coach college softball. Um, her dedication to every athlete, determination for a team win, and focus on success on and off the field is what made her coaching career victorious. Sue's motivation created a significant impact on her students, fellow staff, and coaches, and most importantly, her athletes. her historic presence that she built on the softball field will be forever remembered. And her her athletes, her players lovingly called her Coach G. So tonight, I'm asking you to vote yes to name the new softball field the Coach G field. Thank you. >> Did she ever beat Thornwood? >> I

021I don't know. >> I'll say yes. >> If she said if she did, I don't think I can do it. Thank you so much. Still want to call you President Albert. Uh that was very very you know thoughtful and heartfelt words that you read. U a true legend to say the least. So thank you so much. Appreciate it. All righty. Any other We usually we don't comment on public comments but if you'd like to say a couple words you you could. If not, any board updates? >> Um, uh, update. I just wanted to congratulate, even though he's not here, Mr. Mueller on the birth of his baby, third baby boy today. So, >> Mr. Mueller, the um, athletic director over at the high school, he had his wife gave birth to a baby boy. So,

022congratulations to the Mueller family. Um, and then the other thing is, and I know you all went on a tour, but I was going to say this before I knew you were going on a tour. I love the progress of the athletic complex and the way everything has taken shape. I've um been over there several times to see. What I didn't realize is we had a cross country um trail where we run meets all the way back there throughout. That's pretty neat. Um, I hope that um, Jason and his crew takes care of it. I'm giving you a hard time, Jason. Just joking. You do a good job. Y'all do a good job with it. But, um, yeah, th those are the two things that I wanted to say. I I love the tour. I

023love seeing the complex and even talking to some of the workers out there. Um, doing like off hours and nobody's here. Um, they they're really excited. They seem to be pretty dedicated to it and they're doing a good job. >> Thank you. >> That was in the board updates. Any other comments? >> We also took a tour of the uh our farmland. Uh and I I saw it uh when it was in its infancy when it was just tilled. >> Seeds. >> Yeah. When there was just seeds, just dirt out there. And >> uh I was impressed then. >> Yeah. So when I saw it this time, I'm like, "Wow." Like this is really this really taken off. >> Um >> it it's just really good to see. I can't grow anything to save my

024life. So seeing a whole like field full of stuff that's growing and and stuff that's going to be eaten by the community like that's just >> And board members. Sure. uh is just so impress impressive. Uh these kids just really knock it out of the park. >> Okay, great. Anything else? >> Yeah, and I just echo again, I had a sit down with the high school principal a few days ago and he walked the agriculture parcel there and I let him go on his way. We had a some good conversation on quite a few matters. And after we walked the agriculture parcel, I came over and looked at the the stadium complex and saw the progress. And that was just a few days ago. And now the turf is down. I saw it all rolled

025up. >> And I was able to again, as Dr. Hall alluded to, talk to a few workers offline. They were they were on overtime doing off normal business hours. So yeah, it's a a great project and I give kudos to obviously Dr. Cognese and her staff and specifically Jason who's picked up the ball and ran with it and he's right there and I so elated to see in our FYI because I I'm all about a plan working a plan. We talked about the critical path. You got a Gant chart in there. I'm seeing those milestones. So that did me well to see that that you're just not throwing stuff together. You got a plan and you're working a plan. So and you guarantee us going to be ready for the opening day. >> Yes sir.

026Yes sir. The only thing I ask is if you talk to the workers on overtime that that might blow the budget. President Brown, I know how you like to to ramp up. >> It was only two guys. >> So let's make sure. >> And I was able to speak their language electrically. Okay. So So that was good. I I wanted to say one more thing. I I did um get a chance to see the farm. That that's a beautiful thing. I love it. >> Um made me think today I drove by Chicago Egg and we're not there yet. But anyhow, um the the summer programs that they had as well for the um girls basketball camp and the boys back, it was really it the girls camp was really really well attended. There was they

027had so many former players come back. They had a lot a lot of uh a lot of community support. I mean, it was it was over about 50 60 kids. And then to see the University Park Lions using the facility to to do some things inside. Um, I love how we're bringing the communities into the building, um, to see the high school and I love the the job that they're trying to do to keep the community going, to keep the community home and everything. And, um, so that that was the other thing I wanted to add. >> Okay, great. And I did point out, Dr. Hall, when we was out there about that that fill in the back was cross country land. I ran that personally with my daughter tracking her down when she ran

02820 some years ago. It's just ironic that wife was showing some home videos and it was that course out there. I'm like, "Wow, remember that 20 plus years ago." All right. Thank you so much. No further board updates. We have administrative updates. Dr. Koganise. >> Yes. >> Good news. >> I have uh one very good news. I'm going to ask Dr. Perkins to share. Check. >> No sir. >> Ain't that good? >> It's doubled from last time. >> Double from last to >> Jamie. >> Good evening again. Um the board has been receiving updates for the there is a check in the mail not made out to you Dr. Hall. Um but uh they have received um information on a donation of a smart lab. Um and we are looking to um break ground or

029or sh have that shared space uh completed once summer school is complete uh at Mon Elementary. And so I wanted to go over that the Compost Foundation um with the work of OTL and Mr. Gernardo, our director of OTL, uh work with this foundation that is donating uh I think it's around $172,000 to have this lab installed. Um as you know, we already have two labs in the district, smart labs, uh STEM labs, uh at Balmoral Elementary and Tala Elementary. Uh and so they will be donating this lab to Mon Elementary. Uh this foundation that we're working with has donated 13 labs um across the United States. Uh in the Midwest, we were chosen um because we get to take a look at our students and um the pathway and we get to say as

030students are identifying themselves as uh being uh uh ready for STEM lab learning in that experience, uh where does that take them? and we have an opportunity as a prek12 district uh to show that off. And so for right now, they will be funding um that lab and covering the design, production, and installation. Uh part of what they um ask as part of the branding is that it is named Compost Smart Lab at Mon Elementary. Uh Dr. Coglin is working um with that committee on the naming of that lab. Um and again sharing our research of as students identify themselves and we had started some platforms of working uh to help our students as early as kindergarten starting to identify what they want to be so that we can create these pathways as they go

031through our um educational system. Uh construction will begin at the end of summer school. So we are elated um that we will be able to offer that to our families. Um if you remember uh we opened up the two labs last year at uh Mon I'm sorry at Balmoro and Talala and we had a ribbon cutting ceremony. uh with this donation uh we will do a check cutting ceremony um as we work with that um foundation and also with the employees of Compost as part of a partnership uh making sure that our families and our students um understand that um their engineers and careers that they can have um as we build uh this student centered uh way of learning and experience. uh the five components of keeping students engaged that these are standards uh

032based curriculum that we are using and it aligns to the work and again we're starting uh our labs service right now students uh third through fifth we're looking for funding possibly this year to take it down to second grade and eventually all five elementary buildings will have smart labs uh and we will offer offer uh the experience for grades K5. We have hired the two facilitators that will go between the three buildings. Um and again teaching students from third through 5th or 2 through 5th any questions? >> Okay. So you said Talala Balmoro and now Mon is getting it >> Correct. So what are we missing? We're missing CSK and L. >> Correct. Right. >> And um right now, probably as we speak, Mr. Jonardo is working his magic to try and get CIT um

033built with some type of facility this year. >> That's awesome. That's really good. Uh >> and then CSK, we decided because it was already inquirybased that but we are still working to put a lab there as well. >> This is awesome. just good news when I saw that I mean >> it did my heart well to see that you know it's academics academically driven and I was part I was privileged to be part of the ribbon cutting for Talala and Bomaro last year or was that last year or early this year but this school year >> yes >> and now to see we are continuing to progress ahead so until we get them all covered you Well, that's you can really smile. So, good job. Good job. Good job. Well done. As I say, >>

034thank you. >> And your presentations. I like the I don't know. You can tell me offline. I I don't know if you want to reveal who does the presentations. N >> Mrs. Camp, our systems uh coordinator does our presentations. So, we give her my chicken scratch and then she turns it into this beautiful piece. >> Yes. So professional. So, very professional. All righty. Keep it on. Dr. Cognes with administrative updates on alpha number two. >> Yes. I've asked Mr. Robin Tobias to uh just present tonight and give the board an update. As you know, we've been working very hard the last few years on really building a premier safety and security um program here in the district. Um so I've asked him to share some of the latest updates. He's uh given you a couple

035little cards at your desk that he can refer to. And then he's also invited some guests in our audience that we want to make sure that we recognize uh a little bit later. >> Ready for me? >> Yes. Go ahead. >> Good evening board. Thank you for having me here this evening. I did bring on their own accord. Thank you. Three special guests with me tonight. Uh I I want to introduce them quickly and then I want to highlight uh their special qualities when I get to the end of the presentation here. Uh with us we have officer Raone McCalpin from Mon Police Department. >> Okay. >> We have officer Joseph Rod from the Creek Police Department and we have Officer Al Taylor from Creek Police Department. >> I think all three of them gave

036me tickets. >> I'm just kidding. >> They're they're not just here to keep me on track of time, but uh they can enforce that if you need them to. uh they they are a primary essential tool um with our first responder relationships and I thank them for donating their time here this evening. As I cover a few topics, I I have a a lot of eye candy I'd like to get through for you. Um my goal is is to give you a taste of where we are, where we've been, and and where we're going over the last um so many months and and couple years with safety and security in this district. uh really highlighting the concepts of what we do. Um when we're doing it, who's involved with it, what decisions we're making, how

037are those decisions being made um and then how do we exercise the concept of rehearsal drills along with if we have any events minor or major, how are we recovering from that? Where are we doing that and with whom are we doing that with? Um this statement here, I just want to pause a second because this is going to be a highlight of where I go this direction with some of my themes throughout uh every building this year. we can be safer. And I want to emphasize that because I I want people to feel safe. As a building administrator, uh I've heard it said that there are two primary goals to a building principal. Academic excellence and school safety. Uh and really, you can't have academic excellence unless people feel safe um and are comfortable.

038Uh so emphasizing school safety becomes the priority across the board for all our building administration and district initiatives. But I want people to understand that we can be safer, which means um it's important for people not to feel comfortable. It's important people um to realize that we we need to do more and always be on our guard. So that's kind of the purpose of we can be safer. Be on your guard, don't let it down. We don't want to get um complacent in a situation where human error overlooks something and then we have mistakes that happen and put um situations, elevate them or put them in danger. Um, with that, I want to concentrate on a few areas this evening to give an understanding of where we're at in emergency management, our communication protocols, uh,

039what levels we have in emergency response, where we're at in managing threats. Part of what we're doing in um, emergencies and readiness is not just responding to an event, but managing it. um which means our language, our protocols, our relationships, how we interact together under the umbrella of CM21U has been a primary purpose of my department. Um every school um exists in its own community uh uniquely. Um but we want to emphasize where we're at in our blanket protocols across the district. our language, our identifying drills, our factors, how we debrief, um our roles and responsibilities across the district are identical from our district office all the way down to our ELC and the all the buildings and levels in between. And they are mirroring where our first responder relationships are across the board from

040community to community. Um I want to highlight some upgrades we've had over the last um several months and years. We are currently embarking on a security camera upgrade um making our systems more digitized, adding cameras. We're able to do that through a grant. That grant is covering this process and other initiatives we have tagged with that. But some of the foundation of where we at with implementing further software AI oriented software um we have to start with our security cameras and upgrade that and bring par across our school. So we're doing that and that project has embarked itself throughout this last school year. And one of our last stops is the high school building right now. And our goal that project will be finished for all buildings as we get ready to start this new

041school year with updated digital cameras, updated software and playback record, uh enhanced zoom capabilities, and the ability to add more AI software um programs to it if we can in the future. >> Um go back. >> Excuse me. Yes, sir. Real quick, >> Jason, was security part of the sports complex? adding cameras, additional cameras and things of that nature. >> Yes, Mr. Tobias has been heavily involved in the planning process. >> Okay. So, all of that security work will be completed prior to opening day as well. >> How much on the sport complex? I don't know yet. >> But at least the football field, >> I think that's going to be a primary goal. Um, we know what we want, we know what we need, and we know what the infrastructure is going to be.

042If all those foundational points are in, then we'll be able to install the cameras and have eyes on that new facility ASAP. >> Okay. If you got if Dr. Car, if you can give the board an update on to ensure us, if all possible that security would be in place prior to the first day of use of that football field. If that's if that was a plan and if it's and if we could, I I would like it. I don't know the rest of the board. I would like security if there was a plan to have it completed. Whatever we can do, you know, let the board know if we are going to complete it, if that was our goal to complete it and if we're not going to complete it, reasons why >> for

043security just just for the sports complex, the football specifically that prior to our first game. >> Yes, sir. >> Okay. I know I know the timeline with some of those security upgrades are are um you know fluent with what the construction project is. So when we open it for public use we should have those parameters but I know Jason and I will check that timeline. We're also we were looking at not just what our sport facility needs are. But part of that was we lacked significant coverage in our drives and the parking lot area especially far from the building. Yeah. >> And part of those camera upgrades are are going to play off the field complex to give us some increased coverage that way too. The timeline on that um is uh still in the

044works, but that is also going to be what we have with our upgrades is better coverage across our parking lot. >> Okay. Thank you. I didn't mean to interrupt you during your presentation. I thought that was a place to fit that in. Thank you. >> Not a problem. All right. >> Um any questions on our upgrades? They're they're fluent right there. We're also working on reunification kits, which I'll cover in terms of outfitting all of our buildings. If we have an event that we have to leave the building, evacuate, maybe go to another site to account for all our students and staff so we can dismiss them to home properly. All our buildings will have a special kit um that organizes itself in a fashion um for any administrator to be able to execute a

045return to home practice for our families and get people there safely. One of the areas I want to cover briefly this evening is just our emergency responses and and protocols. They cover a number of areas with our staff along with how we input that with our parents. We have a number of documents here on the screen um that showcases itself to educate and our train our staff with. Um our emergency operation plan is a district-wide plan. Our crisis operation plan or building based plans significant for each individual building. Um the operations are uniform across the district under our umbrella, but they do adjust themselves for the uniqueness of the needs of that community with first responder needs. Um, we've upgraded all our maps as well across the district. Um, not just our architectural maps, but

046um, macro and micro maps um that make the use of where our first responders are going to an event, how they stage outside for an event, how they enter the building, where they should enter the building, what classrooms are labeled. All that's um referenced in our MAP materials as well, available to all our administrators and our first responders as well as um the Joliet Lairway 911 communication system. So if there was such an event that local authorities um were engulfed with or couldn't handle completely and we had responses coming from outside of the area, our resources are available to those. So we're saving um valuable time on people getting the information they need as well as responding to the right site and where to go on that site. And our last document, the ARM, we've

047referred to it, their emergency response manual is what we're using um brand new, just kind of created it. We're getting it to print for all our administration. uh that will highlight more so um in a nutshell our emergency response plans, procedures, and the big highlight of it is the reunification process along the way. And it'll emphasize our drills. Just a sample of what we do within this district. We do more than what's requested by the state or will county as well as our hold and secure procedures. We actually do an earthquake drill at least once a year across the district. That is the one drill we do at the very same time across the district. Same date, same time. It's usually uh second Thursday of October right around 9:40 a.m. Um it it follows on

048the date national earthquake awareness on in October there and it's a unique drill that we do to um creep money school district. Not a lot of schools do that or embark on that type of drill but we include that in our practices as well as well as our personal safety options that we emphasize with Alice. Um this is just a sample of when we go into lockdown or active threat scenarios. We we want to get people to understand don't freeze. You might have to um lock down. You might have to move, cover, conceal. If you can evacuate, and get away from the threat is what we're teaching. And if you are in a lock down situation, we're emphasizing make sure that that door wherever you're at, barricade, it's locked, it's secure, it's latched, lights are

049off, and you stay out of sight until first responders come and get you. And if your next option is the convenience of evacuating out a window or to a side door, then we're teaching that and preaching that as well. Um, we've done that in a very minimal um, threat situation in terms of trying to not traumatize our students and staff, but we are emphasizing the importance of these types of drills, lockdowns, lights off, barricading rooms, and responding to things appropriately and in a timely fashion. And that's our Alice protocols there that we emphasize with our personal safety options. And that kind of takes me to give you a taste of threat assessment. We are very unique, I think, in not just as a school district, but all of Will County with what we emphasize with

050threat assessment. You'll hear various terms as far as behavior threat assessment, campus threat assessment, threat management, threat prevention. It's all the concept of threat assessment and management. Uh we do that because of the state mandate. These six positions associated with the school must sit on our threat assessment team. We also include the school nurse. Uh, not a lot of schools do that, but we emphasize the need to have our nurse on our threat assessment teams because that person knows our students at times better than anybody else. They're the safe spaces for nurses. Kids have an owie, sometimes require a band-aid, and the nurse is that comfort zone for them. The nurses also know their medications that they may be on. So, in terms of understanding what our students are going through outside of a classroom

051environment and sometimes associate with their personal home environment, our school nurses are are amazing being a part of these teams and give us some insight and understanding to help us realize if we have a significant threat or something that's modifying the students behavior outside of those those temperamental moments. Uh threat assessment in a nutshell is simple. It's preventing targeted violence. We do that by four steps. We're identifying a situation or a person of concern. for gathering evidence and information about that situation as quick as possible, assessing it, evaluating it, and then deciding how we can manage it. And the whole goal is preventing targeted violence before something occurs. We we value the concept to see something, say something, hear something, say something. And we're trying to emphasize it's not a tattletail role by students and

052staff, but it's an information role. Our students hear of things, know of things, see things, post on social media before we do as staff members before first responders do. And we want students to be comfortable and find an adult that they trust and bring this information to us so we can verify if it's legit um or if it's a misunderstanding and we can move through a process of making a better understanding that way. But it's really just trying to prevent targeted violence before it occurs. We do that with two different teams. We have a district team, our DTA team, district threat assessment team, and it emphasizes itself is policy oversight. Um up until a couple years ago, all we did was have a district team which served the needs of threat assessment by the state

053mandate, but it did not necessarily meet the immediate needs of a building when it occurred. Um after that um over the last couple years we developed school threat assessment teams the stat and those are sightbased individual for each building led by the building administration with people trained at that building to go through the threat assessment process which allows our district team including myself um to be the liaison to be the support staff be the oversight to make sure we're not overlooking anything from the building level but we do that with two different teams our district team and our schoolbased team. We also work through risk assessment threat assessment. um they work together in a sense, but they're they're different. And this is what I emphasize in my trainings um with regards to what we do

054with threat assessment. We are becoming the model of Will County Schools. Um and we are being based um in terms of what our process, our procedures are, how we emphasize and move through team work in threat assessment, how we train, uh the documents we use, the protocols we use. Um we are following the Fairfax County of Virginia school system model which is out um from developed from the Secret Service and the FBI and those have made their way into private businesses and schools and we're using that model to employ what we need to to not just meet our state mandates but to prevent targeted violence. So we've been reached um a lot of schools have reached out to us uh the Wil County ROE has reached out to us and we are becoming a standard

055for other schools with how we model this and how we employ and implement our threat assessment process. And we do that by understanding the difference between risk assessment and threat assessment. Where risk assessment is kind of the basic one-on-one immediate investigative understanding. Are we dealing with an adolescent misunderstanding in the playground? Or are we dealing with something that's more significant and more severe and somebody who's thinking of threats or making threats might actually have those resources to follow through with those threats. And that leads us to the actual threat assessment process. uh just a highlight of what our level of of concern may be when we deal with a threat and we're trying to understand um what priority is it something that is um misunderstanding banter between kids or is it a very serious element

056where um there is murder death kill in somebody's thoughts it's on paper they see no other outlet but to commit violence towards somebody and that's a significant concern that we need to involve other resources outside of the school at times too and try and correct um create a better path for somebody if we can or um work with outside resources to rectify the situation as quick as possible so we can not just have the safety of that person but the safety of all the other students and staff at school along the way and it just highlights where we're at with threat assessment and what we're doing for Will County. It it's evaluating a lot of different variables. It's not just what somebody said and what somebody's thinking and what they won't do or what they

057will do. We are going to make decisions based on facts and not hearsay. We might start an investigation and we might start an inquiry and might start gathering data based on hearsay, but we will make decisions based on where the facts are and putting the puzzle pieces at the table. So, we have to understand the variables that exist and what the mindset is and what people have resources to and what was really said as opposed to what was perceived. There's a difference between posing a threat and being perceived as a threat. And we don't want to get kids in a situation where misunderstandings label them in circumstances that prevent them from growing out of that. So, which is why we have to have a clear investigative, and I want to emphasize the word systematic process.

058We're we're not just putting pieces together and assuming the puzzle will make itself. We're gathering as much evidence as possible, gathering as much witness statements, working with our first responders at the table to understand something internal and external, and we will make clear decisions based on those facts um that will benefit everybody along the way. And that kind of leads us to going from our communications threat assessment to an incident command situation and emphasizing always being ready with this. Uh our incident command system as it's referred to is is highly coveted by first responders, mostly the fire department. The police are just starting to get in roll with that as well. Um but it's something I've been training our administrators on and emphasizing our roles and responsibilities during an emergency as it's occurring. What actions

059are we taking? who are we taking those actions with and then how are we managing it once we have control of the situation and we're emphasizing kind of the word um pi pie e or p i um our priorities what intellect and intel do we have of the situation what environment is taking place because ultimately um the the decisions we're making will will be affected by variables but the environment will kind of dictate our tactics along the way and when we're talking about incident command that's one of the um handouts or samples I gave you there is a visual sense of our administration identifying their role internally at the building level. Uh but understanding who's filling that role and if the lead person isn't there, who's filling that role? And if that person is there,

060who's filling that role? Often we have absences. We have meetings. Administrators aren't always in the right place at the right time. They're doing evaluations. They're not always in the main office to uh um greet a a threat or to analyze a situation or make decisions. How are we training our support staff to also assist with that process as well? And really it's again identifying your roles in an event. And this screen here kind of highlights where our superintendent's office is as we identify maybe lowlevel or high level threats. How are people going to perform those duties? Um those samples I gave you are foam boards. So they can be used with um markers, our dry erase board markers that can be fluid and changing daily or can be used for tabletop exercises as we do

061them. Uh I've provided samples to our first responders for our tabletop exercises as well. But it's meant to emphasize that during an event, we can't overlook anything. Everybody has to have a role all the way down to our uh tech person, our food service person, our custodial person, our other support staff and teacher aids. We just can't declare an emergency and move to some solution without including all the valuable parties that will help us accomplish that solution and not be overlooked at the same time. And along with that, we have identified where our leadership roles would be for the building level during a significant event. And this could be something a basic evacuation that we rehearse due to a gas smell or a fire drill. Um or we have a significant event during a lockdown,

062an act of violence or something in the community that we have to take issue with. And we need people to understand what roles they may have in those types of emergency along the way. And this is the same language our first responders use, the same language FEMA and NIMS use and all their um emergency response locally and federally. And we're training our staff to understand that. So when first responders arrive to the scene, we can speak the same language and speak to the same identity of who's in charge and what the needs are of the moment rather than everybody guessing who's who. Uh and really the most important thing is the continuity of a situation. So from Dr. Cara's office and the superintendent's office, they can have a chain of command and that can be

063executed at the building level too for a significant event. And if we're all speaking the same language and we're all identifying our same roles and we needed leadership from another building to move to another building. For example, if I had to take the leadership of Talala and move them over to Belmoral Elementary for uh assistance, we know what our roles are. If we have the identifying features and we're working on it together, we're training it together. We have our identification sheets and our our dry erase boards. Everybody can accomplish the same task working as a team and not feeling like it's a mystery when you go over to another building. And that's kind of the goal we've had with our creep um creep bon CM21U um umbrella over everything is getting everybody on the same

064page and every building can function the same way during an emergency. And that leads us to the concept of reunification and we're emphasizing always be prepared. Reunification in its simplest form is done every single day. Uh we do it at dismissal. We get kids on buses. We get kids walking home. We get parents or kids in cars um with parent pickup. We have other afterchool services and daycarees that work through that. We go through a reunification process every day through dismissal. Um the significant difference with this process is we could have a significant event that prevents us from having normal dismissal procedures, normal procedures for returning people home. It could mean people are injured and hurt or incapacitated in a way and we have people maybe going to the hospital. We have people being triaged

065on site and our goal is to account for everybody. So, in terms of um rapid significance with a major event, our goal is staff and student um accountability and safety. One, making sure we can account for where everybody's at and their condition and then making decisions through again our incident command system that we did in in the general form. We're now applying that to a reunification procedure. And we're doing that in two ways. We could have an impacted site where the event takes place and now we've got to account for everything on that site. And we could also be working with the admin at that site are incapacitated um for whatever reason and we've got to move administration from one building to another building to lead on that site. And if we're training and working

066through language and using the same forms and the same documentation, then we can do that with competence and confidence from one building to the next. And that's kind of the design of this revocation process is the checklist, titles for everybody, understanding where we're at because ultimately if there's a significant event, our EMS shows up, our police show up, our fire individuals show up, they are going to be there to neutralize a threat, um start the process of triage or mobilizing people. But the concept of reunifying and accountability falls on us as a school district. We are responsible for accounting for what staff we have, what students we have, and who do they go home with in any case. And that's the whole point of reunification. And whether it's at the impacted site or preparing an

067identical feature for the relocation site, which means something happened at Belmoral, we had to evacuate perhaps we've got a long period of time that we have to count for things. We'll be getting transportation to that site and moving them to a relocation site, say the high school, um accounting for everybody there, going through uh a process of making sure we have everything in order, and then we would go through a dismissal process from that secondary site. And then we would have a leadership board just as we're going through here, just as I've given you a sample there in terms of um the relocation and the impact site to come up with our leadership, our assignments, getting extra staff on site, extra first responders on site to assist us with making sure we've got everybody accountable.

068And the goal is everybody goes home safely at the end of the day. And that's going to be accomplished with our kits that we put together with significant um items within those kits to help us balance out what our needs are, where we're going. um relocation or the impacted site and moving forward through those identities of what's working and what's not working so we can debrief properly. And and again, it's all about accounting for people, getting people home, and having a readiness level that we're prepared for should an event happen unexpected. As well, as I get ready to conclude here, thank you for paying attention thus far. Uh I want to acknowledge our first responder relationships and my three special guests here. Um I am I am so appreciative of these gentlemen spending time listening

069to me for number one um but taking their time and dedication. I recently create um finished my own school resource officer certification and training um and it enlightened me even further to the value of what an SRO is for a school. It's beyond officer friendly. Um but it's also a juvenile advocate at the same time. And before I go any further, I want to um if I can honor Officer Al Taylor, if you would come up here. Uh Officer Taylor has served as an SRO with our school district, primarily being stationed at the high school. Uh but his chief has been amazing over the years letting him get to our other buildings. Al will be stepping away from SRO duties significantly um associated with the Creek P um PD returning to patrol duties uh along

070the way, but I know he's going to he's going to be with us and and a resource. Uh officer JRod will be taking over as SRO um associate police department uh assigned to the high school but we'll have the same opportunities to get to our other buildings as needed. Um just as officer Mccelp and represent Mon. He's stationed at Mooney Elementary School, but he has been um able to get to our other buildings, visit our other buildings, go through threat assessments, go through unique um situations, be there as a partner. I'm appreciative of these gentlemen taking their time doing that and their department leadership, letting them branch out across other jurisdictions. Um my goal is that we will work with UP to get a resource officer assigned from University Park someday, as well as a

071partnership with Park Forest. Um it it it kind of is mentioned that we should have a school should have a school resource officer um one for every 900 to a,000 kids and we have I think over 4,000 students assigned to our district. So we have two um full-time ones that we have during the school year. It'd be nice to branch that out when resources and the right personnel um make that happen. And in honor of Officer Al Taylor's uh service, I have a certificate of appreciation for him here um that recognizes his efforts, his work, as well as a little thank you gift. As Al steps down, I know he's going to be working to Oh, we have a photo up. Is that okay? I I cannot thank El Taylor enough for all the time,

072personal time. He is an outstanding individual, has been an outstanding officer and has been an incredible advocate for our students in the school as well as well as being a curriculum um participant with our driver's ed program and our public safety reasoning as well. I know he's going to do well as he um transitions officer Rod into the building and we'll have that starting at the start of the school year. But I wanted to highlight our partnerships along with the SRO program because I I think it's important people understand the SRO is as more than just our DARE officer or officer friendly. Um they are a unique individual and they are carefully selected as it's described. They are specifically trained not just as a police officer but to be a juvenile advocate within the school

073and understanding um first responder and solo response tactics should something sour show up. And they're properly equipped. They're a police officer. They're in uniform. um for most of the time. They have some other duty gear they can wear as well, but they have their vest, they have their sidearm, uh they have all the equipment they need to fulfill the police officer and first responder roles um in those categories. And as they are a police officer, um they're able to bring the uniqueness and hybrid where we're at as far as our gray areas of school needs and school discipline that overlap with um street um offenses. and they can educate kids on the right and wrong from hallway elements into the street without having to be a disciplinarian to them. That's the job of our administration.

074Uh the goal of the police officer within the school is to make sure we've got our state mandates to be a resource for the administration on things, but their job isn't to get somebody. They're a juvenile advocate. Um and I've seen Al Taylor do that quite a bit in his career in a positive way. but they also function as a public safety educator. Getting in the classrooms, being a resource, um being a a positive aspect to where we're at in terms of how students understand and behave, um and knowing the right and wrong. And then also they function as an informal mentor and counselor. Um being there for them, being an adviser for them, getting information to administration when they're recognizing things about students. The goal of that SRO is to build trust and get

075students to appreciate the role of that police officer outside of the school at the same time. And I've known a lot of SRO's to to kind of be the the best advocate at times and the biggest recruiter for students that have an interest in being a first responder at times. So good SRO's will also work outside of the school and be a community resource at the same time. As I conclude here, this is the post we use in a lot of our debriefs and our understandings of circumstances. We always reflect on what our priorities are in a circumstance. Have we met our objectives? What are they moving forward? uh do we have the right strategies to respond to something? What did we employ? What do we need to think about with our incident command and

076roles? And what tactics do we have when we're dealing with the environment and working with an event? Uh is it wait, listen? Is it react now? Uh the significant and specific training people have as an SRO um are putting them in a situation to have to make quick decisions and react significantly um towards an event and neutralize a threat if they have to. and I trust and count on these guys to do that daily with their jobs. >> Thank you. Any comments or questions? >> I do. >> Yes. >> Um, are SRO's the only ones who are allowed only police officers that are allowed in the school? >> No. Any any officers welcome into the school? >> Okay. And are there any women? >> Uh, we don't uh Okay. as far as not associated with

077CIT and not Moni I don't think I'm not aware of one with University Park. Park Forest does have a couple women officers and detectives that I met we've worked with um primarily spending time at Talala um when they've worked with that but those are welcomed elements. I know police uh departments are um it it's a high standard they have in wanting those types of individuals and sometimes our local departments don't always pay as much um as other departments. So, I've known we've had a few female officers come through our local departments and other areas might pay more and snatch them up right away, particularly if they're a qualified dedicated individual. >> But none that work on your team that go through our school district? >> Not right now. >> Okay. >> Other other than I

078apologize other than I have a couple names from the Park Forest Police Department. If I needed something significant in that area, I can call on somebody that way. But nobody um right now who um is a regular with us. My last question is in regards to um are these are there safety metrics that are published publicly? Where I'm going with that is so you had mentioned that our priority levels of concern the different colors red purple green. >> Um like do we know how many reds we had this year? How many purples? Is that published somewhere if I wanted to go look to see how many incidents we've had in our district? It's not published or public and it's not data the state is requesting right now. It is >> it's information I track and

079keep keep track of within our schools. So, for example, I'll I'll use Belmoral as an example. Uh if they have an issue with the student, let's just say the student brought in a Nerf gun um and and we're going to treat that um significantly, understanding why, what was misunderstanding, what was the purpose of the intent. um if it rose to a level of his intent or her intent was to threaten others with it, it just wasn't a toy to him, but a means to threat, then we move through a threat assessment process. Um, we'd understand I' I'd probably document the grade level of that individual, um, what it was verbally or physically of that item of a threat. Um, we document our procedures in terms of the paperwork, how we host a meeting. We have

080significant um, specific questions. we answer and do a Q&A through the parent and the student in that the process is not meant to be adversarial or based on discipline. It's meant to gather information and try and help somebody and help us if we can. Um, but I do track that data as to what threat assessment meetings we have and then the outcome of that meeting, what level the team decided they could work with, whether it was a one, two or also once that decision is made, how are we managing it? Is the student uh receiving outside services that we can coordinate with? Is it full-time outside services that could remove the student from the building in a sense or is it something we can handle all internally due to our own resources? But it's not

081a published um not a published piece of data. It's internally right now so we know what our schools are doing and we have um debriefings we can reflect on to determine if what we did was was the best case. Um someday the state may require that data but they're not requesting it now. Do you use it though to like say I can say that our district is safer because we had a reduction in purple level priority levels of concern or do do how do you use that like >> no it's more educational and instructional? I I wouldn't use that data to indicate or declare anything of us being safer or not safer because there there's not a huge history to that data as to a number of students. We we tend to do more I

082would I would define them as threat assessment meetings right now in the elementary level than we've had to experience on the middle school or high school level. Uh and and the same parameters are in place. But I I credit our elementary principles. Big thumbs up to them because they are working hard to recognize um issues students are displaying um trying to understand if it's an adolescent mindset, playground banter, or something more significant that's maybe been undiagnosed. and their goal is to get help and treatment to that student now while they're a fourth or fifth grader. Um, and hopefully change their path of of violence if they're on one because it's not that they would have access to any of those weapons or tools now. But the concern is if we don't try and have an

083intervention now, maybe when they're seventh and eighth grade and still having these thoughts, they could have access to things that could be brought to school and cause damage. So, it's it's more instructional and informational for us right now rather than a declaration of we've saved lives because of that. I it's hard to it's a great question. Um it's just hard to quantify um not knowing the outcome something that we caught or missed and then the timeline as to where that has benefited us or hurt us in a in a future time period. >> Great question. >> I believe I'm I'm the representative of the board on the safety committee. Is this who I would be working with? Okay, more questions to come. >> Well, then I you will be you will be loaded with emails

084and information and invites >> and so will you. >> Really soon. >> I love it. >> Okay, fair enough. >> Thank you. Um any other questions? >> Yeah. Um, since the addition of the Evolve uh system at the high school, have you I don't know noticed >> um >> positive uh I don't know outcomes or or negatives or I mean what what have you seen? >> That's a that's an awesome question and first of all I've seen great cooperation by students and parents that do walk through those every day. Um this year with Evolve, we have seven units at the high school and a year and a half ago we started um with our student entrances and our main entrance. And then we we have um units at our auditorium and our um athletic entrance

085as well as our bridges entrance. But our auditorium and our athletic entrance are big community entrances for people coming into athletic events, choir events, theater events. We've had um no issues with public particularly if we've we've had a flag and we've had to address that individually with something. How we do it is very professionally, but the reception of what we do um has been appreciative. Um the feedback is positive. So I could quantify just off the top of my head as far as I' I've had nobody um I've not encountered anybody out of the thousands and thousands of people and times we've had students there, I've I've not encountered anybody resist cooperating with the process. um whether it's a simple walkth through or a secondary search because of a flag. Um the the results have

086been positive. I think it's been a great deterrent. Um particularly we had them going um during our show choir major event that we have annually where we've got thousands of people in the building and it it was unique uh because we have our officers there helping out in terms of just security and visualness. Um but a lot of individuals who aren't local um visiting our school thought we had those installed specifically for that event as if we were anticipating people to be orary for that event. Um and our police chief was really good of explaining. Chief Pierce was excellent in explaining what we have, why we have them, how they function, and people were were very welcoming uh to it. So it's it's invoked conversation. Um I think it's been a great deterrent, but so

087far we've had great cooperation of people working with it. I couldn't tell you exactly how much it stopped or didn't stop because our goal is that nobody's walking through getting flagged at all. Right. >> Um but I know we've had some adults that um were very cooperative and going back to their car to um make sure they were they were ready to walk through a second time and and get green rather than red. >> And nobody's nobody's argued with anything. Even if it's you know the inconvenience of hey can we make sure that's an umbrella in your bag and not something else. They have been very cooperative at athletic events, extracurricular events. >> Very good. Mr. Debias, before you leave, oh, unless there's any more questions, um, thank you again for presenting tonight, um, what

088I asked him to do is to really update you on where we've gone and where we're going with this program. It's a very established program and one that we're very proud of. But as we move forward with this program, the one question I would have for this board is to really talk about your level of comfort in moving forward with Mr. Mr. Tobias carrying a sidearm. Um many of the directors of safety and security do have those in uh many of the buildings. Um and I know Mr. Tobias has been working very carefully with our uh first responders in training and so forth and he's not been able to participate in some of that because of that lack of ability. So I think I just wanted to open that up to the board. I know

089um you know that's a question that is you know a sensitive question in some regards but I just wanted to open that up to find out what people's level of comfort was um to see if we wanted to pursue that. >> I will say if he can outshoot me then I would do it but I doubt he can >> what? Well I I don't know how to respond to that call. >> I doubt he can but I trust him. >> What a criteria. >> I trust him. >> Okay. I I person sorry >> no I say I I doubt he can but I trust him I think he >> I guess personally given the robust presentation that you just completed all the knowledge that you have all the you know information is only good as

090it get you know I mean I guess data put it like that if data is not informative it's no good You presented a lot of data that's very informative. You got a welloiled plan. You are in good partnership with the local responders, the officers. And for you not to have a firearm in your possession at all time on school grounds, I think that does not do anyone any good. Personally, I think you are very responsible. So for you not to have it with the reason being you're not responsible with the reason be that you're not capable. I don't think that that is the case. And I think you went the extra mile just being not only the director of security but you also what I heard you say you just completed a certification for SRO.

091So we can hire you in two positions now. >> Yeah. >> Okay. No, but thank you Officer Taylor as well for your your duties and all you shared with us and your replacement and all three of you for for jobs well done and being here for us making our community and school district safe. So long story short, I'm all for it. >> I'm a firm no and I will remain a firm no until the end of time. >> What would be the reason why we would need that? Maybe I missed some background, but I guess I didn't hear anything that said >> I think it's because um other people in his position are able to carry um >> other districts or something >> and then what his what the role that he's in >> his

092certifications that he has. um the fact that he continues to get certified um if they're able ever not available in immediate situation um then >> he's our first responder, >> right? He would be our first responder. He's just another mitigating force and he's right there where the rubber meets the road and he knows the process better than anybody for for all practical purposes being homegrown in our school district putting the plan together and for him not to have it I think it does injustice and I know I know you know some there's some drawback could be you know what we don't the less guns firearms we have on school grounds the better but this is reality these days are different than they years ago. So to have another force to mitigate potential issues out there,

093I I would say again I'm all for it. I'll add it's it's a very difficult question. It's not something I would have entertained uh three four years ago. It's not something I'd entertain as as a principal or teacher, but having um been trained gone through the Illinois law enforcement uh firearms training as well as other uh tactical response trainings and firearms trainings. Um knowing that I am the first responder um at a lot of our schools, I've become more comfortable with the concept. uh knowing that um I am restricted at times from our some of our tactical drills because being in the school employee technically is my primary position and not being able to participate other than host um some of our significant tactical drills um has has been um difficult at times but manageable.

094Um it's not something I don't stand here and say um please please let it happen but I I think it's worth conversation. I've um grown more an understanding to the needs particularly with my trainings over the years too and what my certifications are >> and what I heard you say multiple times and phrases may not the exact words were but the intent was there about deescalate deescalation deescalation that's not going to be my first respond to pull a gun on someone I'm going to try to make the situation calmer you know sue their sue the students or whatever the situation before there's some physical or any other robust action taken. So >> it's the primary tactic all all armed first responders is deescalate the scene and uh your sidearm is a deterrent and a last

095resort by any means. So, so how do we want do we take a vote on? No, that's not an action. We can't that's not action. >> I just wanted to have this discussion because this is a big question for everybody clearly. Um I think I needed to find out at least where where the board was thinking. Um if the board was going to move forward with this, this is there's something that actually has to be done. So, we would need to change his job description um to to include that. Um, and I think I don't know if we do something with the insurance as well. So, there are some things that you would have to vote on or >> like talk about it. I like to hear Jamie take on it and then and J's

096take on a little bit more. Bill and and Elizabeth as well. But, you know, just up front, it sounds like there's a few of us that definitely favor going your way. And I mean, is it would it be a concealed or I I think that's a discussion. And I I think uh if somebody was going to in my position have it, I I think the having the proper holster that's a safety holster certain level and the visibility of it I I think is is appropriate. I do work as an officer in our local communities outside of the school district times. So you see me in uniform and >> uh working with our local creek police department and I'll do stuff across the border with our county as well at times. So >> I thought I

097saw noticed you. You gave me a ticket too. Okay. And also if there's any other information because like I said this was just a discussion tonight just to kind of feel uh where folks were at what other kinds of information that we could provide either through the FYI or to have you come back for you know maybe more details. You know we can certainly bring that back in August. >> Okay. >> Sure. >> All right. So thank you so much for your team great presentation and appreciate all you do. And before you leave, I just wanted to give a shout out to Officer Taylor. Uh you have done an amazing job. Ever since I've been here, this is going to be my ninth year. I have found you to be uh highly professional, reliable, and

098every time I was out at this building, you were out engaging with students, talking with students, and I've just so appreciated uh having you there. And uh so um we will miss you, but you do know that you have a a spot here anytime um to come in for a visit. And I know we'll look forward to having a replacement coming in soon. And I I know that the building will welcome him as well. So anyway, >> the replacement name again, I'm sorry, officer. >> It's Joseph. >> I'm sorry. >> Joseph Rock. >> Rock. Okay. JRock. Okay. >> JRock. Jrock. >> Okay. And the other officer is he's at the >> He's at Mon. >> Mon Elementary. >> Okay. Cool. And officer >> Mel. Okay. >> They're all wonderful. >> Yeah. Yeah, I can see

099they cool people. All right. >> Anyway, so thank you again. >> Thank you. >> All right. Great. All righty. Going to the consent agenda. Is there anyone would like to pull anything out of the consent agenda to be voted on separately? If not, I would like a motion to approve the consent the consent agenda as stated. >> Moved by Dr. Hall. >> Second. Second by Alex. Any questions or comments? I like to bypass all that. >> Yes. >> Okay. Um, underneath superintendent report, item one, approve regular meeting minutes of June 17, 2025. Item two, approve regular meeting first and second close session minutes of June 17, 2025. Item three, approve committee of the whole meeting minutes of June 10th, 2025. Underneath business, approve the board of education financial report. Item two, approve final payment of

100$261,93921 to CC Holding for work completed at Creek High School. Item three, approve a payment of 3,119,44755 to um uh Vernon Jones construction for work completed at Creek Money High School. Item four, approve the payment of $493,51959 cents to reconstruction for work completed at the uh early uh learning center and Tala for summer of 24. Item five, approve a payment of $566,93468 to Bear Construction for work completed at the high school. Item six, approve a payment of $529,875 to Redfold Roofing Company were completed at Creed Elementary. Underneath personnel report item one is to approve the personnel report which consists of approving certified staff employment reassignment resignation intend to retire unpaid leave of absence and educational support uh employment reassignment uh resignation and attempt to retire and for two it would be to approve the 2526

101student handbook and that concludes consent agenda. Okay, I do have a question, Jason. On the financial report, I know we talked about an executive summary. I didn't I didn't quite see that. Was that in the packet? It looked like it was all of 80 page report. >> Yes, it was. Uh >> it was it was a summary. >> The front page has the footnotes at the bottom of that. >> Okay. I would have missed it. Okay. I know we talked about shorten it a little bit, but if the board any board member wanted to see the whole report, they had the luxury to do so, but I end up kind of filtering through the whole report again. But that's okay. If it was there, I missed it. All right. Any further questions on what was

102just read out regarding the consent agenda? If not, roll call, please. Madam Secretary, >> Miss Wolf Folk, >> I. >> Dr. Mr. Hall >> I >> Zid Stumbber says an I Mr. Gagos >> I >> Mr. Brown. >> I motion carry. Under 11, action report AL from Board of Education. Can I have a motion to approve the naming of the softball field specifically? I think we >> coach Gfield. >> Coach G is in golf field. Coach G is in golf field. >> So move. >> Moved by Dr. Hall. >> Second. Second by Alex. Questions or comments? >> Question. Is it going to just be the letter G >> or is it going to be her whole name and we're just the letter G? >> It's just going to be the letter. >> The only reason

103why I bring that up is because it's Coach G. Disservice to her with her name. And would anybody know what G? >> I think that's what she wants. >> Oh, okay. Oh, >> yeah. I think Nelson's kind of speaking >> working with for the family. >> Oh, okay. >> Okay. Fair enough. >> I thought the same thing. >> Coach G. Phil. >> Okay. >> I mean, cuz like I'm coach. >> I mean, that's all right. >> It could be anybody's feel, right? >> Check it out. >> Long as long as it's is what >> the recipient >> wants. Okay. It's not my >> So, and I I just like to add thank you Nelson for reading the heartfelt bio of her. She's you can't ask for a more a more welldeserving person. The bio was

104just >> sure. >> The idea the idea would be have it coach G field kind of was the banner, but maybe have a plaque or something say Sue G. Antonio would coach softball from the had 53, you know, the wins, you know, something to explain so that as time goes on, >> it doesn't get lost. >> Her students remember her will be remembered. >> So, so have something out there at the field >> as they come along. Sure. >> And we can we can definitely work on that. Um >> something like a defin. >> You got Jason over there shaking. How much is this gonna cost? I like to, you know, even have even have some type of >> the you know, >> she's still around here, right? She's >> she is >> she's at

105every home football game, basketball game. >> Maybe maybe the first we can find, you know, how to really uh >> the first game or something. >> Oh, okay. >> Cool. >> Okay. So, the motion is out. There second. We have comment. Um, >> roll call, please. >> Dr. Hall, >> I. >> Miss Wolf, >> I. >> Zites Stumbers says an I. Mr. Gagos, >> I. >> Mr. Brown, >> I. Motion carry. Okay. Under 11, action report B. Bravo business. Can I have a motion to approve the resolution authorizing the donation to sell or other disposition? >> Disposition of surplus property limited to 15 Fredericks. K is a kilo. C is in Charlie. S is in Sierra. 14 A is in alpha. 108 as in alpha. 115 volt window air conditioning unit stored at the buildings

106and grounds headquarters. >> Moved. >> Second. >> Any questions or comments? >> Are these the units that was given? >> Yes. >> So, are we looking to donate? It says, "Donate, sell with others." Are we looking to let them keep what they have? Is that what we're looking to do? Are we going to take them back and then give them back? >> No, this is just to uh really memorialize the kind of the donation of them. >> Got it. So, we covered all >> the board would say, "No, we'd have to ask them for them back." >> Any givers? >> Okay. Got it. And all the board knows what's going on with that, right? You can't say that. >> Well, we'll do that next time. >> I'll talk to you later. >> All right. So,

107we got a vote out there. We got a motion. Second, right? Let's do it. >> Okay. Any comments other than what I just said? >> Nope. >> Miss Oh, sorry. I missed it. >> Roll call, please. M. >> Sorry, Miss Bolus. >> Hi. Dr. Hall >> I >> Z snowress was in the I >> Mr. Gyos >> I >> Mr. Brown >> I thank you >> motion carried all right I would like a motion under 11 action report C Charlie personnel and culture a motion to approve the contract for administrative dean >> so moved >> by Dr. Hall. >> Second by Alex. Questions or comments? >> Hearing none. Roll call, please. Madam Secretary. >> Dr. Hall. >> I. >> Miss Wolf. >> I. >> Zites number says an I. Mr. Gagos. >> I. >> Mr.

108Brown. >> I. Motion carried. Moving on to number 12, teaching and learning. I would like a motion to approve under 12A alpha approved e-learning plan. >> Moved by Jane. >> Second by Dr. Hall. Questions or comments? Hearing none. Roll call, please. Madam Secretary. >> Miss Wolf Brook. >> I. >> Dr. Hall. >> I. >> Zit stumb. Mr. Gyos. >> I. >> Mr. Brown. >> I motion carried. Any old business? Hearing none. Any new business? Also hearing none, it leads us to close session. We do have a reason to go into close session for the appointment, employment compensation, discipline, performance, or dismissal of specific employees. Can I have a motion to go into close session for reasons stated? >> So moved. >> Moved by Alex. >> Second. >> Is that Jamie? >> Yes, sir. >> Second

109by Jamie. Any questions or comments? Roll call, please. Madam Secretary. >> Dr. Hall. >> I. >> Miss Wilfolk. >> I zit stumbus is an I. Mr. Mr. Gyos >> I >> Mr. around. >> Hi, we are in close session. We will be in close session for about an hour. We will not take any further actions after after that. Thank you public for joining us. Please have a safe remaining of your meeting. Thank you so much.