2:22 That's pass. 18:38 All right, good evening everyone. Uh, 18:41 clock on the wall says 6 p.m. So, we'll 18:42 go ahead and get started. Welcome to the 18:44 Huntley Community School District 158 18:46 Board of Education [clears throat] 18:48 Committee of the Whole meeting. There is 18:50 close session on the agenda, 18:53 Thursday, October 1st, 2026. 18:57 Roll call, please. 18:59 >> Mrs. Murray, Mr. Ruth here, 19:02 >> Mr. Bobby here, 19:04 >> Mr. Troy 19:04 >> here, 19:05 >> Mr. [clears throat] Becky 19:06 >> here. 19:07 >> Mrs. Myino, 19:09 >> Mr. Freddy, 19:10 >> sorry. Thank you. We have four board 19:12 members here. So, we do have a quorum to 19:13 get started. Start with pledge of 19:15 allegiance, please. 19:29 All right, you can all please rise. 19:30 Thank you [clears throat] 19:39 to the flag of the United States of 19:42 America and to the for it stands one 19:46 nation under God, indivisible with 19:50 liberty and justice for all. All 19:56 right, welcome everybody. Thanks for 19:58 coming this evening. 20:02 [clears throat] 20:03 >> Good evening board. I am delighted to 20:05 present to you our October Hunting High 20:07 five winners. Um they are going to come 20:09 up one at a time and introduce 20:10 themselves. 20:15 >> My name is Adam, second grade in my 20:18 school. 20:22 I Adam, if you could stand right there. 20:24 I'm going to read the nomination that um 20:28 Missy, your teacher, had shared. Adam 20:31 demonstrates many of the qualities 20:33 [clears throat] we want to see in our 20:34 portrait of a learner. He is an engaged 20:37 learner who actively contributes to our 20:39 class discussions across all subject 20:41 areas. He's a supportive classmate, 20:44 cheering on others when they earn 20:46 cheetah dollars or receive other 20:48 recognition. Adam also shows initiative 20:51 and responsibility by helping his 20:53 teachers update their classroom schedule 20:56 every day. Throughout the school, Adam 20:58 leads by example by consistent 21:01 consistently following our chance 21:03 expectations and showing others what it 21:05 means to be responsible, kind, and a 21:09 positive member of our school community. 21:11 We are so proud of the way Adam 21:13 continues to shine bright at Chessik 21:15 while helping others shine, too. Way to 21:18 go, Adam. CONGRATULATIONS. [applause] 21:30 go to Connley Elementary. 21:35 >> Hi, Emma. Here's what Mrs. Burke wrote 21:38 about you. I am so proud to nominate 21:41 Emma for consistently showing what it 21:44 means to be respectful, responsible, 21:47 safe, and involved at Connley 21:49 Elementary. From the moment she walks 21:51 into our classroom, Emma brings a 21:54 positive attitude and a kind heart. She 21:57 treats everyone with kindness and 21:59 respect and is always willing to lend a 22:01 helping hand or offer an encouraging 22:03 word to a classmate. 22:06 Emma also makes safe choices and looks 22:08 out for others. What I especially love 22:10 is how involved she is in our classroom 22:13 community. She participates, asks 22:15 questions, encourages others, and 22:18 genuinely genuinely wants everyone to 22:21 feel included and successful. Emma is 22:24 the kind of student who makes our 22:26 classroom a better place simply by being 22:29 there. Congratulations, EMMA. 22:37 >> My name is Aiden. I go um I'm in fourth 22:41 grade and I go to Lucky Elementary. 22:44 >> Aiden. And here's what Miss City said 22:46 about you and your nomination. Aiden 22:49 consistently shows respect to his 22:51 classmates, lending a helping hand, is 22:54 responsible for completing all of his 22:56 assignments, and maintains a positive 22:59 attitude. He is an excellent role model 23:01 in our classroom and a kind friend to 23:03 all. Aiden demonstrates many of the 23:06 characteristics of our strategic plans 23:08 portrait of a learner. He is an 23:10 empowered learner who takes ownership of 23:12 his learning and consistently completes 23:14 assignments. He's a skilled communicator 23:17 who listens with empathy, collaborates 23:19 [clears throat] 23:20 with others, and helps solve problems. 23:23 In addition, Aiden is an engaged and 23:25 responsible citizen who contributes 23:27 positively to our whole school community 23:30 and works to make a difference for 23:32 others. We are proud of Aiden and 23:34 confident that he is becoming the kind 23:37 of future ready individual who will 23:39 strive to develop at Lee Elementary. 23:42 Congratulations, AIDEN. 23:48 HI, MY NAME IS AVERY. I am in second 23:51 grade and I'm from Maven Elementary. 23:55 >> And Avery, yours came from Mrs. 23:57 Thornsbury, who is one of the LRS 23:59 lunchroom supervisors at McCaven. Avery 24:02 is kind, thoughtful, and engaged 24:05 student. I've had the pleasure of seeing 24:07 her grow into an excellent reader during 24:10 her time here at McCaban Elementary. As 24:13 a second grader in Mrs. Suarez's class, 24:16 she listens attentively to readalouds 24:18 during library story time and is a good 24:21 role model for our chance expectations. 24:24 She follows directions and is so helpful 24:26 to all of her classmates. She is a 24:29 wonderful example of what a second grade 24:32 readers and learners does. Way to go, 24:36 Avery. Congratulations. 24:42 Hello, my name is Temperance. I'm in 24:44 fifth grade and I go to Morin 24:46 Elementary. 24:47 >> Temperance. And your nomination came 24:49 from Mrs. Creel. 24:52 Temperance is a new student at Martin 24:53 this year who has quickly become an 24:55 important part of our whole school 24:57 community. She demonstrates a portrait 25:00 of a learner by confidently adapting to 25:02 a new school, building positive 25:05 relationships with all of her 25:06 classmates, and taking ownership of her 25:09 learning by working hard and giving her 25:11 very best effort. Tempered shows 25:14 leadership through her positive attitude 25:16 and dependable actions while 25:18 demonstrating kindness and empathy, 25:21 helping and supporting others. These 25:24 qualities make her a wonderful example 25:26 of the Huntley high five way to go 25:28 temperance. 25:35 >> My name is MJ Mccurus. I am in 8th grade 25:39 and I go to Heinland Middle School. 25:42 >> MJ, your nominators were the 82 team and 25:46 Mrs. D. Young. NJ represents the 25:50 portrait of a learner by being a skilled 25:52 communicator when he helps make each 25:54 morning a positive one by doing the 25:57 school announcements and holding the 25:59 doors open for others as they arise. He 26:02 consistently shows kindness and respect 26:04 to the staff and is always willing to 26:07 help other students. In addition, MJ is 26:10 an active member of the chess club, 26:12 demonstrating his commitment about how 26:15 it's important to be involved in c comm 26:17 uh contributing to our hms 26:21 community. CONGRATULATIONS AND 26:30 my name is Eli Phillips. I'm in seventh 26:32 grade and I go to Marlo Middle School. 26:34 And [clears throat] Eli, your nominator 26:36 was Mrs. Triplet. 26:40 We proudly nominate Eli for the Huntley 26:43 High-5 Award for exemplifying what it 26:45 means to be an engaged and responsible 26:47 citizen through his leadership and 26:50 compassion on the cross country team. 26:53 Immediately after finishing his own 26:55 race, Eli noticed his coach running to 26:57 help a teammate who had slipped and 26:59 fallen on the course and stepped up 27:01 without hesitation to join in and offer 27:05 support. You remember that? I can see 27:07 that smile on your face. By prioritizing 27:10 his teammates well-being and 27:12 contributing to his team community with 27:14 empathy, kindness, and integrity, Eli 27:18 demonstrates the core values of an 27:20 active leader who takes action to 27:23 support all those around him. 27:25 Congratulations, Eli. 27:33 >> Hi, my name is Becca Gordon and I'm a 27:35 junior at Hubby High School. And Becca, 27:37 your nomination came from Mrs. Fur and 27:41 Mrs. Tulio. 27:43 Becca has found a meaningful way to 27:45 brighten her school and community. She 27:47 wrote a successful grant proposal to 27:50 fund acts of kindness for teachers and 27:53 students. On a late start Wednesday, she 27:56 welcomed teachers with muffins last year 27:59 and she handed out flowers to people 28:01 through the high school. Was that even 28:04 on your birthday, maybe? I think I 28:06 remember this. 28:09 [clears throat] These thoughtful 28:10 gestures show how she notices others and 28:13 takes actions to make their day even 28:16 better. Her leadership reflects our 28:19 district's portrait of a learner by 28:21 contributing to her community with 28:23 empathy, kindness, respect, and 28:26 integrity. Becca shows how one student 28:29 can take an informed action to create 28:32 positive change. One generate one 28:35 generous act at a time. Congratulations. 28:43 Now, ladies and gentlemen, I know how 28:45 hard it is to hear. Really nice 28:47 compliments. You all did fantastic there 28:50 and you are excellent role models for 28:53 all of the other students who are here. 28:55 So, congratulations. 28:57 And after I give a message to your 28:59 parents, I'd like you guys to come on 29:01 around. Um, we have a certificate. um 29:04 just to say congratulations and we'd 29:05 like to get a picture of all of you. But 29:08 to moms and dads and everybody else 29:09 who's out there, thank you so much for 29:12 sharing your children, your students 29:14 with us each and every day. Um this is 29:17 why we do everything that uh we do for 29:19 for our families and our community and 29:22 these young individuals that you have 29:23 raised our exceptional students here in 29:26 in Huntley. So, thank you. 29:30 CONGRATULATIONS. 30:00 ELI, good job. 30:03 [clears throat] 30:15 [laughter] 30:26 >> [clears throat] 30:32 >> Great work. 30:37 >> [laughter] 30:43 >> MJ Okay. 30:59 [clears throat] 31:08 You guys come together a little bit more 31:09 quickly there. 31:12 [clears throat] Okay. 31:15 Parents, feel free to come up. 31:21 >> One, two, three. 31:35 Congrat 31:40 [clears throat] 31:45 [clears throat] 31:49 Congratulations. 31:57 [clears throat] 32:05 >> [clears throat] 32:18 >> And thank you parents for coming this 32:19 evening and supporting your kids. 32:21 Congratulations. 32:22 >> Thank you. You 32:25 [clears throat] 32:50 Good morning. 32:58 Thank you. 33:00 >> [clears throat] 33:17 >> Okay, four ahead here. Item four is 33:19 public comment. Do we have anything in 33:21 the tray? 33:22 >> No. 33:23 >> All right, thank you so much. Item five, 33:26 request and adoption of the agenda. Is 33:28 there anything here to move or omit? 33:34 >> Um I believe we can uh unless somebody 33:39 else has one thing number 12 um 33:41 community relations and student 33:42 outreach. 33:44 Mrs. Marie has said she just did not 33:46 have anything. So if there's nothing 33:48 else, we can move that. 33:51 >> Thank you. 33:54 That item. 33:59 >> All right. Not hearing anything else. Uh 34:01 I will move to adopt the [clears throat] 34:03 agenda with a single change removing 34:06 item 12. 34:09 >> Second by Mr. [clears throat] Becky. All 34:12 in favor, please say I. 34:14 >> I. Opposed. 34:16 Motion carries to five to zero. 34:22 Item six, curriculum instruction 34:24 committee. Mr. Fy, I'll turn it over to 34:26 >> All right. And I will turn it over to 34:28 Dr. Hoyu, who has some updates related 34:31 to high school courses. 34:33 >> Thank you. Good evening, board. What you 34:35 have before you is um [clears throat] 34:38 in the memo outlined some course 34:40 proposals that we've worked with the 34:43 high school on. Uh the first two are are 34:47 proposals to add to the courses that are 34:50 offered by the high school. Um 34:53 there's also an update for you about the 34:57 basic nursing assistance course that you 35:01 have already approved but wanted to let 35:03 you know what the delay was on that one. 35:05 And then there are some courses that 35:08 will be archived for the 2728 school 35:10 year that we have uh worked with the 35:12 high school to identify. 35:14 >> Dr. For the ones that are being 35:16 proposed, can you just give a a brief 35:18 little update on each one of those 35:19 three? 35:20 >> Sure can. So that first one there is 35:21 called mind and body fitness. Uh this is 35:24 a 35:26 PE course elective that is just a little 35:29 bit different than the typical um game, 35:33 you know, like sports and um 35:37 yes, for those who would like to do 35:39 things like Pilates and yoga and 35:42 weightlifting and walking, it's a little 35:43 bit more like lifestyle 35:46 uh class that's going [clears throat] to 35:48 be offered. And the second one there is 35:50 the PLTW. that stands for um project 35:55 lead the way. I was like hm what does 35:57 that stand for? Project lead the way 35:58 principles of AI. So this is a semester 36:01 long class there that you see and uh 36:04 it's really teaching students how to how 36:07 AI works, how it's shaping our world, 36:09 what to keep in mind. It's part of the 36:11 PLTW um module that we use A12 actually. 36:17 Um and you'll 36:19 uh you'll see that it covers things like 36:21 ethics in AI engineering and um students 36:26 will also design and build their own AI 36:28 powered solutions. So um that's what 36:34 those two classes that we are proposing 36:36 that we add. Are there any questions on 36:37 those two classes? 36:40 [clears throat] 36:41 >> Okay. And then um the basic nursing. Go 36:44 ahead. 36:44 >> With the courses that we're looking to 36:47 archive, what's the rationale that the 36:49 high school look at and L and I um to 36:52 support when we are looking to possibly 36:54 archive a course for a little while. 36:56 >> Yeah. So the courses under the uh under 36:59 the archiving list there are really I 37:02 added some of the reasons that we're 37:03 archiving. So due to either low student 37:06 interest um and the archiving, the word 37:09 archive is really set there to say that 37:12 we're not necessarily erasing these 37:14 courses. We're kind of um putting them 37:17 to sleep because not as many students 37:19 are uh electing to take those classes 37:22 over time and we have offered maybe some 37:25 new ones in in those places that they 37:27 can take those. 37:28 >> Dr. Hoy, would that archive? It may be 37:30 archived for the 2728 year. Um, but it 37:33 may so it may be a course that's offered 37:35 every other year, something like that 37:37 rather than just eliminating all 37:39 together. 37:39 >> And if student interest came back on one 37:41 of these classes, we could definitely uh 37:45 work with the high school about 37:46 reoffering one of these classes. 37:53 >> All right. Any questions from the 37:55 curriculum instruction committee? 37:58 Yeah, I would just add to build upon 38:00 what you were just talking about, Dr. 38:02 So, how does that process look? If it 38:04 was this school year and there was an 38:06 interest to revisit one of the proposed 38:09 archives, like what would students have 38:11 to do voice their interest in one of 38:14 those courses? 38:16 >> Yeah. So, we we would actually probably 38:18 not be thinking about putting these on 38:21 the course offerings for coming out in 38:23 this this January. However, they could 38:26 reach out to their teachers, they could 38:28 reach out to their counselors who help 38:30 them select these classes, and then we 38:32 as an administrative team can look at 38:34 those. Again, I think one of the things 38:36 that we recall from June um when we one 38:38 of the KPI updates from last school year 38:41 was looking at the four-year plans that 38:44 students will be um kind of, you know, 38:46 proposing and and planning out based on 38:49 future interest. Now, nothing locks them 38:51 in. I can, you know, change things as I 38:53 go, but as part of that process, it is a 38:56 robust robust conversation with the 38:58 counseling department. And I think 39:00 that's going to be critical to find out 39:03 um what are those things that people 39:04 have interest in? Um [clears throat] 39:06 because otherwise they they wouldn't 39:08 know, oh, it's archived. What does that 39:09 mean? Some of them are. We want to make 39:12 sure that um as students um as Dr. Dr. 39:15 said there there sometimes there are 39:16 some of our courses where maybe there's 39:19 10 or 11 students who are interested or 39:21 are part of kind of a a pathway but we 39:24 know that that will be consistent year 39:27 after year. So if we offer it every 39:29 other year now you've got a full class 39:31 and so those conversations um will also 39:34 be well yes this is something you're 39:36 interested in um coming in as a freshman 39:39 that would be something you could take 39:40 as an elective your sophomore year or 39:42 your senior year. So those conversations 39:45 definitely would be had through that 39:47 plan. All those 39:48 >> all the pathways have been considered. 39:50 We've looked at trend data and 39:52 historical data to see what our student 39:54 interest is. And I mean sometimes right 39:57 student interest changes as new things 40:00 are coming out and what they want to 40:03 pursue is looking different. So yeah. 40:07 >> Oh thank you for clarifying. 40:08 >> Yeah. 40:09 >> Yeah. I just asked because um as imagine 40:12 as a student you don't know what you 40:14 don't know and I'm just curious of how 40:16 do they know if there's even an option 40:18 for one of those courses. 40:19 >> Yeah. Thank you. [clears throat] 40:20 >> Y no problem. 40:24 So, if 40:27 if um 40:30 I want to there was a course that 40:34 um I was hoping that we could hold off 40:36 like the art class on archiving. Is 40:40 there a way to 40:43 um not make that decision at this time 40:47 to have uh further discussion or would 40:50 that be a something to ask at the next 40:54 meeting? Um when would be the 40:58 appropriate time? So I I just um I just 41:02 don't know about archiving 41:04 [clears throat] with some communication 41:06 that we've outreach that we've had 41:08 today. I I just want to make sure before 41:10 we move this forward. Um would tonight 41:14 be the right time to make that or would 41:16 it be next week to ask the week? Well, I 41:18 I think with that um example where you 41:21 you received that um it was a upper 41:23 level art class with a handful of 41:25 students and that was one of right we've 41:28 got to make some difficult decisions 41:29 when we have some of our courses um that 41:33 we have maybe run in the past that only 41:36 have you know five or six students in 41:38 them and and so um yeah that was 41:43 information we just received ourselves 41:46 um [clears throat] 41:46 I believe yesterday when that forwarded 41:48 to us. Um tonight what you would be 41:50 approving is looking at the course um 41:55 the courses we're looking for approval 41:57 to add the components of the archiving. 42:01 I think that's a fluid discussion. 42:02 You're you don't necessarily need to 42:04 we've got to make that as an 42:05 administrative decision. So you're going 42:07 to grant those. But with that that will 42:09 be a conversation. Some of that might be 42:12 you know if a teacher is willing to say 42:13 hey can I combine a like a level three 42:15 and a level four together? We would have 42:17 those conversations with the high school 42:18 administration and the union to make 42:21 sure you know there's some things in the 42:22 past that's like we don't want to double 42:24 but absolutely that would be a convers 42:26 we just haven't had that opportunity 42:28 since we just got that information. 42:30 >> Okay. So 42:30 >> and and if we were going to phase a 42:32 class out there could be some warning 42:35 then so that students don't you know go 42:38 down that path yes expecting to take 42:40 this class. If we let students know, 42:43 hey, in two years or in three years or 42:46 whatever, we're going to be phasing this 42:49 out and they're making appropriate 42:50 decisions before we drove. 42:52 >> Absolutely. And and we are having those 42:54 conversations. That's a little bit 42:56 different like if we were going to 42:58 determine that we were going to need to 43:00 um uh shift gears and change maybe 43:03 foreign language that we're we are 43:06 offering. Um that would be maybe it's 43:08 not necessarily an archive. It may be, 43:11 hey, after a certain year, this would be 43:14 stopped. We'd want to roll that out for 43:16 our students. So, that archive piece, 43:18 um, Mr. Marina, that is absolutely a 43:21 conversation that's very fluid. We would 43:23 just want that before, um, the students 43:26 would partake in the course selection 43:28 after winter break. So, please know 43:30 that's on our radar to have that 43:32 conversation. That was what I wanted to 43:34 make sure that in voting then when we 43:36 vote you know in two weeks that we're 43:38 not voting to simultaneously add and 43:42 automatically archive. 43:43 >> Right. So when we put that on the 43:44 consent it will be for the additional 43:46 courses moving forward. 43:48 >> Thank you for that clarification for 43:49 anybody that's watching. 43:51 >> Y 43:53 >> and you'll see the recommendation comes 43:54 right after our proposed. 43:57 >> Thank you. 43:58 >> Yes. You're welcome. 44:01 >> All right. Okay. So, hearing no 44:02 additional questions, we will move this 44:04 uh forward for the next meeting on 44:06 October 15th. [clears throat] 44:09 And I will um send it over to Mr. Bobby 44:12 for special education committee. 44:15 >> Thank you, Mr. Beggy. Item number seven, 44:18 special education committee. I'm going 44:20 to hand it over to Dr. Gail. 44:29 My memo has two updates. one just 44:31 providing the board with a uh list of 44:34 the events coming up in October that our 44:36 department is hosting. Uh really proud 44:38 of and excited. Our parent support group 44:40 is happening actually this evening. Um 44:43 we have a sensory friendly movie event 44:46 coming up hosted at Heinman but open to 44:48 all families in the district. October 44:51 14th we have a thriving futures talk for 44:53 families who may need to engage in 44:56 funding for their adult uh children with 44:59 disabilities. Um, puns is is the name of 45:02 an adult organization that provides 45:04 funding. Um, and October 21st is our TF 45:08 meeting. October 29th is Spooky Buddies. 45:11 And so we have a very wonderful full 45:14 month of uh events hosted across the 45:17 district this month. So by the end of 45:20 October, we should be super tired and um 45:24 ready to share some great updates on how 45:25 Spooky Buddies went. Um, I wanted to 45:27 spend the majority of my update uh 45:29 turning it over to our assist team. Um, 45:32 if you may remember at the beginning of 45:34 this school year, I offered an update on 45:37 rebranding uh what we used to call our 45:39 ULS implementation team. Uh, we have 45:42 several self-contained programs across 45:44 the district that use an alternate 45:45 curriculum called unique learning 45:47 system. And um, several years ago, we 45:50 created an implementation team. Um, I'll 45:53 let them tell you about that. Uh but 45:55 we're really really proud of the work 45:57 that they're doing and and what we're 45:58 seeing in our classrooms. So to that 46:01 end, I will introduce uh Jackie Allen 46:03 and Amy Tetris. 46:06 >> Yes. 46:07 >> Can I interject? 46:08 >> Of course 46:10 speaks. 46:12 >> Of course. Uh I wanted to just go back 46:15 to something quickly that you referenced 46:17 about the the puns list which stands for 46:20 prioritization urgent need of services. 46:22 >> Yeah. And it's more so a comment, not a 46:25 question. But I think it just is really 46:27 imperative that families who have uh 46:30 loved ones, students who have 46:32 intellectual and developmental 46:33 disabilities 46:35 be aware of the funds list because that 46:38 is your access to services as they uh 46:41 transition to adulthood. You cannot get 46:44 services by the state at all without 46:47 being on that list. Again, it is a 46:49 lottery list. I think it's important 46:51 that families know how how essential it 46:54 is whether you need the services today 46:56 or not because being on that list 46:59 >> can be decades sometimes. Yeah. 47:01 >> And you might need services 10 20 years 47:03 from now and if you're not on that list 47:05 even as a youngster you will not be able 47:07 to get services as an adult. So I just 47:09 wanted to double down on that and if 47:11 anyone is listening to that has a loved 47:13 one to highly consider going to that 47:17 >> uh presentation. Yeah, I appreciate the 47:19 comment and and also wanted to share. 47:21 So, this is the second year that we've 47:23 done it um through a monthly um thriving 47:26 futures event in conjunction with that 47:29 for our families who we know um are uh 47:32 needing assistance with signing up. We 47:34 actually have a a day during the school 47:37 day. I think it's October 19th where uh 47:39 they will be here to help families 47:41 actually sign up for. So, it's not just 47:44 informative. We also have a concurrent, 47:46 well, not a concurrent, a following 47:47 event um to help families actually sign 47:49 up for puns and get on the list. So, 47:52 we've added that this year and we hope 47:54 that that's a good turnout. Um so, so 47:56 far uh there's that. And then the only 47:58 other uh point I wanted to make is it is 48:01 why our efforts have been to reach out 48:03 to our families earlier than in our 48:06 years of transition, which we typically 48:08 uh see in the in special education at 48:11 age 14 and a half. We just know that 48:12 that's not enough time. So, we're 48:14 reaching out to our families earlier. 48:16 So, yeah, to your point, it's an 48:18 essential tool for our families. 48:20 >> Very apolog 48:22 uh doubling down on for families. 48:25 >> Absolutely. Excellent comment, Mr. 48:26 Bobby. So, thank you for that. Just real 48:28 quick before you started to wanted to 48:30 wrap back around Dr. feel just real 48:33 quick um with our um thriving futures 48:36 and I I know last year we had a um you 48:40 know kind of a introduction uh to a hall 48:44 but could you just quickly for anybody 48:46 who may have missed it last year just 48:48 kind of recap or just give a little um 48:50 overview of her role. 48:52 >> Yes. And actually I have a a flyer too 48:54 that I'll give each of you um on the 48:56 board. we've have them in each of our 48:57 buildings and share them with families 49:00 um as needed. But our family engagement 49:03 leazison really plays a a key role in 49:05 our district for reaching out to 49:08 families across the district. So uh she 49:11 supports families in providing guidance 49:13 through special education through the 49:14 process uh key key things families need 49:17 to know about the IEP process. Uh she 49:20 supports our transition program 49:21 obviously in providing access to 49:23 resources. um educates families. Um she 49:27 offers uh she coordinates a lot of 49:29 events based on feedback from families 49:32 um needs that we know we have um to help 49:34 foster uh self- advocacy for our 49:37 students. Um she does spend a lot of 49:39 time coordinating events. We host some 49:41 pretty significant um events in our 49:44 district. Two of which are uh have have 49:47 grown exponentially since Miss Fall has 49:49 been with us. One is our mental health 49:50 and wellness fair and the other is our 49:53 transition fair that we now have at the 49:56 same night as our college fair. So um we 49:58 call it our future ready transition 50:00 fair. We have reached out to surrounding 50:02 districts to invite them into a roundt 50:05 discussion this December to invite 50:07 surrounding districts and their families 50:09 into that event as well. So we're always 50:11 looking to expand. Um she spends a lot 50:13 of time helping me coordinate those 50:15 events. Um she encourages involvement 50:18 for families. She recognizes uh the 50:20 demands that are put on um families with 50:22 students with disabilities and finds 50:24 creative ways to get them involved. Um 50:27 and I think uh probably the highest 50:30 priority she has is getting resources in 50:32 the hands of families. Um if they don't 50:34 know where to get something, she will 50:36 find out. So um she's a resource for a 50:38 variety of reasons. So, um I 50:41 >> what I was hoping to highlight was 50:43 people to hear um that that she is a 50:46 resource um 50:48 >> to go to to get information. 50:50 >> Yeah. 50:51 >> Yeah. And so, like I said, I'll I'll 50:53 give a flyer to each of you. I'll pass 50:54 it around. Um you can take one if you 50:56 want. There's a QR code for uh folks to 50:58 sign up for the parent support group. We 51:00 have 80 families signed up. uh they may 51:02 not always come to the support group but 51:04 um [clears throat] but the fact that um 51:07 we have 80 families who have reached out 51:09 and um are at least asking about where 51:12 they can get support is great. Um our 51:14 sensory friendly events have been 51:16 amazing, very popular with our families 51:19 and [clears throat] um so I encourage 51:21 you to uh you know reach out if families 51:23 reach out to you and um want to connect 51:27 with her. She's a great resource and you 51:29 know like I said she doesn't have all 51:30 the answers but she found some pretty 51:32 great. So 51:33 >> great thank you for revisiting that. 51:35 >> Yeah you're welcome. 51:38 >> Okay and now um all right Miss Allen and 51:43 Miss Tetris I leave it to you. Thank 51:46 you. Good evening board. Um I am excited 51:49 to share an update on our assist team. 51:52 Um so to introduce us I want to first 51:55 acclimate to what does stand for. Um we 51:59 are the alternative standards and 52:01 specialized instruction support team. Uh 52:04 we have three um members of our team. 52:08 Two powerhouse distinguished teachers 52:10 [clears throat] here that I'll let her 52:12 introduce herself. 52:14 >> Good evening. I'm Amy Joe Tetro. I teach 52:16 at the strategy education program at 52:18 Marlo Middle School. I've been a staff 52:20 member here at district 158 since 2004. 52:24 And all those years I've been a 52:26 self-contained 52:29 um and we are blessed and fortunate to 52:31 have her on our team. She brings a 52:33 wealth of knowledge and experience 52:35 [clears throat] 52:35 um to supporting some of our most 52:38 complex learners and our teachers 52:39 supporting um our families and students 52:42 as well. Along with Amy, we have another 52:44 teacher. Her name is uh Bri Bear. uh she 52:47 is with child and not able to be here 52:50 tonight um but wish she could be and uh 52:53 she has been with the district for five 52:55 years as she serves as a SNAP teacher at 52:59 Levy Elementary 53:01 um and myself Jackie Allen director for 53:03 special services [clears throat] 53:05 um as uh Dr. Gil shared, we have um 53:09 rebranded from the ULS implementation 53:12 team, which originally started three 53:14 years ago to support the adoption of a 53:17 guaranteed and viable curriculum for our 53:20 students in our SNAP and strategy 53:22 programs who are supported through 53:25 alternate and essential element 53:26 standards. Um and so from that we've 53:29 evolved to really uh support a much 53:32 broader um instructional leadership 53:35 scope and we're really proud um of the 53:37 work that we have done over the past 53:39 couple years and to be able to highlight 53:40 that with you this evening. 53:43 So, our um mission statement um I won't 53:46 read every single word, but some of the 53:48 things that we really wanted to just 53:50 highlight as a team is that we are truly 53:52 focused on building a strong sense of 53:55 community for our teachers, our 53:58 families, and our students across our 54:00 SNAP and Strategy Ed programs. Um, our 54:03 students in NAP and Strategy Ed come 54:06 with medical complexities 54:09 um and um just develop mental histories 54:12 that are really challenging to support 54:14 um and the teams that are supporting 54:16 them need a specialized team to come 54:18 alongside them. So building a sense of 54:20 community and belonging is a core uh 54:23 focus for us. Um, in that we want to 54:26 make sure that along with building 54:28 community, we do so by making sure that 54:31 we're enhancing staff capacity and their 54:33 skill sets. Um, we want to continue to 54:36 refine instructional decision making um 54:38 within our teachers and our related 54:40 service providers um so that we can 54:43 ensure that each one of our students, 54:45 even those with exceptionalities, 54:48 um are reaching their greatest 54:49 potential. And we believe that they can 54:51 accomplish much. um they have much to 54:53 offer our community and our school and 54:56 we want to make sure that we're doing 54:57 everything we can to ensure that we can 54:59 bring that out. Um systems um aligning 55:02 and implementing research best practices 55:05 are [clears throat] the work that we 55:06 meet on regularly um and really are 55:09 enjoying the work that we do together. 55:11 [clears throat] 55:13 Um all of our work is rooted in our 55:15 strategic plan. It directly supports um 55:18 our portrait of a learning environment, 55:20 ensuring that our students um are in an 55:23 environment that's supportive, engaging, 55:25 and personalized to ensure that their 55:27 needs are met. 55:29 >> Um that the work environment for our 55:31 staff is safe, supportive, and 55:33 welcoming. Um and that can be 55:35 challenging sometimes when you're 55:36 dealing with the behaviors and executive 55:39 functioning needs that are students 55:40 present with. um and making sure that we 55:43 [clears throat] provide effective, 55:44 continuous and personalized professional 55:46 learning for um some of our unique 55:49 learners. 55:52 Uh to give you a scope just so that you 55:54 can uh really identify where our support 55:58 comes into play. Um I wanted to just um 56:02 illustrate this across our continuum of 56:04 service. And so um when we're looking at 56:06 the least restrictive environment, we 56:08 support students in the general 56:09 education setting. that's on your far 56:11 left. Um, our next level support is 56:15 supporting students through resource or 56:17 co-taught where they're in gened but 56:18 then pulled out for a portion of their 56:20 day. Specifically for the assist team, 56:23 we support our uh teachers in our 56:26 specialized self-contained programs. 56:28 These programs are um designed for 56:31 students who have IEPs and more complex 56:34 needs are removed from the general 56:36 education setting. um and a 56:39 self-contained setting with students 56:41 only with IEPs is considered their least 56:43 restrictive um environment um because 56:45 that is the level of support that they 56:47 need. So that's where we come in to 56:49 support specifically um our programs in 56:53 SNAP and strategy ed on that part of our 56:55 continuum. 56:58 So our students within the districts 57:00 within our SNAP and strategy edge 57:02 programs um just to give you perspective 57:04 we have 8146 students enrolled of those 57:08 students we have 1,200 with IEPs of 57:11 those 1,200 students with IEPs we have 57:14 142 students that are supported within 57:16 our SNAP and strategy of programs and 66 57:20 of those who are taking the dynamic 57:22 learning maps. The dynamic learning maps 57:24 is the alternate assessment um that the 57:28 state provides for students with the 57:30 most severe profound cognitive needs. Um 57:33 so it is the alternate to AR. So we have 57:36 66% by the state measure we have to be 57:39 below that 1% and every year we have met 57:42 that marker successfully. 57:44 Um in our network of support it is not 57:47 just our our team of three. Um we have 57:51 uh 20 fantastic teachers, 36 related 57:54 service providers including speech, OT, 57:57 PT, um psych, occupational therapy, um 58:00 two behavior specialists, an assisted 58:02 tech facilitator and AAC facilitator and 58:06 um individual one-on-one as well as 58:08 dedicated program aids that support our 58:10 program in total. 58:14 Some of our goals over the past three 58:15 years are outlined here. Um, 58:17 [clears throat] year one was really 58:19 designed to adopt and implement a 58:21 guaranteed and viable literacy 58:23 curriculum within our self-contained 58:25 programs along with administer benchmark 58:28 assessments and establish a coherent 60 58:30 to minute 60 to 90 minute literacy 58:33 block. Really aligning to our systems 58:35 within our general education 58:36 infrastructure. Our year two goals was 58:39 really to reinforce those um initial 58:42 goals we set out in year one. Um in year 58:45 three, we're really starting to pick up 58:47 momentum where we're seeing strong 58:48 literacy implementation, a coherent 58:51 literacy block, um consistent 58:54 implementation of unique learning system 58:56 for literacy, um along with growth in 58:59 our math implementation. And so we've 59:02 transitioned to aligning to our district 59:04 initiative focus this [clears throat] 59:05 year, which is executive functioning. Um 59:08 and what that looks like for our 59:09 students in SNAP and strategy has been 59:11 personalized. So we take that um 59:14 district launch and then we use it to 59:16 really per provide personalized learning 59:18 and support for our teachers and our 59:20 related service providers in our 59:22 program. So those are our year three 59:25 goals. Um I won't read through all of 59:27 these although I love to brag I won't. 59:29 Um this is our documented progress. And 59:32 so across this you will see um just a 59:36 consistent coherent effort of systems 59:39 alignment, system infrastructure, 59:42 um more widespread communication and 59:44 networking that's established across 59:46 related service providers, general 59:48 education team members, uh building 59:51 systems, um and starting to really 59:54 leverage all of that in our data 59:56 meetings. And so, um, last year was our 59:59 first launch of data meetings within our 1:00:01 DNA and strategy programs. Our data 1:00:04 looks very different. Um, the 1:00:05 information that we're gathering and the 1:00:07 way that we calibrate that to a 1:00:09 student's individualized IEP, um, along 1:00:12 with how we use that to make 1:00:14 instructional decisions for students who 1:00:16 are participating in DLM is a really 1:00:19 unique conversation. And so, um, we are 1:00:22 really proud of the way that we are 1:00:24 bringing and building data literacy for 1:00:27 our teams, um, as they continue to 1:00:30 refine the IEP, um, for our student 1:00:33 group. 1:00:38 I would be remiss if I didn't start by 1:00:41 saying this is actually my second goound 1:00:43 with um, adopting a curriculum and 1:00:46 supporting that. And I have to say from 1:00:48 the teacher perspective, and that's what 1:00:49 I'd like to give you today is the 1:00:51 teacher perspective and paint a picture 1:00:53 of what this looks like in the 1:00:55 classroom, but I would be remiss if I 1:00:57 didn't say I truly appreciate the 1:01:00 support that I've had from Deb and 1:01:02 Jackie and from the teachers to really 1:01:04 allow us to do some risk- takingaking 1:01:06 and develop some curriculum. And I think 1:01:08 most importantly to find that time and 1:01:11 protect that time for collaboration with 1:01:13 our peers. That has been nothing but 1:01:16 fantastic and we are reaping the 1:01:18 benefits of that in our student 1:01:20 performance and in our staff capacity. 1:01:23 So that has been huge. But if you were 1:01:25 to walk into our classroom and try to 1:01:27 find out what this is, um it is the 1:01:30 Everway curriculum that we use. But more 1:01:32 importantly, what does that give us? It 1:01:35 gives us a multiaceted suite of tools 1:01:38 that we can use within the classroom. 1:01:40 One of them include um a monthly 1:01:43 curriculum that we have our um reading 1:01:46 and our math that comes out of that as 1:01:48 well as the social studies and science 1:01:50 curriculum. We also have a portion of 1:01:54 this document that has allowed us to 1:01:56 support [clears throat] and modify 1:01:58 curriculum if students need visual 1:02:00 supports or additional accommodations 1:02:02 with that. It also gives us tools to 1:02:05 stay current on current events through 1:02:08 news to you and it provides us 1:02:10 activities that help us with transition 1:02:13 and link us to postsecary outcomes 1:02:16 through vocational activities and 1:02:18 lifelong learning lessons. Um as well as 1:02:22 it connects to developing our social 1:02:24 emotional needs that it helps us with 1:02:27 social stories. It provides us with 1:02:30 [clears throat] um visuals for students 1:02:32 to use and helps us collect data on both 1:02:36 interfering and positive pro-social 1:02:38 behaviors so that we can work on making 1:02:41 the best choices that we can in our 1:02:43 classroom environment. This suite really 1:02:47 is encompassing and helps us make some 1:02:50 great database decisions. In addition, 1:02:53 we're going to be learning about how we 1:02:55 can use all of this data through these 1:02:58 data meetings that we're having and 1:03:00 connect it to our IEP to make the IEP 1:03:03 process for us to write those documents 1:03:06 a little bit easier and smarter and more 1:03:10 data proven on the progress that we're 1:03:12 making. 1:03:15 When we're looking at this year 1:03:16 specifically, um we're continuing to 1:03:19 focus on that 60 to 90 minute literacy 1:03:22 block. That has been um something that 1:03:25 we've been working on for the first two 1:03:27 years and then this year we're starting 1:03:29 to see again the fruits of our labor. Um 1:03:31 teachers are feeling more confident on 1:03:34 implementing a curriculum. they're being 1:03:36 able to uh feel more successful with um 1:03:39 diversifying within the classroom 1:03:41 because as we know within our 1:03:42 self-contained programs, it's not a 1:03:44 one-sizefititall. Even in our SNAP and 1:03:47 strategy programs, there's a wide 1:03:49 variety of learner expectations. That 1:03:52 program and the training that we've done 1:03:54 within that has allowed staff to again 1:03:57 build that capacity, that accountability 1:03:59 and reinforcement. um within the 1:04:01 program, are there some curricular 1:04:03 assessments that really allow us to take 1:04:06 similar and parallel data as to how the 1:04:09 general education [clears throat] 1:04:10 students are having their progress 1:04:12 monitored. Um we felt that we wanted to 1:04:15 have some ownership into those data 1:04:17 decisions too. We took a lot of 1:04:19 information from the PLC process that 1:04:22 was going on in general education and 1:04:24 the data meetings and the data 1:04:25 discussions that we were have that they 1:04:27 were having and we also said we need to 1:04:29 have those too and how is that going to 1:04:31 look at through our program and so the 1:04:33 last year we started really working on 1:04:36 data meetings where we are trying to 1:04:38 build a overall picture of how our 1:04:41 students are performing and try to 1:04:44 predict performance on the DM. Are we 1:04:47 hitting those targets that we need to be 1:04:50 hitting? And is our curriculum 1:04:52 supporting that academic growth? That 1:04:54 data meeting is moving from looking at 1:04:56 district data and collecting kind of 1:04:58 like a floor of some district normative 1:05:01 data to really being specific and 1:05:03 problem solving individual students. 1:05:06 This year our focus is paralleling the 1:05:09 executive functioning focus that's 1:05:11 happening with um all the other programs 1:05:14 is we have a program called positivity. 1:05:16 Again that's our social skills 1:05:18 instruction part. It's also how we can 1:05:21 collect data on positive [clears throat] 1:05:23 or interfering behaviors and work with 1:05:25 our behavior specialists and our social 1:05:27 workers to kind of do some problem 1:05:30 solving and also pre-each a lot of those 1:05:33 skills. That also leads into our 1:05:36 classroom management. Being able to give 1:05:38 students specific expectations of what 1:05:41 we're going to be doing in the classroom 1:05:43 or specific expectations when they're 1:05:45 out in the community or out in different 1:05:47 learning classrooms just [clears throat] 1:05:49 helps support the behavior management. 1:05:51 It helps with their BIP development. And 1:05:54 also it fosters a sense of independence. 1:05:57 As these students are feeling more and 1:05:59 more successful and we share their data 1:06:01 with them, they're able to see trend 1:06:03 lines of their progress, you can see 1:06:05 that independence building on the skills 1:06:08 that they're able to acquire. 1:06:11 This is just kind of if you were to walk 1:06:13 into one of our classrooms, you might 1:06:15 see something that looks like this. This 1:06:17 is a focus board. And the focus board 1:06:19 kind of highlights for students what's 1:06:21 going to be coming up in that individual 1:06:24 unit. Each monthly unit is kind of a 1:06:26 science or social studies themed unit, 1:06:29 but again it encompasses all of our core 1:06:32 curriculum areas as well as provides 1:06:35 opportunities for vocational and daily 1:06:37 living activities. students are kind of 1:06:40 um shown this focus board and teachers 1:06:42 refer to this focus board to kind of 1:06:44 help them teach about concepts or 1:06:47 vocabulary or again to kind of show them 1:06:49 what's going to be coming up in the unit 1:06:51 that they're going to be learning about 1:06:53 and getting excited about. 1:06:56 Some other [clears throat] core 1:06:56 materials that happen in there are again 1:06:59 that vocational part. They do things 1:07:02 working on calendars and being able to 1:07:04 work on their schedules and 1:07:06 understanding events that are coming up 1:07:07 that are applicable to their lives. Um, 1:07:10 also understanding the role of certain 1:07:14 jobs. Um, one of those is the morning 1:07:17 meeting where students might take on 1:07:18 different roles such as being the person 1:07:20 who's in charge of reporting on the 1:07:22 calendar or somebody who's in charge of 1:07:25 reporting on the weather. that really 1:07:27 bolsters their [clears throat] 1:07:28 confidence when they have to speak in 1:07:30 front of their peers or in front of 1:07:32 their teachers. 1:07:35 Overall, um the feedback that we've been 1:07:37 getting about these last three years has 1:07:40 been positive. This has given us an 1:07:43 opportunity to meet together as a 1:07:45 self-contained staff. really spend some 1:07:48 intensive time over our institute days 1:07:51 working as a team and breaking down each 1:07:54 part of those um curriculum and trying 1:07:57 to look at what is the best way to do 1:07:59 that as well as other opportunities. We 1:08:01 have coaching sessions for um teachers 1:08:04 who are like, I need a little bit more 1:08:06 support. Both Bri at the elementary 1:08:08 level and myself at the secondary. We've 1:08:11 had opportunities to provide coaching 1:08:13 via um Zoom or they can come in and do 1:08:17 some shadowing or we can go and problem 1:08:19 solve in their classroom. So overall, 1:08:21 the comprehensive of having a curriculum 1:08:24 that we're able to use and cover all of 1:08:27 our bases with that that's going to give 1:08:29 us the data that we need and the staff 1:08:31 collaboration and training has been huge 1:08:34 [clears throat] for us as a district. 1:08:38 Are there any questions that we can 1:08:39 answer for you about assist or our 1:08:42 curriculum? 1:08:44 >> Well, first off, excellent job. I'll uh 1:08:47 ask a fellow committee member Mr. 1:08:50 President for any questions. 1:08:53 >> No, I am all good. I think that was a 1:08:55 very thorough and excellent um 1:08:57 presentation and I really thank you for 1:08:59 the time and the effort that you put 1:09:00 forth on bringing this forward to us and 1:09:04 you know enlightening us and sharing 1:09:06 with us the differences um and as you're 1:09:09 moving forward. So, thank you so much. 1:09:12 >> Any questions from the rest of the 1:09:14 board? I I [clears throat] do have one 1:09:16 question. So, having developed these 1:09:18 curriculums, what is your biggest 1:09:20 challenge that you faced in putting this 1:09:22 all together or that that your team put 1:09:25 together since they're [clears throat] 1:09:26 not all here? 1:09:28 >> Um, the biggest challenge of this is 1:09:32 this is a program that has a lot of 1:09:35 material. the 1:09:37 material offerings can be overwhelming 1:09:41 and um it was actually in our district 1:09:44 prior to this roll [clears throat] out. 1:09:46 Um and individual teachers had used 1:09:48 pieces of it. I've used it for several 1:09:50 years. It can be overwhelming and not 1:09:53 having a point person to help navigate 1:09:56 our curriculum or at times because we 1:10:00 are so specialized and our schedules are 1:10:02 so specialized it sometimes is difficult 1:10:04 to meet. So this was a time that we 1:10:07 could have a collaborative articulation 1:10:10 and be able to really break apart our 1:10:13 curriculum and do deep dives and be able 1:10:15 to say what is working for our learners 1:10:18 and what isn't working for our learners 1:10:20 and how do we fix what we need to fix 1:10:24 and meet our goals. and staff members 1:10:27 are excited about this um be able to 1:10:32 collaborate with their peers and they're 1:10:34 challenging themselves. Even I will say 1:10:37 that I've used this curriculum for over 1:10:39 15 years. Um I'm finding new ways that 1:10:43 I'm challenging myself and new areas 1:10:46 that I can tweak my instruction for the 1:10:48 betterment for our students. 1:10:50 And what kind of roadblocks have you run 1:10:52 into or barriers to success? 1:10:55 >> Um I think it was just again that um 1:10:59 navigating the quantity that they have. 1:11:02 In addition they have um recently merged 1:11:05 with other things. So they are 1:11:06 constantly changing. Um it is the other 1:11:11 barrier is that it is a online and 1:11:14 printable 1:11:16 um program. So there are some consumable 1:11:18 needs that we have to do. It sometimes 1:11:21 can be time consuming. So being able 1:11:23 again to have a point person to navigate 1:11:26 of you should use this online, you can 1:11:29 print this. Just being someone who's 1:11:31 been through the trenches to see it and 1:11:33 kind of guide everybody out and our team 1:11:35 is working that way to help all the 1:11:37 staff. 1:11:38 >> Great. Thank you. 1:11:40 >> I have a question if I may. I'm out of 1:11:42 my element here so bear with me. Uh I'm 1:11:44 familiar with some of the county 1:11:45 programs like Mr. hobbies or Cterbrook 1:11:48 or Piner Center or NS or some of those 1:11:49 things. Um, and of course they have 1:11:52 their 501c3 elements and all that. Is 1:11:54 there any wisdom or possibility that we 1:11:57 could do that at our level at the school 1:11:59 level and have a fund to give help the 1:12:01 kids with outside activities or 1:12:02 something have the community effort to 1:12:04 support? 1:12:07 Um, we have our federal idea grant which 1:12:10 helps us fund um the curriculum that um 1:12:13 we purchased for this program that comes 1:12:16 out of our federal dollars. Um, we do 1:12:18 use our budget as well to support 1:12:20 community- based instruction. So, that's 1:12:23 just another way that our our students 1:12:25 are uniquely served in this program that 1:12:27 they can use community resources. Um, 1:12:30 and many of our families are connected 1:12:32 to or tied to some of those uh outside 1:12:35 supports and services that you're 1:12:36 talking about. But I think by the nature 1:12:39 of us being a school district, we do 1:12:41 have federal dollars that are allocated 1:12:43 specifically [clears throat] for special 1:12:45 education and um all of the curriculum 1:12:48 that Miss Tetra is talking about is 1:12:50 purchased out of that um out of that 1:12:53 grant. 1:12:54 But I don't know if I answered your 1:12:56 question. Well, I presume you could 1:12:58 always use more money and I I think 1:13:00 there's Yes, sir. 1:13:01 >> I I really believe that you could get 1:13:03 some community support if we set 1:13:04 something up. 1:13:06 >> Well, then that's 1:13:11 a great question. 1:13:14 >> Any other questions from the board? 1:13:18 >> Well, thank you again. That was an 1:13:19 incredible 1:13:21 and I'll say that it was exciting to 1:13:23 also hear that we're [clears throat] 1:13:24 using data to make decisions um the 1:13:27 progress that we make with our students. 1:13:29 So thank you for all you do. 1:13:32 Dr. Gil, did you have anything else? 1:13:34 >> No, just echo the gratitude for these 1:13:36 ladies. They've done a great job. 1:13:38 >> All right. Thank you, Dr. Gil. I'm going 1:13:41 to pass it on to Mr. Troy. Do you want 1:13:44 to take the finance committee? 1:13:46 >> Sure. [clears throat] Sure. I'll run 1:13:47 with this. Um, Mr. Almire, item 81, 1:13:51 fiscal updates. What have we got first 1:13:53 to see? 1:13:54 >> Thank you very [clears throat] much. Uh, 1:13:55 with the monthly fiscal updates, I do 1:13:57 want to note that um, each year in the 1:13:59 month of October, we typically work with 1:14:01 the [clears throat] two counties, Kane 1:14:02 and Mckenry County, uh, to begin to 1:14:04 build uh, the current year levy. So, uh, 1:14:07 we should be receiving in the month of 1:14:10 October preliminary EAB and new 1:14:12 construction reports from the counties. 1:14:14 And [clears throat] so I'm hoping at the 1:14:15 October board meeting to provide uh the 1:14:18 board an update as to kind of where 1:14:20 where we're currently looking with new 1:14:22 construction and and EAB and and kind of 1:14:25 a a look into what the 2026 uh levy will 1:14:28 look like. So stay tuned on that. Other 1:14:31 than that on the uh monthly fiscal 1:14:33 updates, I have nothing else to add. I'd 1:14:35 be happy to answer any questions that 1:14:37 you might have on anything else. But 1:14:39 under the updates, we also have a few 1:14:41 other um different reports. We have the 1:14:43 dispersement report, but we also have 1:14:45 the activity fund balance report. And I 1:14:47 do [clears throat] want to note um that 1:14:49 that report within that report on page 1:14:51 three, it's actually page really two 1:14:53 after the memo of that report um there 1:14:55 is a section of that report called major 1:14:58 transactions among [clears throat] 1:14:59 uh major cash expenditures and major 1:15:02 revenues received. And when we were 1:15:04 pulling this together, well, we 1:15:05 inappropriately pulled the wrong chart 1:15:07 and data graph into this uh report. And 1:15:10 so page one of this report as well as 1:15:13 the fund balance report for activity 1:15:16 fund balances are correct but it's that 1:15:18 page three that is incorrect. So I do 1:15:20 want to apologize to the board for that 1:15:22 and because of that we will bring a new 1:15:25 uh report forward um at next month's cow 1:15:28 we will be presenting uh not only the 1:15:30 July activity fund balance report but 1:15:32 the August fund balance report. So 1:15:34 you'll kind of see this report again 1:15:36 with a new page three added. So, I did 1:15:38 want to let the board know that. Um, but 1:15:41 other than that, I'd be happy to answer 1:15:42 any other questions you may have on any 1:15:44 of those three reports. 1:15:47 >> Thank you for that. I I looked at I 1:15:49 looked at that and I was like, 1:15:55 >> that I tried to go down on my 1:15:57 >> I don't think Marlo cross country raised 1:15:59 that much money um in several years. So, 1:16:02 uh yeah, there was some data 1:16:04 >> they're doing something right. 1:16:05 >> Yes. So, um so yeah. So, thank you for 1:16:08 that. Um, but we will be pulling that 1:16:10 report um offline and then we'll get a 1:16:13 new one up there as soon as we can to 1:16:14 replace this one, but then we'll 1:16:16 represent thisformational report at the 1:16:18 next committee at the whole. 1:16:20 >> Thank you for that. 1:16:21 >> Thank you. 1:16:22 >> You're welcome. Thank you. 1:16:24 >> Mr. Ruth, anything on the updates report 1:16:26 the section of the agenda? 1:16:31 >> Any questions for Mr. 1:16:33 >> No, I have none. 1:16:34 >> Okay. Uh, anybody else while we're here? 1:16:38 [clears throat] 1:16:45 >> Actually, real quick, when we I just 1:16:48 want to go back to the activity reports. 1:16:50 Sure. Is there a way to get back? 1:16:53 It used to show 1:16:56 gave us a little bit more like previous 1:17:00 current year like [clears throat] we're 1:17:03 down to just kind of a beginning balance 1:17:05 and a net change and an ending balance 1:17:08 but the way it used to run it was kind 1:17:10 of like a year to date paralleling with 1:17:13 the the current month. Is there any way 1:17:15 for Skyward to get that information? 1:17:18 >> We are still working with Skyward on on 1:17:20 some of our reporting. Uh obviously the 1:17:22 focus has been over the last several 1:17:24 months while the financial executive 1:17:26 summary reports that we're providing. So 1:17:28 um looking forward to talking through 1:17:29 that one with you. Uh but this is 1:17:31 another one that we're continuing to 1:17:32 kind of work with Skyward to show a 1:17:34 little more detail, a little more 1:17:36 consistency or even better than what we 1:17:38 previously provided. Um so that that is 1:17:41 a work in process. So I do appreciate 1:17:43 that comment, but um we are continuing 1:17:46 to try to refine this a little more than 1:17:48 what you currently have. 1:17:50 >> I appreciate it. And then are we when we 1:17:52 talk about all those are we on the 1:17:54 dispersants all report as well that is 1:17:57 part of this discussion 1:17:58 >> part of it. Yes. 1:18:00 >> So what are the I'm trying to understand 1:18:04 when I look at the dispersements report 1:18:06 there's like these sections in there and 1:18:08 it um it has like regular check a wire 1:18:13 transfers are 1:18:16 >> how are do you know how those are 1:18:18 organized? What is I I'm 1:18:20 >> Well, I think they're organized in in 1:18:22 date order by what you're looking at, 1:18:25 but you do understand the difference, 1:18:26 right? Uh with something that we pay 1:18:28 with a versus wire versus a check. So, 1:18:31 that's just a summary of of the 1:18:33 transactions above and and what we did 1:18:36 for each. 1:18:37 >> They're different methods of payment. 1:18:39 >> No, no, no. I I No, I understand what 1:18:41 that is. But what like um let 1:18:43 [clears throat] me get to 1:18:46 >> if I could pull up the report really 1:18:47 quick. Yeah, I'm just trying to for my 1:18:50 own. 1:18:51 >> Yeah, and I can always um you know, we 1:18:54 can always offline this and I could 1:18:55 share that information with the board um 1:18:58 as a group to better understand how this 1:19:01 report is structured when we print it. 1:19:03 So, you have a better understanding of 1:19:04 how it's structured. It was just 1:19:07 something new that I saw like let's say 1:19:08 page three and then at the bottom right 1:19:12 there like this account number 1:19:16 um and then it says type count amount 1:19:20 and then it has the amount but it goes 1:19:21 further down into other sections and 1:19:23 then it looks like it um breaks it out 1:19:27 and then it starts again on the next 1:19:28 page like in alphabetical order again. 1:19:30 Trying to find a 1:19:33 maybe if we go to page like 14 1:19:37 on the right it says 45 regular checks 1:19:40 three AC a 1:19:42 one e payable and then we start again. 1:19:44 >> Yeah. So for all those for all those 1:19:46 payments that were in that particular 1:19:48 category four 45 of them were paid by a 1:19:50 regular check so printed check and 1:19:52 dropped in the mail I presume. I think 1:19:54 >> and then three were done electronically 1:19:56 with HCH and one was uh e payable 1:19:58 [clears throat] and I'm not familiar 1:20:00 totally with e payables but I presume 1:20:01 it's similar to an 1:20:04 >> Mr. [clears throat] 1:20:06 Mr. straight. But what I'm asking is 1:20:08 what are the sections? It kind of 1:20:12 is it just by account number? Maybe I'm 1:20:14 not asking my question 1:20:17 like why is it broken out into like 1:20:19 those sections now? We never had that 1:20:21 before. So it looks 1:20:23 >> Yeah, let me um I am It's still pulling 1:20:26 up here and I'm trying to 1:20:28 >> looks like it's organized by AP run, 1:20:31 >> right? And it could be by AP run by date 1:20:33 so that we all of the different AP runs 1:20:36 throughout the month. 1:20:38 There was an AP run. There's a 91 on 1:20:40 there. These are done by date. 1:20:42 >> Yeah, by date that see now. 1:20:47 [clears throat] 1:20:48 Thank you. 1:20:50 >> Thank you. 1:20:52 All right. Any other additional 1:20:53 questions? 1:20:56 >> Moving on to 8.2 payables. 1:20:59 Uh nothing to add on payables. Any 1:21:02 questions from the committee on 1:21:03 payables? 1:21:05 >> No questions. 1:21:05 >> All right. Anything from the board? 1:21:09 Right. Not hearing anything. I'll move 1:21:10 on to A3 revenue and expenditure report. 1:21:13 >> Thank you very much. In front of you, 1:21:15 you have the August month and and 1:21:16 year-to- date executive summary. Uh we 1:21:18 continue to tweak uh this month to give 1:21:21 you a little more information each and 1:21:23 every month as we work with Skyward to 1:21:24 kind of enhance the reporting. Um, 1:21:27 currently I'm I'm kind of a big fan of 1:21:29 of the reports that you have in front of 1:21:31 you. What we've decided to do is there's 1:21:33 still certainly some things that we were 1:21:35 providing on a monthly basis uh that are 1:21:37 very well informative um including a few 1:21:41 August highlights. Um other non- salary 1:21:44 major cash expenditures. You know, we we 1:21:46 included that previously on a 1:21:47 month-to-month basis. Um and with the 1:21:49 reporting of Skyward, it doesn't really 1:21:51 do that uh by itself. So, we will 1:21:54 continue to pull that out and provide 1:21:55 that reporting to the board. Um, and 1:21:59 health insurance claims um at least 1:22:01 through December, right before we end up 1:22:04 going with our co-op. Uh, we will 1:22:06 continue to provide that monthly 1:22:07 insurance claim report update so that 1:22:10 the board has a good understanding of 1:22:11 where we are trending um on the health 1:22:14 insurance side. Um after January 1:22:16 obviously we'll be with the co-op and 1:22:19 that's really a standard monthly premium 1:22:20 that we're being charged uh through the 1:22:22 co-op. So it'll be a lot easier to 1:22:24 understand. That being said um I am 1:22:28 anticipating that on a monthly basis we 1:22:30 will still have an understanding of our 1:22:31 large claimments monthto month and our 1:22:33 actual claims versus the premium claims. 1:22:37 Um so once we better understand the 1:22:39 reporting that comes out of NIH um we 1:22:42 will be able to report appropriately to 1:22:44 the board. So at least there'll be no 1:22:46 surprise next year if for instance there 1:22:48 is a large premium increase with the 1:22:51 co-op. So so we did want to provide that 1:22:53 uh continue to provide that. Uh but then 1:22:55 the next four pages what we have is a 1:22:57 year-to-ate revenue overview uh overview 1:23:00 excuse me. Then we also have a 1:23:02 year-to-ate expense overview followed by 1:23:05 a month-to-ate revenue and a monthtodate 1:23:09 um expense overview. And then the last 1:23:11 page being a fund balance kind of 1:23:13 year-toate um chart and graph uh and 1:23:16 data analytics page. But what I really 1:23:19 like about these is you have one page on 1:23:21 year-to- date revenue and it compares 1:23:24 obviously the local side for the last 1:23:26 three years, state side for the last 1:23:28 three years, federal revenue for the 1:23:29 last three [clears throat] years, and 1:23:31 you have it really broken out with more 1:23:33 data than you've ever received uh on a 1:23:35 year-to- date and or monthly basis. So 1:23:38 uh really good information. uh we 1:23:40 continue to scrub some of this data 1:23:41 because when we sent over all of this 1:23:44 data from SDS um we're still scrubbing 1:23:46 some of this data to ensure that what we 1:23:48 are providing you is is accurate in in 1:23:50 every way. Um so we continue to do that. 1:23:54 Um if you look at for instance year-to- 1:23:56 date expense overview you can kind of 1:23:59 really get a good understanding of our 1:24:01 salaries and benefits on a monthly basis 1:24:03 over the last three years. And by the 1:24:04 way, when you're looking at this on a 1:24:06 year-to-ate basis, it's for the two 1:24:08 months ended, FY25, FY26, and FY27. And 1:24:14 you could look and see our trended 200 1:24:17 benefits as an example of 2.8 million to 1:24:20 4.3 million to 5.6 million, right? And 1:24:24 what's that the large increase year over 1:24:27 year, year to date, year-over-year, um 1:24:30 is health insurance, right? Um if you 1:24:33 notice uh if you go down a little bit 1:24:36 further and you see well other expenses 1:24:39 it's very common two and three months 1:24:41 into the year that we spend 50 60% of 1:24:43 the purchase services that we do here at 1:24:45 the district because a lot of the 1:24:47 purchase services include well our 1:24:49 property and liability insurance our 1:24:50 workers comp insurance contract 1:24:53 custodial contract trans software 1:24:55 maintenance for the full year including 1:24:58 air gaggle zoom Microsoft Destiny some 1:25:01 of those softwares that we use 1:25:03 internally. Um things of that nature. So 1:25:06 um if you looked at the current year, 1:25:08 our current spend is $3.8 million year 1:25:10 to date for the two months ended and 1:25:12 last year it was 1.4 million. Um and 1:25:15 that was simply a timing difference of 1:25:17 when we paid um our workers comp and 1:25:20 property and liability insurance. Um, so 1:25:23 I really really do like these reports 1:25:25 and I think they'll be uh very 1:25:27 beneficial moving forward. Um, 1:25:29 especially as we roll through the year 1:25:32 when we provide the the [clears throat] 1:25:34 month-to-month highlights. Um, we will 1:25:37 continue as that FY27 story unfolds, 1:25:40 we'll continue to add a little bit more 1:25:42 um, in the memorandum up front um, 1:25:45 telling the story of what is happening 1:25:47 throughout the year. So I hope this um 1:25:49 uh you find this very useful um and 1:25:52 beneficial moving forward. Um these 1:25:54 reports are really really easy to to 1:25:56 generate unlike the previous report that 1:25:59 would take all day. Um these reports we 1:26:01 can go into the system and really run 1:26:03 these reports as of any point in time. 1:26:05 So uh very useful for helping us manage 1:26:08 day-to-day uh very useful for helping us 1:26:10 manage our monthend process and review 1:26:12 process and certainly from a reporting 1:26:15 standpoint. Um, I think they're they're 1:26:17 excellent and very transparent. So, so 1:26:20 very pleased um to have worked with 1:26:23 Skyward on these and being able to roll 1:26:25 these out. And we still got a few more 1:26:26 things that we can do, but uh there's 1:26:28 quite a bit here as you can tell. Um 1:26:30 with that uh I would be happy to answer 1:26:32 any questions you might have on the two 1:26:35 month ended August year executive 1:26:37 summary report. 1:26:39 I do have a question from the NIH 1:26:41 standpoint. When it comes to their 1:26:43 reporting [clears throat] once that all 1:26:46 begins at the beginning of the year, are 1:26:48 we getting some semblance of what that 1:26:50 looks like up front so that we are ready 1:26:54 to understand how their reporting 1:26:58 structure works or how how all that is 1:27:00 going to uh unfold. 1:27:02 >> Dr. there and myself have been meeting 1:27:04 with them almost weekly on various 1:27:06 things from open enrollment to reporting 1:27:09 to what the open enrollment process is 1:27:11 going to look like a lot of different 1:27:12 things and that is definitely going to 1:27:14 be 1:27:15 >> because we've got these reports and then 1:27:17 there's going to be the NIH reports 1:27:18 which uh I I presume are going to flow 1:27:21 from a different system right 1:27:24 >> correct so another 1:27:26 >> but the NIH yeah the NIH report is going 1:27:29 to be probably similar to some of the 1:27:30 health insurance reports that we've 1:27:32 received today because we're staying 1:27:33 with Blue Cross Blue Shield. So, if we 1:27:35 need to do a deep dive to understand 1:27:37 what we're paying in RX versus claims, 1:27:40 like we should be able [clears throat] 1:27:41 to gather that information, but instead 1:27:43 of us having the ability to gather it 1:27:45 ourselves, we're going to have to gather 1:27:47 it from NIH through that process. Um, 1:27:52 did I answer the question there? Yeah. 1:27:54 But yeah, I definitely we will we will 1:27:56 definitely be understanding that process 1:27:58 and make sure that we're as transparent 1:28:00 as we can be on the financial um 1:28:03 presentation side. 1:28:04 >> Yeah. And and my concern is more on the 1:28:06 seamless side so that once that unfolds 1:28:08 there's no oh my gosh, what does this 1:28:10 report mean? Or we haven't seen this 1:28:12 before. 1:28:12 >> Oh yeah, for sure. 1:28:13 >> That that seamlessness so that when 1:28:16 there's a question that comes from us, 1:28:19 you're able to understand it up front. 1:28:22 >> Yeah. Okay. Thank you. 1:28:25 >> Any other questions regarding 1:28:27 >> I'm just curious uh the Blue Cross um 1:28:30 reimbursement audit on that coming or do 1:28:32 we have any update? 1:28:33 >> Uh no update on that. We're we're still 1:28:35 looking into that and at this point in 1:28:36 time uh when we're going through the 1:28:38 process with NIH um we're we're kind of 1:28:41 trying to figure out the timing on that. 1:28:43 >> Thank you. 1:28:49 I go ahead. Uh I really appreciate these 1:28:54 reports too. It really makes it clear 1:28:56 concise. 1:28:58 I'm looking at the revenue report Mr. 1:29:00 Almire and I because of how clear it is 1:29:03 now. And now you see the bar graph where 1:29:05 you see the revenue drop for the state 1:29:07 which we know that's tied to EVF. And 1:29:10 there's also a drop in federal funds 1:29:12 too. What's the federal is that 1:29:14 Medicaid? Is it? 1:29:15 >> Yes, it's Medicaid, National School 1:29:17 Lunch. Um, it could be reimbursements on 1:29:19 the idea grant that came through from a 1:29:21 prior year. So, a lot of this this early 1:29:23 in the year when you see fluctuations is 1:29:26 you're seeing like right now in state 1:29:27 revenue. Um, this year versus prior 1:29:30 year, [clears throat] that decrease of 1:29:32 $3 million is not the decrease, right? 1:29:35 We're only seeing, right, we're 1:29:38 we essentially are receiving 1:29:39 approximately the same amount of EBF 1:29:42 funding as prior year. In fact, we're 1:29:44 receiving $270,000 more than prior year, 1:29:48 but this is just reflective of the 1:29:49 timing of when payment services. 1:29:51 >> Yeah. Yeah. Uh because the controllers's 1:29:54 office at the state um you know, 1:29:56 payments can vary by two or three weeks 1:29:58 and in one month we can get one payment 1:30:00 and in another month we can get two 1:30:02 payments from the state. So really 1:30:04 dependent upon the state treasury and 1:30:06 the timing of their payments. Yeah. 1:30:08 >> Thank you. [clears throat] 1:30:13 forging ahead. Uh and last questions on 1:30:16 83 84 revenue contracts. Um just two 1:30:21 revenue contracts in front of you. A 1:30:22 book fair and then the sale a good 1:30:25 oldfashioned fundraiser the sale of 1:30:27 chocolate. So uh you have those in front 1:30:29 of you. No, no crowdfunding here. Um so 1:30:33 nothing else to add on that. 1:30:34 >> All right. Thank you. Um Mr. Re going 1:30:36 back to [clears throat] 82. Uh it's an 1:30:38 actionable. So you do you have any 1:30:40 objections with moving those reports 1:30:41 forward to board meeting? 1:30:43 >> None. 1:30:43 >> Okay. And then for 84 the same thing 1:30:46 since you and I are supposed to fall on 1:30:49 a committee. Are you good with moving 1:30:50 the revenue contracts forward? 1:30:52 >> Yes. But 1:30:53 >> I did have a quick question though. 1:30:54 >> Yeah. 1:30:55 >> Um there there are [clears throat] real 1:30:57 quick what um does I should know this 1:31:00 but what does DECA what club is that? 1:31:05 DECA 1:31:06 >> DECA 1:31:08 >> DECA stands for 1:31:09 >> it's some kind of competitive I can see 1:31:11 that they're raising over my learning 1:31:14 the business honor society. 1:31:16 >> All right. Thank you very much. And then 1:31:18 second question on the scholastic um 1:31:21 when it has the tax rate of 8.25 1:31:24 [clears throat] are we tax exempt or do 1:31:27 families pay taxes on um both products? 1:31:32 I just stood out. I was like, "Oh, do 1:31:34 we?" 1:31:35 >> I think I think because this is an 1:31:38 outside agency, they're not tax exempt. 1:31:40 So, I I do believe they would have to 1:31:41 pay tax. 1:31:42 >> Okay. 1:31:42 >> Yeah. 1:31:44 >> Simple. Thank you. 1:31:47 >> Distributive Education Club of America 1:31:51 >> is DECA. I never knew that. 1:31:53 >> Thank you very much. 1:31:55 >> All right. And that is the end of my 1:31:58 answer. [clears throat] 1:32:00 >> Okay. the human resource committee. You 1:32:02 should have gotten a handout at your 1:32:04 desk. Let Dr. Zer address it. 1:32:07 >> Yeah, that's the annual compensation 1:32:09 report. Some government put together for 1:32:11 2627 1:32:12 projections. We'll update them as we get 1:32:14 towards the end of the year if there be 1:32:15 any unpaid time that comes through 1:32:17 there. So, you have one that's just a 1:32:20 one pager front and back. Um that one 1:32:22 represents any compensation that's over 1:32:25 um total compensation that's over 1:32:27 $75,000. And then the other one back um 1:32:30 probably about 11 or 12 pages there. Um 1:32:33 that's the administrator um teacher 1:32:35 salary report that you have in front 1:32:37 there. 1:32:39 >> They're posted to the website. We got 1:32:40 those up earlier this week 1:32:44 questions 1:32:46 >> questions or comments. 1:32:49 Now we'll move on to buildings and 1:32:50 grounds. 1:32:52 >> All right. 1:32:52 >> All right. Good evening, Mr. Linquist. 1:32:54 Welcome to the party here, sir. Thank 1:32:56 you, Mr. Troy. uh go ahead and kick it 1:32:58 off with uh onm updates. Onm updates. I 1:33:01 have a few updates to uh give you here. 1:33:04 Uh Heimman DX cooling replacement 1:33:06 project commissioning is still ongoing 1:33:09 with a few items left in the punch list. 1:33:11 A comment rebate was actually handed to 1:33:13 us in person yesterday. Um that was 1:33:16 $660,000 1:33:18 940. 1:33:21 >> Yes. Correct. So um comment has stated 1:33:25 that this is the largest HVAC rebate 1:33:27 they've handed out of any project. 1:33:32 Um number two on the list is the SEM 1:33:35 NIKOR common energy efficiency 1:33:37 assessment uh that took place September 1:33:39 23rd 24th. Uh we have yet to re get the 1:33:43 whole report back. We got a little short 1:33:45 summary on it with some ideas here and 1:33:47 there. Um, mainly in the building 1:33:49 automation side on where we could tweak 1:33:51 some things to save energy. Um, but that 1:33:54 full report hasn't come back yet. 1:33:57 Uh, number three on the list is the 1:33:59 summer 2027 projects. Uh, there's five 1:34:03 projects here we're we're looking to 1:34:05 possibly do next summer based on our 1:34:06 budget that we received for capital 1:34:09 [clears throat] maintenance. Um, first 1:34:11 one would be carpet replacement with 1:34:13 consolidated flooring. We're working on 1:34:15 a co-op proposal for Conley, McCaven, 1:34:19 Martin, Heinman, and Marlo. That all 1:34:22 that carpets from 2004 1:34:24 pretty [clears throat] dated carpet. 1:34:26 Number two on the list. Uh, the chiller 1:34:30 at Lee. Um, looking on cooperative 1:34:33 surfacing 1:34:34 um with a company on that. That chiller 1:34:37 is dated still from 1999. 1:34:40 We over overhauled it in 2014. Um, so 1:34:43 it's running on R22 refrigerant still. 1:34:46 So, pretty pretty outdated stuff. 1:34:49 >> Yeah, time to move on. Time to get rid 1:34:51 of the R22. 1:34:54 Um, tennis court at Hundy High School. 1:34:57 Um, it's due for restoration. Uh, it was 1:35:00 last done in 2017. Um, there's a few 1:35:03 cracks all over. Posts are cut even out 1:35:05 of the ground. Um, so I met with the 1:35:08 head tennis co uh co coach and the 1:35:10 company US tennis 1:35:13 again US tennis court construction. Um, 1:35:16 we have yet to give us proposals on 1:35:17 that. Um, so that entails it's not 1:35:22 replacing the whole asphalt like we did 1:35:24 in 2017. This is just a fixing track 1:35:26 [clears throat] and and the equipment to 1:35:29 make it more playable. We had quite a 1:35:32 overhaul done on the tennis courts. We 1:35:35 didn't wet them at that time. 1:35:36 >> Correct. 1:35:38 Very substantial resurfacing. 1:35:41 There [clears throat] was a whole bunch 1:35:42 of cracks 1:35:44 foundation. Correct. Um there's some 1:35:46 changes the coaches would like to do, 1:35:48 but I'm not quite sure that's uh in our 1:35:50 budget for next year. So, 1:35:51 >> okay. 1:35:52 >> Might we might keep it the same the way 1:35:53 it looks. Just refresh it. 1:35:56 >> Sure. 1:35:57 >> All right. Track reservicing. the track 1:35:58 reservicing. Uh this track outside track 1:36:01 around the stadium field uh was put in 1:36:04 2014. Uh we repaired some cracks in last 1:36:08 [clears throat] summer. Repair some 1:36:09 cracks in the track. Um it's slated on a 1:36:12 10-year rotation is the recommendation 1:36:14 and pushing 12 [clears throat] right 1:36:15 now. I'm actually meeting with the 1:36:17 company soon to walk it and get the 1:36:19 recommendations on it along with 1:36:21 captains. Okay. The athletic directors. 1:36:24 Uh lastly on that projected uh project 1:36:27 list is 1:36:29 the PAC lighting upgrade. Parts are 1:36:32 obsolete. Um it's original from 2008 and 1:36:36 um the word is I've never seen it but it 1:36:38 does fail at times I guess during 1:36:40 performances 1:36:41 plays and all that. So um I'm actually 1:36:43 working on a proposal right that for 1:36:45 that right now for next summer. 1:36:47 >> How extensive is that? 1:36:49 >> Very extensive. [clears throat] 1:36:50 >> Very extensive. Yeah. 1:36:53 Um, number four on my list is the FMX 1:36:56 work order reports. Um, for the sake of 1:36:58 getting my report turned in last Friday, 1:37:00 that's when I ran these numbers. I reran 1:37:03 them again this morning. We added 153 1:37:06 more work orders this week, Monday, 1:37:08 Tuesday, Wednesday. I'm knocking that 1:37:10 from 671 to 824 workers for the month of 1:37:14 September with a turnaround time of 1:37:16 about four days. 1:37:19 Any questions on the update? 1:37:21 don't have any. Um, no, not on the 1:37:24 update specifically. Uh, on the notion 1:37:28 of the track. Yeah. How is our carpet on 1:37:31 the football field? Look fantastic. I'm 1:37:33 actually walking that with a company in 1:37:37 two weeks. Um, they were the company 1:37:39 that put it in originally, but we take 1:37:42 uh care of it. We have a company come 1:37:44 out and do a preventive maintenance 1:37:46 >> two routines and they do the GMAX test 1:37:48 on it for concussion protocol to see if 1:37:52 it will stand 1:37:54 and bounce it off the turf. 1:37:56 >> Yes. And that's why I asked because I 1:37:58 would imagine that it's uh it's getting 1:38:01 close to that time when when we're going 1:38:03 to have to start looking at that. And I 1:38:05 don't remember from the projects list 1:38:06 that you've got I believe but it's 1:38:08 getting close. 1:38:09 >> Yeah. 2028 2029 something like that now. 1:38:13 All right. Uh any updates or questions 1:38:16 from the committee then 1:38:18 Bobby? Not 1:38:20 >> here. 1:38:21 Um moving on thermal systems preventive 1:38:25 maintenance agreement. 1:38:28 >> Uh the existing preventive maintenance 1:38:30 service contract, the thermal systems 1:38:31 for preventative maintenance on our 1:38:33 baking of flight equipment is expiring 1:38:35 at the end of the month. Um we're 1:38:37 looking to extend a three-year contract 1:38:40 with them. 1:38:41 >> [clears throat] 1:38:41 >> Um the contract I don't if you looked it 1:38:43 over is broken up into four different 1:38:45 schools which makes it easier on their 1:38:47 end to track the equipment. Um this is 1:38:50 three chillers at the high school. 1:38:52 Conley's chiller, two rooftop units at 1:38:54 Connley. Um two rooftop units at a 1:38:57 caven, 1:38:58 two rooftop units at Hein I'm sorry 1:39:01 Hunley High School and a chiller here at 1:39:03 the administration building. 1:39:06 Um, we requested a proposal and attached 1:39:08 is what they came back with and we're 1:39:10 looking to move forward with the board 1:39:12 approval on contract expansion. 1:39:15 >> And you've worked with the firm, so 1:39:17 presumably you've not had any issues. 1:39:19 That's why you're recommending a renewal 1:39:20 [clears throat] 1:39:21 or extension, 1:39:21 >> correct? Um, I mean, with the equipment, 1:39:24 there's some issues with parts on uh 1:39:26 back order, but not nothing too crazy. 1:39:29 >> No, it's the equipment is one thing, but 1:39:31 service outstanding. 1:39:33 >> Excellent. that. All right. Any 1:39:36 questions on the recommendation? 1:39:41 Questions? All right. Uh any objections 1:39:43 with moving it forward then? 1:39:45 >> All right. We shall move it forward. My 1:39:49 legislation and policy updates. 1:39:51 >> Thank you, Mr. President. 1:39:52 >> If you want to combine 111 and two, go 1:39:55 right ahead because you're probably 1:39:56 closer to the legislation stuff recently 1:39:58 than I am. 1:40:00 >> Did you have anything though that was on 1:40:02 your radar? 1:40:03 It's not so much legislation updates, 1:40:06 but everybody should have at their place 1:40:08 the resolutions report for the upcoming 1:40:10 conference. 1:40:11 >> They only give us 1:40:12 >> Oh, we only [clears throat] get one. 1:40:13 Okay. So, I got the loan copy if I'm 1:40:16 mistake. Um, and we'll make a copy of 1:40:18 that and distribute it out so everybody 1:40:20 gets those or 1:40:21 >> Yeah, I believe I uh emailed that. Um, 1:40:24 we can send that again, but uh to make 1:40:26 sure that everybody did appreciate a few 1:40:28 weeks to close off. 1:40:29 >> This year's uh booklet shows that we 1:40:31 have five items for review. Nothing 1:40:34 really extensive like in years prior. 1:40:36 Um, 1:40:39 just 1:40:40 >> standing out that we should uh 1:40:42 >> no run the mill 1:40:44 >> mostly run in the mill 1:40:47 shattering here. 1:40:50 So that's the only legislative update 1:40:52 that I have. 1:40:53 >> Okay. So then I will move forward to 1:40:58 um federal advocacy conference. Uh that 1:41:02 was a really cool and awesome 1:41:05 experience. Uh 1:41:08 having been to state advocacy day 1:41:12 I was really nervous on you know when we 1:41:13 went there. Um but they they uh IASB did 1:41:18 a phenomenal job preparing all of us um 1:41:22 to meet with our representative, 1:41:25 senators, congressmen. And I I think for 1:41:29 our district, we are so very fortunate 1:41:33 um you know to have Bill Foster um as 1:41:37 our congressman. and because he is such 1:41:40 a champion for public education and 1:41:45 as we were preparing to meet with him or 1:41:49 his staff, I almost felt like I was 1:41:52 [clears throat] preaching to the choir 1:41:53 because all of the things that we were 1:41:55 advocating for, well, he's already 1:41:58 co-sponsored the bill on or co-authored 1:42:00 a letter. So, you coming in, it felt 1:42:02 like we were coming in um after the 1:42:05 fact, but I thought it was so important 1:42:08 uh for him to hear from us and um the 1:42:11 other school board members that were in 1:42:13 with me as to how important his work is 1:42:16 to continue [clears throat] to advocate 1:42:18 for us and keeping um a pulse on our 1:42:22 communities and what we need. Um it was 1:42:26 a day of learning, hearing from 1:42:28 congressional panels, 1:42:31 um learning about uh some illegal 1:42:36 struggles, you know, things that do 1:42:38 affect us that don't. Um 1:42:41 uh tax credits, [clears throat] 1:42:43 uh public school, um private school 1:42:47 funding. So some things that you know 1:42:50 don't necessarily relate to us but um 1:42:55 one of the biggest things that I 1:42:57 advocated for um [clears throat] 1:43:00 was our funding for IDA 1:43:04 and 1:43:06 Illinois is one of seven states that is 1:43:11 starting a grassroots effort and it is 1:43:14 called 40 by 2040. 1:43:17 There is a website 40 by2040.org 1:43:22 and it is a an initiative and a push to 1:43:28 ask our federal government to meet its 1:43:31 commitment that was made in 1975 1:43:35 to fund 1:43:38 IDA at 40%. 1:43:41 So in 1975, 1:43:44 50 years ago, um the federal government 1:43:48 um enacted IDA and had promised to 1:43:52 supply 40% of the cost of special 1:43:55 education services for students. 1:43:59 And over the years, not only have we not 1:44:02 received that 40%, but here in Illinois, 1:44:05 we're down to about nine or 10%. 1:44:09 And every year, the state of Illinois 1:44:14 is losing about $1.6 billion 1:44:18 in funding cumulatively to all of our 1:44:21 school districts. 1:44:23 And 1:44:25 what sometimes 1:44:27 people don't know, what they don't know, 1:44:29 and that's and that's fine. 1:44:32 But what people sometimes don't 1:44:33 understand is that when it comes to IDA 1:44:37 school districts, [clears throat] 1:44:38 we have a legal obligation 1:44:41 to educate students with disabilities. 1:44:45 And while districts 1:44:48 when I was speaking with a staff member 1:44:50 and he was very into STEM, that was his 1:44:53 thing when he was in high school. And I 1:44:55 said, "Imagine if your school district 1:44:58 had to cut your STEM program because 1:45:02 they needed that money to fulfill their 1:45:04 legal obligation 1:45:06 to educate individuals with special 1:45:09 needs and disabilities." 1:45:11 And that light bulb kind of went on was 1:45:14 like, wow. Like nobody wants to take 1:45:16 that money away from other programs. But 1:45:19 when we are not fully funded, 1:45:22 um it really impacts what we are able to 1:45:25 do for all students, when we have to 1:45:27 meet our legal obligations. 1:45:30 And so there is a huge push 1:45:33 um to really get the federal government 1:45:36 by the year 2040 very you know in small 1:45:40 increments to commit to bring us up to 1:45:42 that 40% um that they had promised and 1:45:47 one of the key takeaways was there was 1:45:49 that 1:45:50 IDA is 50 years old but students can't 1:45:54 wait another 50 years for Congress to 1:45:56 fulfill its promise. we need financial 1:45:59 help and we need it now. 1:46:01 And so there is being launched. Uh 1:46:04 school boards are being asked to 1:46:07 [clears throat] 1:46:08 champion anybody that you can find 1:46:10 community members to really get behind 1:46:13 40 by 40 and champion this and push and 1:46:18 get these schools the money that we are 1:46:21 entitled to. when we were meeting with 1:46:26 Senator German's office, um his staff 1:46:28 member was saying, "I'm very well aware 1:46:33 of how much money school districts are 1:46:35 losing." And she said, "I have one 1:46:38 school district," and I was like, "Hm, 1:46:39 maybe we should do this." She says, "I 1:46:41 have one school district that sends our 1:46:44 office a bill every year. 1:46:47 You owe us this much money for what's 1:46:49 been shorted." But it it helps to put 1:46:51 that visual out there as to this is the 1:46:54 money that we've lost or have not 1:46:56 received for our district or what we've 1:46:58 needed to to meet. Uh so that was that 1:47:03 was the biggest one I think most school 1:47:05 districts were advocating for. Not that 1:47:07 you're meeting school districts who have 1:47:09 different needs than we do. Some school 1:47:11 districts are really struggling because 1:47:12 the cost of diesel is just absolutely 1:47:16 destroying their budget. So, it was 1:47:18 interesting to see different school 1:47:20 districts. Um 1:47:24 there there are different needs and yet 1:47:25 there were some needs that are very 1:47:27 common and this is one of them. So, I'm 1:47:30 really um I'm going to share this and 1:47:33 I'm hoping that our district will push 1:47:34 this out and that we will get behind 1:47:36 this and champion 40 by 2040 1:47:40 [clears throat] um and and start getting 1:47:42 our federal government to get us the 1:47:43 money that they uh committed to give to 1:47:46 us. Uh there was a big push for um you 1:47:50 know our grant and our money for uh 1:47:53 teacher professional development. 1:47:56 um rate of course 1:47:59 trying to dispel the you know the 1:48:02 the root cause that FTC thinks that if 1:48:06 they're cutting the uh rate that they'll 1:48:08 be eliminating screen time and forcing 1:48:12 teachers to teach in the classroom but 1:48:14 they're kind of stepping in an arena 1:48:15 that they really don't have um that they 1:48:18 really shouldn't be stepping into and 1:48:19 that that's money that they really don't 1:48:21 have the right to to be taking away from 1:48:24 us. So, uh, everybody that we've talked 1:48:26 to is always on board with, um, 1:48:28 supporting and and protecting the rate 1:48:31 for us. Uh, student mental health, of 1:48:34 course, remains a top priority amongst 1:48:37 school boards at the federal level 1:48:41 and, uh, our nutrition program and 1:48:44 Medicaid. 1:48:46 And it was an exciting, a very busy 1:48:50 [clears throat] day. Um, I'm very 1:48:53 thankful to IASB for all their efforts 1:48:57 to prepare us. They gave us a whole 1:48:59 packet on all of our representatives and 1:49:02 um where they stood on different issues 1:49:05 and it really helped with meeting with 1:49:07 Bill Foster's office. So, if um next 1:49:11 year, you know, it's a it's a little 1:49:13 it's a little bit pricey, but it is well 1:49:15 worth it. And um if you have the 1:49:18 opportunity to go, 1:49:21 I highly recommend it. There were 1:49:22 superintendents there. There were chief 1:49:24 financial officers there as well. So it 1:49:27 definitely um was not just schoolboard 1:49:30 members. And I had an excellent time. 1:49:37 >> My curiosity was on National School 1:49:39 Lunch um or support for that kind of a 1:49:42 program because that's something that 1:49:43 every child would benefit from. Um, I'm 1:49:47 curious if how extensive that was 1:49:49 covered, if at all. 1:49:52 >> Um, it it wasn't it was it was on the 1:49:56 list, but it wasn't on on the priority 1:50:00 list. I mean, it was a priority. It was, 1:50:03 you know, some of [clears throat] the 1:50:05 uh, you know, the top points that the 1:50:08 IAB was helping us to advocate for, it 1:50:11 was on there. Um but I think IDA 1:50:17 and really even a lot of curiosity about 1:50:21 what is the status of the department of 1:50:23 education like that was all looming and 1:50:26 lingering and the midterm. So it was 1:50:31 there's a lot of unknowns and 1:50:34 it's people want to do right by students 1:50:38 and public education 1:50:40 but I I don't think anyone knows where 1:50:43 to start. 1:50:46 >> Was there any discussion on title N? 1:50:49 Um, 1:50:52 I think there was in the in our legal 1:50:55 presentation, but it um, let me look at 1:50:58 some screenshots that I took if I can go 1:51:00 back. Um, 1:51:07 there were some, 1:51:12 you know, there's still a couple of u 1:51:16 federal lawsuits that are out there. um 1:51:20 talking about transgender um 1:51:22 accommodations 1:51:24 um mainly sporting. Uh 1:51:33 it was really just a a legal 1:51:35 presentation. 1:51:38 A big question. Do Title 9 and the 1:51:41 Constitution prohibit schools from 1:51:43 allowing participant participation 1:51:45 consistent with gender identity? So, 1:51:47 this is still in 1:51:50 the courts. Uh, there's a lot of things 1:51:52 that are a couple of lawsuits that are 1:51:54 still out there. BP BPJ 1:52:00 is one that was and Row versus 1:52:06 Richfield. 1:52:08 Um, so there was some, you know, talk 1:52:12 about transgender accommodations 1:52:15 and 1:52:17 the impact that it would have on some 1:52:18 schools, 1:52:22 but there was no uh that was not 1:52:24 anything that was on the topics that 1:52:26 anybody was advocating for within their 1:52:29 meetings with their representatives. 1:52:31 [clears throat] 1:52:34 All right. 1:52:36 Thank you for going. I'm glad you had a 1:52:38 great experience. 1:52:40 >> I highly recommend it. So, if anybody is 1:52:42 starting out a year from now, they've 1:52:44 got their dates out there. And um I 1:52:46 really I highly recommend it. Great 1:52:48 great opportunity. 1:52:50 >> All right. 1:52:59 >> Yeah. I keep putting my stuff away. 1:53:04 going on here. I'm sorry, my computer is 1:53:07 completely Oh, there we go. All right. 1:53:11 Um, moving on to 11.3 1:53:15 with policy updates. 1:53:18 >> Actually, I think um that should be more 1:53:20 of a header and then we've got two 1:53:22 policies under there. First, 1:53:24 [clears throat] Dr. Z with 7240. 1:53:27 >> Yep. 1:53:30 Yeah, I'll go ahead with um 7240. So, 1:53:32 this is the district's policy for um 1:53:35 random drug testing that takes place at 1:53:37 the high school. We had some 1:53:38 conversations a couple months ago and um 1:53:40 we went and got some feedback from the 1:53:42 high school administration and brought 1:53:44 back their um recommendation here. also 1:53:47 give you a little bit of historical 1:53:48 background [clears throat] um in this 1:53:50 memo where you can go back to 2009 and 1:53:54 see um where this came about when the 1:53:56 IHSA um was initially making a push for 1:53:59 districts to do this and kind of 1:54:01 withdrew at the end of the day and um we 1:54:05 have maintained the policy um moving 1:54:07 forward um districts around us um have 1:54:10 not including in our in the Fox Valley 1:54:13 conference. So, um, what I did, I 1:54:15 included that background there, um, what 1:54:17 the policy, um, looks like currently and 1:54:20 then, um, just, uh, the alignment there 1:54:24 with IHSA. I did talk to Miss Cast and 1:54:26 she said that if the team makes it down 1:54:28 state, um, there is a possibility for 1:54:31 drug testing, um, for the state 1:54:32 athletes. The last few teams um, that 1:54:35 we've taken down state, um, they have 1:54:37 not nothing has happened with random 1:54:39 drug testing. So I I don't know if 1:54:42 there's that's for football, just for 1:54:44 certain sports, but our sports that um 1:54:46 have landed down there have not that. So 1:54:50 um as a reminder, um back in July, uh 1:54:53 went out and found, um a company, Mobile 1:54:55 Health Solutions, uh who we've actually 1:54:57 already been using um for after hours 1:54:59 drug testing um if bus drivers were in 1:55:01 an accident. And they put together a 1:55:03 proposal for us um to be our um drug 1:55:07 testing um company, if you will. Uh so 1:55:11 we passed that through back in July. And 1:55:14 uh further down you have the high 1:55:15 school's recommendation. So um just put 1:55:18 in the the cost in there, what it costs 1:55:21 per draw, per hour um when they come out 1:55:23 um on site. And then um some feedback 1:55:28 there from the high school bulleted and 1:55:31 um you know why they think um the drug 1:55:33 testing um bring some positivity in 1:55:36 terms of being um some deterrent um 1:55:38 early identification 1:55:40 and some other um core areas there that 1:55:43 they were able to articulate when I met 1:55:45 with them. 1:55:51 >> You think that? 1:55:52 >> No. So the recommendation 1:55:53 >> the recommendation is to continue 1:55:55 [clears throat] um with the random drug 1:55:57 testing as they have in the past just we 1:56:00 have a different um group doing it for 1:56:03 us. 1:56:08 >> So um 1:56:10 I have a couple of questions 1:56:14 and I'm I'm behind 1:56:17 being proactive 100%. 1:56:21 Uh when we talk about 1:56:26 continuing to offer this and safe for 1:56:29 all students, 1:56:32 but we're only requiring it from 1:56:36 students that are in athletics and 1:56:39 extracurriculars. 1:56:43 So, how is that including all students 1:56:46 and students who are not athletes, 1:56:48 students who are not involved in any 1:56:50 extracurriculars? 1:56:52 Is there an opportunity then if we're 1:56:56 going to move forward with keeping this 1:56:59 in our policy 1:57:01 to allow parents to opt their child into 1:57:06 random [clears throat] drug testing? If 1:57:08 we're looking at this from a proactive 1:57:11 standpoint, obviously not it would not 1:57:13 be punitive, right? This this wouldn't 1:57:15 be for a 1:57:18 uh okay, you tested positive and now 1:57:21 we're going to expel you. That would be 1:57:23 different than a discipline if we taught 1:57:25 somebody vaping or using drugs. But how 1:57:30 do we ensure that we're not excluding 1:57:34 this proactive measure 1:57:38 that we're not excluding non-athletes 1:57:40 and and students who are not 1:57:41 >> this is for performance-enhancing drugs. 1:57:44 >> But so this is only performance only. 1:57:47 >> Yes, this is from what I remember what I 1:57:49 know that this is performance enhancing 1:57:51 and there's a panel also for um 1:57:53 marijuana things of that nature too. 1:57:57 >> Yeah, that's what I 1:58:01 But those are athletes who perform on an 1:58:03 athletic stage. 1:58:06 I mean, if parents want to drug test 1:58:07 their own kids, that's fine. But this 1:58:10 this is intended for for athletes and 1:58:12 extracurricular activities. 1:58:14 >> I think there are other services of a 1:58:16 family um with searching uh out um 1:58:19 supports and that that we can make 1:58:21 connections to some of our community 1:58:23 resources out there for that. 1:58:26 Anybody 1:58:36 else have any thoughts? 1:58:38 >> I I had a question. It was 1:58:43 I understand the the positive benefits 1:58:46 that uh is sharing that this could 1:58:50 bring. What evidence do we have that 1:58:54 we're actually achieving the intended 1:58:55 outcomes of this policy? I wouldn't say 1:58:59 that they have any evidence um that 1:59:02 they're tracking in terms of, you know, 1:59:04 they did share with me. There's only 1:59:06 been a couple of positive tests over the 1:59:09 last couple of years and some of those 1:59:11 being um you know, false positives, if 1:59:14 you will. Um but um there hasn't been 1:59:16 any major concerns um that have come out 1:59:19 of it. So, I think that might be tough 1:59:20 for them to quantify. Um, sitting 1:59:22 talking with them. They're saying that 1:59:24 it may help it help a student athlete in 1:59:28 a position where they're under peer 1:59:30 pressure where that opportunity may be 1:59:33 there to use and they decide not to. And 1:59:35 they can also use that as an opportunity 1:59:37 to say, "Hey, I'm an athlete. I'm not 1:59:39 getting involved in this." Um, I think 1:59:41 that's going to be tough to collect data 1:59:43 on. I think that was something that um 1:59:45 came from actually both of our student 1:59:47 board members last year that that was 1:59:49 more um you know perceptual data from 1:59:52 talking with um their peers that that 1:59:54 has been a it has been a deterrent but 1:59:56 to be able to quantify the number of 1:59:59 positives um that that's a direct 2:00:01 correlation I think would be hard um to 2:00:04 do um but you know there are uh very few 2:00:07 um on an annual basis since we've been 2:00:09 doing this 2:00:10 >> but you can you can look at that in the 2:00:13 and the flip side and say well since we 2:00:16 have not had these cases then the 2:00:18 positive deterrent is working. 2:00:20 >> That's yeah correct. That's what we are. 2:00:23 That's how we um as the high school 2:00:25 administration um and uh district level 2:00:28 are taking that with zero to three to 2:00:31 say that it directly ties. I can't do 2:00:33 that. But it is it is right. 2:00:35 >> I think it's encouraging students to 2:00:37 make better decisions because they're 2:00:39 out there and it's not just this. It's 2:00:41 the education that goes on in the 2:00:43 classrooms as well. So, so it's not just 2:00:47 the policy, it's the education component 2:00:50 that's in concert with this 2:00:54 >> in the classroom. I'm lost. 2:00:56 >> No, I I'm guessing my best guess is that 2:00:59 there's some kind of education that goes 2:01:01 on about um the use of drugs in 2:01:03 classrooms. 2:01:04 >> Well, yeah. Health class, right? The 2:01:06 freshman year. 2:01:06 >> Yeah. Actually, starts in fifth grade 2:01:08 and then carries through. But once they 2:01:10 get past freshman year and they're done 2:01:12 with health class, there's no 2:01:17 there's I don't think there's any more 2:01:18 courses that would [clears throat] 2:01:20 >> Okay. But so I'm I'm looking at this as 2:01:23 a positive or as a positive deterrent 2:01:26 and not having the volume of cases. 2:01:29 Maybe it's working. 2:01:30 >> Well, 2:01:32 which may be the case. I think for I 2:01:34 guess what I'm getting at is that 2:01:38 I don't know I'm not asking Dr. Zer if 2:01:41 you know this. We'd have to do the 2:01:43 research. 2:01:45 I have to believe that there's got to be 2:01:47 some studies out there that have been 2:01:48 done on are these programs effective not 2:01:51 our district level but from a national 2:01:53 level. And I think it's worthy to see 2:01:56 what's out there because I 2:01:58 [clears throat] would I'm a little 2:01:59 hesitant to just draw a conclusion on 2:02:03 the data we have because there's other 2:02:06 variables that could also be influencing 2:02:08 like if it is education, is it actually 2:02:10 the education that's creating the cause? 2:02:12 You know, there's a correlation versus 2:02:13 causation. I don't know if we have a 2:02:15 causation case on here and I know that 2:02:17 that's difficult to get in many 2:02:19 situations. 2:02:20 For me, it's again to be perfectly 2:02:22 clear. I think anything we can to create 2:02:25 deterrence for students and feel if 2:02:27 students feel that this is helping them 2:02:30 in those social situations to say you 2:02:32 know what I can just blame the policy 2:02:35 and that's not and I won't engage in 2:02:37 this activity because of the policy that 2:02:40 that makes sense. 2:02:42 The the other part of this is that I 2:02:44 also from my limited knowledge on drug 2:02:48 testing uh and alcohol testing, there's 2:02:51 certain drugs that are in your system 2:02:53 longer than others, marijuana being one 2:02:55 of them. So if a student was using 2:02:56 cocaine, that could be out of your 2:02:58 system within 72 hours. If a student was 2:03:00 using alcohol, that's out of your system 2:03:02 in four hours. I would usually still be 2:03:04 reluctant to say are they still 2:03:06 negative. 2:03:10 >> Yeah, 2:03:10 >> there's some noise in the that process 2:03:14 uh just with human biology and how these 2:03:16 drugs interact. 2:03:17 >> Sure. If someone were to use an August, 2:03:20 right, and they got randomly tested in 2:03:22 October, it would be out of 2:03:26 [clears throat] 2:03:29 I'm very much on the um undecided on on 2:03:33 this topic. The one question that I have 2:03:35 in reviewing the policy um and I know 2:03:38 that this is from 2:03:40 uh 2009 2010 um but if you look on page 2:03:45 seven of the policy um under the 2:03:48 definitions of which groups are tested 2:03:51 um it feels like we're missing a large 2:03:55 number of students. Um, and so I don't 2:03:58 know if that list has been updated in 2:04:01 the last 15 years or 16 years, I guess, 2:04:04 um, to include more groups, but I I just 2:04:07 wonder why some of these groups have 2:04:10 been selected to be test or potentially 2:04:12 tested. And 2:04:13 >> I believe, are you looking at the 2:04:15 background what we put in from 2009, 2:04:17 which was their supported when they came 2:04:19 to the program? because the actual 2:04:21 policy just um if I'm correctly looking 2:04:24 at that that's the page you're looking 2:04:26 at when they came we've added a number 2:04:29 of different activities um and even 2:04:31 athletics since that that original time 2:04:34 in 2009 when this came forward um the 2:04:36 actual policy doesn't specify the the 2:04:39 names um of the um 2:04:44 activities in athletics it is that um 2:04:47 each student um that would be 2:04:48 participating in our extracurriculars 2:04:51 and athletics um have to um sign 2:04:56 and consent [clears throat] to 2:04:57 participate in the extracurricular. So 2:05:00 um that data that we put in there was 2:05:02 just the the entire history of 2009 when 2:05:06 this came forward. Does that 2:05:08 >> help answer your question? 2:05:09 >> Yep. That's helpful. 2:05:11 >> So that would include Sorry. No, just to 2:05:14 add on to that, it may be helpful to 2:05:18 identify which groups those are. Um, I 2:05:22 just think 2:05:24 clarification on 2:05:26 who we are testing and what we are 2:05:28 testing for because it really it's 2:05:32 beyond performance-enhancing drugs. 2:05:35 um 2:05:38 >> you know it when you look at the the 2:05:39 list of and again this is this is an old 2:05:42 list I understand um that I'm sure has 2:05:44 been updated um there are other drugs 2:05:47 that are on there um and then when you 2:05:50 correlate with the students that are 2:05:53 potentially being tested it's it doesn't 2:05:56 quite match 2:06:00 making sense 2:06:01 >> okay 2:06:03 >> and when we say extracurriculars are 2:06:06 clubs included then in that as well. So 2:06:10 no [clears throat] raiders mock trials 2:06:12 we've got. So then we we as we're going 2:06:16 athletics extracurricular like um 2:06:19 competitive team chess whatever debates 2:06:23 theater now we're getting into clubs 2:06:26 cooking club whatever club it is. as 2:06:31 we're extending this out to more clubs 2:06:34 and activities, 2:06:36 feel like then we're excluding 2:06:40 anybody that 2:06:42 doesn't partake in this. And again, 2:06:45 we're not talking about performance 2:06:47 enhancement drug. We're talking about 2:06:49 other drugs as well. And 2:06:53 if we're going to move forward with 2:06:55 something like this, 2:06:58 I think we also need to recognize that 2:07:02 being proactive at a younger age 2:07:06 is 2:07:08 beneficial. I think if we're going to 2:07:11 adopt something like this that it should 2:07:13 be adopted [clears throat] then also as 2:07:15 far down as the middle schools because I 2:07:17 think that's where some of these 2:07:20 behaviors and these trends may start 2:07:22 even I I know some fifth graders. So, 2:07:25 but I I don't know that we want to take 2:07:26 drug testing all the way down to our 2:07:28 elementary schools, 2:07:31 but I just I feel like this policy and 2:07:34 the way we have things, we're either 2:07:37 excluding or 2:07:39 Yeah. So, what um we're not asking that 2:07:42 we um adopt a different policy. The 2:07:46 policy that's in there um the history of 2:07:49 where this came in 2009 was because it 2:07:52 was going to be required by the IHSA. Um 2:07:55 [clears throat] I would not um 2:07:57 administratively recommend to um 2:08:00 randomly drug screen all students 2:08:02 starting at the sec middle school and 2:08:04 secondary levels. Um and so really it's 2:08:08 as a board do we want to continue on 2:08:10 with um the random drug screen since 2:08:14 IHSA has um since stopped that push. Um, 2:08:21 knowing [clears throat] though that all 2:08:22 of our students have to still consent 2:08:24 that the IHSA can randomly um, screen at 2:08:27 that time, 2:08:30 I really I think is the question at 2:08:32 hand. Do we continue with the current 2:08:33 policy? Um, or is that that the board 2:08:36 would like us to really discontinue this 2:08:39 policy almost in its entirety? 2:08:42 >> Do we know why IHSA discontinued it? Did 2:08:45 they give any kind of statements when 2:08:46 they did that? I'm not sure I I would 2:08:50 imagine um money. Yeah, I believe it was 2:08:54 that was there. Do you remember 2017? I 2:08:57 can't recall the exact year that um 2:09:00 >> it's been a while. 2:09:02 >> I strongly in support of this. And to 2:09:05 answer Mrs. Marino's suggestion. How 2:09:08 about if um we advertise that those 2:09:11 parents who wish to have their kids 2:09:13 tested could do so through mobile health 2:09:16 solutions at the district expense. 2:09:19 We want to check legal um based on that 2:09:23 um with with that component um as well 2:09:26 as 2:09:27 with that um 2:09:31 piece of there I there's going to be a 2:09:34 larger expense potentially to that the 2:09:37 um carrying that out um in terms of with 2:09:42 the the oversight in the facility and 2:09:44 and and all of that. Um, I would think 2:09:47 if that was a service that we would want 2:09:49 to potentially offer to our families, we 2:09:52 should look at some of our other 2:09:53 community outreach um organizations that 2:09:56 we already can kind of um direct them to 2:09:59 whether that would be through Car Solace 2:10:01 or our county health departments and 2:10:03 things like that. But um would certainly 2:10:06 look into that if that is what the board 2:10:08 would like us to to look into. But um 2:10:10 one I definitely want to make sure that 2:10:11 we are are looking into the the legal 2:10:14 aspects of that. Um I do know with um 2:10:17 our our athletics, you know, they are 2:10:19 held at a a higher standard and uh 2:10:21 components that are are in there and 2:10:24 since that was linked to the IHSA 2:10:26 component, um there's not an issue 2:10:28 there. 2:10:29 >> But how how are other districts handling 2:10:32 this? Because they don't test other 2:10:34 districts in the Fox Valley, they don't 2:10:37 have this. So how are they managing? 2:10:39 >> They don't. [clears throat] 2:10:40 >> They don't. 2:10:41 >> They just let it play out. So whatever 2:10:44 happens, the school district doesn't 2:10:47 doesn't get involved in it whatsoever 2:10:52 goes. So here's a here's a quick history 2:10:55 of the program. Began in the uh 2008 2:10:59 2009 was paused in 14 and 15 and then 2:11:03 cancelled in the summer of 2017. 2:11:07 Um roughly 500 students were tested 2:11:10 annually each year. Um and over the 2:11:13 course of the program it yielded three 2:11:16 positive results 2:11:19 >> at IHSO level. Correct. 2:11:21 >> At the IHSA level. Yes. 2:11:23 >> That's that's your state at at least the 2:11:26 go down state. No, this is this is a 2:11:29 study that was done across 2:11:32 um all of the all of the school 2:11:34 districts that participated in the 2:11:36 program between 2008 and 2017. 2:11:44 >> That yielded three. Did what? What did 2:11:45 we say we yield? 2:11:48 >> Rita had told me since you've been 2:11:50 athletic director there were like two or 2:11:52 three. Two or three? Yeah. 2:11:59 And then do those 2:12:02 get reported then to do they have to be 2:12:06 reported to IBY? 2:12:10 >> No. Or IHSA? 2:12:13 >> No. 2:12:14 >> Well, not anymore because 2:12:16 >> because the because the state program 2:12:20 ended, 2:12:21 >> right? Okay. So, not Right. Yeah. 2:12:25 >> And then but and it I guess if if it's 2:12:28 not drug use in school then it doesn't 2:12:30 need to be reported to be 2:12:34 >> correct. That wouldn't be going through 2:12:36 our system of um uh the drug related 2:12:39 offenses or uh weapons. 2:12:45 The other component in there is that um 2:12:48 if there was a positive um that there 2:12:51 there's offer that support to the 2:12:53 families. Um, and there's a a component 2:12:56 in there about self-reporting and all of 2:12:58 those things. So, it's not uh utilized 2:13:00 in a punitive way for these uh 2:13:03 individuals. 2:13:07 >> I'm just going to ask the question out 2:13:09 in the open. What is the admin high 2:13:12 school administration and like district 2:13:15 administration is making the 2:13:16 recommendation to continue the program? 2:13:19 What is the 2:13:22 um reasoning to discontinue the program? 2:13:29 I'm not saying that we're making that 2:13:30 decision. I'm just asking the question. 2:13:35 >> Well, for me, it's uh well, I know we we 2:13:38 switched from partnering for prevention 2:13:41 and have a significantly less cost to 2:13:44 the district. 2:13:47 I I think my issue really is that 2:13:54 by 2:13:55 continuing I feel like we are just 2:13:58 somehow excluding 2:14:01 certain students when and and then I 2:14:06 believe that if we're going to move 2:14:07 forward with this then we should look at 2:14:10 modifying the policy to include middle 2:14:13 school. So I feel like we either need to 2:14:15 do it right. To me that just I just 2:14:18 truly believe 2:14:20 that tackling this earlier 2:14:24 sooner rather than just at the high 2:14:26 school or not next. 2:14:31 My two cents for what it's worth. 2:14:40 I'm fine with keeping it as it is. To 2:14:42 me, this is an athletics and activities 2:14:44 thing, [clears throat] 2:14:46 not about middle school. And these are 2:14:49 high school kids that represent our 2:14:51 school, 2:14:52 >> but we have athletics at the middle 2:14:54 school. 2:14:54 >> I understand, but they're the ones that 2:14:57 understand the impacts of that. I don't 2:14:59 know that the middle school kids 2:15:01 understand the impacts of their choices. 2:15:04 That's why they have parents. 2:15:06 But they they they're middle school kids 2:15:08 that have brought base to school. They 2:15:10 don't understand the consequences of 2:15:12 their actions. 2:15:16 [clears throat] They they think they do, 2:15:17 but at the middle school level, I'm 2:15:19 going to guess not. So, still in this, 2:15:24 >> but then wouldn't a test like this open 2:15:26 up a conversation for parents and 2:15:28 families? 2:15:32 >> Yeah. But I don't I don't see this as as 2:15:35 a district-wide child drug use policy. 2:15:41 Me this if we have to pair down the 2:15:44 medical what we're testing from a 2:15:46 performance-enhancing standpoint, that's 2:15:48 a different conversation. But I I don't 2:15:51 see this as a you have to screen 2:15:53 [clears throat] all of our kids at 2:15:55 middle school and up level. And this 2:15:57 this is a budget item of $9,000. you 2:15:59 pull something like that and you're 2:16:01 going to you're going to balloon that 2:16:03 cost in a hurry. So, from a that that's 2:16:06 the cost standpoint, but I I just don't 2:16:09 see 2:16:11 don't see a point to doing that to 2:16:13 middle school kids. 2:16:19 I struggle with that. I really do. 2:16:27 That's why there are parents out there. 2:16:32 >> I concur. 2:16:34 >> I'm good with moving it forward. 2:16:40 >> Okay. Right now it's committee. So we 2:16:42 can we can continue [clears throat] to 2:16:44 postpone this because Mrs. Murray's not 2:16:46 here to be part of the discussion. 2:16:50 Right now it's to the committee. So if 2:16:52 if this if this goes out of committee, 2:16:55 it sounds like it's one to one right 2:16:57 now. 2:16:57 >> If you don't want it, I feel or you want 2:17:00 to modif I'm hearing that you want to 2:17:02 modify it in some way. 2:17:03 >> Yeah. Either mix it or modify. Yeah. So 2:17:07 maybe we need to wait until Mrs. Murray 2:17:10 is with us. Um if that's the appropriate 2:17:13 thing. 2:17:14 >> Yep. 2:17:20 So, how does that get uh 2:17:25 record? 2:17:25 >> No, rather than 2:17:28 you can hold it. Can't we approve this? 2:17:30 It would be understanding we're going to 2:17:31 review it as far as enhancing it. 2:17:33 >> Well, right now there's nothing to 2:17:34 approve. It was asked to be brought back 2:17:36 up for discussion. the policy um is 2:17:40 already existing and we've already had 2:17:42 the um approval of the uh screening 2:17:46 company. So right now um it stay status 2:17:49 quo unless it's uh it's brought back up 2:17:52 um to committee again. So 2:17:56 >> so I'm clear the reason why it's on the 2:17:57 agenda because it came up as a question 2:17:59 not because the district is actually 2:18:01 looking for approval for the policy 2:18:03 that's already coming back with a 2:18:05 recommendation. Thank you. 2:18:09 So with with no change status 2:18:11 [clears throat] closely. 2:18:13 >> So if Ms. Murray wants to chime in then 2:18:16 at what times would that would she do 2:18:18 that? When would she have to put to put 2:18:20 it back on? 2:18:21 >> We can revisit this a future agenda 2:18:24 item. 2:18:24 >> Okay. And then once once it exits 2:18:26 committee then it goes to the general 2:18:28 board for a vote on whether to move it 2:18:31 ahead as a policy change whether to 2:18:34 change it overall or just resend the 2:18:37 entire policy whatever change we make we 2:18:40 make it as a board seven people not as a 2:18:42 committee the recommendation from 2:18:45 committee and [clears throat] we got a 2:18:47 voice from the high school what Mr. Dr. 2:18:50 pardon me sir um Dr. here has brought to 2:18:53 us 2:18:55 but it comes out of committee or get 2:18:58 discussed in committee. Yes, other 2:19:00 people have a time in that's fine but 2:19:05 transactionally it happens from a policy 2:19:08 committee standpoint. 2:19:10 >> Okay, 2:19:10 >> that's our charge as the policy 2:19:12 committee. 2:19:18 I mean it for the record. I appreciate I 2:19:19 mean we've from partnering prevention to 2:19:22 what we're going to now we've saved over 2:19:24 $100,000. So I'm like woohoo on that. So 2:19:27 um I I understand that. I'm just trying 2:19:29 to figure out again like the question 2:19:31 was why are we doing this? And should we 2:19:35 then loop in the younger ones for a more 2:19:39 proactive and preventative and 2:19:41 educational opportunity? Well, and and 2:19:44 for whatever it's worth, I think having 2:19:45 the discussion is of value as well. Um, 2:19:49 not just from a revisiting and old 2:19:51 policy, but also it puts it on the 2:19:54 community radar. So now, anybody that is 2:19:56 watching us or anybody that posts an 2:19:59 update socially, we could have the 2:20:02 public actually come in here and 2:20:03 comment. And to me, that would be just 2:20:05 as valuable as the seven of us sitting 2:20:07 here discussing it because they're 2:20:10 they're the parent crowd. They're the 2:20:12 people that are out there with their own 2:20:14 kids. 2:20:15 I think I think that that is valuable. 2:20:17 So, there's nothing wrong with having 2:20:19 the discussion. I'm glad we have it. And 2:20:21 if we need to prolong it, it's fine. We 2:20:23 prolong it some more. We get to hear our 2:20:26 community input. Not a bad thing. 2:20:30 And we don't make the decision in a 2:20:31 vacuum. 2:20:36 >> Okay. 2:20:38 Thank you to everyone for the 2:20:39 information on on uh 11.4 or policy 2:20:44 7240. 2:20:46 Moving on 2:20:48 to 11.5 2:20:51 discussion on policy 2 col260. 2:20:57 Yes. Um that is our unifor uniform 2:21:00 grievance procedure. a question was 2:21:01 asked. Um if we could uh put this on the 2:21:03 agenda to highlight um and give an 2:21:06 overview of what does that procedure um 2:21:09 look like um here at the district um I 2:21:13 wouldn't say just district level but 2:21:14 here in the district. So um as part 2:21:17 [clears throat] of the uniform grievance 2:21:19 process, any student uh parent employee 2:21:22 um or community member uh can um and 2:21:26 should notify uh our district complaint 2:21:28 manager um if he or she believes that 2:21:32 board um member, an employee or an agent 2:21:36 of um the district uh has violated any 2:21:40 of their rights um guaranteed by the 2:21:42 state or federal constitution, state or 2:21:44 federal statute board policy um or and 2:21:48 then there's a list of 16 um you 2:21:51 different items there um that they feel 2:21:54 that uh one of their rights has been 2:21:56 violated. So what that step looks like 2:21:58 is um that one of those individuals 2:22:01 would reach out to um Dr. uh as the 2:22:05 district um kind of lead on that um and 2:22:10 at that level would try to attempt to 2:22:12 resolve um the complaints um having a 2:22:15 discussion u before uh resorting to the 2:22:17 grievance u procedure. But no individual 2:22:20 who has f has filed um a complaint has 2:22:24 to go through a mediation. Um, 2:22:25 oftentimes, um, we'll get an email or a 2:22:28 phone call, um, saying that they'd like 2:22:30 to file a form of complaint, um, and 2:22:32 we're in discussion, um, with them. 2:22:36 It's, uh, been really, hey, have any 2:22:38 questions on this or, um, wanted to go 2:22:41 through a process or procedure. Um, at 2:22:44 times it can get, uh, deferred back to 2:22:46 the building where they can have 2:22:47 conversation and reach resolution. Um, 2:22:49 but it doesn't have to go that that way. 2:22:51 So, uh, if the, um, individual still 2:22:54 wants to, um, file that complaint, um, 2:22:57 they would, um, work with Dr. There um, 2:23:00 and he would assign that, uh, to one of 2:23:03 our complaint managers. They're all 2:23:05 listed, um, in the policy, um, there. We 2:23:08 do have to update that, um, from time to 2:23:10 time if there is an individual um, who 2:23:12 has left. Um, those mainly are our um, 2:23:16 cabinet members. We have also um, Mrs. 2:23:19 Buffin and HR. So uh once um a complaint 2:23:24 is filed um Dr. Z would assign a 2:23:26 complaint manager. That complaint 2:23:28 manager um would reach out um to the 2:23:31 individual. Um if the complaint uh had 2:23:35 to do with bullying or cyber bullying or 2:23:37 workplace harassment, there are some 2:23:39 other policies and procedures that would 2:23:40 need to um be sure were um also being uh 2:23:44 taken um into consideration. But the 2:23:46 case manager um then or the case 2:23:49 manager, the complaint manager um would 2:23:53 work with um the investigator uh to make 2:23:56 sure that they are fully um 2:23:58 investigating um and knowing what the 2:24:00 timeline is. Um some of that would 2:24:03 include um or could potentially um 2:24:06 include an interview with with the 2:24:08 individual themselves, could be with 2:24:10 their student. um they would need to 2:24:12 then have interviews with others that 2:24:14 may be um involved in what that 2:24:17 complaint was. Um and at that time um 2:24:22 an individual who is is filing that they 2:24:25 don't have to I mean ask for a certain 2:24:28 person. They can ask for um someone of 2:24:30 the same gender um or a different 2:24:32 complaint manager. We try to if the 2:24:34 complaint is in one area we wouldn't 2:24:36 necessarily maybe there's a fiscal we 2:24:38 wouldn't assign Mr. Almire as the 2:24:40 complaint manager for that. Um we would 2:24:42 give that uh to one of the others. Um 2:24:44 that's why we have a variety of um 2:24:47 people who can go ahead and investigate. 2:24:49 Um once that investigation is fully 2:24:52 completed um they would then turn over 2:24:56 their report and findings to um the 2:24:59 superintendent. Um and then um the 2:25:03 superintendent then has the 30 school 2:25:05 business days after the date was that um 2:25:08 the complaint was filed or the complaint 2:25:11 manager has those 30 days. They can ask 2:25:13 um if there is a reason or rationale uh 2:25:16 to extend that time um there is 2:25:19 flexibility in those times 2:25:20 [clears throat] 2:25:21 but uh that that would then get turned 2:25:23 over um to the superintendent. The 2:25:27 superintendent then does review all of 2:25:29 that and then within five school 2:25:31 business days um needs to write a 2:25:33 written decision um based on all of the 2:25:37 information provided from uh the 2:25:40 individual who did investigate um and 2:25:43 that is mailed then um we do also now 2:25:46 email um the decision to the the um 2:25:51 person who had filed um after 10 days 2:25:54 from that time if uh the individual does 2:25:57 not agree with the superintendent's 2:25:59 decision um they may reach back out to 2:26:02 um Dr. Ver or myself as superintendent 2:26:05 um and um ask for that appeal which 2:26:08 would then uh go to the the board's um 2:26:11 level. Um sometimes with that we do have 2:26:13 to look at when is the next um board 2:26:16 meeting or time that that can um be 2:26:18 reviewed and after the board has um 2:26:20 reviewed that they would write a final 2:26:22 decision within five school business 2:26:24 days. Now, if the complaint was um 2:26:27 against the superintendent, um that 2:26:29 would skip me being the person who would 2:26:33 um review the material. It goes right to 2:26:35 the board and the board would review 2:26:36 that. The timeline still stands with um 2:26:40 x number of 30 days and then the five 2:26:42 days to to get that response back out um 2:26:45 to the individual. So that's kind of 2:26:47 looking at um what does um this policy 2:26:51 uh often many of our policies has um an 2:26:54 administrative procedure. This one is 2:26:56 really spelled out in the actual policy 2:26:59 itself about the timelines, who the 2:27:01 individuals are, who to contact, how 2:27:03 many days things um have to happen and 2:27:06 um what those um rights and 2:27:09 responsibility or rights uh fall under 2:27:11 in terms of the various statutes and um 2:27:15 federal guidelines and and all of that. 2:27:17 So, um wanted to provide that as um kind 2:27:20 of an overview of what that policy um 2:27:23 looks like and what does that procedure 2:27:25 look like and answer any questions that 2:27:26 the board has. 2:27:29 >> My only question is I think we had 2:27:30 trouble on the 30-day issue uh should we 2:27:34 amend that a little bit or should put 2:27:36 the somehow we were like a day off if I 2:27:40 recall and because of the calendar. 2:27:42 >> Yeah. And so with that um in on page two 2:27:45 the deadlines it says in our policy that 2:27:47 all deadlines under this policy may be 2:27:49 extended by the complaint manager um as 2:27:52 he or she deems appropriate. And so 2:27:54 something like that if it looked like 2:27:56 that doctor there would reach out to the 2:27:58 individual saying that 30 days falls 2:28:00 here. However because maybe we don't 2:28:03 have a board meeting until this date or 2:28:05 it was winter break something like that 2:28:07 we would extend that. So that's through 2:28:09 that communication as he is um having 2:28:12 conversation with um the individual or 2:28:15 the party who um filed the complaint. 2:28:17 >> Thank you. I miss it. 2:28:25 >> The complaint manager provides updates 2:28:27 um to the individual too whether it's 2:28:29 through communication or interviews, 2:28:31 something of that nature. 2:28:33 >> Thank you for sharing that because 30 2:28:34 days of not hearing anything could be a 2:28:36 while. Um and so um as that's going on, 2:28:39 you know, we're at this point of the 2:28:41 interview or the investigation. Um based 2:28:43 on what we found, we now need to 2:28:45 interview other individuals. So thank 2:28:47 you for sharing that, Dr. Z. 2:28:54 >> Does anyone have any questions? 2:29:01 >> Thank you for that presentation. 2:29:06 kind of giving a little bit of 2:29:07 highlights for anyone who may. 2:29:09 >> So, information only. Information only. 2:29:11 Yes. 2:29:13 >> Thank you. Um, so let's see. Now 1.5 is 2:29:17 done. Uh, community relations is off. 2:29:21 So, 2:29:21 >> yep. Item 12 skipped. 2:29:23 >> Yep. Miss number 13. 2:29:24 >> So, minutes, we only have the one set of 2:29:26 minutes there. If there's any objections 2:29:29 to the minutes or there's any if there's 2:29:31 any typos, let Sharon know so we can get 2:29:33 that corrected. Uh otherwise that's the 2:29:35 minutes that is going for review and 2:29:38 approval for the next meeting. Uh 13.2 2:29:41 boardroom streaming and audio proposal 2:29:43 summary. Gentlemen, thank you very much. 2:29:46 Uh Mr. Primis is coming up to the 2:29:48 lectern here. Um over the last few 2:29:50 months, uh the technology team um has 2:29:52 been investigating and investigating 2:29:55 improving our boardroom audio and video 2:29:57 streaming. Um and we've explored, we've 2:30:00 looked at to see what other districts 2:30:02 are doing. Uh we've received several 2:30:04 quotes and options which is outlined in 2:30:06 the memo for which Mike will highlight 2:30:09 these options for the board. Um but I do 2:30:12 want the board to understand that you 2:30:13 know several architectural operational 2:30:15 considerations were considered. Um you 2:30:18 know direct hardware streaming versus 2:30:20 the zoom kind of PC dependence that we 2:30:22 use today. Um camera tracking and and 2:30:25 switching audio methods so that cameras 2:30:27 are picking up who are talking and and 2:30:30 who is actually speaking. um as well as 2:30:32 staffing requirements, right? People had 2:30:34 asked what other districts are doing and 2:30:36 and there are other districts not 2:30:39 streaming at all. There's other 2:30:40 districts that are kind of doing what 2:30:42 we're doing and then there's other 2:30:43 districts that well put on a whole 2:30:45 production and they have an audio and a 2:30:48 sound person at every single meeting and 2:30:50 then then after the meeting they 2:30:51 actually produce the meeting. So, um 2:30:54 there's a range of what other districts 2:30:56 are doing, but we have a few options in 2:30:58 front of you. And what we're hoping to 2:31:01 receive today is is some feedback and 2:31:03 guidance from the board. Um you know, 2:31:06 this is last I remember this is called 2:31:08 the boardroom. And normally in in these 2:31:10 situations, we would give a 2:31:12 recommendation, but we'd really like to 2:31:14 hear from the board because this is 2:31:16 really about this meeting and how we 2:31:18 want to stream and share this with the 2:31:20 community. So, uh, without further ado, 2:31:23 I'm going to hand it off to Mr. Primus 2:31:25 to go through some of the options and in 2:31:27 the memo that we have in front of you. 2:31:29 >> Thank you, Mr. Almire. I would recommend 2:31:30 a collar lecture. [clears throat] 2:31:34 Have you seen our kiddos? [laughter] 2:31:37 Good point. Never mind. 2:31:40 Um, 2:31:41 right. I did reach out to two different 2:31:44 companies. Um, one that we work with 2:31:47 quite a bit, Midwest computer products 2:31:49 based out of West Chicago. 2:31:52 Typically every AP product we or project 2:31:54 we utilize that company that way since I 2:31:57 came on board and even before um at 2:32:01 Mr.'s these requests. We did reach out 2:32:02 to another company that I located down 2:32:05 and I had spoken with other districts to 2:32:07 see who they had recommended and that 2:32:09 was up a few times that would be 2:32:13 believe their ITR solutions or systems 2:32:15 sorry. So Midwest computer products came 2:32:19 out and took a look at what we've got. 2:32:24 They've been out in our boardroom before 2:32:26 when we were having our sound issues. So 2:32:29 um they came up with two different 2:32:32 options for us 2:32:35 have the costs on here as well. But the 2:32:37 two basic differences in these options 2:32:41 both have two cameras. One probably in 2:32:44 the current location 2:32:46 facing the DS one behind the DS facing 2:32:49 the turn. 2:32:52 One option, the more expensive option 2:32:55 includes microphone in the ceiling to 2:32:59 determine [clears throat] who is 2:32:59 speaking and activate those cameras 2:33:03 appropriately. 2:33:05 The second option they provided was a 2:33:07 little less technology based. 2:33:11 There would be a pressure switch by the 2:33:12 lectern. So someone standing at the lect 2:33:15 turning 2:33:16 they press on that not just press on it. 2:33:19 They stand on it. It activates the 2:33:22 >> [clears throat] 2:33:22 >> switch the stream to that camera. 2:33:27 Move on to the other option as well, 2:33:28 unless you have questions about those 2:33:30 two, whatever you want to 2:33:35 the ITR systems approach. 2:33:39 They recommended three cameras. 2:33:43 We would place them. We would have to 2:33:45 have a project meeting with them, but 2:33:46 one on either wall 2:33:49 crossing streams in this direction and 2:33:51 then put one behind the D. 2:33:55 They recommended 2:33:57 picking up determining on which 2:34:00 microphone is hot, right? They would set 2:34:02 up zones and if Mr. Almire is speaking, 2:34:05 camera facing him would activate and 2:34:08 point at that direction. Program zones. 2:34:17 So, preset views. Uh, I did ask about 2:34:20 potential situations where we've got 2:34:22 someone 2:34:24 speaking at the lectern or we've got 2:34:26 students that we want to recognize. That 2:34:29 would be a different situation. Uh, we 2:34:31 thought maybe they would activate the 2:34:33 mic. This active mic 2:34:37 audio here and activate the Dis camera. 2:34:42 I said we would probably need a manual 2:34:44 override in that situation. We would 2:34:46 need something to know that's the camera 2:34:48 that I want and so that is one of the 2:34:51 things that he would program for us. 2:34:54 Both solutions would uh utilize an iPad 2:34:58 to someone would need to produce audio 2:35:01 and and visual uh components as well as 2:35:05 presentation. They all take into 2:35:07 accounting the presentation. 2:35:10 They all take into account streaming 2:35:12 directly to YouTube. [clears throat] So 2:35:13 eliminating the PC and eliminating Zoom 2:35:17 uh webinar. 2:35:23 The last option um utilizes our current 2:35:28 camera or we could potentially upgrade 2:35:29 the camera. We one of my team remembered 2:35:33 that we had purchased before I was here 2:35:36 probably during CO a device for 2:35:38 streaming. The brand name is the Piston 2:35:40 I believe. Um, 2:35:43 one positive to that is we already own 2:35:46 the device. We can take the video u 2:35:48 video feed from the camera and take the 2:35:51 audio directly off the amp as is. 2:35:55 It would only be for now one camera. 2:35:57 Again, we could probably install 2:36:00 but cost for that would be well nothing. 2:36:04 We already own the device. It's already 2:36:05 been paid for. Any 2:36:08 questions? 2:36:17 >> Go ahead. 2:36:19 >> Go ahead. 2:36:19 >> You speechless. Okay. 2:36:21 >> Uh Mike, is the is the um Zoom license 2:36:24 [clears throat] only for board meetings? 2:36:27 >> Zoom license is Zoom webinar? Yes, it's 2:36:29 only for board meetings. 2:36:30 >> Okay. So um potentially with these 2:36:34 options we're elim we would be 2:36:35 eliminating the cost the Zoom sub 2:36:38 subscription cost. 2:36:39 >> Correct. 2:36:40 >> Okay. Um and then what is the uh 2:36:44 potential human cost 2:36:46 um 2:36:48 for having someone 2:36:50 put these pieces together on the iPad 2:36:52 that you referenced 2:36:54 >> uh to actually produce the the meetings? 2:36:56 >> Yeah. Like are we are we talking about 2:36:58 paying someone to sit here and do it? 2:37:00 Like I know other districts do that. Um 2:37:02 >> that's probably Mr. Almire. I would I 2:37:04 would guess the answer to that would be 2:37:06 yes. 2:37:06 >> I'm not asking for a financial number at 2:37:08 the moment. Just 2:37:09 >> right. That would that would certainly 2:37:10 need to be determined, right? To have 2:37:12 somebody here to to run the audio, run 2:37:14 the video to produce. Um certainly 2:37:17 that's some additional salary dollars 2:37:18 that we'd have to take into account once 2:37:21 go down that road. 2:37:23 But we would need someone here on site 2:37:26 to do it 2:37:26 >> for every meeting. Yeah. And 2:37:29 depending on the on the system, I I 2:37:31 think one of my requests to both 2:37:33 companies to try and make it as hands 2:37:35 off as possible. 2:37:36 >> So it would probably end up being one 2:37:38 person. I don't I know the districts 2:37:40 that I spoke with, they they utilize 2:37:42 two. So D155, I believe, utilizes two uh 2:37:46 district 300, but I believe that we can 2:37:49 get away with one. 2:37:55 Is there an opportunity to capture 2:37:59 and then delay? 2:38:04 I guess what I'm wondering is could we 2:38:06 capture the meeting on a Thursday night, 2:38:09 have someone publish it during their 2:38:11 workday on Friday and then publish it 2:38:14 online? like we don't have any 2:38:16 expectation that we're live streaming or 2:38:19 that we're so there may be a delay in 2:38:21 when the meeting is is published but it 2:38:23 would also eliminate needing someone to 2:38:26 be here physically at the meeting 2:38:29 >> right it would still be the question of 2:38:31 selecting the camera right so someone 2:38:33 would have to be here when I say produce 2:38:35 I guess that's what I mean right 2:38:36 >> okay so someone would need to be pushing 2:38:38 the buttons gota 2:38:40 >> pushing I'm sorry 2:38:41 >> for the camera as well as the pre 2:38:44 shifting to the presentation that there 2:38:46 >> because it's hot all the time. There's 2:38:48 no way to automatically 2:38:49 >> Understood. Understood. Thank you. 2:38:53 >> So to clarify, 2:38:56 this would [clears throat] 2:38:56 still be a live stream. It would just be 2:38:58 live to YouTube. 2:39:00 >> It would be a direct stream. Yes, it 2:39:02 would still be live and we are streaming 2:39:03 to YouTube now. However, however, 2:39:06 Zoom streams to YouTube. We've got Zoom 2:39:08 in the middle. I I would love to 2:39:10 eliminate Zoom, right? was stream 2:39:13 directly to YouTube live. The device 2:39:15 that we have already that we tested does 2:39:19 do that as well as what both companies 2:39:21 have recommended that as well. Okay. So 2:39:25 when I look at the problem we're trying 2:39:28 to solve is really increasing 2:39:31 transparency to the community 2:39:34 and right now the current system 2:39:36 sometimes the mics aren't 2:39:39 working static in the microphone. 2:39:41 Sometimes 2:39:43 the camera is a little blurry. You 2:39:44 really can't tell who's talking. But the 2:39:47 free option, would that solve those 2:39:51 problems? 2:39:52 >> So, let's back up and kind of explain 2:39:55 why we're experiencing some of that. Um, 2:39:57 the Zoom audio, it it picks up the sound 2:40:01 out of the speaker into the microphone 2:40:03 into the the phone. So, that's what is 2:40:06 stream. So, you've got that echoey great 2:40:08 sound. Um the the camera is a 1080 2:40:12 camera. However, zoom down samples for 2:40:15 720. 2:40:16 >> So to answer your question, yes. Uh the 2:40:20 solution that we have demoed 31, let's 2:40:23 call it free 2:40:25 utilizes the 780 stream from that 2:40:27 camera. The audio direct 780, not down 2:40:32 audio. It picks up directly off the amp. 2:40:35 So, 2:40:36 I won't be flawless, but it sounds good. 2:40:39 It's not echoey. It's not picking up 2:40:41 sound from the speakers in the 2:40:44 microphone directly off the end. 2:40:46 >> And we do and we do have, you know, um 2:40:50 we could at a future date share kind of 2:40:53 that test that we provided um that we 2:40:56 did to to show what the body the video 2:40:59 quality and the audio quality. You 2:41:01 proved to 2:41:02 >> it is linked in the 2:41:03 >> Yep, it is. Oh, it is linked in the 2:41:04 packet. Okay. I'm just looking at the 2:41:06 memo, 2:41:06 >> but I just I was just going to point 2:41:07 that out. So, if you look in the packet 2:41:09 on page six, um 2:41:13 you can see there's some demo examples 2:41:16 there, 2:41:17 >> right? That's there's a example of a 2:41:20 typical board meeting. I just quick 2:41:22 snipped of it. And then [clears throat] 2:41:23 there's an example of while we were 2:41:25 testing the levels, the audio levels, my 2:41:28 team member Dan is at the lectern. 2:41:31 >> Yeah, 2:41:31 >> I'm over here. We're conversing with 2:41:33 someone who's on the live stream 2:41:35 listening to our discussion. 2:41:40 >> I'm sorry. 2:41:42 >> I'll just wrap up like why if we have a 2:41:45 free option, why not test that out first 2:41:50 and then if it's failure then we can 2:41:53 look at other options. Is that 2:41:55 >> That was my question. 2:41:56 >> Oh, sorry. I'm sorry. 2:41:59 [laughter] 2:42:00 >> I agree. Why not try the free one? If we 2:42:01 don't like, we can always update. 2:42:03 >> Yeah, I 2:42:04 >> we can absolutely do that. 2:42:05 >> Love the idea. Absolutely. 2:42:09 >> So, I I see this as a three camera 2:42:10 option. 2:42:12 >> Um [laughter] 2:42:13 because if we're if the original intent 2:42:17 was to focus [clears throat] on the 2:42:19 speaker, you have speakers on that side, 2:42:22 you have speakers on that side, and you 2:42:24 have speakers where you're standing. So 2:42:26 to me, in order to identify that person 2:42:30 directly through whatever microphone 2:42:32 pickup system is necessary, I I see it 2:42:36 as a three camera option, not a two. Two 2:42:38 camera is great for that one where it's 2:42:41 sitting and the person that's going to 2:42:43 or the camera that's on the lectern 2:42:45 itself or or we bypass the person at the 2:42:48 podium. But I I we're going to be 2:42:51 picking up everybody sitting here. we 2:42:53 might as well pick up the people that 2:42:55 are standing at the podium, especially 2:42:56 when we have kids up there for 2:42:58 recognition. 2:43:00 Yes, I think that's a proud moment for 2:43:02 for parents, grandparents to be able to 2:43:04 watch their their kiddos um regardless 2:43:07 of whether it's at the beginning of a 2:43:09 meeting doing the pledge of allegiance 2:43:10 or uh or student recognition for various 2:43:13 things that are accomplished during the 2:43:14 school year. 2:43:16 I was about to say the the device that 2:43:18 we have uh definitely handles two 2:43:21 streams. We [clears throat] would have 2:43:22 to investigate. I'm pretty sure it would 2:43:24 handle three. We might have to use a 2:43:26 different interface, but um we could 2:43:28 definitely do that. 2:43:29 >> So, with that, there would be a small 2:43:31 cost. Um what would that cost be since 2:43:33 we have the 2:43:35 um platform already there? Uh you know 2:43:38 what I was going to call that? So, thank 2:43:40 you. It was would be the cost of two 2:43:42 additional cameras potentially, one or 2:43:45 two plus the wiring and all that. 2:43:48 Correct. Correct. 2:43:48 >> Yeah. That would be the cost of the 2:43:49 cameras, the cabling. 2:43:51 >> We won't hold you to it, but 2:43:52 approximately that free would now go to 2:43:55 about 2:43:58 >> um 2:43:59 maybe $3,000, 2:44:03 which Zoom cost was $5,000. 2:44:06 >> Right. Right. 2:44:09 [clears throat] 2:44:10 >> And it's it's not necessarily something 2:44:12 that has to run away at to your point. I 2:44:15 mean we we could test with the one 2:44:16 camera and what everyone thinks and to 2:44:20 your point we do have an example that we 2:44:22 already did but we could definitely do a 2:44:24 broader test and I'm oversimplifying 2:44:28 probably I I don't mean to oversimplify 2:44:31 but that's conceptually how I envision 2:44:33 this going 2:44:34 >> and IPR's 2:44:37 proposal I like that idea the three 2:44:39 cameras I also like that idea 2:44:46 So, to summarize, it sounds like we're 2:44:47 going to look at um the last option um 2:44:52 with two potential additional cameras um 2:44:56 and the the cabling to to do that and 2:44:59 test that out um at that level. 2:45:03 Sound good? 2:45:05 And if that meets our needs, great. If 2:45:07 not, then we have three other proposals 2:45:10 there. 2:45:14 Thank you. Any other questions? 2:45:18 >> Sounds reasonable. 2:45:20 >> Thanks, Mike. 2:45:20 >> Thank you. Thanks. 2:45:24 >> All right. Uh 13.3 committee structure 2:45:27 discussion. 2:45:29 Bobby, 2:45:31 >> thank you, Mr. Troy. 2:45:34 >> This is a followup from our 2:45:37 last board meeting. I recommended that 2:45:39 we have a continue the conversation. 2:45:43 Uh 2:45:44 about a month ago, maybe a little over a 2:45:46 month ago, we had a close session 2:45:49 meeting where we had the Illinois 2:45:51 Associations, the school board 2:45:53 representatives, IASB representatives 2:45:56 to work with us as a board and to have 2:46:00 discussions about how can we be a more 2:46:03 effective board uh when it comes to 2:46:05 board governance. And uh through that 2:46:08 [clears throat] process we had uh just 2:46:11 good discussions. I won't go into all 2:46:12 the details of discussions but rather we 2:46:14 had good discussions about what things 2:46:16 could look like and then bringing this 2:46:18 out to the open meeting uh for us to 2:46:21 discuss and potentially decide to move 2:46:25 something forward to the next board of 2:46:27 education meeting to formally vote on. 2:46:30 So, what I like to do is 2:46:33 review a proposal that I drafted. And 2:46:36 this is just simply a proposal. I'm 2:46:38 definitely open to conversation, 2:46:40 feedback, if you want to tweak 2:46:41 something. I'm open to all those 2:46:43 options. 2:46:45 So, what I figured I'll do is read what 2:46:48 I gave each of you as board members uh 2:46:52 first and then just add some additional 2:46:54 commentary to this and then hopefully 2:46:56 open that up for discussion. 2:47:00 So the proposed board of education 2:47:03 committee structure, you know, the 2:47:05 purpose of what what I'm throwing out 2:47:07 there as a proposal here. I want to be 2:47:10 perfectly clear that this is all about 2:47:13 maintaining transparency. 2:47:15 I think when you talk about any kind of 2:47:17 changes, uh the natural question for the 2:47:19 community is these are these changes 2:47:22 going to lead to the board uh and 2:47:26 district to be less transparent. And so 2:47:28 for me that is the core purpose and and 2:47:32 primary focus of everything we're 2:47:33 discussing here is maintaining the 2:47:35 maintaining transparency 2:47:38 and still having board oversight. So to 2:47:41 me it's not an or it truly is an and of 2:47:44 having transparency and strong board 2:47:47 oversight. So the purpose of this 2:47:49 proposal is to do just that. maintain 2:47:52 transparency and strong board oversight 2:47:54 while creating a more effective and 2:47:56 efficient committee structure that 2:47:58 improves meeting preparation, 2:48:00 timeliness, and clarity. Why would we 2:48:03 consider changing our current board 2:48:04 structure? And when I say current board 2:48:06 structure for those who are not privy to 2:48:08 what we're talking about is, you know, 2:48:10 we currently have seven board committees 2:48:12 that we just walked through at this 2:48:13 committee as a whole. uh in this 2:48:15 proposal is talking about how we could 2:48:18 make this committee as a whole be more 2:48:20 effective meeting as it relates to our 2:48:22 current committee structure. 2:48:25 So I'm not proposing 2:48:28 [clears throat] uh changing law of uh 2:48:30 having more or less board members in 2:48:32 general. This is about committee 2:48:33 structure. 2:48:35 So [clears throat] the board's current 2:48:36 structure includes seven standing 2:48:38 committees generally consisting of three 2:48:40 board members each and in each of those 2:48:42 committees. The structure has evolved 2:48:45 over time and it is appropriate to 2:48:48 periodically evaluate whether it 2:48:50 continues to provide the most effective 2:48:52 balance of transparency, oversight, 2:48:54 timely discussion, an overall efficient 2:48:56 use of board and administrative 2:48:59 resources. 2:49:01 A streamlined [clears throat] committee 2:49:02 structure would maintain transparency 2:49:04 and full board oversight, but preserve 2:49:07 opportunities for all board members to 2:49:09 still ask questions, deliberate, and 2:49:13 participate in discussions at the 2:49:14 committee as a whole and regular board 2:49:16 meetings. So, what I'm about to propose 2:49:19 is not taking away any power from or 2:49:22 legal authority of all seven of us as 2:49:24 board members. this all of us uh would 2:49:27 still be engaging conversations and 2:49:30 ultimately for voting on matters. This 2:49:33 would improve preparation and 2:49:35 communication between committee members 2:49:37 and district administration while 2:49:39 maintaining consistency with the 2:49:41 Illinois Open Meetings Act or ELMA for 2:49:44 short. This streamlined committee 2:49:46 structure would reduce unnecessary 2:49:48 duplication among committees. Uh I'll 2:49:52 backtrack for the improved preparation. 2:49:55 What I'm about to propose the just to 2:49:58 provide clarification is I can't recall 2:50:01 how many meetings in my short time being 2:50:03 a board member here. We will have a 2:50:06 discussion about a topic. We'll say well 2:50:08 let's kick that to next month or let's 2:50:10 discuss that next month. And sometimes 2:50:13 that constraint of us not being able to 2:50:16 discuss anything with anybody is the 2:50:19 open meetings act itself at MA. So 2:50:21 there's using this as an example. If 2:50:24 Mrs. Myino and I had a topic we really 2:50:28 wanted to talk about with Dr. Gil for 2:50:30 the special education committee we could 2:50:33 only talk about that here in an open 2:50:35 meeting. She and I cannot approach Dr. 2:50:38 Gil collectively on hey we want to hear 2:50:40 this from Dr. Gil at the next meeting 2:50:42 because we'd be violating the open 2:50:43 convenience act as the current structure 2:50:46 with the current committees because 2:50:49 there's three members on that committee 2:50:51 of the special education committee and 2:50:53 because we are the majority of the three 2:50:55 members that would now violate the open 2:50:57 meetings act. So we cannot she and I 2:51:00 cannot have any discussions about 2:51:01 special education with just the two of 2:51:04 us to say hey Dr. Gail we have an idea 2:51:05 we want you to present on. We can't do 2:51:07 that. So we have to both reach out to 2:51:09 Dr. 2:51:10 individually versus as a collective 2:51:12 committee. 2:51:14 So this would allow significant topics 2:51:16 including HR policy, legislative uh 2:51:20 legislation, operations, 2:51:22 uh information technology, AI or 2:51:25 artificial intelligence to continue to 2:51:27 be addressed without requiring a 2:51:28 separate standing committee for every 2:51:30 important area. I bring up uh IT 2:51:35 and AI as an example is a lot of what we 2:51:40 discuss in each of these committees have 2:51:42 a purpose and and are important. Human 2:51:45 resources is a critically important 2:51:46 topic. I'm sure Dr. Zero would agree. 2:51:49 Policy is a critically important topic. 2:51:51 Legislation is a critically important 2:51:52 topic. And so I'm still saying we should 2:51:56 maintain those topics and discuss them. 2:51:58 However, discuss them in a different 2:52:01 structure with not losing that those 2:52:03 conversations. 2:52:05 I bring up IT and AI 2:52:08 because I think Mr. Primis would dis 2:52:10 would agree with this is that those are 2:52:12 extremely important topics. Well, we 2:52:15 don't have an IT committee. We don't 2:52:17 have an AI committee. Does that mean 2:52:19 that it AI are not important? No. It 2:52:22 means that they're still important, but 2:52:23 we still find a way to put them on the 2:52:24 checkup. 2:52:32 So the goal is not again to not reduce 2:52:35 board oversight, is to maintain 2:52:37 transparency while organizing board 2:52:39 oversight more effectively. So the 2:52:42 proposed committee structure that I'm 2:52:44 throwing out there is we currently have 2:52:46 a finance committee. I'm suggesting that 2:52:50 we integrate the finance and operations 2:52:53 and maintenance committees. And forgive 2:52:56 me, I operations and management 2:52:58 maintenance. In other words, we'd still 2:53:01 have, you know, Mr. Linquest giving an 2:53:04 operations and maintenance report, he 2:53:06 would do so under the finance umbrella 2:53:09 committee versus having a separate 2:53:11 standalone operations and maintenance 2:53:14 discussion. Because it does seem, Mr. 2:53:16 Linquist that many of your conversations 2:53:19 are about high expense items like HVAC 2:53:22 systems, chillers that have big price 2:53:25 tags. 2:53:27 The other committee I'm asking to remain 2:53:30 is the curriculum committee uh remain 2:53:33 keeping the special education committee, 2:53:35 keeping the current community relations 2:53:37 and student outreach committee. What I 2:53:40 am proposing for the human resources 2:53:42 committee is that Dr. Is there could 2:53:45 still report on any kind of 2:53:47 administrative reporting. However, those 2:53:50 discussions could be talked about on the 2:53:52 superintendent's report because there's 2:53:54 not always a topic every time we have a 2:53:57 conversation about HR related matters. 2:53:59 However, during the superintendent 2:54:02 report when Miss Lombberg is reporting, 2:54:04 she absolutely could defer to Dr. Zir to 2:54:06 give an HR related as needed report as 2:54:09 Dr. Zir needs to report on that. So it's 2:54:11 not again eliminating human resources 2:54:14 discussions. It's rolling that into the 2:54:17 existing superintendent's report 2:54:20 legislation and policy. 2:54:22 That one I'm proposing that that would 2:54:25 be if there's a policy much like we just 2:54:28 discussed here today that is 2:54:32 either tied to a particular topic such 2:54:34 as a curriculum policy that a policy be 2:54:38 discussed in the curriculum committee. 2:54:40 And if it's a general policy that that 2:54:43 policy I don't have it here, but you 2:54:45 originally was trying to think through 2:54:47 where that would fit uh and from a 2:54:49 conversation I had with Miss Lombard 2:54:52 that could be falling under board 2:54:53 discussion. uh in the recent 2:54:56 conversation we just had moments ago 2:54:57 with the the policy. I do think uh it 2:55:02 shouldn't be the policy committee itself 2:55:05 proposing or asking to edit a policy but 2:55:07 it should be the entire board discussing 2:55:10 and proposing editing a policy versus 2:55:12 going through a separate committee to 2:55:15 discuss or propose because then at least 2:55:17 my understanding of how we're currently 2:55:18 structured the committee can say we 2:55:20 don't want to move that policy forward 2:55:22 when the reality is the entire board is 2:55:25 overseeing the governance of the 2:55:27 district. So I am proposing to eliminate 2:55:31 that committee. 2:55:33 However, still having policy discussions 2:55:36 depending on the topic one either 2:55:39 falling under the relevant existing 2:55:42 committee such as finance curriculum, 2:55:45 special education, community relations. 2:55:48 And if it's a general policy that cuts 2:55:50 across many things could fall under the 2:55:53 board uh information or board uh report 2:55:57 on the agenda. So ultimately reducing 2:56:00 seven committees down to four standing 2:56:03 committees that would include the 2:56:05 finance and operations and maintenance 2:56:08 curriculum 2:56:10 special education and community 2:56:12 relations and student outreach. Again, 2:56:14 want to reiterate this would still be 2:56:16 about maintaining transparency. 2:56:19 Consolidating seven standing committees 2:56:21 into four would not reduce public 2:56:23 transparency, board oversight, or 2:56:24 opportunities for board discussions. Uh 2:56:27 HR legislation, policies, operations, 2:56:30 technology, AI, and other important 2:56:32 matters would continue to be publicly 2:56:34 addressed through the appropriate 2:56:35 standing committee, the superintendent 2:56:37 report, or the committee as a whole. In 2:56:39 the full board meeting, all board 2:56:41 members would retain the opportunity to 2:56:43 ask questions, participate in public 2:56:45 discussion and deliberation, and vote on 2:56:47 matters requiring requiring uh board 2:56:50 action. 2:56:52 And then ultimately, because we'd be 2:56:53 down to four committees, the committee 2:56:56 composition 2:56:58 would then change to two board members 2:57:00 per committee. I think this is the part 2:57:02 that's key. Of course, we'd have to 2:57:04 verify this with the district legal just 2:57:06 to make sure that we're following with 2:57:07 the open meetings act requirements. Uh 2:57:09 it's our understanding from the Illinois 2:57:11 Association of School Boards that this 2:57:12 is a legal uh possibility of bringing 2:57:16 down two board members by committee with 2:57:20 intent to really help facilitate 2:57:23 appropriate preparation. Just using the 2:57:25 example I gave earlier, 2:57:28 uh myself and Mrs. Myino are on the 2:57:30 special education committee. She and I, 2:57:34 if we had the structure, if we're the 2:57:36 two committee members, she and I can now 2:57:38 have a discussion with Dr. Gil together 2:57:40 about prepping for a committee of the 2:57:42 whole meeting on a specific topic 2:57:45 without coming here 2:57:47 throwing out the idea of a topic and 2:57:48 then now we have to postpone that 2:57:50 discussion for next month. It would 2:57:52 actually help prep uh Dr. Gil using that 2:57:54 as an example to prep prepare and 2:57:57 present sooner versus kicking it to the 2:57:59 following month. Committee members just 2:58:02 to reiterate this committee members 2:58:04 would not replace the authority or 2:58:06 responsibility of the full board. So 2:58:07 there's no decisions that can be made at 2:58:09 that committee level. So even if it's 2:58:10 down to two people it's not as if they 2:58:12 can make any decision whatsoever. 2:58:14 They're simply helping prepare the board 2:58:17 for content that they think the board 2:58:19 would would be relevant and most 2:58:21 importantly that the community would be 2:58:23 relevant. 2:58:25 Matters requiring board action would 2:58:26 continue to be presented to the full 2:58:28 board for deliberation and action at 2:58:30 appropriately noticed public hearing. So 2:58:33 ultimately my recommendation is and open 2:58:36 for discussion is to discuss it at this 2:58:39 meeting uh hear any feedback and if 2:58:42 there's uh feedback or tweaks or if we 2:58:46 feel good with what how this looks 2:58:49 consult with our district legal and 2:58:51 ultimately put this up for a formal 2:58:53 board approval at the October 15th board 2:58:55 of education meeting and ultimately 2:58:57 again I've stated over and over this 2:59:00 structure would maintain transparency 2:59:03 Simplify structure, strengthen 2:59:05 preparation, and preserve full board 2:59:07 oversight. 2:59:09 I'm done with my presentation and we'll 2:59:11 pass it to the rest of the board for 2:59:13 discussion. 2:59:14 >> Well done. Well done. 2:59:15 >> Can I jump in with one one component? 2:59:17 Um, Mr. B, I know that one of the things 2:59:19 I mentioned to you was the parent 2:59:21 teacher um advisory committee is a 2:59:23 required committee by law. We do have 2:59:25 that um already. So, we this would not 2:59:28 be eliminating that. That would need to 2:59:29 stay. And the other is an advisory 2:59:32 committee. Um based on our um uh our 2:59:35 grants, we do need to have um we call it 2:59:37 the impact but a BPAC advisory 2:59:39 committee. And so those would still 2:59:42 continue to stand um as meetings. 2:59:45 >> Correct. 2:59:45 >> Thank you, Miss Lumber. I appreciate you 2:59:47 bringing that up. 2:59:53 >> Well done. I agree 100%. 2:59:56 >> And I'm on the other side of this. I 2:59:58 think it's trash. 3:00:00 Um, anytime that you are trying to 3:00:02 bypass OMA and say, "Yep, we have two 3:00:05 board members. They're going to meet 3:00:06 with the cabinet official and not be 3:00:09 subject to OMA, then you are trying to 3:00:11 skirt the law." And any intent to skirt 3:00:14 the law, I want no part of it. And I 3:00:17 think that is absolute garbage. Um, you 3:00:20 want to restructure committees, that's 3:00:22 fine. We are, we as a board, our 3:00:25 function is to do policy. And so if 3:00:28 we're not going to have a policy 3:00:29 committee, if we're going to just hash 3:00:30 it out based on the category, that makes 3:00:33 no sense whatsoever. You saw the policy 3:00:35 committee actually worked the way it's 3:00:37 supposed to work. We discussed the 3:00:39 policy. We discussed it as a group, but 3:00:41 ultimately it came down to three people. 3:00:44 We didn't have the three people to carry 3:00:46 it further. We agreed to postpone it and 3:00:48 revisit it when the third person on the 3:00:50 committee is here. It's done in an open 3:00:53 meeting. It's not done behind the 3:00:54 scenes. It's not done behind closed 3:00:57 doors talking to one cabinet official 3:00:59 because we want two people to discuss it 3:01:01 instead of three. You stick with OMA. 3:01:03 You follow the law and you do what 3:01:05 you're supposed to do. And any attempt 3:01:07 to do otherwise, you're just scrapping 3:01:10 all of OMA. I vehemently oppose this. We 3:01:14 have seven board members. You're trying 3:01:16 to curtail the responsibility of this 3:01:18 board on the committee structure. So 3:01:20 only two people. That means eight people 3:01:22 are needed in order to do something. And 3:01:24 that means one person gets to do double 3:01:26 duty while everybody else is sitting on 3:01:28 one committee only. So you're curtailing 3:01:31 the the responsibilities of the board to 3:01:34 participate in committees which are 3:01:37 purposeful. 3:01:39 Why? Because you want to get out of here 3:01:40 at 8:00 instead of 9:00. This is crap. 3:01:43 [clears throat] 3:01:44 This is crap on a stick and you can 3:01:47 consume it with some mustard. 3:01:49 >> Well, may I respond respectfully, Mr. 3:01:51 Troy? 3:01:52 >> Have a good time. I will. 3:01:56 First off, as I shared at the beginning, 3:01:58 this is not about skirting the law. 3:02:02 >> I I disagree. If you're saying if you're 3:02:05 saying I want to meet with M Miss Gil 3:02:07 because only two of us have the same 3:02:09 conversation, you're doing exactly that. 3:02:12 >> Can I please finish? I want to be 3:02:15 perfectly clear that this is this 3:02:17 proposal is not about skirting the law 3:02:20 in any shape or form. 3:02:22 The law permits us to have two committee 3:02:25 members 3:02:27 on a committee. The Illinois Association 3:02:30 of School Boards has said other 3:02:31 districts have two committee members on 3:02:35 committees. 3:02:37 Period. It's not skirting the law. This 3:02:40 is a legal this is a legal document and 3:02:43 we ask that we still talk to our 3:02:45 attorney if it is for some reason being 3:02:47 perceived that way. This is about 3:02:49 transparency and preparation. 3:02:52 And the idea of having a discussion with 3:02:54 my example with Dr. Gil is about more so 3:02:58 not about me getting out earlier. We're 3:03:00 going to be here late anyway. It's not 3:03:02 about that. It's about having the 3:03:04 preparation so the community can be 3:03:07 better informed in a more timely manner 3:03:09 so that using my example, Mrs. Myino and 3:03:13 I can have a discussion with Dr. bill 3:03:15 about topics that we think that would be 3:03:18 pertinent to the community that we're 3:03:19 getting feedback from the community on 3:03:22 to have those topics discussed sooner 3:03:24 versus bringing in an open meeting to 3:03:26 say we'd like to discuss this topic but 3:03:28 now we have to wait another month to 3:03:30 discuss the topic. So I think it's an 3:03:32 entirely unfair accusation that you're 3:03:34 suggesting that I want to get out here 3:03:36 early. It's entirely unfair that you're 3:03:39 saying that I'm trying to escort the law 3:03:40 because at no point was that my intent. 3:03:43 My intent was to again follow up from 3:03:46 our conversation that we had legally 3:03:49 with the Illinois Association of School 3:03:51 Boards about how we can be more 3:03:53 effective as a meeting, not for us board 3:03:56 members sake, not for my sake, but for 3:03:59 the community's sake and be more 3:04:01 prepared at meetings. 3:04:03 >> So what has not been transparent with 3:04:05 the public in current structure? 3:04:08 >> I'm not saying that it hasn't been 3:04:10 transparent. No, you've written here. 3:04:12 You have written here not reduce public 3:04:15 transparency. You you've talked about 3:04:17 being more efficient and more 3:04:18 transparent. 3:04:20 >> What have we not been transparent about? 3:04:22 >> We've been entirely transparent. 3:04:24 >> Okay. 3:04:24 >> And I'm saying we'd still be entirely 3:04:26 transparent and we'd be better prepared 3:04:29 when we come to a meeting. 3:04:30 >> If you're being transparent, then you 3:04:32 don't meet two people to meet with Dr. 3:04:35 Zir. I'm gonna pick a different name 3:04:37 because I don't don't want to pick on 3:04:38 the same person all the time. Dr. Gil. 3:04:40 Um, it could be Mr. Altmire. It could be 3:04:43 anybody. And and you're [clears throat] 3:04:44 saying, well, if we want a topic, we 3:04:46 need to expedite it so that we have only 3:04:48 two board members that meet with that 3:04:50 person instead of having the 3:04:53 conversation in open meeting. And I'm 3:04:55 sorry that it gets postponed by an extra 3:04:57 month, but that is the limitations of 3:05:00 the Open Meeting Act. I didn't write it. 3:05:02 Nobody asked me to vote on it. This is 3:05:05 what it is. And and if we want to have 3:05:07 these kind of private dialogues with the 3:05:09 administration, then then there better 3:05:11 better be some minutes that are 3:05:12 published for it be and better be done 3:05:14 on camera so that it can be put in front 3:05:16 of the public and say, "Yep, here's the 3:05:18 transparency of what we're discussing 3:05:20 instead of saying two board members are 3:05:22 meeting in somebody's office because 3:05:24 this is really uber important to us." 3:05:28 >> You're missing that point. The 3:05:30 transparency would still be there. This 3:05:32 is not about evading transparency. This 3:05:35 is about simply preparation for a board 3:05:38 meeting and all these topics would still 3:05:42 be publicly discussed. Nothing would be 3:05:44 hidden from the community. It's simply I 3:05:47 hear feedback from a community member. I 3:05:50 think whatever committee is represented 3:05:53 there. If it's a finance question, then 3:05:55 we could ask Mr. Almire to have a 3:05:58 conversation. you'd be prepared with a 3:06:00 presentation to discuss that topic at 3:06:02 that next finance committee versus 3:06:04 coming here saying I have a topic from 3:06:06 the community member and now Mr. Almar 3:06:09 can you present next month on this topic 3:06:12 versus still having the open discussion. 3:06:15 So again, I I feel like there's some 3:06:17 implications here that are unfair and 3:06:20 completely false that the idea here is 3:06:23 to be having a meeting behind closed 3:06:26 doors to simply evade the law which is 3:06:30 completely false rather it's about being 3:06:33 prepared more prepared to present 3:06:36 [clears throat] at the open meeting. So 3:06:37 it's more information more trans same 3:06:41 transparency more information in a more 3:06:44 efficient manner for the community. 3:06:46 >> So two board members meet in somebody's 3:06:48 office because they want something 3:06:51 presented that is not a meeting then 3:06:54 >> correct 3:06:54 >> under structure. Well if there's only 3:06:56 two people on the committee and those 3:06:58 two people are meeting that's a meeting. 3:07:01 It's it's a okay it's a meeting but it's 3:07:04 it's a meeting of preparation 3:07:07 community 3:07:07 >> but but no no the the law doesn't 3:07:10 stipulate meetings for preparation and 3:07:12 not for preparation. It it says 3:07:14 committee members meet that that's what 3:07:18 this is and you have two what's what is 3:07:20 majority? 3:07:21 >> So 50% plus one three people that two 3:07:24 people yes that constitutes a meeting. 3:07:26 Guess what? two board members, 50% plus 3:07:29 one, you're back at the same two 3:07:30 headcount. You are conducting a meeting 3:07:32 behind closed doors with administration. 3:07:36 That is a meeting and that should be 3:07:38 captured. That should be put out in 3:07:39 public just like what we do today. 3:07:42 >> It would be. 3:07:42 >> No, it wouldn't. You just said we're 3:07:44 going to meet in the person's office 3:07:45 because you have any conversations with 3:07:48 Mr. Altmire? 3:07:49 >> Yes. 3:07:50 >> Okay. 3:07:50 >> That's myself. one person out of a 3:07:52 committee of three different 3:07:54 >> because I'm one person out of 3:07:56 [clears throat] a committee of three. 3:07:59 >> Is it legal for you to have that 3:08:00 conversation? 3:08:01 >> That is 100%. 3:08:02 >> So should that meeting be your 3:08:04 discussion with Mr. Tmire? Should that 3:08:05 be a public meeting? Is your meeting 3:08:08 public? No. No. No. No. No. The public 3:08:11 meeting is a constitutes of committee. 3:08:14 There are three people on the committee. 3:08:16 A majority our district, excuse me. A 3:08:18 majority of the committee is 50% plus 3:08:21 one. The 50% is one and a half. So you 3:08:24 need two out of the three to constitute 3:08:26 official committee business. If I have 3:08:29 an individual meeting with with Miss 3:08:31 Lombard or any other cabinet member, I'm 3:08:33 representing myself as one person out of 3:08:36 a committee of three. I've not had that 3:08:38 with you. I've not included anybody else 3:08:40 on this board with that. And we have 3:08:42 those individual conversations all the 3:08:44 time. We our current structure is 3:08:47 designed around district 158. This 3:08:51 structure that I'm proposing here is 3:08:54 actually happening right now with many 3:08:57 districts across the state of Illinois 3:08:59 following the Illinois Association of 3:09:00 School Board recommendations and is 100% 3:09:04 legal. It's the same as you having a 3:09:07 conversation Mr. Almire 3:09:09 >> in the two of you. Nope. 3:09:11 >> This is your opinion. 3:09:13 >> Why? So, how are% plus one? 3:09:15 >> So, how are other districts able to do 3:09:17 this? 3:09:18 >> Rich, do the math. 50% plus one. 3:09:21 >> How? 3:09:21 >> Tell me where 50% plus one falls with 3:09:24 two board members on a committee. 3:09:26 >> How are other 3:09:27 >> Answer the question. 50% plus one risk. 3:09:29 Let's hear the math. 3:09:31 >> I'm asking you how are other a how are 3:09:34 other districts able to do this legally? 3:09:36 >> I don't know how they're able to do it. 3:09:38 >> This is a recommendation from ISB. 3:09:41 So I think we should approach ISB and 3:09:43 ask them. 3:09:46 >> Can I can I make a recommendation? I 3:09:48 think there are two components of this 3:09:50 um 3:09:51 structure [clears throat] 3:09:52 and if if maybe looking at each one 3:09:55 first is the board having a discussion 3:09:58 around should we consolidate some of the 3:10:01 committees um and then separately 3:10:06 I think they're two different 3:10:08 [clears throat] ideas here. um we 3:10:11 identify as that. Should we streamline 3:10:13 some of the committees? Um and then the 3:10:16 separate would be the number of people 3:10:18 on those committees which I do think we 3:10:20 would want to make sure that we're 3:10:21 getting legal opinion on just to clarify 3:10:23 the understanding. 3:10:23 >> I agree. I agree with that. Well, I I 3:10:25 would say this. I'd want to hear the 3:10:27 feedback from other board members. Mr. 3:10:29 Ruth felt it was a good idea. I'd want 3:10:32 to hear the feedback from the other 3:10:33 board members. And I want to also 3:10:36 clarify something here. 3:10:39 I brought this up as a proposal for 3:10:42 discussion 3:10:44 and I said in the beginning I'm open to 3:10:46 feedback. I am not going to take a 3:10:48 threat that I'm trying to skirt the law. 3:10:51 That's offensive and disrespectful and 3:10:54 disrespectful in a public meeting. I 3:10:56 take great offense to that if you would 3:10:58 suggest that. So if any one of us can't 3:11:00 propose any thought or idea without 3:11:02 discussion and you jump right to you're 3:11:04 trying to script the law. Unacceptable. 3:11:07 Mr. Troy. So with that, I'd like to hear 3:11:09 the feedback from other board members. 3:11:12 >> I I just um want to clarify one thing. 3:11:16 one I if I remember correctly from our 3:11:19 um 3:11:22 board self-evaluation 3:11:25 activity that we had 3:11:27 these would switch correct me if I'm 3:11:29 wrong these would switch from 3:11:33 board committees to 3:11:36 superintendent 3:11:38 committees and that's what allow would 3:11:41 allow 3:11:43 it to go to two members of the 3:11:47 committee. 3:11:48 And that's then would allow 3:11:53 the two board members that are on the 3:11:56 superintendence committee to meet with 3:11:59 either yourself or whoever you delegate 3:12:03 as the in the point of contact for that 3:12:08 particular committee. 3:12:11 That's no longer than a board committee. 3:12:14 it's a superintendent committee and I 3:12:17 think then that's maybe how other 3:12:20 districts are getting away with two as 3:12:23 opposed to so I think it's very 3:12:25 important to to clarify that for anyone 3:12:29 who is listening or anybody else on this 3:12:31 board who may have there is a difference 3:12:34 between it being a board committee of 3:12:36 three it will switch to a 3:12:39 superintendence committee of two And 3:12:43 then those two people would have that 3:12:45 conversation with the key individuals 3:12:48 that would have [clears throat] that 3:12:49 conversation. And I 3:12:50 >> thank you for thank you for clarifying 3:12:52 that. That is an important piece of 3:12:54 detail. But I also like the choice of 3:12:56 words that you had because I agree with 3:12:58 it. It's what you get away with. 3:13:02 That's where I draw the line. 3:13:05 [clears throat] 3:13:07 We are elected to do a job. We we employ 3:13:10 a superintendent. superintendent employs 3:13:13 and hires the people that sit in front 3:13:15 of us. They put us in responsibility of 3:13:19 this, not not these people. 3:13:22 >> Correct. 3:13:23 >> And to say this is going to be a 3:13:25 superintendent committee. Well, maybe we 3:13:27 should be electing a superintendent, 3:13:29 too. 3:13:30 >> But that's not how this works. That's a 3:13:33 that's [laughter] a fundamental change 3:13:35 overall. They they empowered us to be 3:13:37 responsible, not shift the buck to other 3:13:40 people. This is not [clears throat] 3:13:41 sifting the buck. The discussion is 3:13:43 still happening publicly. 3:13:46 Why don't we have an IT committee? That 3:13:49 is a very important topic. Why don't we 3:13:50 have an AI committee? That is a very 3:13:52 important topic. So if we had such a 3:13:54 committee then 3:13:57 we eliminate that committee and now 3:13:59 we're not going to talk about it or I 3:14:01 don't see AI as an important committee. 3:14:03 AI became important in the last six 3:14:05 months. 3:14:07 >> It's been working. It's been working but 3:14:08 here it is now. What? 3:14:11 >> I don't see anything. 3:14:13 >> This again, I want to be perfectly clear 3:14:14 for the community. This is not to get 3:14:16 out of anything. 3:14:19 Period. 3:14:25 Let's not [clears throat] forget these 3:14:26 committees are just reporting to the 3:14:28 full board. They they cannot make any 3:14:30 decisions back. 3:14:38 Next up, 3:14:43 >> I was I'm curious to hear other board 3:14:45 members because I I presented this not 3:14:47 to be attacked. I presented this with 3:14:50 positive intent to have a discussion. 3:14:52 Even said upfront that I'm open to 3:14:54 feedback and tweaking and changing and 3:14:58 instead uh Mr. Troy, you just came out 3:15:00 and attacking me. So I think uh I would 3:15:01 like to go back to my original request 3:15:04 uh removing your aside because clearly 3:15:06 some extreme emotion attached to 3:15:08 whatever I propo proposed here and what 3:15:10 I would like to get feedback from the 3:15:12 rest of the board members and what their 3:15:13 thought or ideas are related to this 3:15:15 committee structure. 3:15:19 So, uh, can we just go back to, um, Miss 3:15:23 Lumber's comments, um, that there's two 3:15:30 potential proposals for um, change here. 3:15:35 One is the um, going from seven 3:15:39 committees to four committees and I 3:15:41 believe we need to have a discussion 3:15:42 around that. And then there's a 3:15:44 discussion around if there are three 3:15:46 board members on a committee and two 3:15:48 board members on a committee. And 3:15:49 [clears throat] I believe that those 3:15:50 should be two separate conversations. 3:15:53 So, can we focus on the seven to four 3:15:55 conversation? At the moment, I feel like 3:15:57 we're only talking about the two board 3:16:01 members on a committee conversation. 3:16:04 >> I'm good with that. 3:16:06 >> So, I would I would ask the question of 3:16:08 the board. What is the response to the 3:16:12 changing of the structure of going from 3:16:14 seven to four? 3:16:17 >> I support it. 3:16:22 >> I I still say we are in charge of policy 3:16:26 and [clears throat] I think there should 3:16:26 be a policy committee that reviews the 3:16:29 policy instead of looking at the topic 3:16:31 and then trying to assign it to one of 3:16:34 four areas. Um it it doesn't make 3:16:36 practical sense. If it's a policy, then 3:16:39 assign it to the policy committee. It's 3:16:41 pretty straightforward. If you want to 3:16:43 remove the on and m committee, fine. 3:16:46 That can be rolled in. I don't have a 3:16:48 problem with that. Dr. Zir is going to 3:16:49 be here for HR anyway. 3:16:52 If if we're going to have under the 3:16:54 superintendent, the superintendent is 3:16:55 going to say, "Dr. Zir, can you shine 3:16:58 some color on this?" Okay. Well, that's 3:17:00 the same thing as what we've got. 3:17:03 They have an HR committee. Go right to 3:17:06 doctors here. Instead, we're going to go 3:17:07 to Dr. Excuse me, Miss Lombard. So, she 3:17:10 can go to doctor's ear. 3:17:12 Seems like you're adding an 3:17:14 inefficiency. 3:17:16 I don't ON&M does make sense because 3:17:19 [clears throat] it's not what it used to 3:17:20 be. We're not building schools anymore. 3:17:22 We're not doing major work here. That 3:17:24 that does make sense. 3:17:27 >> After that question, 3:17:29 >> and I am open to that discussion, Mr. 3:17:32 Troy, I appreciate your change of tone 3:17:33 because that's what I was looking for is 3:17:35 just a discussion, not an attack. 3:17:42 >> I'm just going to echo that. I I think 3:17:45 with so much that is going on, I do 3:17:47 think it is important that we keep um 3:17:50 legislation and policy. 3:17:53 There is so much changing. There is 3:17:56 constant activity at the state and the 3:17:58 federal level with what's happening with 3:18:00 the department of education. I did I do 3:18:02 and and like Mr. Troy said, we do 3:18:06 oversee policy 3:18:08 that that guides how our district runs 3:18:13 uh what we're doing for our students, 3:18:14 for our staff. We work in conjunction 3:18:18 with Miss uh Lombard in administrative 3:18:21 policies as well as procedures. 3:18:24 So, I think it's important that that 3:18:26 committee be kept um intact, but I do 3:18:30 see some value to um maybe like we 3:18:35 talked about uh finance and O and M 3:18:38 coming together because they do work so 3:18:40 closely when we're talking about 3:18:42 spending um significant chunks of money 3:18:45 as well. 3:18:46 So I do think there are some there is 3:18:49 some value to merging 3:18:52 some of the the committees 3:18:56 >> and I'm sorry if I missed this Marina 3:18:59 did you what are your thoughts on the HR 3:19:01 committee? 3:19:04 Oh. Um 3:19:07 I I think HR would be good with um Miss 3:19:11 Lombard as well bringing that into a 3:19:14 superintendent, but that I 3:19:17 that would be rolling. No, actually 3:19:24 this I have no problem with it. I think 3:19:26 my question would be how would it work 3:19:28 if we 3:19:31 Would 3:19:34 there be a place then to ask 3:19:36 conversations 3:19:38 uh 3:19:40 about 3:19:41 HR maybe our uh subs um how we're doing 3:19:45 with 3:19:49 teacher psychologist things like that 3:19:51 would there be a place then to have uh 3:19:54 ask questions and have discussion would 3:19:56 that fall under superintendent report. 3:20:01 I'm just wondering where that would live 3:20:03 for questions, comments. 3:20:06 Um, new business obviously would fall 3:20:08 under new business. I think it would 3:20:10 just be a logistics as to where any 3:20:13 questions that we have for HR would 3:20:14 list. 3:20:16 >> Yeah, I I think my knee reaction was 3:20:18 falling as a superintendent report, but 3:20:20 let's convert 3:20:23 other thoughts on that. I think one of 3:20:24 the things that um when you asked, one 3:20:28 of the things that that I immediately 3:20:29 brought up was that policy and 3:20:31 governance absolutely is a key function 3:20:33 um of the board and I think that was 3:20:35 maybe one of the the pieces where I 3:20:38 thought maybe that could go under a full 3:20:39 board. I think in determining maybe 3:20:42 which ones are the best. Um some of 3:20:44 these have evolved over the years that 3:20:46 um I've been in the district at times we 3:20:48 didn't have a special ed um committee in 3:20:51 the past. Um on&m became a very large 3:20:55 working committee because of the growth 3:20:57 that was happening in the district. And 3:20:59 so maybe the question is um kind of 3:21:01 looking at when we think about a 3:21:03 committee and the committee as a whole, 3:21:05 it's around what work does the board 3:21:07 need to do around 3:21:09 um 3:21:11 the work of the district at this time. 3:21:13 And so um maybe there's a committee 3:21:16 that's not even on here based on the 3:21:18 work that we're facing uh moving 3:21:20 forward. So how do we combine some of 3:21:23 those? Um if that's a question of the 3:21:25 board is to really think about what is 3:21:27 the work of the the that the committee 3:21:30 would be doing to determine um you know 3:21:34 should operations be a standalone can it 3:21:36 be combined with finance um there's a 3:21:38 lot of HR conversation and absolutely 3:21:41 those will need to continue to happen 3:21:43 but in terms of um kind of the work of 3:21:46 that committee there's probably not 3:21:47 something all of the time uh that is um 3:21:51 might be a presentation like this 3:21:53 evening So really thinking about that um 3:21:56 I don't know if that really helps the 3:21:58 conversation that um all of you are 3:21:59 having as to what is the core work um 3:22:03 that should be happening at the board 3:22:05 level which could then help determine 3:22:07 you know what are those those standing 3:22:09 committees or what should those 3:22:10 committees be um having. So it's more 3:22:13 than just a presentation it should be 3:22:15 work around um various topics that we're 3:22:18 doing. 3:22:22 I'm not sure if that helps anything, but 3:22:24 really kind of think about it through 3:22:25 that lens. 3:22:30 I think I'm struggling with a little bit 3:22:32 of um I don't know what problem we have 3:22:35 right now. I mean, this works well oiled 3:22:37 machine, our community, the whole if we 3:22:39 don't have anything, we move on. I don't 3:22:41 feel like we got to solve this problem. 3:22:43 Let's condense and let's merge and this 3:22:45 and that. I I don't find it necessary at 3:22:48 all. And so, and I agree with Mr. Troy 3:22:50 as far as breaking down the meetings 3:22:53 that is accurate. I don't think it's I 3:22:56 mean I don't want you to feel attacked, 3:22:57 but I'm like I sometimes you have some 3:23:01 passion behind something you believe in. 3:23:02 And so I mean maybe that came across a 3:23:05 little, you know, strong, but but I I I 3:23:08 do back him up on this fully. And so I 3:23:11 don't think um 3:23:13 >> yes, it was impassion and yes, I feel 3:23:15 very strongly about it. So I thought I 3:23:17 read that right. Oh, no. Okay. Okay. 3:23:19 >> It was hard to misunderstand that. I 3:23:22 understand that. 3:23:23 >> Um, but yes, I know. 3:23:26 So, I don't know. I was just kind of 3:23:29 thinking about this since our how well 3:23:32 we we do for the whatever it's called. I 3:23:34 don't mean to say that, but uh but I 3:23:36 mean, I don't find this solving any 3:23:38 problems. I don't feel like a problem 3:23:39 exists at all for this. So, that's where 3:23:41 I'm coming from. 3:23:44 I I mean initially when I was elected um 3:23:47 we changed we pulled special education 3:23:49 out of curriculum and I thought that was 3:23:51 necessary um so to give you know them 3:23:54 the seat at the table and I think that's 3:23:55 very important. So, and we're still 3:23:57 leaving this out when that could be back 3:23:58 in curriculum, so to speak. But I like 3:24:01 all these. I mean, if we don't have 3:24:02 anything, I I don't know. I'm just I'm 3:24:06 just trying to understand where a 3:24:08 problem. Not that anybody said there's a 3:24:09 problem, but for us to change something 3:24:11 like this. There's something has to be 3:24:13 going on to where there's we got to make 3:24:16 it more efficient or this or that, I 3:24:18 didn't I didn't find great 3:24:19 inefficiencies happening in my opinion. 3:24:22 >> Yeah. No, I appreciate that, Mrs. 3:24:24 Murray. I would say that one I don't 3:24:26 think there's a major problem. 3:24:28 >> Yeah, 3:24:28 >> that's not 3:24:29 >> I don't mean major. 3:24:30 >> This is about just tweaking existing 3:24:33 processes. That that was my intent. It 3:24:35 wasn't saying like, "Oh my gosh, these 3:24:36 meetings are horrible." That's not the 3:24:38 case. My 3:24:41 intent was building upon our discussions 3:24:43 with Illinois the Illinois Association 3:24:46 of School Boards ISP 3:24:48 >> of how we can be more effective at our 3:24:50 governance. And so that's all the simply 3:24:53 was and to your to your point which I 3:24:56 respect. 3:24:58 What are your thoughts on I mean just 3:25:01 sticking with like the committees 3:25:02 themselves with what uh I'll give credit 3:25:06 to Mrs. Myino on this of keeping the 3:25:10 policy committee and enrolling the 3:25:13 operations and maintenance into finance. 3:25:14 [clears throat] 3:25:15 Do you have a strong feeling on that or 3:25:16 do you feel like operations should also 3:25:19 still remain as is? 3:25:20 >> Well, I'm not part of those committees, 3:25:22 so I don't know. Maybe that would be 3:25:24 echoed better with people that are in 3:25:25 those committees like that would be 3:25:27 fruitful for that decision, but um 3:25:32 I don't know. I mean, I don't find it 3:25:34 necessary to be honest. Okay. 3:25:37 >> But I'm one voice, but I want to tell 3:25:39 it. 3:25:49 Everybody looking at me? 3:25:50 >> You're here. [laughter] 3:25:51 >> I'm just looking. 3:25:52 >> Um [clears throat] 3:25:54 I I mean I honestly don't have a problem 3:25:56 going to the four. I I you know, to be 3:25:58 honest with you being on three different 3:26:00 ones, I'm probably, you know, there's 3:26:02 probably one that I'm just, you know, 3:26:05 finance is probably the one that I I 3:26:08 probably because I chair it, I'm more 3:26:10 involved in it. But um you know I think 3:26:13 I think many of these um at different 3:26:16 times can be um more important than the 3:26:21 other ones I guess. Um but I do feel 3:26:24 like there is times that you know often 3:26:27 times human resources and legislative 3:26:30 and policy both of those um do have a 3:26:34 lot to do with more of all of us or 3:26:38 other things that are going on that it 3:26:40 doesn't necessarily coming out of the 3:26:43 committee. So I I like the proposal. 3:26:48 Don't think it's trash. Um, 3:26:53 I would be in agreeance with it. Um, and 3:26:56 I don't I don't think by having those 3:26:58 meetings beforehand is inefficient. I 3:27:02 think it's probably 3:27:04 efficient. Uh, so that we're not just 3:27:07 continuing to move it down to the next 3:27:10 month when it is important at the time. 3:27:18 >> Thank you. 3:27:20 Mr. Ready, are you talking about then 3:27:22 moving to the superintendent 3:27:25 committee? That's probably going to lead 3:27:28 to the next disc. I'm probably jumping 3:27:29 ahead of myself. Hold on. 3:27:32 Pause. [clears throat] 3:27:34 [laughter] 3:27:39 Yeah, I think the open question is on 3:27:41 the legislation and policy committee and 3:27:43 whether or not that needs to be its own 3:27:45 committee or if that is just board work 3:27:48 that we all do collectively. 3:27:50 I think that that's one of the pieces 3:27:52 that I'm stuck on. [clears throat] I 3:27:54 feel like 3:27:57 where I'm at at the moment is I feel 3:27:59 like legislation and policy is stuff 3:28:01 [clears throat] that we do al together 3:28:05 and therefore we would not need a 3:28:07 separate committee for legislation and 3:28:09 policy. 3:28:11 So if we're just talking about just the 3:28:13 conversation around seven to going from 3:28:15 seven to four I think it makes sense 3:28:20 to move forward in that direction. 3:28:33 Thank you for that feedback. 3:28:40 So going align with what Miss Lombberg 3:28:43 was proposing. 3:28:46 So, it sounds like, if I'm hearing the 3:28:49 consensus correctly here, some think it 3:28:54 sounds like there's not a strong feeling 3:28:56 on the operations and maintenance moving 3:28:59 to finance. 3:29:01 Uh, no strong opinions on that. 3:29:04 there is some dis disagreement on uh 3:29:09 policy and legislation whether it be 3:29:11 it's still remaining committee or be 3:29:14 rolled into the board report but it 3:29:18 sounds like that's 3:29:20 up for 3:29:23 further discussion or debate on that 3:29:27 and then 3:29:29 HR I got the sense that I'm correct 3:29:33 Correct me if I'm wrong that most were 3:29:35 okay with that being reported the 3:29:37 superintendent's report or Miss Lombard 3:29:40 referring to Dr. Zer still on any 3:29:42 related HR topics. 3:29:44 >> [clears throat] 3:29:44 >> I I just want to make the assumption 3:29:46 that that's what I heard is that 3:29:50 accurate 3:29:52 has not. 3:29:56 >> So then moving along the the next topic 3:29:59 of conversation would be 3:30:01 >> Can I just say one thing on this? I'm 3:30:03 sorry. 3:30:03 >> Yeah. I when we talk about ending these 3:30:08 committees, I I remember 3:30:11 um you know in May of 2025 when we were 3:30:14 all coming on to the board and there 3:30:17 were committees that you know we each 3:30:21 come to 3:30:24 this boardroom into this area with 3:30:28 student interest of course in mind but 3:30:30 we each bring our own special 3:30:34 passion 3:30:36 uh interest 3:30:38 level of advocacy um to the board table 3:30:42 and you know I remember it was we talked 3:30:46 about our campaigning 3:30:48 you know you and I Mr. Bobby were very 3:30:50 passionate about special education 3:30:52 and that was something that was really 3:30:54 important to you to chair that committee 3:30:57 because you had campaigned on it. I did 3:30:59 but I also said I was also passionate 3:31:03 about policy as well and I was like you 3:31:05 know that's absolutely it's appropriate. 3:31:08 So, I think sometimes when we talk about 3:31:10 going down to four committees when we're 3:31:14 still going to be discussing the same 3:31:16 issues and the same things, um we take 3:31:20 away a little bit of that opportunity 3:31:22 for us to um 3:31:26 that [clears throat] opportunity to have 3:31:27 a little bit of home in the things that 3:31:29 we're passionate about 3:31:33 and that are important as time that 3:31:37 people have spent on this board um you 3:31:40 know 3:31:42 operations and management will evolve 3:31:45 from buildings and grounds and finance 3:31:47 and people have these little areas that 3:31:50 they're very passionate and attached to 3:31:51 that are important to them and I just 3:31:55 want to recognize that and allowing 3:31:58 people to still be a part of things that 3:32:00 are important to them um that they want 3:32:03 to really have that advocacy for on the 3:32:06 board and Yeah. 3:32:08 >> Yeah, that makes sense. I don't think 3:32:09 that's a trade-off. I would agree with 3:32:11 you. 3:32:16 >> All right, moving to the the second part 3:32:18 of this is uh as Lombard you uh brought 3:32:23 up having the committee be one part of 3:32:24 the conversation and then the number of 3:32:28 members being the second part. So, 3:32:29 wanted to open that second part up for 3:32:32 conversation, discussion in a respectful 3:32:34 manner. 3:32:40 Can I make one more recommendation? If 3:32:42 they are standing board committees, 3:32:44 we're going to need to keep them at 3:32:45 three and we're shifting them to 3:32:48 superintendent committees. 3:32:50 That would be different. Then 3:32:56 that's more clarification. 3:33:01 If I may, I'd share with one thing that 3:33:04 I've run into that 3:33:06 a two committee situation would solve in 3:33:08 my opinion. Uh I met with Mr. Almire 3:33:12 some time ago and had some ideas on 3:33:15 restructuring how we present our budget 3:33:17 and some of our finance reports. I gave 3:33:20 a a handwritten quick little note of 3:33:23 that to Mr. Troy just to emailed it to 3:33:26 him. Um, but because it's a three 3:33:29 committee thing, no, nothing's we've 3:33:31 never had a committee meeting on it. 3:33:32 We've [clears throat] never, you know, 3:33:34 I've asked for response or some 3:33:36 thoughts. Nothing's happened. And maybe 3:33:38 it's a bad idea. I'm not suggesting it's 3:33:40 it should be considered, but at least I 3:33:43 think we should look at it. And so, 3:33:45 right now with the three committee, 3:33:49 nothing's done. At least for the two, we 3:33:52 get some get some work on it and then 3:33:54 let the whole board decide whether it's 3:33:55 a valuable viable idea or not. So I'm 3:34:00 still a performance of the twoperson 3:34:01 [clears throat] committee 3:34:04 and I think the I wanted to thank you 3:34:07 Mr. Ruth. I wanted to double down 3:34:09 because that is not specified 3:34:11 in this proposal is an important word 3:34:15 that Mrs. Miss Lombard just shared is 3:34:18 the superintendence committee. 3:34:21 Each of these would be superintendent 3:34:22 committees. Is that what you're saying? 3:34:24 >> Well, Paras, that's the way that they 3:34:27 presented it and I'm not making a 3:34:29 recommendation. That's for all of you to 3:34:30 to do that. That was their delineation. 3:34:33 So, that would change, right? That would 3:34:36 change them from board committees, which 3:34:38 you all need to have that conversation 3:34:40 as to I think that was what you were 3:34:42 saying, Mr. Troy. um in the what is the 3:34:44 role and the responsibility of the 3:34:46 board. So that anticipating 3:34:49 >> and if it's a superintendent committee 3:34:52 then should the superintendent be 3:34:54 allocating people to the committee? 3:34:59 >> No longer a board committee, not us. 3:35:03 Changing who's responsible, 3:35:05 superintendent of the cabinet. 3:35:08 >> Our job is elected to be doing the job. 3:35:11 We're here to do the work, not give it 3:35:14 to somebody else. 3:35:19 I agree with you on that part, Mr. Troy. 3:35:23 I don't think I think we're slipping 3:35:25 into some [clears throat] 3:35:28 areas 3:35:30 um to go down to superintendent 3:35:33 committee of two as opposed to our board 3:35:36 committee of three. I don't think that's 3:35:40 the direction we should go. I think we 3:35:42 should at the very least keep our board 3:35:45 committees. Even if we're going to go 3:35:47 down to only four of them, 3:35:50 I think we need to keep that because 3:35:53 it's important. I think there's too much 3:35:56 uh change and too much opportunity for a 3:35:59 perception even though it's not 3:36:02 intended, Mr. Bobby, and I hear what 3:36:03 you're saying throughout your 3:36:04 presentation. I don't want the community 3:36:07 to to gather that perception that we've 3:36:10 changed all of this and then taken the 3:36:13 board committees and made this these 3:36:15 meetings between Miss Lombard or whoever 3:36:19 her appointed individual is and two 3:36:21 people are meeting with 3:36:24 people from district and not being a 3:36:28 part of being able to see that 3:36:30 discussion. 3:36:32 I I don't know that that's the right 3:36:34 thing to do, but that's just my two 3:36:36 cents. Again, 3:36:37 >> one of you, I can't remember recall who 3:36:39 it was at one of the the last meetings 3:36:41 was um talking about and maybe it it 3:36:45 could be research to be done. Um is are 3:36:49 districts that are doing those too more 3:36:52 around a short-term 3:36:54 um project as for more of an advisory 3:36:59 rather than as a committee? or what are 3:37:01 those that have the two uh person model, 3:37:05 how has that worked for them and what 3:37:06 does that look like? 3:37:08 >> And it could be rural districts too. So 3:37:11 the model fits because of the district 3:37:14 culture and climate and we are not that 3:37:19 rural of a district. So this might work 3:37:22 great for the the ones that are 3:37:23 downstate in in Peru, Illinois and and 3:37:26 some of these other communities. 3:37:29 I 3:37:31 just I don't know that part. I don't 3:37:33 know. But I I don't know that I see that 3:37:37 as prevalently in urban districts, 3:37:41 particularly the size of ours. 3:37:44 So, it is legal. Like if it if it's 3:37:47 reorganized as a superintendent 3:37:49 committee, apparently it is. Apparently, 3:37:52 because I I'm not willing to go there. 3:37:54 Yeah, I think that was where we would 3:37:55 need to get a legal opinion because that 3:37:57 did come out of IA. Not that they would 3:37:59 give wrong information, but that that's 3:38:01 how it was presented during the uh 3:38:03 selfie bell. So, I think that would 3:38:05 absolutely need to be reviewed at the 3:38:07 legal. 3:38:08 >> Yeah. And I want to clarify, which again 3:38:11 I put here in writing, that any thing we 3:38:13 discussed would still be ran by legal 3:38:15 because we need to follow the law. And 3:38:18 I'm not suggesting that we don't follow 3:38:20 the law. Period. Uh the other part is uh 3:38:24 the clarification on 3:38:26 what distinguishes the superintendent 3:38:28 status of a committee versus a board 3:38:31 committee. That's part I'll admit like 3:38:34 when I drafted this I didn't lead in the 3:38:36 word superintendent 3:38:37 and it does come across as then what Mr. 3:38:41 Detroit is getting at would violate OMA. 3:38:45 And I'm not saying I want to violate the 3:38:47 law because I don't I don't want to 3:38:50 violate the law. I'm going to say it 3:38:51 over and over again. I'm not trying to 3:38:53 skirt the law. I'm going on what the 3:38:56 Illinois Association of School Boards 3:38:58 threw out there as what other structures 3:39:00 look like in other districts. And they 3:39:02 have they have these superintendent 3:39:05 committees. And I'm okay if the 3:39:08 consensus the board is saying why do 3:39:11 this if there is the fear what you're 3:39:12 saying I think your your point is valid 3:39:14 and this is my arena of the if the 3:39:16 concern is that there could be a public 3:39:18 perception like does this take away from 3:39:20 the transparency of open discussions I 3:39:22 don't want to sacrifice that I'm not I'm 3:39:24 not married to this proposal I just 3:39:26 wanted to simply discuss it and so I 3:39:28 think uh you know from my standpoint 3:39:32 I I'm not I don't feel 3:39:36 that strongly that uh the consensus is 3:39:39 that why explore this further? I don't 3:39:41 think it's worth going to legal and we 3:39:43 just keep it three people on a 3:39:44 committee. 3:39:45 >> But I think also what I'm hearing, Mr. 3:39:47 Bobby is [clears throat] 3:39:50 maybe what we're missing as a board 3:39:54 is how do we have 3:39:58 our like active committee meetings 3:40:04 here? We we kind of go through we follow 3:40:06 the agenda, 3:40:08 >> but 3:40:10 how are the three people on a committee 3:40:14 conducting their meeting? And 3:40:18 you know, 3:40:20 [clears throat] you know, someone once 3:40:21 said to me, hey, yeah, if you want to 3:40:24 discuss something on policy, 3:40:26 you're the chair. It's your meeting. 3:40:29 Like that's your meeting. This is your 3:40:33 meeting Mr. faculty and how maybe we 3:40:36 need to learn 3:40:39 how we run our meeting of three with the 3:40:44 other four listening and hearing the 3:40:48 community is listening and then we're 3:40:50 giving feedback on the meeting of the 3:40:55 committee. 3:40:58 But maybe that's kind of a step that 3:41:00 we've we haven't mastered yet or haven't 3:41:03 become proficient in and we're not 3:41:05 efficient in what we're trying to 3:41:08 discuss because I hear what Mr. Ruth is 3:41:10 saying. I'm bringing up these 3:41:12 suggestions and I'm asking this but 3:41:14 nothing is getting done. Why is nothing 3:41:17 getting done? I think is the question. 3:41:19 How then then does Mr. Roose bring his 3:41:22 point or his idea to his fellow 3:41:26 committee members 3:41:27 >> to to the chair of the committee 3:41:31 >> to the chair of the committee 3:41:34 and have but not be blocked to have that 3:41:36 honored. I want to discuss this as a 3:41:38 committee person. I want to have this 3:41:41 discussion. We're all listening. We're 3:41:44 also giving feedback. 3:41:46 And maybe we test the waters that way. 3:41:48 Maybe we also for those of us that are 3:41:50 going to triple I ask around to give an 3:41:54 opportunity to see how are other 3:41:56 districts handling their committee 3:41:59 meetings there and maybe there's still 3:42:02 some time without having to race to 3:42:05 something where maybe we're not sure. 3:42:07 I'm not trying to totally kick it down 3:42:09 the road inevitably or forever, but is 3:42:12 there an opportunity? Do we need to have 3:42:14 a decision right now? Can we take that 3:42:16 time in a month from now see what 3:42:18 feedback we get at Triple I from various 3:42:21 people that we talk to maybe they have a 3:42:23 different completely different idea that 3:42:24 like wow 3:42:25 >> with with the legal stuff that we've 3:42:28 admitted needs to go through this isn't 3:42:30 ready for October 15 no matter what 3:42:34 >> there's too much detail in that respect 3:42:36 >> we could okay so maybe we could start 3:42:38 working on getting some of the legal 3:42:39 answers 3:42:40 >> sure 3:42:41 >> so that we have that information if that 3:42:43 is the direction that we choose to So, 3:42:46 but also I really think we need to 3:42:49 figure out how we can run our committees 3:42:52 in the best way to get something done to 3:42:55 actually have discussions about our 3:42:58 ideas 3:42:58 >> and and also these agendas do come with 3:43:02 a blueprint. 3:43:04 When there's an item here and it says R, 3:43:06 that's a report. When it's a D, it's a 3:43:09 discussion. And it's A, it's an action 3:43:11 item. And the action item is for the 3:43:13 committee people to say yes, I'm okay 3:43:15 with moving this to the overall board 3:43:17 for approval 3:43:20 as a as a unit of seven. So looking at 3:43:23 this, we've got a lot of Rs and some B's 3:43:26 and a few A's. So there's not a lot of 3:43:29 actionable items for our committees as a 3:43:31 whole. 3:43:32 >> Could we largely reports and 3:43:34 discussions, 3:43:35 >> right? I I guess that there's we just 3:43:37 need clarification on on two pieces here 3:43:42 because Mr. Troy 3:43:45 Melissa referenced Chuck's comment. 3:43:48 Follow me here. Melissa referenced 3:43:50 Chuck's comments about the finance 3:43:51 committee. You said bring that to the 3:43:53 finance chair. 3:43:55 Chuck doesn't have the opportunity to 3:43:57 talk to Shawn because then that's two 3:44:00 committee members and then that's a 3:44:02 violation of 3:44:03 >> but but he sent the suggestion to me 3:44:07 and if you look at the agenda 3:44:09 >> I mean 3:44:10 >> I'm a committee member and not the 3:44:12 chair. 3:44:14 >> That's my mistake then. 3:44:15 >> No and and I'm not trying to throw you 3:44:16 under the 3:44:17 >> No, but that's the protocol. 3:44:19 >> But let's not let's not analyze that 3:44:21 that specific example. But I think that 3:44:24 that um 3:44:26 [clears throat] speaks to the point, 3:44:29 right? Like that the the two people 3:44:31 can't meet to discuss something in if 3:44:34 they need to have a discussion in order 3:44:37 to prepare for a meeting. I'm not saying 3:44:39 I'm in I'm in favor of the twoerson 3:44:41 committees. Um but I do feel like we 3:44:44 need some clarification around how our 3:44:46 committees are supposed to function. And 3:44:48 then the other example that I'll give is 3:44:50 the example from tonight when we were 3:44:52 discussing policy. 3:44:55 We tabled that for another month because 3:44:59 all three members of the policy 3:45:01 committee aren't here. And Mr. Troy, you 3:45:05 made the comment, well, it's currently 1 3:45:07 one. were waiting for the third person 3:45:11 as if the committee was quote unquote 3:45:14 voting whether or not that item should 3:45:18 go to the board 3:45:20 and I felt uncomfortable with that 3:45:23 >> and I don't know whether or not that's 3:45:25 how things should function. Well, in 3:45:28 case that feels very wrong, especially 3:45:31 when [clears throat] you're talking 3:45:31 about making a policy decision that has 3:45:34 a has a considerable impact on students 3:45:38 on all of I mean a very large number of 3:45:41 students in our district to say that 3:45:45 we're going to have a a side vote here 3:45:48 based on these three people to make a a 3:45:51 policy like 3:45:53 >> No, it's it's a policy decision whether 3:45:55 it goes forward to the entire board. 3:45:59 Now, we didn't Melissa and I did not 3:46:01 discuss or it was not about this. This 3:46:05 is a policy change that we're making. 3:46:07 It's about taking it to the next level 3:46:10 policy. The committees are intended to 3:46:12 be a filter so that [clears throat] all 3:46:14 and all seven people probably should 3:46:16 have an interest in reviewing. That's 3:46:18 why we get the entire agenda ahead of 3:46:19 time. But in the order of expediency, 3:46:24 you don't necessarily have to go through 3:46:25 the entire agenda. You go through the 3:46:27 stuff that is on your committee plate. 3:46:31 You can choose to look at everything 3:46:32 else. I I look at everything else 3:46:34 because I'd like to be informed at the 3:46:36 committee discussion instead of having 3:46:37 to do it on the board meeting night. 3:46:39 That's where I 3:46:41 >> But this the policy two people on the 3:46:44 policy committee could 3:46:47 I'm not speaking to this policy tonight. 3:46:49 I'm speaking to the global idea, right? 3:46:52 Two people on the policy committee could 3:46:55 kill the advancement of a policy 3:46:59 because of their bias or because of 3:47:01 their viewpoint. I'm not speaking to the 3:47:03 ones that was on tonight's agenda. 3:47:06 >> My understand policies belong to all 3:47:08 seven of us. 3:47:09 >> Right. That's my point. 3:47:10 >> That that's the that's again why I 3:47:13 brought this up. 3:47:14 >> Yeah. as well is there's some things 3:47:17 like policies that any one of us should 3:47:20 be able to bring up a policy issue. That 3:47:23 is our job as governance, 3:47:25 >> right? 3:47:25 >> Not nothing against Mrs. Myino, her 3:47:28 making the sole decision at that point 3:47:30 in earlier in the meeting of whether or 3:47:31 not that goes forward for a discussion. 3:47:35 That that's not that's not governance. 3:47:38 That's not 3:47:39 >> and I overstepped because there was no a 3:47:42 next to it. It was just 3:47:44 leave a discussion topic. No, it was a 3:47:47 report. 3:47:47 >> It was a report. 3:47:48 >> It wasn't wasn't even that. So, I was 3:47:50 wrong in order to do that. 3:47:52 >> Could we 3:47:52 >> That was my mistake. 3:47:54 >> Could we institute a standing uh 3:47:56 committee schedule uh so that let's say 3:48:00 the finance committee meets monthly, 3:48:04 every other month, some standard um 3:48:07 advertise as such and they don't need 3:48:10 it, they call it 3:48:11 >> committee as a whole. 3:48:11 >> No. Yeah, I'll say. Yeah. 3:48:13 I have never had have have we ever had I 3:48:17 short term on the board but I don't I've 3:48:19 never experienced a committee meeting. 3:48:22 >> You're in it. 3:48:23 >> Well the committee the whole but not a 3:48:25 committee meeting. Why do they have 3:48:26 committees then? Why even have 3:48:27 committees? We're going to do a 3:48:28 committee whole. I think we should have 3:48:30 to his original point have committee 3:48:33 meetings. Oh it's going to be three. 3:48:35 That's fine but have them. 3:48:38 >> And that's kind of what I was saying was 3:48:40 during the committee as a whole. How do 3:48:42 the committees have their meeting with 3:48:46 the other four individuals 3:48:48 listening? We've got our, you know, 3:48:50 >> the other four people are the same 3:48:52 people that sit in the audience. 3:48:53 >> Correct. And I was just about to say 3:48:55 along with the community, 3:48:56 [clears throat] our constituents 3:48:58 listening. The only difference is we 3:49:01 would have an opportunity to voice some 3:49:04 opinion 3:49:07 >> after their after their the committee 3:49:09 meeting. If it'll help people kind of 3:49:11 understand it better, then maybe we 3:49:13 should shuffle the chairs and every time 3:49:14 we shift the committee, the other four 3:49:16 people go sit up there so that there's a 3:49:19 visual representation of what is 3:49:21 actually going on 3:49:23 there. that that seems to I feel like 3:49:26 that's almost a sense of confusion 3:49:30 where the three people when I try and do 3:49:33 the the building and grounds I focus on 3:49:36 the building and grounds voices first 3:49:39 committee members first 3:49:41 >> and then say does anybody else from the 3:49:43 board have a thought or or anybody want 3:49:46 to weigh in I don't know what the 3:49:47 terminology is I change it all the time 3:49:50 point is to differentiate between the 3:49:52 people who are the active committee 3:49:53 members 3:49:54 and the people who are not 3:49:55 >> correct 3:49:56 >> because to me that there that visually 3:49:58 that's what's going on. The three people 3:50:00 are sitting here and the other four of 3:50:02 us are sitting out there on every single 3:50:04 one of those committees 3:50:07 and we just don't want to shuffle the 3:50:09 chairs and keep moving ourselves around 3:50:10 every single time we shift to the next 3:50:12 committee. 3:50:14 That's that's effectively what's going 3:50:15 on. 3:50:19 If that helps put the visual on 3:50:23 I'll just sit out there chairs. 3:50:30 >> They're not. 3:50:32 >> I just think we need to learn to have 3:50:34 committee meetings and and and get um 3:50:38 get some work done and discuss ideas 3:50:42 that that people want to talk about. So, 3:50:44 um how how we do that, we may not hash 3:50:47 that out tonight. Um, maybe Leo has some 3:50:50 ideas for us on this. Maybe Miss Lombard 3:50:54 as we process through and think uh 2:00 3:50:58 thoughts that hit 3:51:01 jot it down and I think it's an evolving 3:51:04 conversation that we need to have before 3:51:06 we jump to anything. But I think in the 3:51:08 meantime we should still get guidance 3:51:10 from legal. So if we do decide to make a 3:51:13 change we are ready and not saying okay 3:51:15 now we need to get some information on 3:51:17 legal. I think it could be paralleled. 3:51:19 >> I agree with that approach. 3:51:24 >> Anything else or anything else on this? 3:51:27 Are we ready to move forward? 3:51:30 >> I'm good. Thank you. Thank you for the 3:51:32 discussion, everyone. 3:51:33 >> 13.4 [clears throat] board discussion 3:51:35 overall. Anything to add for future new 3:51:37 business? 3:51:38 >> I do. 3:51:42 So um I kind of had a little 3:51:44 conversation with Miss Lavar and I 3:51:46 brought her 3:51:49 not up to speed kind of on some 3:51:52 discussion I'm hoping to [clears throat] 3:51:53 have um and that would be I'd like to 3:51:56 take a look at our policies um 6190 and 3:52:01 7300 3:52:03 and have some discussion around uh 3:52:07 student activities extracurriculars 3:52:10 um I really would like to 3:52:14 take a look at the verbiage and 3:52:17 uh 3:52:20 really 3:52:24 look at the wording on those policies as 3:52:27 it relates to um equity inclusion 3:52:33 um 3:52:35 IDA 3:52:37 um participation in all of our 3:52:40 extracurricular activities 3:52:43 and just streamlining that. Um having 3:52:47 some ideas around extracurriculars and 3:52:50 as we were uh I was talking to Miss 3:52:52 Lombard when we have teams that are as 3:52:55 I'm calling them um a hybrid a team 3:52:57 where 3:53:00 um a team has a competitive season um 3:53:04 high school cheer. 3:53:06 They're at the football games. they are 3:53:10 providing spirit and cheering for the 3:53:13 football team but within their season 3:53:16 and they also have um compet you know 3:53:19 some of their competitions. 3:53:21 How do we handle 3:53:23 um competitive teams or a hybrid that's 3:53:26 a mix of both? 3:53:28 uh being very transparent about rubrics, 3:53:31 tryyouts, um should teams have 3:53:34 established numbers before we move to a 3:53:38 cut. And so that would be in uh 6190 and 3:53:42 7,300. And then also I talked to Miss 3:53:46 Lombard about 3:53:49 uh coach [clears throat] and sponsor 3:53:51 contracts. Idol right now kind of 3:53:55 the FIFA director lets our coaches know 3:53:58 every year it's been selected for this 3:54:00 but I think since we have coaches that 3:54:03 don't even work in the district they 3:54:04 come from out of district I think it 3:54:06 would just be in the district's best 3:54:09 interest that the expectations are 3:54:12 established in a little bit of an 3:54:15 agreement um that is kind of renewed 3:54:18 every year and everything is outlined so 3:54:20 that it's clear and just reaffirmed and 3:54:23 reestablished. So, 3:54:26 obviously not for discussion for 3:54:27 tonight, but I'll put it on there for 3:54:30 new business and hopefully bring it um 3:54:34 forward at Nove would that be November, 3:54:37 Miss Walker, I 3:54:38 >> was going to say, is there an immediiacy 3:54:39 or is is uh staff going to have enough 3:54:42 time to pull what you're asking? 3:54:46 I think if you're asking to look at 3:54:48 those two policies when we um refer to 3:54:51 extracurricular and co-curricular uh we 3:54:53 could take a to review of that and do a 3:54:55 presentation similar to um the assist 3:54:59 presentation earlier tonight um but 3:55:01 looking at that from an equity lens um 3:55:03 component and so we could um you know uh 3:55:06 bring that that second piece and and I 3:55:09 believe this one has um come up in the 3:55:10 past um in looking at um discussed a 3:55:15 little bit about the enhancements to the 3:55:17 evaluation process and all of that. Um, 3:55:20 but is there something 3:55:23 um expectations? What do those look like 3:55:25 that are handed out um prior to um 3:55:30 the seasons each of those seasons? And 3:55:32 so that one um I definitely would want 3:55:34 to to make sure that um with Dr. Z um 3:55:38 you know we've got the ECC committee 3:55:40 that goes on. We've also got um reviews 3:55:43 that we they we do regularly with our 3:55:45 three secondary schools. Um 3:55:47 >> maybe I should have brought that to the 3:55:48 HR committee. 3:55:51 [laughter] 3:55:52 [clears throat] 3:55:53 So with that um there is not a November 3:55:56 um committee the whole because we have 3:55:58 our curriculum workshop. Um but we could 3:56:01 do that. Um Dr. Z, I'm thinking we could 3:56:04 get that for that regular meeting 3:56:06 though. 3:56:08 >> Yeah. And obviously something to present 3:56:11 similar uh to the last discussion as you 3:56:14 know here are some of the things um that 3:56:15 we do um here are some of the things 3:56:17 we've identified that we need to enhance 3:56:20 and um kind of give that update for 3:56:22 feedback. 3:56:24 >> Thank you. That sounds okay. 3:56:28 >> That's why I asked about pulling it 3:56:30 together in time [clears throat] 3:56:32 schedule. probably not for for the next 3:56:34 the October 15th meeting, but um having 3:56:36 that and and again um I know there was a 3:56:39 few specifics that you brought in terms 3:56:41 of um 61 190 and 730. But um if we would 3:56:45 look at that from an equity lens overall 3:56:49 um that umbrella that would 3:56:50 >> Yeah, I have some notes as well. So I'll 3:56:52 forward those just you know whether 3:56:54 they're helpful or not. Um just some 3:56:57 ideas that I was running through my 3:56:59 head. 3:57:01 I would like to add some or get some 3:57:05 guidance on how to get a review of a 3:57:09 presentation on different way of 3:57:10 presenting the budget and following it. 3:57:12 And my idea is to make it 3:57:17 more public understandable uh for in 3:57:22 preparation of a perhaps referendum. 3:57:25 That's what I was looking towards. Um, I 3:57:28 I don't know how to approach it to get a 3:57:30 committee [clears throat] or or a board 3:57:32 or whatever. I think there's no urgency, 3:57:34 but it should be looked at in my opinion 3:57:37 and I'd like to have the group 3:57:39 considered. So, I guess I'm looking for 3:57:41 advice on how to proceed 3:57:43 >> just like you did. 3:57:46 >> And if you have an example of something 3:57:48 that you something formatted, 3:57:52 I think you did when um when you sent me 3:57:55 that email. Um, I think that's something 3:57:58 that you can distribute to everybody to 3:58:00 to level set everything for everybody in 3:58:03 that conversation. 3:58:06 >> Now, not to orendate that November 3:58:09 meeting, but I want to ask Mr. Almire, 3:58:11 um, in that 3:58:14 November, October 15th, December, what 3:58:17 would what would be a good time frame 3:58:19 for? 3:58:22 >> Well, we did have this conversation. We 3:58:24 absolutely did have this conversation 3:58:26 that when we start um and the 3:58:28 conversation was surrounding the budget, 3:58:30 the future budget because we're already 3:58:32 finalizing our current budget 3:58:34 >> and knowing that we're going to have um 3:58:37 staff kind of fiscal workshops. We're 3:58:39 going to have community fiscal 3:58:40 workshops. Um and ultimately starting in 3:58:43 December, January, right, starting for 3:58:47 next year's budget, uh we're going to 3:58:49 start to build the budget. That that's 3:58:51 where, and I apologize, Mr. group. 3:58:53 That's where I thought that this 3:58:55 conversation would go is during those 3:58:58 events, those community events, those 3:59:00 staff events, andor that during next 3:59:03 year's budget process, we would roll 3:59:05 this out. So, this [clears throat] is 3:59:06 something we haven't brought to the 3:59:08 board yet because well, we just approved 3:59:10 as of you know, middle of September. Um, 3:59:13 last month we two weeks ago we approved 3:59:15 uh the budget for which we were 3:59:17 presenting all year long. So, I didn't 3:59:19 want to change the the format of the 3:59:21 budget presentation. we still have to 3:59:23 present the budget in the form that we 3:59:25 present it. Meaning, we have all of the 3:59:28 operating funds, we have the capital 3:59:29 project fund, we have the bond and 3:59:31 interest fund. There's a reason Gazsby 3:59:34 um as well as the state of Illinois, you 3:59:36 know, have requirements for how we 3:59:38 present and share the budget that feeds 3:59:40 directly into the budget document. But I 3:59:42 do agree when we give a presentation to 3:59:45 the community um and or the staff that 3:59:49 we do have to do it in a way for which 3:59:51 they understand it and fund accounting 3:59:54 isn't easiest thing in the world to 3:59:56 understand. So I agree with you 100%. If 3:59:59 if the board wants to see some of those 4:00:02 ideas come forth, um I would say 4:00:05 November or December because it's going 4:00:07 to be that time for which we're rolling 4:00:09 out the first draft of the 5-year plan, 4:00:11 the first draft of the FY28 budget. Um I 4:00:14 would probably say December more than 4:00:16 November. And then we can kind of then 4:00:19 start to pull out some of those ideas. 4:00:22 >> That's fine with me. I just And and 4:00:24 please understand there's nothing 4:00:26 [clears throat] wrong. In fact, you're 4:00:27 doing a great job the way you're doing 4:00:28 it now. It's just a different way to 4:00:30 look at it. 4:00:30 >> Yeah. 4:00:31 >> I didn't mean anything derogatory in any 4:00:33 way. 4:00:34 >> No. And and part of our challenge or 4:00:36 part of our [clears throat] charter, 4:00:39 not just as a board, but also as an 4:00:41 administration, is to make that 4:00:43 understandable 4:00:44 because many people don't know school 4:00:47 district finance of the fund accounting 4:00:49 and some of [clears throat] the other 4:00:49 stuff that goes with it. It's it's not 4:00:52 easy to understand. So, uh, people are 4:00:55 used to their checkbooks and operating 4:00:57 with savings accounts and things like 4:00:58 that. And so, to me, it's always about 4:01:01 finding that common language, people can 4:01:04 comprehend it a lot easier, whether 4:01:06 that's through metaphors or or finding a 4:01:08 different way to to colorize it, but 4:01:11 make it palatable. 4:01:13 All nodding your head, 4:01:16 right? Good time. All right. Uh, 4:01:19 anything else for board discussion? 4:01:22 Right. I'm going to suggest that uh we 4:01:25 as we leave here tonight that we take 4:01:27 home our uh board protocols and focus on 4:01:30 10 4:01:32 and 11 FG and H. And Rich, I uh I owe 4:01:37 you an apology for not focusing on 11H 4:01:40 tonight. [clears throat] 4:01:46 >> You said 10 and then um 11. This was 4:01:50 >> FGNH. have TN. Thank you. 4:01:53 [clears throat] 4:01:54 >> Me too. I'm guilty on that. 4:02:01 >> Apologies. 4:02:04 Item 14, public comment. Uh, anything in 4:02:07 the in the hopper? 4:02:09 >> No. 4:02:09 >> Okay. With that, I move on to item 15, 4:02:13 close [clears throat] session. And I 4:02:14 move to enter into close session 4:02:16 at 9:44 4:02:18 p.m. for the open meetings act and 5c120 4:02:25 slash 2C for the discussion of the 4:02:28 following exceptions. 4:02:30 One, the appointment 4:02:33 discipline performance or dismissal 4:02:36 specific employees or legal counsel. 4:02:39 Section two, collective negotiation 4:02:41 matters. Section 10, student 4:02:44 disciplinary. Section 11, individual 4:02:47 students. [clears throat] 4:02:48 Section 12, litigation. Section 15, 4:02:51 discussion of minutes of meeting 4:02:53 [clears throat] lawfully closed under 4:02:55 this act. Period. 4:03:00 >> Second. 4:03:01 >> Second for Mr. Katty. Have a roll call 4:03:04 vote, please. 4:03:05 >> Mr. Bobby, 4:03:06 >> yes. 4:03:06 >> Mr. Ky, 4:03:08 >> yes. 4:03:08 >> Mr. Pecky, 4:03:09 >> yes. 4:03:09 >> Mrs. Myino, 4:03:11 >> yes. 4:03:11 >> Mrs. Murray. 4:03:12 >> Yes. 4:03:12 >> Mr. Ruth. 4:03:13 >> Yes. 4:03:13 >> Mr. Troy. 4:03:14 >> Yes. 4:03:16 >> Motion passes [clears throat] 70. We are 4:03:18 in close session. 5:40:34 The board is resuming their open session 5:40:37 at 11 5:40:39 23 p.m. 5:40:43 There is nothing coming out of close 5:40:45 session. 5:40:47 Roll call, please. 5:40:49 >> Mr. Troy. Yes, 5:40:50 >> Mr. Ruth. 5:40:51 >> Yes, 5:40:52 >> Mrs. Murray 5:40:53 >> here. 5:40:53 >> Mrs. Mayorino 5:40:55 >> here. 5:40:55 >> Mr. Fecky 5:40:56 >> here. 5:40:56 >> Mr. Kate 5:40:57 >> here. 5:40:58 >> Mr. Bobby 5:40:59 >> here. 5:41:00 >> We have seven board members. Everyone's 5:41:01 present. Again, there's nothing out of 5:41:03 close session. Move to adjourn tonight's 5:41:06 meeting at 11:24 5:41:09 p.m. 5:41:10 >> Second. 5:41:10 >> Motion and a second by Mr. Fecky. All in 5:41:13 favor, please say I. 5:41:14 >> I. 5:41:15 >> I. Opposed. Thank you. Good night and 5:41:18 good luck for your journal. 5:41:20 >> [clears throat]