001This is it. This is it. Okay. Yeah. At least visit. Yeah. That's awesome. All right. We're good here, guys? Everyone here? Okay. At the bottom of the script. Okay. I told it. Oh, no. Do I have to tune in? So, a little later. We just have to. Yeah. So, okay. I think I need a line. But I have the reason why. Okay. So, I have that already done. Yeah. I'm not going to mention. Okay. I'm not going to mention. Okay. I am reconvening into open session Township High School District 113 public hearing on Tuesday, December 9th, 2025 at 707. This agenda item is a public hearing concerning the 2025 tax levy. The recording secretary will now call the roll. Mr. Heidemann? Here. Mr. Nieder? Here. Ms. Newman? Here. I would like everyone else who is
002present to identify themselves. I'm Nina Chancey, executive secretary. Catherine Anderson, chief human resources officer. Karen Warner, chief communications officer. Tanya Karner, assistant superintendent of public services. Jose Medina, executive director of facilities. Holly Mahanty, assistant finance. Holly Fleischer, principal at Highland Park High School. Dan Chamberlain, assistant principal at Deerfield High School, standing in for Dr. Dwyer. Ron Casbone, chief information officer. Mira Ante, executive director of diversity, equity and inclusion. Shayla Howland, superintendent. We welcome your comments and questions and give them serious consideration pursuant to Board of Education Policy 2-230. Please limit the length of all comments to no more than three minutes. Any questions may be sent via email to be answered subsequent to the meeting. As a reminder, public participation is not intended to be a back and forth discussion between the public and the
003board. This public comment period will be for a maximum of 30 minutes. Are there any public comments regarding the public hearing on the 2025 tax levy? Seeing there are no public comments, we'll move on to adjournment. Is there a motion to adjourn the public hearing? So moved. Is there a second? Second. All those in favor? Aye. Opposed? Motion carries. I am reconvening into open session Township High School District 113 regular board meeting on Tuesday, December 9th, 2025 at 7.08. The recurring secretary will now call the roll. Mr. Heineman? Here. Ms. Lupa? Here. Mr. Nieder? Here. Mr. Brunk? Here. Dr. Elliott-Shermer? Here. Ms. Monson-Bias? Here. Mr. Polanski? Here. Ms. Newman? Here. May I have a motion to approve the agenda as presented? So moved. Is there a second? Second. Is there any discussion? Hearing no further
004discussion, we'll proceed to a vote. All those in favor say aye. Aye. All those opposed say nay. The motion carries. First items are board reports and the first is mine, which is very brief. For the triple I conference that several of our board members attended the weekend before Thanksgiving, it was a fantastic opportunity for board members and district leadership over two days to learn and to socialize together outside the walls of this boardroom and district 113. And it was really what I've heard was an enriching experience on all fronts. I don't know if there's any board members that would like to share any note of anything they learned or found interesting from the conference. Collective negotiations with the DEA, we've had two collective negotiation sessions, one on November 20th, which is a full day session,
005and one on December 3rd. The association and the administration discussed article seven at each of these meetings. The next meeting is scheduled for December 4th, 2025. And to clarify, we've had two meetings since our last board meeting. The board wants to wish all of our students, staff, and families a relaxing and restful winter break. And that is my president's report. What did I say? I'm sorry. It's tomorrow. Our next DEA meeting is tomorrow. I apologize. That's what happens when you copy and paste. Policy committee update. During the brevity, the spirit of brevity, policy committee met immediately before closed session this evening. We reviewed a number of policies that will be coming to the board at the next board meeting. Part of the continuous cycle of reviewing our policies. So more information to come. Fantastic. I
006know there was an Ed Red meeting. Rick, did you have any brief update on that? Yes. We met on December 5th in the afternoon. It was Ed Red as well as the business officers group. The topic conversation had to do with short-term borrowing needs because Cook County has not sent the money to the school districts yet and a lot of districts are literally running out of money. So they may not be able to make payroll. So there was a big discussion on what one might do about it and things along those lines. Thank you. And then the last board report is True North. Yes. The True North leadership council met on Wednesday, November 19th. The superintendents had included their report in the board packet ahead of the meeting, but included in their report were updates
007on the RIF committee, partnerships with the Highland Park Police Department and an article in the Pioneer Press Chicago Tribune. The leadership council discussed and adopted the amended and restated True North articles of agreement. This will be effective on January 1st, 2026. There was also a nonbinding straw poll on the district's intent to stay or withdraw from the True North membership. The results were 16 districts voting to stay, one district undecided and one district voting to withdraw. The orderly reorganization process subcommittee gave an update. They continue to look at staffing models, reviewing curriculum and making estimates on costs. The committee also toured other therapeutic programs. The subcommittee will receive a draft staffing model from the interim superintendents by winter break. And the next meeting will be held on Wednesday, December 17th at 7 p.m. Thank you.
008Moving on to our administrative reports, Dr. Holland. Yes. Good evening, everyone. So planning for the 2026-2027 school year is already well underway in district 113. First, our district-wide 2026-2027 program of studies will go live on the district's website next week, giving families early access to explore our comprehensive course offerings ahead of course registration that begins in January. The catalog includes academic policies and procedures, but will also soon include information about district 113's college and career pathways. This work supports our ongoing commitment to ensuring every student is equipped with meaningful choices and the guidance needed to create a personalized academic plan for the future. Beginning in January, students will receive automatic accelerated placements or teacher recommendations to help guide them in the course planning process. Automatic accelerated placement occurs for students who are at or above
009proficiency benchmarks in English, social studies, math, and science, as indicated on recent district or state assessments. We encourage students to discuss course selection together with their parents and caregivers as students must consider balancing the rigor, balance really exists, the rigor of the course load with activities and responsibilities they may have outside of the school day. Families will retain the ability to opt out of these placements if they feel another path is more appropriate. And just for reference, we did talk about accelerated placement in our policy committee because our policy is aligned to this change. And I'm happy to answer questions if any of the board members have questions around accelerated placement. So we are also pleased to highlight an important update with one of our departments. Beginning next year, the fine and applied arts department
010will be known as the fine arts and career and technical education CTE department. This name change reflects the full scope of the department's offerings and aligns more closely with both district 113 strategic plan and Illinois career pathway endorsements. Both of our schools have communicated information regarding semester exams or final exams that will take place next week. Students and parents and caregivers should directly speak with teachers if there are any questions regarding course expectations. Additionally, follow-up questions or concerns should be directed to the teacher and the department chair who oversees the department. I'm sharing this because sometimes emails go a lot of different places. I just want to encourage students and families to have conversations with teachers and know that each department has department chairs. And I'm suggesting this not because all of us do not
011care, but because those individuals are closer to the concerns that may arise with families and students. And so I just wanted to encourage those conversations and that outreach. With that stated, I'm hoping that we finish, all of our students finish the semester in a strong manner. And I'm looking forward to the start of the fresh start of a second semester. Just an update regarding our district office. Our district office is open during specific days during winter break. With this being a season where some staff members also decide to take vacation, if there is a need or desire to meet with any member of the district staff, I just want to encourage people to try to reach out in advance to schedule an appointment because you might not know if they took a vacation day that
012day. In closing, I would just like to extend a very happy holiday season to everyone in our district. I feel like we had a great start to the school year. A lot is happening. We're planning to welcome our already welcome our incoming freshmen for next year. And there's a lot of programming around that. And so there's a lot of excitement. There's a lot of there are a lot of questions, but it's a busy time in our district. And I want to thank everyone for making the start to the school year great. And I'm sure second semester will be a blast and a blur. Thank you. Next up are FOIAs. Yes. So the following are FOIAs that were completed since our last board meeting. And then I believe the information report tonight is on strategic goal
013updates for goal one and two. Yes, Dr. Karner will provide an update for both goals one and two. Dr. Ritter is unable to be here tonight. Good evening, everyone. So this is just, again, just a refresher of our mission, vision, core values and portrait statements. And as we've talked about previously, we do have five goals for our strategic plan. And tonight I will review goals one and goal two. Goal one, student engagement and growth. This is our second update. This is our second update for goal one of the strategic plan. And as a reminder, goal one focuses on student engagement and growth and contains three strategies. The first strategy is to develop career pathways and programming that provide work-based learning experiences and opportunities for students. Our key performance indicators for the first strategy are the
014number of state approved career pathways with industry partners that we offer from five to at least eight by June of 2030. We plan to have 90% of the students who participate in the state approved college and career pathway earn the endorsement by the time they graduate and that 97% of students will have access to career exploration activities planned each year as described in our district post-secondary and career expectations or PACE framework. Strategy number one, develop career pathways and programming that provides work-based learning experiences and opportunities for students. What we are learning about goal number one, our work to date, accomplishments and challenges. At our first board update in August, we were just beginning our goal work. Since then, we have been working towards reaching our year one short-term goals. We are on track to increase
015our college and career pathway endorsement by applying for one new career pathway this year in business and finance with the addition of the AP business with personal finance course the board approved last month. This new pathway will allow students to access career focused curriculum in business, marketing, entrepreneurship and leadership. Also have the opportunity to earn industry credentials and participate in team-based challenges where they will work together to use critical thinking to solve an authentic problem. In addition, the career plan committee will begin working on a career curriculum scope and sequence for next year, implementing lessons and our PACE framework. What impact are we having? We are actively working with our counseling staff to enhance career planning and preparation for all students by creating a robust system for tracking student participation in career pathways and activities.
016We are analyzing student career interest survey data to make sure student interest is visible to staff and to inform the development of relevant programming. We are also planning for an addition of a new career pathway to the 26-27 program of studies to expand access to college and career opportunities such as dual credit, AP and industry credentials. What are our next steps? Our next steps include continue building our repertoire of community partnerships, willing to host internships and career events, including follow-up with Lake County Partners, a nonprofit that bridges career programs and high schools to community partners. We also want to build dual credit opportunities for students to access advanced coursework that leads to continued study in college or entry-level career opportunities and create a system that makes student career interest visible to staff. The second strategy
017is to prepare students for future readiness through engagement and service of growth and achievement. Our key performance indicators... Sorry, that's the goal. Oh, sorry. Oh, strategy. We will explore and implement a variety of rigorous and engaging learning strategies to ensure all students receive comprehensive and targeted support leading to improved achievement. Our key performance indicators is that 100% of staff will be trained in universal design for learning and differentiation, 85% of classrooms will demonstrate universal design for learning and differentiation, and students meeting and or exceeding benchmarks on ACT in English will be at 83% and students meeting or exceeding benchmarks on the ACT in math is 80%. What are we learning about goal number one? Our work to date, our accomplishments, and our challenges. We are planning Institute Day learning experiences for both beginners and experienced
018staff in universal design for learning. We have an MTSS plan for the 26-27 school year that ensures universal targeted and intensive supports in literacy, math, and SEL. The instructional rounds team is preparing to lead a theory of action with a shared understanding of rigor, higher order thinking, and engagement. All of these efforts have a purpose to use instructional design that centers the needs of each student so that they can be as successful as possible and accelerate their opportunities for growth. What impact are we having? The completion of the instructional rounds book study has prepared a team of 30 members to collect and analyze qualitative classroom observation data. This foundational work will inform and drive targeted instructional improvements across the district in two scheduled rounds in 2026. The creation of the MTSS dashboard provides a new
019centralized tool to track student data which will be fully utilized in semester two. This system will enable staff to make more timely and data driven decisions regarding the MTSS supports in literacy, math, and SEL. What are our next steps? Our next steps include designing implementation of MTSS frameworks for next year and planning for improvement cycles with current MTSS staff. Supporting core curriculum support with a focus on disciplinary literacy and differentiation strategies to strengthen tier one universal instruction. Our final strategy for goal number one is to create opportunities for students to provide meaningful input and have a voice in decisions that shape school policies, programs, and initiatives. Our key performance indicators are that 90% of students will participate in the five essential survey and the panorama survey and 80% of students will perceive their voice as
020supported as measured by student teacher trust in the five essential survey under supportive environment and the panorama survey. What are we learning? We have continued to focus on understanding and enhancing student engagement and belonging. This includes the successful administration of the fall panorama survey with teams actively analyzing the data to better understand and address student belonging. Furthermore, we are engaging students directly in key initiatives as evidenced by student participation in the development of the district 113 portrait of a student, which is a critical step in operationalizing student voice. What impact are we having? The 90% student participation rate on the fall panorama survey provides a robust data set for teams to actively analyze and address student belonging. We have ensured students and staff representation from both schools on the portrait of a D113 student committee,
021which is a critical step in operationalizing student voice and fostering a shared vision across the district. What are our next steps? Analyze the fall panorama survey data to create a baseline for student voice and belonging. Administer winter panorama survey in January of 2026 and the portrait of a D113 student committee will continue to get feedback to finalize the portrait. Are there any questions with goal number one? So we met the 90% objective because I know that getting participation always had been a problem. Yes, that was a huge accomplishment and well above our numbers from last year. Great. So it's great to see that we're starting to get some results from the work that we're doing. That's a great example, right? Some of the things are still in progress or in motion. We're still getting the
022elements in place, right, so that we can learn. I appreciate your pinch hitting on this goal. So how do we know, like, I'm just going to pick one at random and maybe it's not the best example, but just in the first one, student engagement and growth, and we're saying what impact are we having and it says create system for tracking student participation, right? We need to create that so we can then track it and then we can find out what impact we're having. Correct. When should we start, like, how do we know when that's going to be and how do we start understanding when we're going to start getting some of those other results in some of these other areas? I would say second semester. Once we have the second administration of the survey, then
023we can start to look to see how much progress we're making. Which goal are you? Well, I just picked this at random. So this is goal one, and it's part of student engagement and growth, and it says what impact are we having? I'm just picking the first ball pointer. What impact are we having? So it says create a system for tracking student participation. That's not really the impact, right? I'm just trying to get a sense for when do we start to sort of really feel like we're getting some results and some things we can use for decision making. Say that again. So I'll say that connected to each of these, so to create a tracking system, we need to determine the system that we want to utilize that captures all of the expectations and the
024criteria that we're required to track for career pathways. Additionally, we need to determine who's responsible for that. So some of this was at the end of last year during the career pathway, during the committee update, it was mentioned that we were in discussions around two different systems. We are finalizing. We will have to finalize the systems. Like, there is a progression of all of this. So even though we have goals, a lot of the systems don't currently exist, and we have to create them, but part of that is determining which system will give us the information that we need and support us long-term. Not only house the information, but is usable and user-friendly for our district to make sense of that information. So again, we're still in the early phases, and I know it's frustrating
025that we have to create it, that we don't have all of the data, but choosing the right system matters a lot. And so it requires some conversation and make sure that we're very thoughtful and intentional about that. So I will say this year, by the end of this year, without the templates open right now, we should have not only our system chosen, but we should have procedures in place for entering that information and tracking that moving forward. But we have to also put all that information in there. And this connects to every facet of career exploration. That's survey results, so that's interest surveys, that's all of the college and career readiness standards, how many kids are participating, and two or more extracurriculars. That means we have to track all the participation of every student. So
026it's multifaceted and layered. It also includes grades, it includes all of like a range of skills, competencies, and criteria that's outlined by the state. So choosing the system, we'll have done. And we will also have some procedures in place for tracking that, and then it's going to be how are we using the information that's in the system. Okay, so that's great. And that, I think, if I understand, that's sort of specific to this one. Yes. There's an example, right? Yes. My question is an example, that's an example. I would say that we're taking this school year to sort of get all those kinds of things in place for all the goals, you know, we're just talking about one and two tonight, right? And that heading into next year we're going to have all the things,
027all the tools that we need to start measuring things and learning things and making an impact and that kind of thing. Well, some will happen sooner. Some we're seeing already, right? They're not all the same in that way. But is it a general goal of ours to make sure that we've got everything in place that we need for all the goals and all the things, you know, like by the end of the school year? Sort of. So we've been focusing all of these presentations on our focus on implementation. This was just adopted in June. So it was just adopted, but there's a thousand steps behind each of these. And so there's also capacity. Everything in our strategic plan can't happen at once. Right. So we also have in our approaches and in our timeline what
028gets like different priority areas that get layered in over time. Just because there's only so many people that can actually engage in, we're also mindful, trying to be mindful of our capacity for managing change. Because a lot of these are not just, they're changes in systems, but they're also changes in practices, which could challenge values and beliefs. So with any change process or continuous improvement process, we're mindful of how much we infiltrate or overload the system with all of these shifts that need to happen. So that's been a part of Cabinet's work. Every week we meet in Cabinet and provide updates and have some conversations about when certain parts of our strategic plan are launched. What maybe needs to be paused right now so we can get more traction in another area. So it's fluid.
029But our focus this year is on some of these implementations, the creation of systems, but also the implementation of them. And I apologize. My comment wasn't what's taking so long. It was just so we can understand what does that time frame look like so we can be aware, so we can, you know. Have a framing. Right. Yeah. Right. Thank you. And I was curious for, again, kind of to Greg's point, one just jumped out at me, on the instructional rounds teams to lead a theory of action with a shared understanding of rigor, high order thinking and engagement. Has that occurred or that's currently, I'm curious about that. What does that mean for a layman who, okay. Well, that would feel better because you're in education. As a layperson, like, can you bring that to life
030and explain to me what that is and how that's going to impact our, you know, our student learning? Sure. So that's actually where Dr. Ritter and Dr. Dwyer are right now. They're in Harvard being trained in instructional rounds. This is work that has started a couple years ago in the district. Dan Chamberlain is actively a part and a leader in it. And it's a way of understanding different instructional practices across a district or across a school that should hopefully lead to the creation of a theory of action for continuous improvement in an area. So if you notice in our strategic plan, some of the data collection, some of the, when we start looking at how do we know, some of the ways that we're going to gauge progress in some areas is utilizing feedback or
031some of the data from instructional rounds regarding where we are, for example, I'm just using this as an example, our work around high leverage practices. Are we able to go across a sample of classrooms across both schools and see these practices in action? Like, is it happening? Is there understanding around it? And it's not a judgment on what the, like the teacher or anything is. Do we see this in action to help us understand progress, meaning that we're trying it, that we're putting it in place, and that there's, that is properly placed. That's the best way I can put it. And so instructional rounds, there's way more to this than what I'm describing. But instructional rounds provide the insight across the district for any district to get a sense of aspects of teaching and learning.
032And one of the areas that they're focusing on this year is rigor and higher order thinking as it relates to engagement. When we're, it's a short period of time, it's like not a walk through, but you're going in for a short period of time. Do we see evidence of this within our district? Anything you want to add? Yeah, it's across multiple academic departments as well. So you're not focused on what is social studies doing. You're really looking at it across all academic areas. And teachers are in the rooms. It's not evaluatory or anything. It's really teachers seeing other teachers and looking at it across all departments to go, okay, these are the high level practices. Or what is collaboration between our students looking like in those classrooms at those times? And then it's kind of
033like a feedback loop and you're taking in specific facts and data of observations to really look at what do we do as a system and then bring that back to everybody to go, okay, this is what we're focused on and this is what we've seen. And there's also, there's a wonderful thing that happens because you're opening the classroom doors to other teachers and they're coming to see great practices. And also seeing that like as a whole through different academic areas as opposed to this is what social studies does, this is what math does, so on and so forth. It's really more global as a system. Because it's not content based. It's teaching strategies. Right, it's that skill based in regards to what are we looking at as far as what are the students actually doing
034in practicing in those high level practices and things like that. And unlike in evaluation, you're not as focused on what the instructor is doing. You're focused on what students are doing. What is the cognitive load that they're carrying? What are the tasks that they're completing? And after these observational bites, you come together and you analyze for patterns so that you're really looking at the system. What does this tell us about our instructional practices and student learning as a system? And then what would be our next steps as an instructional leadership team in order to possibly do professional learning? What is this telling us? Like how can we build consensus about the strengths within our instructional practices and some areas of opportunity for growth? And it allows you for a systems view. But it's important because
035it's not looking at the teacher as much as it's looking at what students are actually doing in the classroom. And it's not looking at a school. It's looking at a district. Yep. And the system. Yeah. So one of the things that came up during the strategic planning process was a desire for cohesion and sort of like seeing things that take a long time with the change management cycle. So I think one of the things that the strategic plan does, and this is an example, it takes this idea of instructional rounds and our practices and it's threaded through. So like what we're looking at, like it's all threading through multi-year. So in the short term, it's like, all right, so we're developing the system. But taking that larger global view of this is the first year,
036this is the beginning of this multi-year process, which doesn't mean that work stops or progress stops. But these monumental shifts are going to take a little more time. But then there are those smaller wins that we could see, whether it's that participation and that baseline survey or those levels coming up. So I would say it speaks to the long-term. The complexity. And this isn't the only strategic plan that there are details. There are many ways that we're gathering data and information. I do want to say that this is the first time it's formalized. So this work has been underway. There has been training. Teams went to Harvard in the past to train around this. And it was opt-in, whoever was interested. I think that we've taken a more formal approach to solidifying this as a
037part of what we do, how we learn, how we engage, which is why you're hearing about it in this update. And so we have 30 members, 30 staff members who have engaged in a book study to deepen their knowledge. And they're visiting classes at Highland Park High School and Deerfield High School engaging in this work. And that will continue to grow. There's many opportunities that the administration have also provided for people to learn about this, to be curious about it and to join in. But part of it is also building trust. What does it mean for new people to come into my classroom in a system that may have been historically a little more closed off? So there's a lot of shifts that this is supporting. It's not normal within our district for people to
038stop in and visit a classroom. So this is, there are many shifts. Yes, it's connected to goal one, but there are some cultural shifts that are happening too in terms of making learning visible and our collective responsibility to participate in that. Interesting. Any other questions on goal one? Okay. Goal two. Okay, goal two, an inclusive learning ecosystem. So the goal for, goal two is to create a safe, inclusive and innovative learning environment that fosters strong relationships and engages all learners through challenging, relevant and supportive experiences. The first strategy is to establish a sustainable multi-tiered system of support framework with clear protocols for identifying student needs, implementing evidence-based interventions, and monitoring progress to ensure that all students achieve growth and proficiency. Our key performance indicators are 80% of students meeting and exceeding star screener benchmarks across
039all subgroups, 100% of staff trained in high-leverage practices, and 80% of staff demonstrating use of high-leverage practices. What are we learning? A unified district-wide MTSS framework is taking shape with district and school level stakeholders collaborating to standardize supports in literacy, math, and SCL. Panorama and Power BI are being prepared to integrate multiple data sources, enabling more comprehensive and efficient data review for student needs. And staff require targeted training so that they fully understand and implement the new MTSS structures, data systems, and decision-making processes. What impact are we having? A solid, consistent plan is emerging to identify and respond to student needs across schools and content areas. A centralized platform is being adopted to track, monitor, and analyze student data, improving clarity and reducing fragmentation. And staff are becoming better prepared to support learners, leading to
040more accurately tier placement, and implement more effective interventions. What are our next steps? We want to finalize and publish the MTSS framework to ensure district-wide clarity and alignment. We want to complete the integration of Panorama and Power BI data systems to provide a seamless, actionable data environment. And we want to launch system-wide MTSS structures, including monthly data cycles and MTSS meetings, while continuing to build staff capacity. The second strategy for Goal 2 is to continuously assess student learning to inform and adjust instruction, ensuring that it is differentiated and responsive to individual needs and promotes growth. The key performance indicators are 100% of instructional staff trained in UDL, SDI, and or differentiation based on role appropriateness. 85% of classrooms demonstrating UDL differentiation are SDI. 83% of students at or above on ACT English, and 80% of
041students at or above on ACT Math. And SDI is specially designed instruction. Okay, what are we learning? PLCs, professional learning communities, are deepening their instructional practice by unpacking common formative assessments and summative assessments to better understand student learning needs. The STAR assessment data is providing a clear baseline that helps teachers differentiate instruction and identify where students require additional support. Staff are building stronger capacity for data-driven decision making, becoming more comfortable analyzing and acting on multiple data sources. What is the impact that we are making? Interventionists are leveraging STAR data more frequently and effectively, enabling more targeted and timely support for students. Instructional teams are using assessments more intentionally, strengthening alignment between assessment results, classroom instruction, and student outcomes. And a shared data culture is emerging, improving the coherence and consistency of instructional decisions across classrooms
042and grade levels. Our next steps. Develop and refine tier one universal interventions, ensuring that all students receive consistent, proactive support before additional tiers are needed. Implement district-wide STAR training to build common understanding, deepening assessment literacy, and ensuring consistent use of data across schools. Continue strengthening data-driven collaboration within our PLCs using STAR, common formative assessments and summative assessments to plan instruction, monitor progress, and adjust interventions. Our last strategy is to develop and maintain physically, emotionally, and culturally safe and welcoming learning environments for all students and staff across the district. Our key performance indicators are that 90% of staff will complete an internal survey with 80% favorable responses in the areas of school climate. 90% of all students will participate in the panorama survey. And 95% of all students, including all subgroups, respond favorably in the areas
043of supportive relationships, belonging, and emotional regulation on the panorama SEL survey. What are we learning? Patterns are consistent across both DHS and Highland Park, including higher belonging in ninth grade that declines by 12th grade, stronger relationships for students not receiving special services, and notable disparities in problem-solving, emotional regulation, and resilience, and portrait of a student competencies align meaningfully with panorama SEL scales enabling a unified framework to examine student experiences and identify where communication, collaboration, problem-solving, and emotional skills are developing unevenly across groups. What is the impact that we're having is an integrated system for understanding student experiences and competency development. Data analysis from both schools are surfacing actionable insights such as strengths and supportive relationships for many groups and positive discipline patterns for several demographics allowing teams to recognize and reinforce what is working. Our
044focus on equity is revealing priority student groups including students receiving special education and free and reduced status as well as black, Latino, male, and 12th grade students helping us target support and allocate resources more strategically. Our next steps include to implement growth over time analysis by comparing multiple panorama administrations and calculating score changes, percent favorable shifts, and subgroup trends. We want to set clear growth targets and benchmarks for each competency area and drill down into low growth scales and items to identify root causes and needed interventions and integrate findings into action planning including targeted SEL instruction, professional development, and student-centered interventions informed by both quantitative results and qualitative student feedback. Are there any questions? Could you tell us a bit more about what STAR is? Yes. STAR is an assessment that we are using as
045our universal screener to provide three times a year so that we can determine specifically where students are in both English and math. It's like the math test but for high school. Yes. So, this goal seems a little bit more focused on sort of really sort of changing the structure of how we design and deliver instruction, right? So, you know, how has, in your opinion, how has this been received? I would say that it is being received well. I think staff are really curious about, you know, using STAR three times a year. It's a lot of testing. So, I'm hearing a lot of that. But the data that they're getting is helping to inform instruction. So, they see more like kind of an immediate benefit or result. Right. You can actually use it to plan what
046students need. Along those same lines, how do they feel about common formative assessments and summatives? I think the PLCs are really diving into the data and really looking to see like do a deep dive on where students are and how they can support their needs and looking for commonalities and where students struggle so that they know what to go back and reteach and what's working well. So, is it a current practice that they are analyzing or is this something that is a goal that teachers or the PLCs are working toward? I would say that there's still work to do across the district in developing common formative and summative assessments. There are different courses that all of our courses are at different places with that. So, part of the work of a PLC is to do
047some of that work together, but first to identify what you want to assess students on. And so, then comes the development of formative and summative assessments. And then part of the instructional coach's support of PLCs is to help them understand what the data is telling them. And then how to use that information to make shifts in instruction or to follow up with teaching, reteaching, or more supportive interventions for students. Any other questions? Thank you very much. Okay. We are moving on to excellence and effort. Who wants to go first? Who won? We tied. Of course you tied. Basically, I won. Good evening, everyone. I just want to share some outstanding highlights from Highland Park High School this past month. First, our Fine Arts Department has been hard at work partnering with our incredibly talented students
048to launch an unforgettable week-long celebration that we call the Fine Arts Takeover. It's a showcase of creativity, collaboration, and artistic mastery that has energized our whole school, and I know Sophie will talk a little bit more about that. Last week, we kicked things off by hosting our neighboring middle school musicians from District 112 in band and choir and orchestra. They traveled to our campus for joint rehearsals preparing for these standout performances that occurred each evening last week. This all culminated into incredibly dynamic school-wide assemblies last Friday that showcased student work across all our fine art areas, and I have to tell you that their passion, talent, and dedication lit up the stage and energized our entire school community. Now we're going to pivot to the rigor that we're seeing in our science department where we
049are connecting our classrooms to our climate. In AP Environmental Science, we recently had a visit from our dual credit mentor from Loyola University. She observed a remarkable lab where students were using physical models to explore key earth systems like Coriolis effect, convection currents, and our students did not just manipulate the models. They were connecting them directly to current global issues like Arctic ice loss, wind patterns, and climate changes. But perhaps the most exciting hands-on project is our partnership with Trout Unlimited and the Illinois Department of Natural Resources. Both our AP Environmental Science class and our Environmental Science class received trout eggs in November, and I'm thrilled to report they have just started to hatch in our tanks in our classrooms. Our students will be monitoring the water quality and caring for these trout until this
050spring, where then they will be released into the Rosewood ravine, and it's a wonderful long-term civic science project. It's exciting. Next, our social studies department is really focused on developing historians within our student body. In American Studies, an interdisciplinary English and social studies class for juniors, our students are currently immersed in their year-long research project, which we call It's Our Country to Understand. This major project challenges each student to identify a compelling inquiry question about America and pursue it from initial curiosity to a final academic argument. Today, we saw a brilliant component of this work where student researchers invited an adult in their lives, a parent, a mentor, a grandparent to come in for a structured conversation over coffee and hot chocolate. I was fortunate to be invited and worked with a student where really
051we were giving feedback on their research process, encouraging them to challenge their own thinking, and then take the next steps to push their research forward. It's a wonderful example of deep learning and community involvement, allowing for students to reflect on what they're learning through their research and then what would be the next steps in developing a thesis. Meanwhile, in AP European History, students are wrapping up their unit on the early modern revolutions through a series of experiential learning activities. They held a dynamic student-led enlightenment salon discussion where students research 18th century philosophers using primary sources, primary source records to prepare for a high level conversation on governance, on science, and society. Next week, they're holding their end of semester symposium on 18th century social history. Students have finalized presentations on revolutionary changes in daily life,
052like medicine, popular culture, and agriculture. This ensures that they're synthesizing the sweeping intellectual changes of this era with the concrete reality of life for everyday Europeans. Finally, our AP statistics students are applying their knowledge in a highly practical and relevant way. They're currently working on a project investigating the real world impact of response bias. Working in small groups, they explored how things like wording, interviewer characteristics, and social desirability can influence survey results. Each group developed a driving question, designed and administered surveys to students and staff, and now they're starting to analyze their data. Their projects were really creative, ranging from the difference in donut interest when holding a box of donuts versus when you're not, to tipping behavior, to even predictions of basketball wins while you're wearing HP gear versus not. I had the privilege
053of participating in one of the students' projects myself. They designed a brilliant experiment to see whether students reported AI usage for class changed when I was hovering nearby versus when I was safely out of the room. And the data came back loud and clear. Apparently, the principal effect is a real phenomenon. I discovered that when I was standing next to the interviewer, my students became suddenly sparingly using AI scholars. They would turn and be like, maybe one class? They would look at me like, yeah, only one class, definitely one class. And I just stood with a complete dead stare, just without any emotional response. And it was a lesson really on how response bias and the authority effect truly function in data collection. Ultimately, these projects are so vital because they demonstrate firsthand how statistics
054allow students to study issues that they genuinely care about. We see relevancy and engagement go up, including the profound impact of having me stand awkwardly in their general vicinity. The passion and rigor demonstrated across our fine arts departments, our science, social studies, and math departments this month truly exemplify our commitment to building well-rounded, capable, and critical thinkers at Highland Park High School. I want to sincerely thank all members of our staff, students, board members, caregiving community who help us to uphold our values and consistently strive to be better versions of ourselves, personally, academically, and socially. And I wish everyone a happy and healthy holiday and New Year. Thank you. All right, DHS. All right. This is an exciting and very busy time of year at DHS. Our students and staff are diligently preparing for the
055end of the semester, and at the same time, so many positive things continue to happen in and out of the classroom. First, I want to congratulate two wonderful musicians who received all-state recognition through the Illinois Music Education Association process. These musicians, Oren Dasgupta in band and Brandon Shapes in choir, are among the finest musicians in the state and have been invited to perform the culminating performance in January and Peoria with musicians all over the state. So we are thrilled for them to represent us, Deerfield High School and District 113, and we celebrate that accomplishment for them. We're also very proud of our very own wrestling coach, Mark Pector. Last week, we were informed that Mark will be in the next induction class for the Illinois Wrestling Coaches and Officials Hall of Fame, which is a
056huge honor, one very well deserved of Mark Pector, who has been a staple for Deerfield High School in the wrestling program. Look at that. All right. Dr. Dwyer would also want to take this opportunity to give a shout out to our incubator class. Our students in this program are finalizing their products and their pitches as the semester comes to an end, and Dr. Dwyer was blown away at the innovative products. Our students have invented and developed. The creativity and ambition come together in a very special way in the class, and we cannot be prouder of the work being done in that class. Joan Novickus has spearheaded that with a lot of mentors coming from outside businesses to support our students with some great creative ideas. Recently, our DHS book club team, along with the Mosaic
057Club, went to Chicago State University on a field trip for their education and basketball games. A lot of students were not aware of the HBCU, or historically black college and university that was in our own backyard on the south side of Chicago, so students were treated to a basketball game as well as lunch, and they were able to ask specific questions about academic departments, such as curriculum, what kind of supports they have, and how CSU collaborates with other universities in the city. The kids came back very thrilled and seeing that. Also, we had multiple Spanish classes go downtown over multiple days to the annual Mexican Fine Art Museum in Pilsen, so students and teachers braved the weather. I think it was raining or fleeting during one of those days. I got to see some showcased
058art, check out murals in Pilsen, and have a great lunch. Special thanks to our transportation department for taking our students on that journey and going beyond the D113 community. On November 25th, we also welcomed over 350 grand warriors to campus. This annual tradition allows for senior students to invite a grandparent or other influential person to their lives to visit the campus and shadow them for multiple classes. The event culminates with a performance in the Performing Arts Center and the unveiling of the final amount that school chess raised over the month of November. Ethan will talk more about that. I don't want to steal his thunder. We couldn't pull off such an incredible event without our amazing PTO who helped organize it and provide an incredible spread of refreshments for all involved. It was a great
059way to head into Thanksgiving break. With that, we want to wish everybody a Happy New Year and a wonderful holiday as well. And that concludes what's going on at Deerfield for right now. Thank you. Fantastic. Moving on to our student liaison reports, Mr. Polanski, would you like to go first? Alright, so I know that Dr. Dwyer is at Harvard. He's not actually at Harvard, I'm actually the new principal. Careful what you wish for. It's a great promotion. Good evening, everyone. So the final stretch of the first semester is upon us. And with that, we are starting to wrap things up and prepare ourselves for studying and turning everything in that we have forgotten about since September, from speaking from experience. Recently, we wrapped things up and prepared ourselves for studying and turning everything in that
060we have forgotten about since September, Recently, we wrapped up the final day of school chess at $391,892.25, raised for the Halley 225 Foundation, well exceeding our goal of $35,000 to duct tape Dr. Dwyer to the wall. This is the most donations that we have received ever over the past 20 years, surpassing our previous record in 2017 by over $100,000. This year's school chess was an incredible accomplishment made by our DHS students and staff, as well as the Deerfield community as a whole. And we truly cannot thank you enough for your unwavering support. It was an incredible month and an amazing way to end first semester. Another incredible student-organized event that we recently wrapped up was our Variety Show Classic Stunts. There was a wide range of amazing performances, including singing, percussion, comedy, and my personal
061favorite is glow-in-the-dark dancing. Our students put in months of hard work, and it certainly paid off. Regarding our clubs and sports, on December 6, there was a hockey game featuring the DHS Hockey Club taking on the Deerfield Police Department and the Fire Department, where all money raised went to the DHS Hockey Club and the 100 Club of Illinois, which supports families of fallen first responders. Our cheerleading team had their first appearance in a competitive competition in 10 years, where they had incredible performance taking home the second place trophy. And our girls' gymnastics team hosted their annual pink invite this past Friday, which I went to, to celebrate the lives of survivors and raise awareness for breast cancer. Our girls had an incredible meet, placing third as a team, as well as two individual finalists on
062beam and vault. And then a new club to Deerfield this year, which had its second meeting yesterday, is the Lifting Science Club. It's a student-designed club focused on working out lifting weights and the science behind all of that. The classroom-oriented club is designed to educate and encourage healthy habits while sharing knowledge about weightlifting. So overall, it's been a very successful and exciting first semester, and we look forward to carrying this momentum into next year. And with that, thank you, happy holidays, and wish us luck on finals. Love you. Thank you. Ms. Montsavayas? Good evening, everyone. Starting with the class of 2026, as a member of class council, I'm thrilled to announce that our prom venue is officially booked. The class council, the class of 2026 prom will be held at the Field Museum on May
0639th. We recently went for a food tasting, and after months of planning this prom journey, it's amazing to finally see everything come together. We're super excited for a fun and unforgettable night. Next, we just wrapped up Fine Arts Week, which ran from December 1st to the 5th. Fine Arts Week celebrates the creativity, talent, and passion of our student artists. Throughout the week, students enjoyed a full schedule of free performances, including choir, band, orchestra, guitar, jazz, dance, and more. Then on Friday, December 5th, we held our Fine Arts Assembly. This year's theme, Somos, which is We Are, celebrated unity, identity, and the collective voice. Students and staff got to experience an in-school showcase filled with energy, talent, and creativity. As a student, it was inspiring to see so many people share what they're passionate about. It
064honestly brought me a lot of joy to see our Fine Arts community shine. Hot Coco Fridays are also happening every Friday morning for the rest of December. There's free hot cocoa, donuts, live performances. It's been a great way to bring everyone together and start the morning with a good vibe. In extracurriculars, HP DECA hosted the first-ever HP DECA Mock Competition with Community Entrepreneurs as Volunteers, and the HP Chess Team placed fourth at the Niles North Turkey Classic. Finally, congratulations to our Model UN team, who competed at the 2025 Chicago International Model UN Conference, representing the U.S., Mexico, and Haiti. Our delegates earned 11 individual awards and a second-place Outstanding Delegation Award for Haiti. We're especially proud of our best delegate winners, Harry S., Adrienne T., Isabelle D., and Brady R. Thank you to our sponsors,
065Ms. Choi and Mr. Braziewicz. The team will compete at Nationals in New York this March. In sports, girls basketball started their season strong with two wins in Monday's Thanksgiving Tournament. They won against Grant High School and Grayslake North High School. Girls swimming, Junior Brooke E. is an all-state swimmer, and Senior Apple W. competed at the state finals in the 100-yard breaststroke, where she finished her swimming career at HP and finishing her fastest time ever. And Senior Max D. officially signed to play Division I at Lehigh University. It was great seeing friends, staff, and athletic director come together to celebrate him. I also want to highlight, Together for Peace, a program I've been a part of for three years. It's students from across Chicagoland meet to talk about ways to bring more peace to our everyday
066lives. At our last meeting, I helped translate for Spanish-speaking students from Roosevelt, so everyone's voices could be understood. It's been amazing connecting with students from different backgrounds and hearing all about their experiences. Our charity drive merch is now on sale, so board members, I'd rather see you all wrapping some spirit wear soon. You can pre-order until the 12th. Lastly, I think I've cracked the code so far. Yesterday, most staff members were wearing hats, and slowly we caught on to the sneaky staff spirit week. Today was Tone on Tone Tuesday, which is why Ms. Fleischer's in monochrome. In case any of you were wondering why she's sporting had to tell Winter White. Can't wait to see what tomorrow will bring. They certainly are messing with us right now, and we're both frustrated and amused by their
067responses to what's going on. In a way, it is a good way to break up our final exam stress. Finals are December 16th through the 18th, and winter break will run from December 19th through January 5th. We're all hoping to finish this semester strong and enjoy a much-needed break. Thank you. Thank you very much. Thank you both. There is no one signed up for public comment, so we'll be moving on to discussion items. The first discussion item is the 2026 HLS and capital improvement projects. So yes, you will see this topic in discussion and for action. The last time this was presented to the board was in August, so we just wanted to make sure that we have an opportunity to revisit part of what was discussed before it is approved. Jose? Tonight, I'm presenting
068an update on the summer 2026 health life safety and capital improvement projects. Back in August, we presented the scope and early estimates about $6.5 million for this work. After completing a full competitive bid process across all trades, the updated costs were at $5.9 million. It's roughly a $600,000 under budget projection while we kept the full scope. The work itself covered essential building needs at Highland Park High School, Walters Field, and with a small portion at Deerfield High School. The scope includes roofing replacements across several wings at Highland Park High School, paving site work including parking lots, sidewalks, and fencing, plumbing upgrades, mixing valves, RPCs, and backflow systems, mechanical improvements to improve ventilation and occupational spaces, and safely upgrades like guardrails, handrails, and improved egress. At Deerfield, a small but crucial project is the removal of
069aging skylights in J-Hall learning spaces. Although we typically alternate the sites for summer work, this particular issue requires immediate attention and cannot wait another year. This is a proactive measure addressing a known problem to prevent a larger disruption or higher future cost. Importantly, this work is scheduled to be completed efficiently and will not interfere with any summer school learning. Funding for these projects will be sourced from a combination of HLS and capital funds. A projection of these projects are at $4.75 million in HLS funds and $1.15 million in capital funds. Our careful scoping, completing the bidding process, and transparent pricing resulted in the project coming in under budget. To ensure construction remains on schedule for summer 2026, I'm requesting board approval for bidding contracts and authorizing Pepper Construction to manage the construction projects. Does anyone
070have any questions? No questions? Okay. Thank you. And this will come up then for action later today. The second item is resolution authorizing the termination of the intergovernmental agreement between True North Educational Co-op 804 and Township High School District 113. Dr. Howland? Yes. So since last spring, we've been providing updates regarding the reorganization, conversations connected to the potential reorganization of True North. We are now at a point where True North will be reorganized, and a part of that change in the structure is for the District 113 transition program to be fully supervised, supported, and governed by District 113 without the support of True North. Right now we have an intergovernmental agreement where True North provides staffing and primary oversight to our transition program. So beginning in June of 2027, we will fully assume responsibility for
071the entire transition program. We've talked about this extensively. Because True North is terminating the agreement, they have submitted the resolution. The plan is for us to just discuss it. We do not have to approve anything, but at the next True North Leadership Council meeting, they will discuss this and also approve the termination of this agreement. Just wanted to make sure that the board is aware that this termination, the agreement will be terminated, and this is the resolution. So this is just for informational purposes or to see if there are any questions. We have continued our work to plan for the transition program. We have been on many site visits. We have been designing the scope of the program. And so work continues on our part, but this is a formal, more of a formal action
072or step that is required. My question was going to be about the work that I know our districts are already undertaking, so great. Any questions? Again, this is kind of informational and a part of the process. Just a question throughout the process. I know that as things have come up with True North, there's been communication to families that are directly impacted, assuming there's some communication that's continuing with those families. Well, there hasn't been an updated communication because we are working through some of the channels of True North. Depending on the vote to fully restructure. So December, this next meeting is a pivotal moment for True North. Following this next meeting, I believe is more of an appropriate time to update our families on what's been decided with True North and also beginning in January, their
073new reorganization structure will be enacted. And so up into that point, our families know that there is a reorganizational plan. They've been briefed on that plan right now. True North has been updating their bylaws and agreements, as you heard in Jenny's report, and they're going through more of the technical aspects of the reorganizational process. So we will likely provide an update to our school community following some of the approvals at this next December meeting. Any other questions? Okay. We will now proceed to action items. It is recommended the Board of Education adopt the resolution authorizing the final aggregate tax levy for tax year 2025 as presented. So moved. May have a motion to approve this recommendation. So moved. Is there a second? Second. Is there any discussion? Hearing no further discussion, a roll call vote,
074please. Ms. Luba? Aye. Mr. Nieder? Aye. Mr. Braza? Aye. Mr. Brunk? Aye. Dr. Elliott-Shermer? Aye. Mr. Heineman? Aye. Ms. Newman? Aye. The motion carries. It is recommended the Board of Education adopt the resolution authorizing a supplemental property tax levy to pay the principal of an interest on outstanding limited bonds of the district as presented. May I have a motion to approve this recommendation? So moved. May I have a second? Second. Is there any discussion? Hearing no further discussion, a roll call vote, please. Mr. Nieder? Aye. Mr. Braza? Aye. Mr. Brunk? Aye. Dr. Elliott-Shermer? Aye. Mr. Heineman? Aye. Ms. Luba? Aye. Ms. Newman? Aye. The motion carries. Levy for the year 2025 to pay debt services on the district's general obligation school bonds alternate revenue source. Series 2022A as presented. May I have a motion to
075approve this recommendation? So moved. Is there a second? Second. Is there any discussion? Hearing no further discussion, a roll call vote, please. Mr. Braza? Aye. Mr. Brunk? Aye. Dr. Elliott-Shermer? Aye. Mr. Heineman? Aye. The motion carries. It is recommended the Board of Education approve the proposal from PSI in the amount of $2,400,900 for the 2026 HVAC improvements as presented. May I have a motion to approve this recommendation? So moved. Is there a second? Second. Is there any discussion? Hearing no further discussion, a roll call vote, please. Mr. Brunk? Aye. Dr. Elliott-Shermer? Aye. Mr. Heineman? Aye. Ms. Luba? Aye. Mr. Braza? Aye. Ms. Newman? Aye. The motion carries. It is recommended the Board of Education award contracts to trade contractors for the district-wide 2026 capital improvement project bid period number one. After due advertisement pursuant to
076the school code, the board hereby elects alternatives two, three, four, five, six, B, seven, and eight. Finds that the following contractors are the lowest responsible bidders and accepts the proposals of and makes an award to the following contractors subject to legal review of the district's council bid package number one. Structural steel miscellaneous metal specialty construction, $275,000. Fencing action fence contractors, $219,750. General trades, all construction groups, $300,225. Roofing, Anthony, roofing, tech, $1,191,280. Fire suppression, United States Alliance fire protection, $16,300. Electrical power link electrics, $103,250. Paving site concrete, Murphy construction services, $498,274. HVAC helm mechanicals, $165,750. Masonry, Jimmy Z. Masonry, $324,300. Plumbing, DeFranco, $529,800. Exterior glazing, prime architectural metal and glass, $125,600. Trade cost subtotal is $3,749,529. All of their construction related costs, allowances, and contingencies, $1,380,389. Total construction scope, $5,129,918. May I have a motion to
077approve this recommendation? So moved. Is there a second? Second. Is there any discussion? Hearing no further discussion, a roll call vote, please. Dr. Elliott-Shermer? Aye. Mr. Heineman? Aye. Ms. Nuswap? Aye. Mr. Nieder? Aye. Mr. Barraza? Aye. Mr. Brok? Aye. Ms. Newman? Aye. The motion carries. It is recommended the Board of Education approve PEP for construction for the proposed Exhibit number seven as construction manager to perform services related to the summer 2026 capital improvements project for which PEPR was requesting a 2.1% fee plus cost of the work including reimbursable costs for a total award including subcontracts of $5,129,918 subject to the legal review and approval of the district's council. Pursuant to section 2.1.6.3 of the district's master agreement with PEPR, the Board on behalf of the district assigns all contracts for districtwide 2026 capital improvement projects
078to PEPR. May I have a motion to approve this recommendation? So moved. Is there a second? Second. Is there any discussion? Hearing no further discussion, a roll call vote, please. Mr. Heineman? Aye. Ms. Nuswap? Aye. Mr. Nieder? Aye. Mr. Barraza? Aye. Mr. Brok? Aye. Dr. Elliott-Shermer? Aye. Ms. Newman? Aye. Mr. Heyneman? Aye. Ms. Nuswap? Aye. Mr. Braza? Aye. Ms. Nuswap? Aye. Dr. Elliott-Shermer? Aye. Ms. Nuswap? Aye. Ms. Heyneman? Aye. Ms. Newman? Aye. The motion carries. The next item is the consent agenda, items including tax returns. Untitled by the Board on behalf of the district council, the county council on behalf of the district council, the county council has a motion to approve the proposal. is the consent agenda. Items included in the consent agenda were provided to all board members in advance and made publicly
079available as part of the meeting agenda. A board member may pull any item for separate consideration. Does any board member wish to pull an item off the consent agenda for separate consideration? May I have a motion to approve the consent agenda as presented? So moved. Is there a second? Second. Okay, and Alex, I believe you have the bills. Do you have the? So I've noticed before, is there a second? Oh, sorry. You said you and Ali, that you review the Ali bills that Ali gave you. I did review, I picked five bills from the list per board practice and requested invoices received. Great, thank you. Is there any other discussion? Hearing no further discussion, a roll call vote, please. Mr. Nieder? Aye. Mr. Braza? Aye. Mr. Brogge? Aye. Dr. Elliott-Shermer? Aye. Mr. Heidemann? Aye. Ms.
080Lupa? Aye. We will be moving into a second closed and there will be no business after that closed other than to adjourn the meeting. Pursuant to section 2C of the Illinois Open Meetings Act, the board will now enter closed session to discuss the following matter. Personnel matters under section 2C1. May I have a motion to enter closed session? So moved. Do I have a second? Second. It is moved and seconded to enter closed session. A roll call vote, please. Mr. Braza? Aye. Mr. Brogge? Aye. Dr. Elliott-Shermer? Aye. Ms. Lupa? Aye. Mr. Heidemann? Aye. Ms. Newman? Aye. The motion carries. Board will now enter closed session at 825. Thank you everyone. Have a great holiday. Happy holidays.