001I thought Will was here. Excuse me. Yeah. There he is. I think we've got everyone then, correct? Okay. All right, we're going to get started. I am reconvening into open session Township High School District 113 regular board meeting on Tuesday, August 5th, 2025 at 7-0-7. The recording secretary will now call the roll. Here. Here. Here. Here. Here. Mr. Brok. Here. Dr. Elliott-Schimmer. Here. Ms. Newman. Here. I would like everyone else who is present to identify themselves. Melina Jansky, executive secretary. Catherine Anderson, chief human resources officer. Karen Ritter, assistant superintendent of curriculum instruction and assessment. Karen Warner, chief communications officer. Jose Medina, executive director of facilities. Holly Mahanti, assistant superintendent of finance. Holly Fleischer, Highland Park High School principal. Bill Dwyer, Deerfield High School principal. Mayor Antti, executive director. Casper, chief information officer. Shayla Holland, superintendent.
002You passed your first task going through the roll call. Fantastic. May I have a motion to approve the agenda as presented? So moved. Is there a second? Any discussion? Hearing no further discussion, we'll proceed to a vote. All those in favor say aye. Aye. All those opposed say nay. The motion carries. We will move on to board reports, and my report is first. The board warmly welcomes our new cabinet members, those new to the district, and those stepping into new roles. We know that Dr. Holland and her entire team has been working hard throughout the summer to begin implementing the district's new strategic plan, and we're looking forward to hearing more about that important work later in tonight's meeting. Later this week, vice president Jaime Barraza will welcome our new staff members during their orientation,
003and the board looks forward to attending the all staff welcome back on Monday, August 11th. Each of these moments builds towards the day we all look forward to, next Wednesday, August 13th, when the class of 2029 begins their high school journey and the class of 2026 starts their final first day of high school. I have a couple of board members with the freshmen here. To our students, families, and staff, we encourage you to be present in this moment. The right books will be bought, heart rate monitors found or purchased for the fourth year in a row, and the block schedule will eventually make sense. It always does. Let's savor the beginning of school moment because we have the privilege of educating the incredible young people in our community. A couple of quick housekeeping items with
004this being our first official meeting of the school year for the board. One, the board meeting structure, Dr. Holland and her team have worked to ensure this year's revised meeting frequencies meet all of our operational and our regulatory needs of our district. Dr. Holland and I will work hard to manage the schedule without adding any special meetings. As we are living this plan for the first time this year, please do keep your Tuesday evenings available if we find we need to add a meeting. In regards to committees, the committee meetings have been scheduled for the year, as you all are aware. The first committee meeting will be on Tuesday, August 26th, finance and facilities. You received an email from me with a reminder of your committee assignments. Any board member is welcome to attend as
005an audience member. Any committee member meetings they are not a member of. The public can see the committee assignments in the board member section under the school board menu on the district website. And then the last item is, again, because it's the beginning of the school year, reviewing our board protocols and communication expectations. I'm asking the board to please review and provide any suggested updates to me by Monday, August 18th. We will discuss and adopt any updates to these protocols on August 26th. As a note to the public, these expectations can be found under the school board menu on the district website. That concludes my president report. I do know we have two board committee reports. We're going to go first for EDRED. Several of us went to the EDRED summit on June 12th, 2025.
006Started with an opportunity to meet administrators and board members from the area around Chicago. This provided an opportunity to network and learn what's going on with other districts. There were breakout sessions covering several topics. Subjects included the information on public education bills, evidence-based funding, pensions, and advocacy. I attended presentations on referendums and on a study of social media engagement using thought exchange given by district 109. Again, I recommend that many of us attend these types of events, including the joint annual conference. We get out of our bubble and learn more about the job and have an opportunity to bond as a group. This will make us a more effective board and leadership team. I concur. I was able to go to the summit as well. I found it extremely beneficial using a half-morning in June
007to learn. So fantastic. Jenny? True North? Good evening. Quite a lot happened in and around True North since my last report to the board. On June 11th, I attended the regular leadership council meeting where we recognized Northbrook School District 28 Starfish Theater. The program focuses not only on the fundamentals of theater, but also conflict resolution and communication skills. True North will be entering into a new community partnership with JCC Chicago Z Frank Apache Day Camp, adding to the already existing partnerships with Chicago Botanical Gardens, Willow Road Preschool, Wenetka Public School Nursery, and others. We had a policy committee report following the review of many required policy updates and one new required policy. The policies were recommended and adopted by the leadership council. There was also a proposal of amendment to True North Articles of Agreement
008that was presented by Dr. Katherine Wang from Glencoe District 35 and Mr. Chris Johnson, the new chair of high school, 203. The goal of the amendment is to limit the scope of its evaluation to focus on the capacity of the district to meet the needs of their students currently served by True North. Further, the evaluation can be compiled in-house by the district to avoid the exorbitant costs of hiring a third party evaluator. This proposal was approved and a special meeting was scheduled and held on June 30th, which I will talk about a little bit later in this report. There was also a direction to explore orderly dissolution. Kate Donegan and Matthew Montgomery, both superintendents, one of Kenilworth and Lake Forest respectively, addressed the leadership council regarding the desire to explore orderly dissolution of the cooperative.
009The proposed motion directs True North Legal Council and administrative leadership to enter into discussions with the representatives of the member districts about a possible orderly dissolution and to prepare for an orderly dissolution process. This direction was approved by the leadership council. At the June 30th meeting, it became clear that all of the member districts are engaging in a coordinated withdrawal process expected to last through the end of the calendar year, focusing on two key areas. One, their individual capacity to fully meet the special education needs of their students and educators within their own districts. And two, the extent to which they will continue to require participation in the True North cooperative, particularly as two of our largest enrollment districts are further along in the withdrawal process. The amendment to the articles of agreement was unanimously
010approved. Dr. Kurt Schneider resigned as superintendent effective July 11th. On July 12th, Assistant Superintendent of Human Resources Andy Piper began serving as temporary acting superintendent. The leadership council is conducting a search process for an interim superintendent in the coming months. It's important to state that True North staff under Mr. Piper's leadership feel confident and ready to welcome students back for the upcoming school year. There are some upcoming meetings that I and Shayla will be attending. I have a meeting with Andy Piper tomorrow for an annual one-on-one meeting to discuss the needs of our district and to get an update on how summer school is going and preparation for the new school year. On Thursday, August 7th, I will be attending the True North leadership council special meeting to interview candidates for interim superintendent position. And
011then on Wednesday, August 20th, there is a regular True North leadership council meeting. I know that was quite a lot. Thank you. Thank you. And obviously I do want to acknowledge the fact, Jenny, that you are taking on a larger time commitment and role within your service for- As with Shayla, yes. Absolutely. Yeah. Representing 113 within the True North framework. So thank you for taking that time. You're very welcome. Okay. Moving on to administration reports. Dr. Holland. So I'd like to welcome everyone to the 2025-26 school year. We're excited to get the year underway. Our districts and schools have been preparing for the return of our staff and students. Important messages have been shared by our district and also our schools to provide information regarding our expectations and to assist our students with being prepared
012for a successful start. I want to thank our building and district staff for all of the thoughtful planning and preparation that has gone into preparing for the start of the year. I also want to welcome our new cabinet members, Jose Medina, Dr. Tanya Karner, Dr. Karen Ritter, and Dr. Will Dwyer. Our district is in a season of great change and we're happy that you're a part of it. During the past two weeks we had our cabinet retreat and this past Monday or yesterday we launched our district leadership team for a full day meeting and session workshop with all of our district administrators. For the remainder of this week we have a district hosted admin academy organized by Dr. Anderson to include all licensed administrators and our principals are meeting with their leadership teams to prepare
013for the return of our staff and students with everyone returning on our staff returning on August 11th. We are launching a new standard response protocol so as a district we have adopted a new standard response protocol also known as an SRP. I love you guys. The SRP provides a clear and consistent framework for responding to various emergency situations including severe weather, fires, and potential threats inside or outside of our schools. The SRP is built around five key actions. Adopting the standard response protocol is a crucial element in our comprehensive safety plan. The purpose for this change is to ensure unified and effective response during emergencies in district 113 that is also aligned with the efforts of our center districts. All staff and students will be trained in these protocols and regularly participate in drills to
014practice each action. This preparation helps to reduce anxiety and confusion during real events. I also want to just remind everyone about our cell phone changes and our bring your own device changes. As announced earlier this year to promote student engagement and learning as well as to increase security district 113 is implementing a district wide policy governing student cell phone use and personal devices this year. No cell bell to bell means cell phone use will not be permitted during class and or scheduled time like assemblies. Students will be required to silence their phone or to put them in air and put them on airplane mode and store them in designated phone pouches which will be available in all of our instructional and support areas. Phones may be used before or after school during passing periods and
015at lunch. Also beginning this fall ninth and tenth grade students will be required to use their district issued chromebooks during class and instructional time. Students in 11th and 12th grades will be permitted to use their personal devices during this upcoming year only on the secure district 113 network. During the 26-27 school year all students will be required to use the district issued devices. When we had this conversation last spring part of this was to a gradual rollout so I just want to remind everyone of that. To learn more about this initiative we have some online community conversations that will be taking place. The first one will be tomorrow, Wednesday August 6th from 6 30 to 7 30 p.m. Miss Auntie where could families get more information about that? There we go. Everyone had that pushed
016out to them through email we have on our website that posted and then when we finish the webinar will be on the website really just front and center so they'll be able to access all information as well as through our schools. Okay thank you. To ensure that we reach you in an emergency district 113 will conduct a test of its emergency notification system to all district 113 staff students parents and guardians on Monday August 11th at 10 0 5 a.m. The test will be sent by text phone call and email information for parents and guardians and students regarding the details for this test have already been communicated including how to let us know if the message was not received and so our building sent our principal sent out information I sent out communication today that
017has this information as well we'll make sure that there are reminders etc. Parents square as we continue to support the transition to parents square just a reminder to our families to please register to select your preferred language deliver delivery preferences and updates to the platform additionally if there's a desire to separate accounts from other districts please review the information that was shared last week and messages that went to students families and staff in closing as our students prepare to return to school I want to encourage our students and their families to prioritize a well-rounded experience this includes a focus on courses of course but also active involvement and many of our clubs activities and athletic opportunities there are so many opportunities for our students to get involved involvement assist students with some of the life
018readiness skills that are not only important in high school but life beyond our district students can learn how to positively contribute as a member of a team or a group they can learn more communication skills how to prioritize time and time management problem solving conflict management accountability and much more just by being involved getting involved expands each student's point of connection as well specifically having more connections to trusted adults as well as new groups of students thank you thank you a foyer's I believe are next yes so on the screen you'll see the foyers that were received and responded to since our last board meeting thank you the strategic plan implementation update as our informational report for the evening transition yeah I feel like okay I know okay so good evening the purpose of this
019presentation is to provide an update regarding the implementation planning that has been underway throughout the summer the strategic plan was presented to the board at our May 27th board meeting and was approved by the board and during our meeting on June 10th I'm gonna have to do both during this presentation there will be a brief overview of the process to develop the plan and a reminder of the alignment between the strategic plan and our school improvement plans each cabinet goal champion will review their goals goal strategies strategy smart goals the themes of them no excuse me strategy smart goals and provide an update on the themes of the key performance indicators associated with their goal strategies an update will be provided regarding the development of our communication resources and we will close with next steps
020it's important to remember that this process is ongoing and takes time to fully develop and implement although a lot of progress has been made there is still a lot of work to do and some insight and feedback that will be essential to gather from stakeholders along the way developmental aspects of this process will span this entire school year as a reminder or refresher our strategic planning process included several phases prior to the launch with the full team members of cabinet and our board members participated in readiness meetings one of the meetings was to ensure that we had an in-depth understanding of the process the next readiness meeting focused on members of cabinet preparing for the data retreat we provided an overview of the entire process at our orientation meeting to ensure that all participants had
021an understanding of our direction following each session we solicited feedback from stakeholders to consider their perspectives regarding our work and to enhance our thinking we had a data retreat a vision retreat roadmap retreat and a final meeting following the last meeting we worked to refine the draft of our strategic plan and we are now working through again the work to live or implement the plan so at our may 27th meeting we provided an overview of our new strategic plan which is also on our landing page on our website our mission is to inspire passion for learning and empower students for the future within a supportive and dynamic learning community our vision is cultivating passion unlocking potential inspiring excellence for every learner and our core values are communication collaboration and communicate and community equity and access
022future readiness growth and achievement well-being and resilience you'll also notice that we develop portraits portraits of our students of our staff of our families and of our district and just as a reminder these portraits are competencies that were in skills that we want each of these groups to possess in service of and in support of our students i'll mention this later but throughout this entire year we'll be engaging stakeholders and fleshing out each of these portraits so they become real so they become internalized so we make meaning of them and that they're further defined and here as you can see part of our strategic plan is an overview of our goals goal statements and goal strategies following the approval of the plan our team launched fully into implementation planning efforts and we'll unpack these goals
023later in the presentation our first task was to establish structures roles responsibilities and expectations for our teams goal champions and co-champions were determined and established for each of our goals leadership action teams were also established and a timeline for all of our summer work and priorities was created and fully implemented roles and responsibilities were discussed and established for cabinet and our school level ownership and support we have started to prepare visuals for clear community-wide communication we have a we have drafted a website landing page we have a flyer and as we continue to further define and include the voices of stakeholders additional resources will be added to our evolving site of information the goal is to ensure that there is clarity regarding the priorities of the plan and ensure that stakeholders have an opportunity to
024share and discuss how the plan is and will be experienced from their perspectives throughout the planning process we have mapped out 30-day plans one-year plans and multi-year plan drafts to assist us with naming and understanding key areas of focus for implementation and the projected timeline for implementation the teams are also developing plan do study act cycles and timelines to shore up accountability measures for all goals and for stakeholders this is also where we make sure that goal progress monitoring is an essential part of processes for each goal and we determine our cadence for communicating and reporting out on our progress and efforts to the larger school community based on the nature of the task we have been working through our key priorities we have completed task one and three are finalizing task four with the
025leadership action teams as they start to return after summer break and task two is and will be an ongoing effort just as a reminder as previously shared there's a direct relationship between school improvement plans and our district strategic plan strategic plans focus on long-term vision the long-term vision for the district it articulates what the district aims to achieve and why those goals are important for all students it encompasses the entire district providing a unified direction for all schools and departments and it addresses big picture priorities strategic plans are visionary and focused on long-term outcomes they set the overarching strategic initiatives and priorities our school improvement plans focus on the annual implementation of goals through the work of our schools unlike a strategic plan sips school improvement plans are short-terms operational plans created by schools to
026improve student outcomes a sip includes steps actions and strategies to achieve the district's long-term goals they define how the school will contribute to the district's vision sips are specific to a school's unique needs strengths and challenges they use school data as well the focus of sips are operational and action oriented they include detailed measurable goals action steps responsible parties and methods for progress monitoring so there is an interconnected relationship between the sips again and our district strategic plan alignment is really important every sip within a district must be aligned with the district's strategic plan this means that the goals and priorities outlined in each school sips should directly contribute to the achievement of the broader district goals the district strategic plan acts as a guiding framework for all school level improvement efforts sips serve as
027the implementation arm of the strategic plan at the school level the district strategic vision is realized in the continuous improvement efforts of each district school through their individual sips the alignment ensures coherence across the entire district instead of schools working in silos on disparate or different initiatives they are all working towards they're both working towards common objectives even if their specific strategies vary based on their unique context this prevents planning overload and ensures resources are used effectively and efficiently the district strategic plan provides the framework for accountability at both the district and within our schools progress on school improvement plans monitored regularly and that progress impacts the overall evaluation of the district strategic plan both plans are part of a larger continuous improvement cycle data from school improvement plans and the implementation informs adjustments to
028individual school plans and can also provide feedback for future iterations of our strategic plan we have we have taken some key steps over the summer towards the implementation of this plan which has included a full day we've had full day cabinet retreats with catalyst for educational change our partner in this work we've developed summer implementation timelines and expectations we've assigned all of our goal champions co-champions and have launched leadership action teams and our principals have spent time working with their principal teams to revise and refine their school improvement plans for 25-26 and the three-year sequence just for the visual each goal champion and i didn't put the actual examples up here there's too many words each goal champion has prioritized using specific templates over the summer that align with our current priorities they've developed smart
029goals kpis data collection priorities and benchmarks for each goal strategy not just the goal but the goal strategy drafts of the implementation of each strategy across five years have also been created they've developed the first 30-day plans for each strategy and they've developed year one implementation plans for their goals we are still working through the story behind each goal you can notice that we're trying to frame out a narrative for each goal and ultimately we're developing the story behind our entire plan the story behind each goal will contribute to our storytelling of our plan not just now but into the future so now each goal champion will briefly discuss their goal associated strategies the smart goal for each strategy and their progress on developing kpis i just want to name that our kpis are not
030finalized yet we actually do have percentages named but as each champion starts to engage with their leadership action teams prior to adding the percentages to this presentation we wanted to have another level of insight review the kpis for perspective and feedback before those are finalized and again our leadership teams are just returning so we will start with dr ritter who will review goal one thank you dr helens i am thrilled to present to you goal number one which is student engagement and growth and it is focused on preparing all students for future readiness through engagement in service of growth and achievement this goal allows us to focus on how students engage with their learning how they grow from the time they start in our district to when they enter their post-secondary plans and how we
031measure that growth through our state accountability assessments there are three strategies identified under goal one the first strategy is to develop career pathways and programming that provide work-based learning experiences and opportunities for students in the past we've often talked about college or careers but we should be talking about college and career readiness in the same conversation even if a student's next step after high school is college our responsibility is to ensure that their high school experience lays the foundation for their eventual career the smart goal associated for this first strategy is that by june of 2030 district 113 will establish increase and sustain college and career pathways that include work-based learning experiences by offering at least eight college and career pathways accessible to juniors and seniors offered through district 113 in-house or lake county tech
032campus with 90 of participating students in a state approved college and career pathway earning the endorsement at the time of graduation we will measure our progress through the following key performance indicators increase the number of college and career pathways with industry partners we currently have five approved pathways with industry partners four that are offered through tech campus and one that's offered in district we will also increase the number of students in the graduating class completing the career pathway endorsement last year was the first year that district 113 offered college and career pathways for our district that were approved by the state in 2025 we did have one student earn the newly created endorsement in culinary arts we will also increase access and participation in career exploration activities as described in our district 113 pace framework
033pace means post-secondary and career expectations and it is a four-year plan exposing students to various career exploration activities such as resume creation and career interest surveys the second strategy under goal number one is to explore and implement a variety of rigorous and engaging learning strategies to ensure all students receive comprehensive and targeted support leading to improved achievements the smart goal for this strategy is that by june 2030 all instructional staff will be trained in the universal design for learning or udl resulting in the implementation of differentiated instruction a minimum of 85 percent of classrooms will demonstrate evidence of udl and or differentiation through data collection protocols the number of students meeting or exceeding on the act in english and math will improve by 12 percent and students with ieps multilingual lingual learners and students who
034are economically disadvantaged will improve by 40 percent universal design for learning or udl is a framework for student learning that makes learning accessible to all students by designing instruction for the diverse needs of learners and implementing differentiation strategies we believe the focus on instruction means that meets student needs will positively impact our assessment results some of the kpis for this goal are the percentage of staff trained in universal design for learning and differentiation the percentage of classrooms demonstrating universal design for learning and differentiation and an increase in students meeting or exceeding benchmarks on the act math and english and an increase specifically for students with ieps multilingual learners and students who are economically disadvantaged meeting or exceeding benchmarks on the act math and english the final goal for um sorry excuse me i'm missing one
035here the final goal is just one second is creating opportunities for students to provide meaningful input and have a voice in decisions that shape school policies programs and initiatives the smart goal for this strategy is by june 2030 district 113 will increase meaningful opportunities for students to provide input on school policies programs and initiatives so that 80 percent of students perceive their voices supported as measured by the student teacher trust portion of the five essential survey under supportive environments and also we will be using the panorama survey some of the key performance indicators for this goal is increasing our student participation for the five essential survey and the panorama survey and also to increase the perception that students voice is supported as measured by these two surveys the five essential survey and panorama survey and
036now i will pass it over to dr tanya carter for goal number two thank you dr ridder goal to an inclusive learning ecosystem focuses on one overarching goal with three supporting strategies and three smart goals to ensure the overarching goal is met the overarching goal 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 continuously assess student learning to inform and adjust instruction ensuring it is differentiated and responsive to individual needs and promotes growth the smart goal for this strategy is by june 2030 establish a sustainable mtss framework that ensures 80 of students needs are met at tier one as measured by star universal screener data collected three times annually 100 of instructional staff are trained
037in high leverage practices 80 of staff demonstrate implementation of high leverage practices as measured by monthly rubric data collected during instructional rounds classroom observations the focus of our key performance indicators has four points and they are as follows the percentage of staff trained in universal design for learning differentiation and or specially designed instruction the percentage of staff delivering universal design for learning differentiation and or specially designed instruction the percentage of classrooms demonstrating quality teaching and learning across the district and an increase in students with ieps multilingual learners and students who are economically disadvantaged meeting and or exceeding benchmarks on the act math and english in township high school district 113 our priority is to ensure strong academic readiness across all grade levels this means every student is supported in building the foundational knowledge and skills
038they need to thrive both in the classroom and beyond our dedicated staff play a critical role in this vision we want to support staff so they remain committed to delivering instruction that is not only effective but also equitable meeting the diverse needs of all learners through inclusive teaching strategies and curriculum design we are focused on fostering classroom environments that consistently demonstrate excellence in teaching and learning across the district we aim to see vibrant student-centered instruction that reflects our shared commitment to academic growth and educational equity nesting under the overarching goal once again of create a safe inclusive and innovative learning environment that foster strong relationships and engages all learners through challenging relevant and supportive experiences is the second strategy of establish a sustainable multi-tiered system of support framework with clear protocols for identifying student needs
039implementing evidence-based interventions and monitoring progress to ensure all students achieve growth and proficiency the second smart goal is by june 2030 all instructional staff will be trained in universal design for learning udl resulting in the implementation of differentiation and specially designed instruction a minimum of 85 percent of classrooms will demonstrate evidence of differentiation and or sdi through data collection protocols the number of students meeting or exceeding on the act and english and math will improve by 12 percent and students with ieps multilingual learners and students who are economically disadvantaged will improve by 40 percent the focus of key performance indicators for this strategy has three points and they are as follows the percentage of students meeting or exceeding screener benchmarks the percentage of staff trained to meet the unique needs of students using high leverage
040practices and the percent of classrooms reflecting the implementation of high leverage practices our mission is to create classroom environments that are truly accessible and inclusive for all learners this means every student regardless of background or ability feels supported valued and empowered to succeed to make this a reality we want to ensure that instructors are fully equipped to meet the diverse and unique needs of all students including students with disabilities we are committed to building the capacity of our educators to provide responsive differentiated instruction that honors each student's learning profile across the district we want our classrooms to reflect a strong commitment to personalized learning and instructional equity we recognize that one size does not fit all and we strive to tailor instruction in ways that resonate with and uplift every student at the heart of
041our work is the effort to address opportunity gaps and to actively advance equity and academic outcomes we are working to ensure that each learner has the tools and support they need to succeed regardless of race ability or socioeconomic status finally everything we do is grounded in a shared goal to support post-secondary readiness for all students whether they choose college career or another pathway we are preparing our learners to thrive in whatever comes next nesting under the overarching goal once again of create a safe inclusive and innovative learning environment that foster strong relationships and engages all learners through challenging relevant and supportive experiences is the third strategy of develop and maintain physically emotionally and culturally safe welcoming learning environments for all students and staff across the district the final smart goal is by june 2030 using
042the panorama scl survey 95 percent of all students respond favorably in the areas of supportive relationships belonging and emotional regulation as a result of the implementation of inclusive and restorative practices 90 percent of staff will participate in an internal survey and 80 percent of surveyed staff will report a positive school climate the focus of key performance indicators include four points and they are as follows the percentage of staff representation and feedback used to inform school improvement planning the percentage of staff reporting favorable outcomes and climate culture and well-being the percentage of students providing critical insight into school climate culture and student well-being and the percentage of students reporting favorable outcomes in supportive relationships sense of belonging and emotional regulation on the panorama scl survey our goal is for our schools to reflect a positive and
043supportive work environment where one where every staff member feels valued empowered and engaged a key part of that effort is ensuring strong staff representation in the feedback we gather to inform school improvement planning we believe that those closest to the work should have a voice in shaping our goals and strategies just as staff input is vital so too is the perspective of our students their insight helps us better understand school climate culture and the overall student well-being through the panorama social emotional learning survey we want students to report favorable outcomes which are critical indicators of a healthy responsive school environment together this feedback will guide our continuous improvement and reinforce our commitment to nurturing schools where both staff and students can thrive next up we have kathy anderson with goal three thank you goal three
044is centered around strategic staffing specifically to hire retain and support a diverse staff to cultivate innovation collaboration and shared accountability this approach not only enhances workplace culture but also strengthens organizational performance and community connection the first strategy is to enhance staff capabilities through focused professional development initiatives empowering them to cultivate inclusive and engaging learning environments the smart goal is that by june 2030 our district will develop and implement an improved staff evaluation system that measures role specific practices all staff will receive actual feedback through this system and will participate in professional development aligned with their roles and opportunities for growth the key performance indicators will be focused on the percent of staff annually participating in targeted professional development the percent of teachers demonstrating use of high leverage practices and the percent of staff implementing professional
045development strategies aligned industry standards specific to their role an improved evaluation system ensures that staff receive actionable feedback tailored to their roles this makes professional development meaningful and relevant and creates a culture where everyone is invested in ongoing improvement rather than just compliance by providing focused role specific professional development staff are better equipped with the latest practices and strategies this translates into higher quality instruction and support for students leading to better learning outcomes across the board the other strategy for goal three is to develop and implement staff mentorship programs to foster retention and encourage adaptability learning and growth the smart goal is that by june 2030 we will establish and maintain a comprehensive staff onboarding and mentorship program where 90% of participants report enhanced job satisfaction professional growth and a strong sense of organizational support
046resulting in a 90% certified staff and 80% non-certified staff retention rate the key performance indicators will be the percent of employees new to the district reporting positive outcomes regarding the hiring process experience during the acclamation period professional growth opportunities and accessibility to support and resources the percent of certified staff new to the district within three years choosing to voluntarily return the next school year and the percent of non-certified staff new to the district within three years choosing to voluntarily return the next school year engaging in the development and implementation of comprehensive staff mentorship programs is strategically important for several reasons each closely tied to employee well-being and organizational success mentorship programs provide new staff both certified like teachers and non-certified like support staff with guidance as they feel as they navigate their roles reducing feelings
047of isolation and uncertainty staff who feel supported are more likely to stay be engaged and perform at higher levels mentorship demonstrates the district's investment in every employee success in the long run it creates a workforce that is adaptable skilled and aligned with the district's vision meaning better support for students and a healthier organizational culture next miss ante will walk you through our strategies for goal number four thank you dr anderson i always wonder if the microphone can pick up the heartbeat because i'm excited and nervous so good evening everybody so goal four this goal is rooted in a core belief that our caregivers and community members are not just stakeholders they are essential partners in our students success we know that meaningful engagement doesn't happen by chance and it requires intentionality and commitment that's why
048our goal is to build and strengthen collaborative school community and family partnerships strategy one under goal four reflects this commitment to create meaningful opportunities for stakeholder input and involvement in district and school efforts and initiatives this means deepening and broadening the ways families and community members contribute not only increasing the number of opportunities but really ensuring that those spaces are inclusive accessible and impactful to bring the strategy to life we've set a clear and measurable target by june 2030 85 percent of all stakeholders will report they have meaningful opportunities for input and involvement in district and school initiatives the smart goal guides our work and reminds us that improving engagement is not just about outreach but it's about outcomes to track our progress and stay accountable we'll monitor three key performance indicators one increase in
049district opportunities for input and involvement two the percentage of caregiver response rate on the essentials survey the five essentials survey excuse me and number three to the increase in accessibility of opportunities for stakeholders in other words we're looking both at participation and satisfaction how often we engage our stakeholders who shows up and how they feel about their experiences importantly it's not just about quantity it's about quality and representational equity this strategy reflects our unwavering belief that stakeholder voice is not an extra it's essential we see our community as diverse valuable and ready to engage as long as we create the conditions for them to do so our second strategy under goal four is to create and promote high quality multilingual and culturally responsive resources for parents and caregivers to foster engagement and enhance family school
050partnerships this strategy speaks directly to access and inclusivity we know both from national research and our own community experiences that families are far more likely to engage when communication is linguistically and culturally responsive and when environments are intentionally designed with them in mind to advance this work we've set a bold target by june 2030 100 of essential caregiver facing communications and resources will be fully accessible and inclusive to measure our progress we'll track both access and experience through the following key performance indicators one the percentage of district and school communication open rates through parent square two the percentage of essential communications that are linguistically accessible and three the percentage of caregivers who report that district developed resources are in fact accessible informative and helpful these metrics will help us understand not only whether information is
051reaching families but whether it's meaningful and usable to them when it does at the heart of the strategy is a foundational belief that language is power and culture is connection our families bring rich knowledge strengths and perspectives and it's our responsibility to make sure our systems reflect that by investing in translation tools building strong resource review protocols and ensuring staff are prepared to communicate across cultures in short families should not have to navigate barriers to participate they should feel welcome seen and valued starting with how we communicate our third strategy focuses on fostering and developing strong community outreach and partnerships this means building long-term authentic relationships with our broader community not as a supplement to school success but as a core part of it to guide this work we've set a clear target by june
0522030 we will increase partnerships across demographics and service areas by 60 with at least 85 of all events attended and 90 of our partners reporting satisfaction with their collaboration the key performance indicators for the strategy go beyond simple counts they measure the health of our relationships we're tracking not just how many partners we have but who they are how often they engage and whether they feel heard valued and connected to our shared goals specifically we will track the increase in the number of active school community and caregiver partnerships ensuring representation across all school sites and service areas we will measure the percentage of partners who report that their collaboration with the district helps meet both their organizational goals and the district's priorities and lastly we will assess the increase in broad community engagement over time
053underpinning this strategy is a deep belief that schools cannot thrive in isolation we are part of and strengthened by a vibrant community ecosystem when we intentionally center that ecosystem through shared ownership clear communication and co-designed efforts we ensure that every student is surrounded by consistent support both inside and outside the classroom taken together these three strategies form the backbone of goal four they are tied to measurable outcomes but more importantly they are grounded in a belief system one that sees caregivers and community members not as extras but as necessary partners in achieving success for every student thank you and i'll pass this over to Ali Mahoney goal five good evening so goal five fiscal responsibility of focus on fiscal responsibility specifically optimizing district resources to directly support educational success this means making sure every daughter
054every asset and every operational system is working efficiently and strategically to benefit students and staff through targeted planning smarter spending and stronger systems we're aligning our financial and physical resources with our educational mission goal five has three strategies our strategies to implement a comprehensive asset management system to strategically upgrade maintain and optimize all district resources for the current and future benefits of students and staff the smart goal is by june 2030 the district will implement a comprehensive asset management plan that systematically tracks 100 percent of all our physical assets exceeding the district's capitalization threshold which currently is 10 000 hours ensures that at least 95 percent of our essential assets are maintained and upgraded in accordance with established standards and conducts annual review to optimize resource allocation for enhanced educational and operational outcomes the two
055key performance indicators are percentage of all assets over capitalized threshold are documented and captured within a management maintenance and replacement cycle percentage of cost savings of capital outlay budget items realized over five years the second strategy for goal five is to enhance operational systems and procedures to improve efficiency consistency and alignment with district priorities the smart goal of this strategy is by june 2030 the district will improve operational efficiency and cost effectiveness by reducing overtime expenditures enhancing substitute management to minimize staffing costs and strengthening preventive maintenance practices to lower facilities related expenses the three key performance indicators are decreased reliance on overtime across all employee groups ensure consistent instructional coverage by improving substitute staffing efficiency and the third one is to increase initial work ticket completion rate for all assigned shift and workday the third
056strategy for goal five is to develop and implement a flexible and sustainable master facilities plan that adapts to the evolving educational landscape and actively supports the district's mission and vision the smart goal is for the strategy by june 2030 the district will have completed a flexible and sustainable master's facilities plan that aligns with district's mission and vision incorporates stakeholders input and supports evolving educational needs secure the necessary funding to support prioritized capital improvement projects and begun implementation of the plan the three performance key performance indicators are master's facility priority decisions completed and documented by the end of 2027 percentage of meaningful input from all stakeholder groups and municipal partners and percentage of construction projects reviewed for effectiveness and cost efficiency prior to implementation by end of year 2030 together these strategies reflect a long-term sustainable
057approach to managing our resources ensuring that every investment every system and every facility is aligned with our district's mission by focusing on efficiency transparency and planning we're not just being fiscally responsible but we're creating the conditions for students and staff to thrive well into the future i do want to note that there's a slight change to this goal if you're looking at what was posted in the board packet and what was just shared so i just want to acknowledge that thank you good evening everyone as principals dr dwyer and myself firmly believe that our schools come our district's comprehensive strategic plan is crucial for guiding and resourcing our school improvement plans this detailed plan ensures that our sips aren't just isolated efforts and instead they become purposeful aligned and truly impactful directly contributing to our
058district's overarching vision of a supportive and dynamic learning community the first point of alignment here is that our sip becomes our operational roadmap as dr holland mentioned in our earlier remarks our school improvement plan or sip is our flexible itinerary it helps us to find our north star which is the district strategic plan the sip provides concrete actionable steps for our schools to get to our shared location an example of this can be found first in highland parks sip where the when the strategic plan calls for future readiness highland park high school school improvement plan defines it as expanding advanced placement and dual credit offerings and enrollment in deerfield high school school improvement plan they operationalize excellence by targeting a 75.4 percent ela proficiency rate for the 25 26 school year our second point of
059alignment is with the core pillars and progress of the strategic plan our school improvement plans deeply align with the strategic plan's core of access achievement and belonging and we're already seeing measurable progress in both areas for example highland park in regards to access and achievement our english learners there saw a 9.1 point increase in access composite scores a direct result of school improvement efforts at deerfield in the area of access achievement we saw a reduction in the gap between students with and without individual education plans and achievement on the act in both language arts and math the third point of alignment is data-driven accountability aligning our goals and adapting our strategies the sip directly intersects with strategic plan smart goals and key performance indicators that are outlined using data to drive accountability and thus swift
060adaptation an example of this is that our spring attendance data showed significant declines at both buildings in specific demographic groups this immediately prompted changes to our intervention tasks for this coming school year this granular data allows us to pinpoint where strategies require this swift adaptation to meet the strategic's plan broader goal the strategic plan broader goals for an equitable attendance and achievement across the entire district in our fourth area of alignment with targeted equity and continuous improvement our sips highlight and address equity gaps and they're guided by targeted interventions and ensuring a continuous loop of improvement for equitable outcomes for example at highland park the school improvement plan there identifies attendance disparities it guides targeted two and targeted and tier three attendance interventions for economically disadvantaged and english learner students at deerfield high school our
061school improvement plan will explicitly aim to reduce the iep opportunity gap in ela to 42 percent and math to 44 showing targeted efforts for equitable achievement for us the strategic plan with its clear preferred future statements and strategic goals gives us a powerful compass for our schools it ensures that resources both human and financial are strategically allocated to support the most critical areas of growth and achievement identified in the school improvement plans without this robust strategic plan our individual school efforts easily become fragmented and less effective in fostering equitable access strong achievement and a deep sense of belonging for every learner across our district at both schools so you just heard an overview of all of our goals specifics as well as the work that our principals have engaged to align all of their school
062improvement plans to the strategic plan now we're going to shift in to a discussion or some over an overview of some of the communication resource that have been created okay so the district well website will remain the home for all the strategic plan the plan itself and all the resources that we create around it here you can see screenshots of both pages of the flyer it will exist in spanish as well we'll release that tomorrow the flyer provides a high level overview of the mission vision core values and goals and it can be revised over time to reflect any updates like a new motto and to add any new updated images and you can also see that green circle there it shows you where on the navigation bar where the strategic plan is located and
063then on the next slide as part of task four for example you can see the accountability structure that was mentioned actually for all the goals and goal progress monitoring and communicating and reporting out as progress and efforts on all these goals so this just shows a sample of key performance indicators and once all those numbers are finalized then we will develop a dashboard that we will house on the district website and that will be updated in conjunction with the board reporting structure and timeline so to keep the board and district stake of our board and our district stakeholders informed we will provide high level goal updates for each goal at our board meetings we will provide updates for each goal during the fall winter and spring and an end of the year presentation on the
064progress of our first year of implementation in each of our updates starting august 26 at our next meeting we will focus on answering the following three questions again high level what are we learning which will include work to date both accomplishments and some of our challenges what impact are we having based on data and evidence collecting collect it and what are our next steps so again what are we learning what impact are we having and what are our next steps speaking of next steps as demonstrated there's been a lot of thoughtful work completed we will continue to work to finalize various aspects of our goals with our leadership action teams as we work to finalize our template priorities we are preparing for the opening of the school year and our introduction of the plan to
065our entire staff and the larger school community and we just yesterday um shared this information and an overview with our district leadership team so communication efforts are well underway we are working through our data collection and progress monitoring tools as you've heard and at the start of this school year we will launch an effort to have stakeholder input and feedback meetings to further define our portraits and our core values this will be a year-long process as we get the year underway where possible and ready we will engage in our plan do study act cycles to more completely engage in a continuous improvement cycle this team has worked very hard all summer through various key aspects of the implementation plan to be ready for the launch of the school year while this work is in progress
066as are all continuous improvement cycles we hope that this presentation provide provides an overview of the work that has taken place since our approval of this plan in june this concludes our update thank you and we welcome any questions or comments thank you very much for the breadth and depth of information i um also as a board it is fantastic to be able to hear from the entire table and understanding the role that each of you are playing in this process and i know for me personally this was a great framing of the next steps and also i wrote down kind of a level set right i'm i'm so excited and interested in seeing the reporting timeline as we move through these goals and actually implement them to be able to really get that data
067and and understand what's working well what needs to be modified how we continue to serve our students thank you very much questions people have comments maybe not a question but a comment i think as we're going through each section having had the privilege of you know joining the conversations around the strategic planning this this entire evening has been a like oh check yeah that was talked about oh yeah that was part of the conversation oh this came up as a question oh that so seeing all of the everything that came through from those meetings and seeing that in the strategies and the goals and everything reflected so so thoroughly it's just incredibly impressive and it has been wonderful to hear all the work that's been done since the beginning of this entire process one thing
068that i really was excited about was that even though each member was reporting individually there was definitely a cohesion in the approach you can tell that everyone obviously prepared for their own report but it feels like we are collectively moving towards something really great and i love also the fact that we will be revisiting this throughout the year that we'll be holding ourselves accountable to these different steps and i'm excited for our students absolutely i was just going to comment on i love that they're goal champions i think that's a really great message in itself it's a powerful word to be a champion of something i think that was really it's what our students need i really like that and then i i had a thought while thinking about the goals and the goal champions
069wondering it would it be useful if there were a board member attached to each goal to sort of help be available to that goal champion or not i don't know if that's something probably too deep or too into the weeds with that but yeah i think i think us being able to to be able to walk this implementation this strategic plan is so imperative and at the same time understanding that role that we serve of financial accountability and and overseer yeah and really empowering dr holland and her team to implement and really work the goal it's incredibly exciting i think that's great well done yeah well the thing that looks interesting is it seems that inherent in the process is just collaboration amongst everybody right so we've got goal champions who are responsible for a
070certain area but all the activities that relate to that goal are necessarily under their own purview right so i think built into the process right is everybody's sort of working towards the whole thing yeah yeah i found this to be extremely impressive and this is exactly what i hoped it would be more um i i think that's the point that you just made was important is that i was as i'm listening to this i'm saying okay what tool are they going to use do that and how are they going to accomplish this and i understand that's not our role and i'm not going to get involved in that but it's fascinating to to think about the opportunities here um one of the things uh one of the many things i liked about it was the
071focus on utilizing all of the tremendous resources that we have within the district so for example we have just some phenomenal staff members on their teaching team uh you know and i've met a lot of them and each one's more impressive than the last um and i've known from the years i've worked with the district on various programs the tremendous value that the students can have so i think that you mentioned within this document number of times is making sure that we really tap in to those valuable resources yeah absolutely um so first of all let me echo the comments made by several of my colleagues about the tremendous amount of work that went into all this and and the the you know a fantastic work product in collaboration by lots of people on the
072team i do have a couple questions about a few of the goals i wanted to raise um that's all right um the first one is around goal five for finance and i'm kind of curious um i know there's mentioned there was a language change so what was displayed on the slide was uh that they would we would have secured the necessary funding to support prioritize capital improvement projects but i think the new languages identified necessary funding sources kind of curious what does that mean and why the language change and kind of what was the thought process on on that goal i mean it's securing would be i mean depending on how much funds we have right so if you don't have the funds what are our options to get that funding where securing would means
073that we have secured the funding we don't know if the funding would be secured or not at that point it's it's hard to determine so that's why we have that language because you know we have to look at well how much we have in our reserves and then if let's say the master's facility plan costs x amount of dollars and if you don't have that how do we get the funding the difference of it all right but i guess what i'm trying to understand is identifying funding sources um does that imply that the district's going to seek additional funding that we don't have it present or is that is that baked into the planning it could be i mean it depends on what the cost for the master's facility plan would be so how much
074we can on from our reserves versus how much we can obtain depending on other revenue sources i just don't know what it's just a lot of unknowns until we know what the cost of that master's facility plan would be so part of the change too to this was to make sure it's sequential all of our smart goals as you notice say june 2030 this originally had something from 2027 and then 2030 and they did not read sequentially in terms of how the process would unfold so this is the clear up that the goal focused on 2030 additionally we want to without getting too far ahead of ourselves allow for more flexible language especially because we don't know what will be decided at this table regarding number one our master facility plans and also our financial
075outlay and based on what comes up how we will cover the cost of our facilities plan so we did talk about what language could possibly allow us to have we we're going to need to secure or to have funds but maybe the funds the money that we secure means that we change part of our plan i mean different things can inform each other in a variety of ways but we wanted to have language that doesn't necessarily say what the board will choose but what we know we will need to do i hope that makes your steps yeah steps yeah um my other question was about kind of goals one two um and you know looking at the you know udl includes the learning differentiation practices um that we're talking about rolling out i was wondering
076if if um anyone could shed any light on what whether or not we're going to be estimating the impact of these academic practice changes on students who are already high achievers um i know there's a lot about working with students who are you know bringing students up to the level of you know meeting or achieving expectations but i wonder if we could shine any light on you know on what this means for again students who are already high achievers and if we're going to be doing anything to measure the impact of our educational program changes on them so feel free to chime in but universal design for learning supports all learners it actually calls us to recognize it recognize all of the learners in space and what they need to grow so however you may
077be defining high achiever and however we define high achiever achievers the focus is on growth for all of our students and to make sure our instructional practices and our instruction is aligned um number one to well is position for us to know what our students need and also that we are designing instruction not to meet the middle not to meet some kids but to acknowledge the needs of all you heard throughout the entire presentation that we talked a lot about equity equity calls us to look at the individual needs of students and to provide them what they need across our entire district in a variety of ways and i know was mentioned several times specifically for goal one and goal two and that's also a part of our framework for universal design for learning it's
078not actually targeted at specific groups of students it's actually a well researched design structure to meet the needs of each and all of our learners in our class but it pushes and holds staff members accountable for recognizing those needs i i guess what i'm wondering in terms of just the metrics that we're using the kpis whether the if we're if we're just looking at the percentage of students that need or exceed a certain metric or hit a certain act are we going to see that impact in in the kpis that we identified because i i completely hear what you're saying about the about the the intention of the program act changes and the impact that we're going to have but i just want to make sure that we're we have a space to measure those
079outcomes in the way that we we want to see them that if we're going to break we're expecting to see growth across the spectrum within a classroom that we are finding ways to break out that growth and we're seeing that you know not just looking at a high level number like oh do we hit this growth metric you know across all students but did we actually see it for students who began at different points and we saw that we saw you know consistent improvements and growth so i just i didn't look at the kpis were used i just i was concerned that we weren't necessarily seeing that so is there a kpi that speaks to not looking at well if we're looking at just whether students meet or meet a if the definition is meet
080or percent that meet or exceed a certain benchmark then you know you're not going to see whether or not a student who previously met then exceeds you know what i mean or verse or so maybe who exceeds but exceeds by more do you know what i'm saying like it's if it's just a just a stable but yeah so the kpis to me are short of going through each of our templates and the progression of growth that we're hoping to see across groups of students that may contribute to this kpi we don't include all of that information we had to choose one key performance indicator but throughout everyone's goals and i know we went through some of the templates in detail and especially at the building level in terms of the progression of the years of
081growth both growth and attainment um that's all built into a key performance indicator so we don't have that front and center all of the details meaning all of the different benchmarks that we're going to be looking at to get here the benchmarks that we've drafted are to hold ourselves accountable to making sure that we're paying attention to all of our students with this as one of the key performance indicators that will be publicly shared i don't know if anyone else wants to add but another assessment that was mentioned within goal one that we're utilizing for nine through 12th graders which is a change and we're expanding it is the star assessment suite and i think what is specific to star is they include the sgp which is a growth score not just a performance score
082so you can identify how each student has grown over the course of their time and that's individualized so whereas you have a percentile ranking for a student star also allows educators to access the student growth ranking so that we can look at how each student is growing within our system so that we're accelerating growth for all students and accountable to that thank you all right then we will look for goal one and two at our next meeting fantastic it might be we just got started okay moving on there is no one signed up for public comment so we will be moving on to discussion items first we will discuss we will discuss consideration of a resolution of petition for withdrawal from north true north educational co-op 804 filed by north brook glendew district 30 for
083both a b and c district 106 and district 109 these will also then be coming up as action items later in the agenda as well this evening as a note so this falls in line with several the other districts that have been petitioning true north as as well as ourselves to withdraw um i open i'll let others talk first i'll just say yeah of course a distinction between these three is that they're withdrawing they're submitting to withdrawal by 2026 rather than 2027 um some of our districts have um district legal count different legal counsel um there's a large group with one firm and other groups with others or another and um in all of these before these three and all of their communication they believe that they have minimized services or that they're prepared to
084um withdraw from the cooperative prior to 2027 okay the challenge that i believe we're facing is there is multiple challenges one there's still so much unknown in regards to what true north will look like as it's being evolved um i i historic what we have done so far as a board as i understand it when these other petitions have come up is uh rightfully so we've only been focused on its impact to our district it is not our district's job or our board's job to determine whether or not another district is prepared to take care of their students um and so i so the question i think now becomes as we will continue to get more of these withdrawal requests that balance of the impact to us financially because that's our stewardship at the same
085time we want to be able to continue to work with these districts as we are figuring out what happens next with true north and how do we make that decision how do we vote if we vote you know no we don't uh accept their withdrawal although it really is just a vote i mean they will still withdraw from norah right it's a formality exactly um we are trying to be good stewards of our money at the same time if they withdraw we still are potentially left figuring out how it impacts us um and so is that more important um or weighed heavier than um potentially impacting relationships with these districts as we are trying to unwind this organization and i wrestle with that personally i wrestle with that i don't know how what others are
086thinking i guess my question would be for dr holland like do you feel that sense of are the other administrators in a place where they would take something like this personally or i feel like everyone's kind of in the same position where we are all trying to do what's best for our district so do you personally feel like there is a threat to being able to work with other districts you know regardless or depending on how we vote no all of the districts understand that this is a formality like this is just a part of the process um i do want to so i am not concerned about my relationships with the other superintendents are our work with the districts um i also not inside their district to be able to speak to their preparation
087and that's not um my concern i don't know um for districts who are withdrawing by 2026 based on recent conversations and some uncertainty as we engage different pathways and conversations i don't know what the financial impact would be on us with a group withdrawing earlier in 2026 at this point in time if you think about some of our other conversations we had more information early on and that information has changed over time and so there's that big question mark because there's an evolution with true north there are different conversations happening and we're all getting different we're not we're not getting the same level of information that we did earlier so i'm acknowledging that but it can't possibly be a positive impact on us financially i mean we may not know the extent in the past
088we had some information we could sort of gauge what the impact was going to be but it can't be positive could it be positive is there a scenario under which would be positive if all these groups it depends so i don't know and it also i would this is just my assumption it depends on the pathway of some of these conversations um so this is 20 this is june of 2026 technically if decisions are made within this first semester regarding an alternative plan and something happens with true north that is like almost like a revival of them it could change things for different financial models proposed even with these withdrawals in mind so there's too many there there are literally too many unknowns and you may say what's the likelihood of that i can't even
089speak to that because the conversations are going in many different directions right now a point of clarification um the three districts that we're looking at right now are these following the same process roughly as the district that we previously voted against uh supporting their their withdrawal or or not because that was we but there was a they were doing different they were following they were following a different process these three districts are following the original process well what process are they following the original process asks for or speaks to more of a runway right so that so right they in my understanding um the previous district was was choosing not to follow the process these three are within the framework of the process and they want to and they want to shorten it by 12
090months they want to step out they're stepping out so these are these are neither these are not doing what either the two previous districts that we've we've studied the withdrawal petitions for doing it's between the two right right yeah okay but barring a change in the way true north works as you were describing by doing it early it still has the same financial impact as what the other groups were doing even though they're sort of more following the process what i'm struggling with is i feel like we should be consistent in how we respond to this right and it's tough because they're each kind of approaching this differently so yeah that's where i'm struggling too it's um well the circumstances to your point the circumstances have changed to some degree because now it's sort of
091the collective group is sort of collaborating working together try to figure this out right where when we first started this that's not what was happening right but a lot of that extended runway time was um what had changed in the articles of agreement where um you had to bring in an outside person a third party to evaluate your special education department and if we can if people are doing that internally that takes off a lot of that time which i think is why these districts think they might be able to get that done faster i don't know if that determines when we're still bound by the same time parameters so even if we were to do that right now um we still there's still a threshold of december right based on when like how the
092process unfolds so i don't think that actually impacts i believe that some of the districts who are um looking to expedite their withdrawal have been thinking about this for a while and or um have different thresholds of utilizing true north 106 being a good example and how they articulated um what they use it for and the withdrawal that we had previously discussed for district 113 would be in 2027 correct and we're still in that window to rescind that if another plan remember we've been talking about there's the dissolution path and the conversations that are happening and those are actually happening because the superintendent's group felt like that conversation wasn't happening and we didn't have specifics around that so that's underway um there's also conversations around um revising or making some changes to true north to
093see what's possible so we're still we still have through december to to really fully consider the different pathways if someone's withdrawing right now asking for an earlier withdrawal they're likely not interested in what the pathways it doesn't matter which pathway they may prefer to be out i'm saying may because i'm not the districts so i don't want to speak on their behalf because it is possible that if something if if true north is you know reconstituted in some way they may say you know what we'd like to be a part of that i mean that's that's an option still right i think so but i don't really know because the window has shortened like and i'm not the rulemaker so i think we're all trying to understand when someone's operating outside of the rest of
094the group or um it seems like we're all still trying to interpret with a lot of legal advice the agreements so kind of alex's point um why what would drive us to vote differently for and i we're obviously talking about all three of these at the same time what would have us vote differently on these three than the previous ones that we voted on i think going back to what you started with of like thinking about our district thinking about our district thinking about what's in the best interest of our of our district using that as a as a guide um knowing recognizing there are so many unknowns and so much that could change between now and december now and the end of the school year and all of it i mean that's kind of
095the frame that i'm looking at so sorry but you know you know these groups are currently a part of the discussions that we're having right about you know the path forward the dissolution that sort of thing but are they really vested in it i mean they all want out right and they all want out as soon as they can possibly get out right so are they truly going to be partners in trying to figure this out going forward you know what are we really anticipating here is this you know as these groups take these actions are they really going to be a part of this in figuring this out right because to that point the these three are examples of uh if i'm understanding correctly districts that do not use a a breadth of true
096north um services so right so my student population i know it and yeah i'm not going to need it yeah and it's great that they're sitting there today right but right you know six months from now as we get closer to the end it does look like i mean i'm looking at the language it says 2027 for uh glenn u30 does it not doesn't say in the the document i mean it's in the second one um in the first one 2027 28 the school year this district will assume full responsibility okay so i'm talking about students who are currently enrolled and you're not leaving them i know there were some um schools who had clauses about doing recouping and then letting them complete that enrollment that year and then the next year taking full responsibility
097so i'd encourage us to figure out what are our guide posts for how we're going to vote on these withdrawals and so far our guide post has been the financial implication to our districts so that is correct 30 is 2027 106 and 109 i'm just going back in yeah that's what it looked like july 1st 2026 yeah so the board will vote on each of these separately correct 30 is sticking to 2027 106 and 109 are 2026 i mean my inclination is that if a district's going to follow the originally stated process and give the full two years and all that then i would be i think that i would be inclined to be fine with it there's the districts that are kind of going off the you know off on their own and trying
098to shorten the timeline to try to get ahead of other districts in the process including us then i'm unlike i personally feel like i would not want to support that that's kind of where i'm leaning right now that's right and i could argue that the very first district that we voted on um which was also on the normal time frame was before we all knew how this was all unfolding um and so making a different decision now with a district with a similar profile is the first one i'm okay with because the world has changed in regards to this different information different right right i agree but put along those lines what makes um clemby district 30's petition different than the one we would have filed i'm sorry that you what what makes it different
099than 113's if they're going to do it on a two year time frame because at the time if we no one else was no no one third thing oh i'm sorry yeah no right no it doesn't okay correct correct and to a certain degree alex to that point it does show some part it shows that partnership yeah okay any other discussions or or points before we take action believe me many of the superintendents have asked if we even have to bring still bring these to the board yeah because literally have been advised to follow the process so it's documented yeah okay any other comments okay um can you can i don't know uh dr holland do just from a point of robert's rules do i need to um state uh b and c since i
100would vote on every we will vote on them but in the discussion part we basically just discussed all three at the same time as opposed to discussing a then b then c okay what are you asking sorry um if i if i need to read the other two discussion items out loud because we just don't i think you i think you should read them and mention that we discuss them collectively okay great um a discussion item b consideration of a resolution and petition for withdrawal from true north educational co-op 804 filed by bannock burn school district 106 was just previously discussed in a discussion item a discussion item c consideration of a resolution a petition for withdrawal from true north educational co-op 804 filed by dearfield public school district 109 was also just discussed in
101discussion item a thank you sure okay next discussion item is enterprise lease agreement dr holland did you want to tee that up so i know everyone has the agreement information um ali mahanti um will speak to um a lease agreement with enterprise a good evening so i'm going to give both some background before i pass the baton to brandon so just to give some background is when brandon was hired about five years ago we part of our plan was not to uh to look at not only just the buses but to look at all the vehicles in our district boundaries uh because you know um we it it looked like like especially those uh smart vehicles like security vehicles athletic vehicles each school was responsible from their own budgets so our plan was to just
102to consolidate everything and look at the usage and you know see if their vehicles are being underutilized or overutilized uh credit goes to peter purchasing person we centralized everything uh you know uh did all that inventory and it turns out that there were a lot of older vehicles with like very less miles i actually tested one of the vehicles which had 3000 miles and i tried to find the the button to roll down the windows and there was no button with those rollers so and then there were some vehicles they were like you know um overutilized so our plan was to monitor the usage uh talk to different department heads and come up with like a consolidated replacement plan not only with for the buses but for all these vehicles so like consolidate everything so
103this is just a part of our plan to uh replace our 16 or 20 aging vehicles with about nine-year vehicles and we continue to monitor the plan and that goes along with our bus replacement plan too so uh with that background i'm just going to pass the baton to brandon who can talk more and would be happy to answer any questions thank you so uh thank you for everything so i'll share a little more background how this uh came about um so uh this decision came about capturing some details from the vehicles or our mechanics that see these vehicles or live with these vehicles uh every day so a lot rot um tires uh literally coming apart when they come into our shop to see these vehicles every day i mean we actually went back
104and i checked those vehicles mileage and they were averaging on on regular a thousand miles over two years so we went back and we uh had conversations with different departments to see if we consolidated with this create a hurdle we had more conversations we ran all of the uh about uh 16 vehicles to car max to get a estimate of what those vehicles actually worth um that was last school year sir that's where that estimate is ranging between 100 to 140 grand with those vehicles so the plan is to uh sell those 16 to 20 vehicles it didn't give us a quote for an old box truck that we currently have uh so i'm gonna sell those vehicles replace them with a couple of caravans um replace a driver's ed vehicle as well with a
105couple of toyotas um and a uh some suburbans as well and those vehicles will be uh used across different departments with uh the security department uh driver's ed uh faculty um special needs department as well and uh building and grounds as well now also the uh service i'm sorry uh certified as first division vehicles so we'll use them to transport students that are going uh for alternative transportation outside the district so in the event that we need to transport a student to an alternative school and we're not going to use a 72 passenger diesel vehicle we can use these vehicles so they're going to be multi-use vehicles um so as time goes on after the five years if we once we revisit and we find out that hey they're still averaging about a thousand miles
106per year we expect that they're going to have a recess high resale value so the cameras typically do so we'll resell those vehicles again and then we'll purchase at the state bid pricing and we might actually gain um value or gain a win on the back end because we get state bid pricing so that's the long term any other questions i'm confused about one piece of what you just said and i'm sure it's not me understanding um i we've done the bids in the past for moving students from campus to an alternative education setting um are you saying that we would potentially be also saving some money there because we wouldn't need to be using all of those contracts we could use these cars so it's a mix we actually transport those students partially ourselves
107as well right now okay so we're getting help when we're using those contractors or those vendors to transport those students so it's not a replace it's it's yeah so it could be a replace any event that we have the drivers available so whenever we're able to plug and play ourselves we do um when we don't have the availability of the drivers of the vehicles then we go to the vendors we're always a cheaper option first and then we go to the vendors so are these vehicles going to be used for more purposes than they're currently used than the current vehicles we have now which is why i think we're going to use them more because otherwise aren't we just trading new vehicles that are going to sit on the lot and those tires are going
108to rot instead of the old vehicles tires so right now it's 16 vehicles 16 to 20 vehicles sitting out there now so they are still being used my concern was if we take everything away especially in these departments still needs the vehicles security still needs a vehicle our building and ground still needs a vehicle so faculty and staff are still using these vehicles athletics still uses those vehicles so they still need a vehicle available to them so we still need an observation period to allow them to have a vehicle we're just taking away the amount of vehicles that's available to them because we have actually put vehicles the vehicles that's out there now we've actually had to rescue a couple of vehicles or actually give the vehicle up because it was just too costly to
109rescue so couldn't we just sell the 11 worst ones and keep the night that was last time so the difference with that is if we keep the current nine and we need a group to go to kentucky they may not make it back we've actually had to do that we had to i was calling around shops to try and fix a vehicle in kentucky it wasn't worth it for the repair or to bring it back we had to just let it go so let me ask a stupid question you know how many people would be going into a vehicle that needs to go to kentucky how often how many times a year does that happen now that's a very good question it depends on how good our teams are competing that year and then how
110often maybe a club or a sport where they're going that year i don't really have those conversations it's a whole team they're not getting into a suburban it can be a club so it's a club it could be a club that that's small enough it can be the debate team it could be in the spanish club it can be somewhat small enough we have the ability to go to enterprise and rent a sprinter van for those people to go one time right rent that van unlimited mileage you know and for a half a dozen times a year what is that you know what does that cost relative to the four hundred thousand dollars we're going to spend buying these vehicles that is that has been considered so then there's a workflow with that that would
111have to be managed within the building to get the the staff to participate in that that has been considered from my thought process that's not a bad idea but it has been considered i guess i'm i'm looking at these that kind of a somewhat thought process greg like if we have 100 to 140 000 in value across these cars then presumably some of them are are in decent shape enough to get some money for them you know or have we you know rather than just say a whole cell we're going to replace them all maybe you know maybe of the 20 there's four or five that are worth keeping and we can only need to buy two or three you know what i'm saying i feel like i'm just i'm concerned about this doing this
112wholesale as opposed to maybe what what appears exists at present is there's not really a a well put together plan for like life cycling these vehicles and thinking about the relative like as anyone does with cars like what are the at some point the cost of maintaining a vehicle exceeds the you know the the cost of being a new one and then do you replace your car like it looks like we haven't been doing that we just had a whole bunch of these cars we don't use them that much we're spending money on maintenance really for not that much use and i completely understand that but rather than just say we're going to sell them all and buy new ones should we not maybe again sell most of them keep the newer ones think about
113what does a life cycle replacement plan look like and just rather than you know and have it be a gradual process rather than it be kind of done all at once so that's actually what we're doing we are keeping the newer ones and getting rid of the older ones so the ones that we are getting rid of the average age is 12 and a half years old and we have a bunch of hondas that our students are driving that we got about three or four years ago the rest of the vehicles that are across the district are dump trucks a couple of suburbans that we got about a year ago but everything else it's they're pretty pretty aged vehicles so if we were to keep them another three to four five years we're now talking
11415 17 years we're going to be both purchasing vehicles because someone's going to need a vehicle athletics the wrestling team the debate team someone's going to need a vehicle they will holly is this in our budget is this was this included in our budget correct it is there any additional questions so i'm trying to i'm listening and i'm trying to figure out if there's a request for an alternative replacement plan that includes i mean we talked about asset management that includes information or procedures around managing our purchases over time so i'm hearing possibly bringing forward a different or another option for a plan that considers the feedback that was here including our maintenance and management of the vehicles i'm also hearing and i guess embedded in that plan probably more information about the cost of
115not always using our vehicles but renting vehicles um and i don't know what the the workflow aspect of that is um and why they didn't go through i don't know if they got hung up somewhere or what that and we can talk about that elsewhere as we're possibly bringing back an alternative plan does that get in the way if we were to bring this back up for discussion would anything like would it put us in a bad situation for any briefing um i know i don't think it might take some time to gather that input uh probably not be for the next meeting i'm thinking right brennan i don't think so i don't think it would create any hurdles i would um like to receive like exactly where what direction you want me to go
116outside of enterprise so the number of vehicles or if you want me to align with exactly um the number that we would get for the vehicles and the direction you want me to work towards so um i can work with you and ali on that okay okay thank you thank you thank you and the last discussion item is hyland park high school boiler tube replacement bid yeah so um jose medina um placed a memo that's projected in our board in the board packet um with some background funding benefits of the tube replacement um i'll pass it to him to see if there are any high level points that he wants to make and we can open it up for for questions hello everyone good evening upon a further evaluation of the boiler tubes inside hyland
117park uh it looks like they were completely corroded um and upon a further more inspection it was about 136 000 for a full replacement we knew we had to go out for competitive bidding i love competitive bidding um out of the three bidders uh stand mechanical came out at the lowest most responsible bidder at 101 260 000 and uh we are we will be using health life safety funds for this project and not only will we be using life safety fence but we were um we're also going to expand the life of these boilers for another eight to ten years which allows the district to to properly budget for a full replacement in about that time frame compared to the two or three years we were giving previously so i think this will be a
118good investment any questions questions so this will come back at our next meeting for action yes ma'am thank you and welcome your voice thank you um we are now moving on to action items um i want to note well i before i read these first three that uh the recommendation is to approve the resolution and that's what you'll be voting on as to whether or not you are approving the resolution for the withdrawal for each of them for each of them separately correct okay it is recommended the board of education approve the resolution and petition for withdrawal from true north educational co-op 804 filed by northbrook glenview district 30 as presented may have a motion to approve this recommendation removed is there a second second is there any other discussion hearing no further discussion a
119roll call vote please miss lupa aye mr nader aye mr braza aye mr bronc aye dr eliot schermer aye mr hindeman aye miss neumann aye the motion carries it is recommended that the board of education approve the resolution and petition for withdrawal from true north educational co-op 804 filed by bannockburn school district 106 as presented may have a motion to approve this recommendation so moved is there a second second is there any further discussion hearing no further discussion a roll call vote please mr nader nay mr braza nay mr bronc nay dr eliot schermer nay mr hindeman nay miss lupa nay miss neumann nay the motion does not carry um it is recommended the board of education approve the resolution petition for withdrawal from true north educational co-op 804 filed by deerfield public school districts
120109 as presented may have a motion to approve the recommendation so moved is there a second second there any discussion hearing no further discussion a roll call vote please mr braza nay mr bronc nay dr eliot schermer nay mr hindeman nay miss lupa nay mr nader nay miss neumann nay the motion does not carry it is recommended the board of education approve a resolution appointing dr katherine anderson deputy superintendent chief human resource officer as designated imrf agent as presented may have a motion to approve this recommendation so moved is there a second second is there any discussion obviously this is a formality but dr ann has been moving into her role hearing no further discussion a roll call vote please mr firm aye dr eliot schermer aye mr hindeman aye mr lupa aye mr nader
121aye mr braza aye miss neumann aye the motion carries it is recommended the board of education approve a resolution for dismissal of educational support staff employee stanley butler as presented 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 please dr eliot schermer aye mr hindeman aye miss lupa aye mr nader aye mr braza aye mr bronc aye miss neumann aye the motion carries it is recommended the board of education approve a separation agreement for district administrator dr tiffany roe as presented 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 please mr hindeman aye aye mr nader aye mr braza
122aye mr bronc aye dr eliot schermer aye miss neumann aye the motion carries the next item is the consent agenda items included in the consent agenda were provided to all board members in advance and made publicly available as part of the meeting agenda a board member may pull any item for separate consideration does a board member wish to pull an item off the consent agenda for separate consideration um i'd like to pull out the june 10th and uh meeting minutes and closed session minutes i'm sorry which number are those b and c b and c thank you may have a motion to approve the consent agenda as revised removing item b and c so moved is there a second second is there any discussion do you have bills does someone have bills yes next week
123oh okay sorry uh hearing no further discussion a roll call vote please aye mr nader aye mr braza aye mr bronc aye dr eliot schermer aye mr hindeman aye miss neumann aye the motion carries um we will now uh vote on consentage and the item b and c may have a motion to approve items b and c on the consent agenda as presented so moved is there a second second is there any discussion hearing no further discussion a roll call vote please miss lupa aye mr nader aye mr braza aye mr bronc same dr eliot schermer aye mr hindeman aye miss neumann aye the motion carries there being no further business may i have a motion to adjourn the meeting so moved is there a second second all of those in favor say aye aye
124opposed say nay the motion carries this concludes the business of township high school district 113 board of education for this evening at 903 thank you for your time and participation