001Mhm. >> Mhm. >> on the beltway. So, I'll turn that over to Mrs. Thornton. So, this is not an exhaustive list. This was just a brainstorm. If this change was to take place at the elementary school, the biggest lift there is going to be understanding the individual behavior plans that each individual STARS student would have going into the building. So, we'd need to train the staff on what those plans look like, such as what are some triggers of the student, what are some of the interventions that can be implemented, what is the role of the teacher versus the paraprofessionals that are servicing the [snorts] children. So, there'd have to be some training um surrounding that work at Lincoln School. There are several students at Lincoln School who are in the functional program that do have
002behavior plans. So, the nice thing there is that it's not a completely foreign language to them. Um there's several students that they service already that come in with different behavior charts that they monitor, but we would just have to come up with systems and work together with the staff to develop what that would look like at Lincoln School for the STARS program itself. Um and then of course, also trying to drive the bottom thinking about the students in the building, creating an inclusive environment. Again, Lincoln School is amazing at that, um but this would be a different uh student population coming in, so we just want to make sure that we're uh preparing all of that inclusivity amongst the general population. So, those are the ideas for Lincoln. If you go to the next slide,
003at Westview, it's going to look a little bit differently. Uh rather than the behavior training, we're going to have to do more like cognitive training. So, the students coming into that building have different academic needs that the staff probably isn't prepared to address. So, we're going to have to uh teach them the difference between accommodations, modifications, what their role is in implementing the IEP, what their role is in delivering minutes academically, um what it looks like for the students to come into the class, what the expectations are. Obviously, we would have those trained teachers in there helping to facilitate those conversations, but that would be the training that would be necessary for that And again, not exhaustive, just some ideas. And then finally down for Eastview, um there'll have to be some operational logistical training.
004There's a lot of little people coming in and out of the building a lot, so we'll have to come up with some different systems um to make sure that that is safe and that everybody understands what those logistics are. Uh we would have to talk about like a little human communication filter. 3-year-olds are a lot different than 6-year-olds. Um so, just kind of educating the building on that difference. And then of course, just working to make the little learners and ECE program naturally a part of the building. So, the collaboration between the teachers and the new staff and children that are coming into the building. When is this training? Thanks, buddy. >> [clears throat] >> Well, it really depends on if this is approved or not, and then once we know what direction we're going,
005then we would take a lot of training time, a PD plan, I mean, as soon as possible, right? There's a lot of things that need to take place if this implementation actually happens. Our priorities before training would be to communicate with the students that are impacted. Ashley has a plan for what that would look like. I don't know if you want her to talk about that. Um or not, but that would be our priority if we were to move forward with this. We would first want to initiate those conversations with the families and the students. After we did that, then we would start designing this training plan. Ashley, if you wouldn't mind, we'd love to hear from you. So, I do have some email just [clears throat] something that I have created that kind of
006goes through the process of what that would look like. Okay. Um so, the first step that we would want to take is making sure that we are communicating these changes with the parents so that um first contact would be connecting with the parent, and it would really depend on um the relationship between the case manager, whether it be them, myself, a team effort. So, we would just contact the parents and then um just discuss the proposed placement change, what that would look like, the difference between what they're currently receiving and what we're proposing, and then we would schedule a meeting to talk about it in more detail. At that meeting, um all the team members would gather, um and then we would again talk about the changes. We'd be able to answer any questions that
007the parent might have at that time. Um also, if possible, we would like that new case manager to attend [clears throat] so that way we would have that time to do introductions. Um if the parent is not able to attend that meeting, we would attempt to call or reschedule that meeting so that way that they are able to participate. Um parents would receive a copy of all the IEP paperwork as well as the educational rights for their child. Um in order for this to happen, we would need to have all the meetings to take place before May 8th. That's kind of the timeline that we have legally for that. Um if parents are willing to waive it, it's a it's a long thing, but May 8th would kind of be what we're looking at. Um
008the step three >> how many How many of those need to occur before May? We're looking at 19. Um step three would be um notifying the new building of [clears throat] the students and the um the students that they're going to be receiving. So, I would be contacting the building secretaries, administrators, [clears throat] um with the list of the new students based on those program changes. The last step that we would take would be to um during July or August, um someone from my department would be reaching out to parents again just letting them know that um we had the meeting, reminding them that they would be um at a new building for next school year, and then again just to answer any questions they may have regarding that. Any questions? Thank you. So, um
009what we're hoping tonight is guidance from the board that >> [clears throat] >> we do something you want us to to move forward with and start making these changes. Um or if you want to stand up and Do you mind me the problem we're trying to solve? Yeah. So, right now we have equity issues within our schools within our special education population. Um Eastview School currently has three special programs, which is is causing issues that when you look at the special education percentages, it makes sense with them being at 28.9% of the population. Uh historically, when things were working the best that I have seen in our district with these programs is when we had one dedicated program to each. Um that was when the STARS program was at Eastview School. Uh Westview School had
010all the pre-K, the little learners, and early childhood, and Lincoln School had functional students. Several years ago, we added a section of little learners because we got more grant funding, but um we added it to Westview School at that, and that's when the early childhood moved to Eastview. Um so, it gave them two programs, and then the needs of our students continued to grow, and we no longer had room for Lincoln School to have all the functional students, so we opened up sections at Eastview School, um which has led to the challenges in in our functional With that, it creates challenges for our teachers, especially in the PLC setting. Uh for example, our early our pre-K teachers are in two different buildings instead of in one, and it makes it harder to collaborate and have
011that consistency in the educational program. >> [snorts] >> Not an easy decision, right? It's disruptive today, and then it's going to be disruptive tomorrow. Either path to go, right? Yeah. Not easy, for sure. I will say our our administrative team has worked very hard to keep this plan student focused. We understand and very much appreciate the stress it puts on our staff, um both certified staff and non-certified staff. We're asking a lot of them to do this. This recommendation though is being made on what we believe is best for our students. Yeah. I know I know we all got lots of letters from the staff and greatly appreciate them. They were incredibly thoughtful, lots of information, which is helpful for me as I'm trying to get my own head around it, right? I don't experience
012it every day like all of you do. So, I appreciate you taking the time to do that. Cuz it is it's impactful for all of us to hear and get that information for sure. One of them that was a little I was a little confused on Ted, to be honest, was there was seems to be still some confusion about staff moves. Will will parapros still go with the the the students that they've got today? How are we handling that? So, I was a little surprised that that was an unknown for some folks. Is that I mean, how do we think about that? So, when we presented each of the schools, one of the things we talked about was teachers would be moving with the kids. It was Yeah. for parapros also. Yeah. And I am
013very careful in answering that question cuz parapros are assigned every year where they're going to go. A lot of times if they're working well with the say they're one-on-one with the student, they will stay with that student. But a parapro's assignment it can change not just over the summer, it can change throughout the year. Yeah. Um I did not want to be misleading people and say, "Hey, you're going to be with the same people or same students." or [snorts] um because it's going to be based on student need at that time and what's what's the right call for that position at that time. This is not as black and white as with teachers across the board. Yeah, I understand that. But the intent would be The I would I would anticipate Our intent would be
014yes, the majority would move cuz that's what's best for the student. Right. Yeah. Yeah. And potentially the teacher cuz the teacher and the parapro >> no, no. Yeah, I'm sure there's a connection and a relationship there. Yeah. It would be silly to disrupt it for sure, right? Yeah. Like I said, I didn't want to mislead and say yes when I know that it's likely there will be some that you know, naturally get shuffled anyway. >> [clears throat] >> So, what What are the chances of us um don't instead of that discuss this? Why form a committee interact with the staff and people do this to get out more information, more concerns and then [laughter] >> [clears throat] >> help with an easy way to plan this for what happens. Because I know one of the
015things mentioned was logistics, buses, and that. Yeah. I mean, again you know, I don't know that's the bus's job. But I so more information for me, but also to get a better idea what they need beyond this is what happened. I mean, we're not going to leave them out hanging out to dry, that's for sure. I mean, any support they need, they're going to get it. But you know, a group where we can sit down and discuss that as a couple of board members, teachers from each school. I don't know if anyone would do it, but I think for me that would be a great idea. So, I would want to get all the information I can and make a more informed educated decision on what's going to happen. So, I don't want this to
016happen and then next year we're going back to what we had. It just makes things about 10 times worse. Um So, for me it's going in with a long two or three plan. I mean, you can keep pushing that plan forward as things get better. Um I I'd say it's a point for me. Um you know, I think it's important for all of us. These are these are the young kids. They're going to be here for a lot of years. So, we want to make sure that the space is solid. I I feel that would be a huge help, but just an idea. I also want to understand what alternatives we have for each of the problems we're trying to solve, right? Space is space, right? We all understand the constraints we have now, right?
017Yeah. There's I don't know if everybody remembers I don't know, has it been 10 years now? I don't know. Last time we talked about you know, trying to think trying to think about an elementary building process where we could resolve some of the space [clears throat] issues. I think that was the last time I saw many of you in here. If you were here, it was good. Um but it was a good debate and it was a good discussion. So, I'm just curious what the alternatives are to resolve the top two or three things that we're trying to work our way through, right? And back to your point, Dr. Perry, it's just you know, maybe a committee can help us think through what those alternatives are. I know you guys have sat and thought through
018them and this isn't something you've done willy-nilly. You didn't just wake up Monday morning and decide, "Hey, let's disrupt this." Like that's not the objective, right? Um but I am curious what our alternatives are. Sure. Cuz I don't know if they're perfectly clear to me. I know we talked about a few in the last meeting, but I I don't I don't know if it's perfectly clear kind of lined up next to what those challenges are we're trying to resolve. I agree. I think the timeline of this is my gosh, it's like 20 and we've been talking about seriously impacting a lot of people. And that's 74 students and seven teachers impacted. We're talking parapros, the people that have students that get to go to school with them. It's just it just seems a little messy
019and kind of overwhelming. I don't feel comfortable with it. Maybe I'm not popular, but I haven't been here the last two board meetings, so I'm a bad board member. >> [laughter] >> Other things going on. You'll have to reason that it's automatically the case. I have some >> [laughter] >> And I did. No, I'm messing with you about whether you're a bad board. I happen to be, too. Yeah, I was freaked out by the 19 by May 8th. And it's not because a bunch of people are sitting in this room. I walked the walk. I've walked I've walked in every single one of these buildings. Um I I'm not comfortable with that. That's my opinion. Yeah, don't take my questions as I'm not comfortable either which way. I do believe we have problems that we
020need to get resolved. Mhm. We can't sustain where we're at today. And we made some choices >> out of control. Why are we disrupting everything? Yeah. So, we made some changes a few years ago, right? That maybe they weren't the right choices at the time. I I think the right thing to do is that's what leadership is supposed to do, look back and make the tough choices and that's what you do. But you got to look back and understand did you solve it? Did you not solve it? What did you solve? Did you make it worse? Let's just I like the idea that let's let's get a committee together of the right people and work our way through it and work through it quickly, right? Yeah. I mean, do we all I mean, let's do
021we honestly think we can get through 19 meetings with students and parents by May and get three buildings trained on the stuff that we flipped through real quick? I mean, I know we take the hill well in Canton. Like we take challenges on like nobody else, but it's and it's a lot that we believe we can do. We can It's not what I think and that's back of my mind. I I have no problem putting together a committee and my question [clears throat] would be who I'd like to have some board members on that if possible. Since it's my idea, I shouldn't talk about >> [laughter] >> I'm going to nominate you. >> [laughter] >> So, so when did you say you would do it? Oh, okay, good. Good. I think it's important to really
022have like a specific list of each school of the like of one of the emails with the concerning about the facilities, you know, for the little the little kids as far as like sinks, those little daily things. I think it's important to have a specific list from each school. So, then that's something you don't have to worry about. Like those little things you don't you shouldn't have to worry about like, "Oh my gosh, where are we going to wash our hands?" Like you know what I mean? Like those specific little things that of course should be taken care of. I will say we did go over that very thoroughly with the building. We did get those particular details about communicated via email and the staff meeting, just so you know. Um so, I don't know
023maybe that person was absent that day and they weren't able to be present, which but it's been an open door just asking what are those details. Um it actually favors the program, just so you know, to go to East View because there are more of those little people type of accommodations that are not currently available at West View, such as a window, sinks, bathrooms, things of that nature. So, So, it's actually in a pretty good shape relative to that. It's better than where they're at now. So, and we did outline that, but I'm happy to, you know, happy to say you can if I just wanted you guys to know that we did keep that. And I'd say one of the biggest questions I received was why not have the pre-K at West View school?
024That sort of was previously. And the answer very simply is there's not space. It's one classroom. The only way to make it work is to we would have to run an extra section >> [clears throat] >> of the pre-K somewhere. And then you run into more of those issues. Then you get into classrooms that are really small. Kids have six kids. You know, we can't have enough room enough for the pre-K, so that's my fault. It's the excuse school. I'm all in favor of a committee, but you know, you got to understand even by forming a committee and doing all this, not everybody will be pleased. Yeah. There's still going to be there's still going to be changes and there's going to be unhappy people. Um but I feel we'll be better informed of what
025we need to do. We need this. But is this something we can get done by the May meeting? I understand that will that will make that will get us beyond getting started next year. I understand that because that's what's ultimately if we have to have 19 minutes by May 8th tonight's the night to make a decision. I I do feel like we could it's more of a that initial step one is communicating with a parent because if they are informed and able to answer all their questions the meetings will go pretty quickly. I mean 15-20 minutes is all it would take as long as everybody's in agreement. And if not? And if not it takes a little longer. Yeah. That's a lot to think about if we are not in this transition to some people
026very tough. Um We're going by recommendations, going by um [clears throat] concerns and I think we got to do due diligence diligence to make the very best decision we can with all the information we can gather. Um I mean we we would like to have this implemented by next year, right? That was our hope. Yeah, if we can. Well, if we don't we're going to have to make some changes at least so. Yeah, I mean that's the right I mean we can't go into next year at the same place we are today so we have to work out >> [clears throat] >> what was option B. In the in the interim to get through to get through next school year in a better healthier spot than they were this year, right? Right. With a committee
027that helps us think through future proofing a bit. All right, we don't we can never guarantee what's going to happen in the next 5 years, right? It's impossible but at least the next year or more. It does seem like everybody at least is on the same page that something needs to change. Oh, change is hard obviously for anyone in any context but I think that you know like you said Matt that maybe this the particular of the change but that all comes from input too. I'm just really hoping to hear from lots of people. I think that maybe setting will give you an opportunity to hear the [clears throat] things you want to hear. Yeah. I get it. It's not fun standing up there and hearing the fears and you have no control of the
028situation that they come across is I get that. So that maybe setting Yeah. So what would you like to see this committee look like? Couple of teachers from each school? And gather their input and bring it to us and then >> [clears throat and cough] >> I would say minimum two teachers per school. They can be very active union leadership department. And of course our elementary administrators and district administrators and board members. I got Doc with you. I got Doc with you. I nominated you. I volunteered before you nominated me. I said it's my idea. I volunteered. So Doc and Ann are our representatives? >> Yes. Yes. >> [laughter] >> And I don't know how you teachers are going to figure out who is going to be your representative Um I will work with uh
029the lock paper scissors and besides Okay. Um our union co-president and I'm sure he'll be more than willing to help us uh find a Can parents come to that too? Yeah. Can parents come to that committee meeting too? For our input as well? Yep. Okay. Yeah, they can. We'll make that happen. Well, I'm not sure that's the answer everybody wanted but I think with the information that we got that's the best way to proceed forward. Do you agree Matt? No, I just You don't agree? Time ticks on. Yeah. Time ticks on so Like this it can't be a committee for another year. Like the >> [cough] >> Like the But we are in agreement that something's got to no matter what we come up with things will be different this year next year. One way
030or another. Yeah, I feel like a deadline or a time where something Well, that's saying we're really we're looking at a year out to make a major change but we have to make a decision this month because of the constraint. Right. So we will have to come up with an alternate plan for next year. Well, I thank you for inviting me. Yeah. Thank you very much. I appreciate it. >> [laughter] >> If we got a building and grounds update? Yeah, so we had a building and grounds meeting. Talked about quite a few projects that need to be done. The highest priority is our Grossinger School and Westview School. In that meeting it's my recommendation that any work we choose to do must qualify as a health life safety bond in order to fund those projects.
031So it's my recommendation to focus on projects that qualify as health life safety [clears throat] projects. Like we have an extensive list of things that could be done at Ingersoll and Grossinger but the bulk of those do not qualify for health life safety projects. Why health life safety bonds? Because we don't have to pass a referendum to sell those bonds. It's more of a we said it's critical to the safety of our students and our staff. The state agrees we have to submit forms for that to get approval on or health life safety money can be spent this way. We don't have to have a referendum for it. Uh in the end it was it's the recommendation from buildings and grounds to do roof work replace the roofs at Grossinger School and Westview School. Ingersoll
032Middle School above the Sparks addition that's on the east side of the building. And Kenwood High School so roof work there it's about $1.1 million. It's about the south gym, locker rooms, library, auto shop. So that's areas that have not been replaced that was roofs of the same age as our >> [clears throat] >> which need to be replaced this summer we've been struggling with. And then also replace the roof at Kenwood High School at the football stadium above the locker rooms and sectional stand that area there. In total that's about $4.5 million in roof work. Uh in addition to that we're recommending doing paving on the east side of Ingersoll Middle School so that's where the buses come around there between the school and the Jack building. And the Ingersoll Middle School playground on
033the west side of the school. >> [clears throat] >> The only other project we have is recommending to finish replacing the windows at the administration building that's about $134,000. Several years ago windows on the east and west side of the upper floor were replaced there. The rest that were not deteriorated I believe Rod's commented on it at some point similar to that. They're they're not in good shape. Um all total that with 10% contingency added in and architectural fees [clears throat] is $6.3 million is the estimate for that. And in order to do that work we would need to sell $6 million of bonds. I'm sure you're showing the packet here of all of the specifics of the bond sales considering the amounts and what it would do to tax rates as well as my
034ideas I have to get lower. >> [laughter] [clears throat] >> So there's a lot of information in this packet. The first couple pages outlines kind of procedures and the thought process. Uh but the the really big page is actually at the top it says 10-year 10-year life safety bond scenario summary. This is a summary of all the possible bond sales that we could do. Um what would do to rates and so forth and kind of what the average impact a medium home home owner would be. Um so the committee was talking about that it's the highlighted ones. I went ahead and then highlighted on each one. About a $6 million bond sale in theory right now current our tax rate for this would be $3.93 which as we've shown before we're the lowest school district
035100-mile radius for this tax rate. In theory if we went with the $6 million bond sale that would raise taxes 12 cents. Uh 12.2 but I found ways of dropping certain requests through the levy next year because we have quite a bit in our IMRF retirement funds. We are very very um positive in there. So we can I can make that a little bit less and I can take this down eight more cents. So we're only looking at four cents improvement. A four cents increase and I'll still keep it under $4 and that was kind of the objective of the board when I started to keep tax rate under $4 and I think that can be definitely achieved by $6 million bond sale and then still do the $250,000 abatement. So the abatement is us
036putting $250,000 toward that so the taxpayers don't have to pay it. And then, um, go ahead and just do modifications of next year's levy, um, because we're doing fine in certain areas. Um, and remember this bond sale can only go for the the items on the health, life, safety construction. Cannot be for anything educationally related such as salaries and so forth. This has to go for construction and has to be uh prior approved and so forth. So, in essence, we'll raise it 4 cents and stay under $4 if you go that direction. >> [clears throat] [snorts] >> Question. There is an opportunity on the road work, um, for house construction as part of what's called the TIPS program. Um, it's actually out of Texas. Uh, we have them come in and do core samples of
037the roads so we can get an idea of what it costs to just directly use them versus bidding it out. Uh, the TIPS program is already pre-bid out. It is so it's already finds that it is then it is legal to then pre-bid it through TIPS. Uh, through that program. And we'll say I've talked to our attorney, Brian Bear, about it. He is well aware of the program. There are a lot of school districts that have used it in places like Barrington. Uh, and places up north that have done projects that are $10 million or plus. Um, Brian believes we would be okay. He did say that nobody has to question it in court. Um, and without that being done, if somebody were to challenge it, he would not guarantee that we would win that.
038If somebody challenges this, uh, that's something that one of us to continue to look into. I'm sure after we go guarantees anyways. Mhm. So, we can I would definitely have to look into that. This is state of Illinois. They have a lot of legal work to do. That way, they get it, something gets done, something goes wrong, there's an issue or something, they're right here in town. They can't call us all. Drive around somebody to our office. I would think that they would be there two days every year. Something like that. I think they've done stuff in Illinois. They don't have to be bid. And since this program, you [clears throat] know, if if it were based in Illinois, then it would be. It's already been bid out through their process. Um, we'll say there
039are a lot of districts that have used it. I have a pretty extensive list that was shared with me. Um, the the one question mark is nobody's ever challenged it. >> [laughter] >> But I think [clears throat] Texas has it. Um, you know, the one thing that he said against it, he said that if somebody were to challenge us, he could not guarantee that he would win that. Yeah, it's not very common. I I would recommend we use the money we work with Pool House in the next semester to do core samples and then do a cost benefit analysis. Okay. Everybody's all right? This was just discussion tonight, right? That's right. Schedule of board policy governance committee meeting. Six. So, what it is it is that time again for policy review. Yep. And then what
040I mean Good to go. Yeah. The possible policy Oh, sorry. You're right. I was thinking Um, when when was the timeline? Tomorrow. Anytime between now and the next four weeks. Um, Thursday or Friday? Or What's best for you? Really? Right. I would look at the best possible time. >> [clears throat] >> What is a Friday after what time? Yeah, I can do it after 4:00. So, after 4:00 Thursday is a good time. Maybe 7:00. Next meeting. So, that would be two days Yeah, I can do that. 7:00? >> [clears throat] >> Yeah. Thursday at 6:00 would be good for me. Yeah. Information items. Can't High School commencement at Spooner Collegiate on May 17th, 2026 at 2:00 p.m. Yeah. So, >> [laughter] >> Um, freedom of information request from public info access LLC. So, we had
041five and I'll just go down the line here. Freedom of information act is the first one. Um, it's public public info access Um, asking for who has oversight and coordination of various programs including curriculum and instruction, CTE, ELL, computer science, library, and core academics. So, that is fulfilled. Uh, number two is from Sunlight Access asking for contracts with specific vendors. Um, they sent a list and they are a handful of the ones that we used. So, we gave them those. by Starbridge asked for purchase orders um, from vendors from July or January 1, 2025 to the current. So, that was quite an extensive list, but it was provided to them. Uh, fourth one was Starbridge again uh asking about purchasing agreements with vendors that included professional development. Um, so we put that together and then
042gave that to them. Uh, last one was Michael Henry. He was asking about the names of any of the law firms that we used, uh, any current engagement contracts and then invoices for the last three years. So, that request has also been fulfilled. So, good. Ted, thanks. It continues to grow. Future agenda items. >> [clears throat] >> Um, I'd like to have a discussion in May or June, um, about some possible football support this fall. Um, we're traveling to Hershey, which if you don't know is way up there. Um, and I don't know if we're planning on actually getting tickets and chartering a bus or if they can take us. Um, before we slide school bus and have five of them go to the football game. Um, so we'll talk about that again. Okay. >>
043[clears throat] >> Anybody else like to uh put something on the agenda? An update from the committee? Yeah, that's June. Yep. Finding to do the committee. And that will be on the agenda in June. Or in May. Ted, will this be on the agenda in May? Yeah. The bond issuance? Yep. All right, can I get a motion to go to closed session? So moved. I'll second that. Roll call, please. Ann Garrison. Yes. Matt Kelly. Yes. Mike Freda. Yes. Gary Carr. Yes. Thank you. Amy Farris. Yes. >> [laughter] >> Thanks for showing up, everybody. No. >> Mhm. >> Well, that was fun. How did it go? We're going back in session. Okay, we're ready. Yep, ready to Are we good? Yep. Motion to adjourn. So moved. Second. And here we are, ready. Ann Geranitch. Yes. Mackey's.
044Yes. McEwen. Yes. McCreary. Yes. Jordan Spiker. Yes. Jordan Stanley. >> [laughter] >> Poll. Yes. Yes. Sorry, I slipped there. My bad.