[0:00] Dr. Martin
>> here.
[0:00] » Dr. Mario
>> here.
[0:02] » Dr. Pock
>> here.
[0:04] » Miss Robinson
>> present.
[0:05] » Miss C here. Miss
>> here.
[0:09] » Hey, let's all stand for the
[0:16] » flag of the United States of America to
the
[0:21] stands nation
indivisibley [clears throat]
[0:26] and justice for all.
[0:36] Thank you. Well, board, we want to um
[clears throat] acknowledge our amazing
[0:42] premeating uh entertainment that we had
here this evening with a round of
[0:46] applause from our jazz band.
[0:53] This is our second year here at the
board. setting aside time to acknowledge
[0:57] National Arts and Education Week. This
week is observed during the second week
[1:02] of September each year recognizing both
curricular and extracurricular
[1:06] activities including music, theater,
creative writing, poetry, and visual
[1:10] arts. We are constantly, and I mean
constantly, amazed by the skill and
[1:16] creativity of our students, and we are
grateful for the dedication and
[1:20] encouragement from our educators.
At this time, we're going to ask our
[1:25] board and Dr. Kgatti to join us in the
middle. And we're going to ask all of
[1:29] our student artists and performers that
joined us, as well as their educators
[1:33] this evening, so that we could do a
photo.
[2:23] Thank you so much.
And then um you can go ahead and have a
[2:28] seat board. Um we are going to provide a
certificate of acknowledgement um and
[2:33] thanks to both Mr. Michael Scur and Miss
Heather Spanish for their guidance and
[2:38] leadership and helping to put together
um this evening. Um and then we are
[2:43] going to be welcoming up four student
speakers this evening that are going to
[2:47] share a little bit about um our art and
programs this evening.
[3:13] Hello everybody. Good evening. My name
is Kian Watkins. Good to see some
[3:16] familiar faces here. I just want to talk
a little bit about the impact that art
[3:21] has had on me specifically within this
community and within my personal life.
[3:26] So, for those of you who don't know me,
I'm a big participant in robotics. It's
[3:30] kind of been one of the focuses in my
high school career and what I've done.
[3:34] Each year, one of my great friends kind
of brought me into it and I've just
[3:37] loved doing it ever since. It's been so
fun. And during my sophomore and junior
[3:44] year, I got really lost in that. Just
continuing to try to hone in my skills
[3:49] and try to make the club as good as it
can be. I really lost myself and I
[3:54] didn't know if this is what I wanted to
do anymore. Specifically robotics I'm
[3:58] referring to. And so I spent a lot of my
time
[4:02] just not really knowing where to go
until one day my dad who is an artist
[4:07] himself, he's a songwriter, R&B music.
Um he sang with a group called Public
[4:11] Announcement who um sang with R. Kelly
back in the 90s and 80s. Um he he he
[4:18] talked to me and he was like, "Son, make
some art." And like he [clears throat]
[4:21] literally said that to me one night
because he also painted. He got a um
[4:25] full ride scholarship to go to Colombia
to study art there and he painted. And
[4:30] so one night I sat in my bedroom
drawing. He was drawing right over
[4:35] there. Um you kind of see it is a black
figure. Um, and I drew that because I
[4:42] had to do a project, but also because it
represented how I felt at the time. I
[4:49] felt very lost. I didn't know what I
should be doing. I didn't know really
[4:52] who I was. I I thought I did, but it
took a lot of soulsearching for me to
[4:57] kind of figure that out. and through art
and just being able to represent myself
[5:00] in what I do, whether that's robotics or
drawings or photography, which is one of
[5:04] my most fond mediums, which I've been
doing for a very long time now, and kind
[5:09] of honed in that skill and taking it
with me into college as hopefully a
[5:13] professional, getting some um money
while doing that. Um
[5:19] I've just really found that the art
community here, specifically NHS and art
[5:23] club, they're just super inviting.
They're super inviting, a great
[5:27] community to be around and I' I've loved
working with the people. Um, you know,
[5:31] there's a lot of different types of
people within it and getting to learn
[5:34] and grow with those people. Like I'm a
senior now and like just look looking
[5:39] back at my experience with them and
having super fun experiences with them
[5:42] has been great for me as a student and
um allowing my creativity to flow
[5:47] outside of just robotics in school. So,
I'm really grateful for this art program
[5:51] and all the teachers and mentors I've
had like supporting me and supporting my
[5:55] ideas and growth along the way. So, I
just want to thank all of them and thank
[5:59] you guys and I hope you guys continue to
support this program.
[6:17] Hi, my name is Marina. Um, I'm from OSU
High School. I'm a senior this year. Um,
[6:22] I am the NHS branch president for this
chapter. Um, I as well run the art club
[6:27] there at OEI with a co-president. Um, my
time at the arts, I've been in it uh
[6:32] pretty heavily since I was a freshman.
Um, I came into a high school setting
[6:35] not really knowing where I would fit in.
Um, it was I had moved here fourth
[6:39] grade. Uh, I went to Grand Park, moved
into Murphy, and I still did not feel
[6:42] established where I was. And being able
to find a place where I was able to find
[6:46] good community was really important to
me. Um, I have made a ton of good
[6:49] connections, uh, especially through the
arts program. I did creative writing.
[6:53] That was probably one of the most fun
things I did here. Um, being able to see
[6:56] different perspectives on world issues,
global issues through writing and like
[7:00] poetry, all of this stuff. Um,
especially with we have a really good
[7:04] creative writer, Mr. Ooa. He helped me a
lot with how I write like kind of
[7:09] everything. Um, it really changed like
how I view a lot of things and I want to
[7:13] be able to see multiple perspectives on
different things. Um, as well as I've
[7:17] had a lot of good teachers throughout in
like the actual arts. Um, I'm mainly
[7:21] focused in 3D, so I have not had like a
ton of experience in 2D. Uh, even still,
[7:25] I've made some of my best friends
through the art department. Um, I've
[7:29] also had a ton of really good
experiences. I was able to go to the
[7:31] Chicagoland 4x5 uh art show last year
hosted by Osprey East High School. That
[7:35] [clears throat] was what like really
cool being able to see the awards, being
[7:38] able to see what like watch my friends
walk up on stage, receiving honorable
[7:41] film mentions and stuff. Um, that has
been really important to me. Sorry, I
[7:45] have like a couple talking points on my
phone. Excuse me for looking down.
[7:53] Um, the importance of art in schools is
also really important to me. Um, it
[7:56] fosters a community within the school
district. Um, as well as uh like in
[8:01] sorry influencing creativity and
development. Um, I feel like it also
[8:05] very helpful for critical thinking and
looking at different perspectives from
[8:08] other people um other than yourself. I I
do feel like that's something that we
[8:12] kind of do lose in this day and age. Um
being able visual literacy and written
[8:16] literacy is a big thing for me as well,
especially with the use of AI nowadays.
[8:20] um being able to form your own thoughts,
being able to write things down like
[8:23] that. Being able to understand a book's
purpose and like the author's purpose as
[8:27] well as an art piece, being able to
understand the um artist's purpose and
[8:31] their reason for making this and what
they thought what their thought process
[8:34] was for that. Um collaboration is
another big one. I know we have the
[8:38] collaborative piece up there. Um my twin
worked on that one with her uh painting
[8:41] one and two class. Um, it was really,
she had a really good time and being
[8:45] able to hear about how much she enjoyed
making it with those people she had that
[8:49] class with was really special to me, I
guess. Um, individual identity, I feel
[8:53] like the arts is a really good way to
influence people to um, like be able to
[8:57] process emotions and being able to
process, I guess, deeper thinking
[9:01] through the arts. Um, yeah, I'm really
grateful that I've had been able to
[9:05] spend all this time in the arts
department. Um, I'm glad I've had really
[9:09] really good teachers like Miss Stannich
um to help and guide me like in kind of
[9:14] being more in-depth with it, I guess.
Um, that's kind of all I have to say.
[9:17] Thank you.
>> Thank you.
[9:30] » Hi, I'm Leona Baitman and I am the art
honor society president for Oiggo High
[9:35] School. So, it's my twin flame right
there. Other school.
[9:39] Um, and I just had a few words to say
about the importance of art to me and
[9:43] also the importance of art education.
Um, so first I'd just like to say thank
[9:48] you guys for taking the time to come out
here and sit and hear us out and
[9:52] recognize us for what we're doing. And
we recognize you for what you're doing
[9:55] as well. Um, especially as we're coming
into National Arts and Education Week.
[10:01] As artists, I'm sure that you guys know
we're all about self-expression. Whether
[10:06] you see that in us dying our hair, our
constant need to chat, or our actual
[10:10] body of work. Um, I want to take a
moment to acknowledge that this night is
[10:15] not only about recognizing our student
artists, but our art educators like Mr.
[10:19] Skura. I also have other teachers like
Mr. Gul as well. As of this year, I have
[10:24] officially had every single art teacher
that is currently working in the Asiggo
[10:28] High School art department. I finally
completed the Pokédex. I [laughter]
[10:33] feel great about it and I can truly
vouch for how equally phenomenal every
[10:37] single art educator at the school is.
I've definitely had a lot of different
[10:41] personalities with art teachers because
it's art. Like you're going to be a
[10:46] little bit
unique in the things that you do because
[10:50] you're trying to challenge certain ideas
and express different things visually.
[10:54] Um, we always get to as artists visually
express ourselves and kind of talk about
[11:00] things through our body of work, whether
that's through color, shape, line, all
[11:05] of those good elements. But tonight, I'm
very grateful to have been blessed with
[11:08] the opportunity to talk about this
verbally with all of you. So, firstly,
[11:13] it's kind of given me an outlet and my
friends to create work physically.
[11:18] obviously all of the paint tubes that
you guys have funded for us that as high
[11:22] schoolers we still don't know how to
close. Um
[11:26] just kind of having all of the canvases,
learning how to build all of the
[11:30] artwork, working on the clay, whatever
it might be. A lot of failures, a lot of
[11:35] pieces I haven't been super proud of,
and a lot of pieces that I feel really
[11:39] great about. I'm grateful that you guys
have taken the time and the funding to
[11:43] give us that effort and give us that
time so that we are able to completely
[11:46] waste and also use an insane amount of
paint.
[11:50] » Um, two is the community. I really do
feel like actually I know um some of the
[11:57] best relationships that I've found have
been in my art classes from people that
[12:01] I've just sat with at my art table.
Coincidentally, my best friends Lynn
[12:05] Ramirez and Kim B from last year they
graduated were on the art board with me
[12:10] before and every single day we would
just I mean we would talk and obviously
[12:15] we would paint too but it was a really
great experience to kind of push
[12:18] ourselves creatively and I know that Kim
and Lynn are both going on different art
[12:23] paths. I personally want to go to film
school and I feel like I've kind of
[12:26] found that through Mr. Skura and my
other art educators. And lastly, it's
[12:31] definitely built my character and built
my friend's character, too. There have
[12:36] been so many times, and I I mean so many
times where I've been working on a
[12:39] painting or a piece of work and I just
wanted to like throw it out the window.
[12:43] Like, I literally will be spending hours
and hours on it and I just look at it
[12:47] for too long. And Mr. Scar always tells
us this quote before every single class.
[12:52] I forgot who said it, but he says,
"Passion without discipline is
[12:55] sentimentality."
And I think over my four years in the
[12:59] Asiggo art program, I've really thought
about that and had time to reflect and
[13:03] say that yes, art is something beautiful
that I really enjoy. But it's also
[13:07] something that's making me improve as a
person and look within myself. I'm
[13:11] challenging myself every single day. I'm
working with my friends. I'm working
[13:14] with other people. And I'm creating
something, whether that's a portfolio,
[13:18] relationships, or networking
opportunities. So really, I just wanted
[13:22] to say thank you guys for giving us this
outlet, all of your time, all of the
[13:27] commitment, and most importantly,
arguably the best thing, the pizza we're
[13:32] going to eat later. [laughter]
Thank you.
[13:48] » Uh, hi. Uh, I'm Gab Mag Spagnoli. Uh,
I'm a senior at OS and
[13:55] I've been taking our classes for the
past four years. I've also been taking
[14:00] all the metal working classes for four
years,
[14:03] » which those two every single year are
the highlight of my day probably.
[14:10] it. I feel like art class is a way for
me to get away from the stress of just
[14:17] like daytoday
school work and where I can just like
[14:22] decompress, hang out with my friends and
make some cool artwork. And it's the
[14:29] same with uh like all my metal working
classes.
[14:33] And like just making things with my
hands is
[14:37] one of my favorite things to do
honestly.
[14:40] And I see it in a lot of my friends too
where we'll be in class, they'll be
[14:46] stressing out about something, we go to
our next class, same thing. We get to
[14:51] lunch, we decompress, and then we'll go
to an art class and then we just get to
[14:55] hang out pretty much and do work and
then get graded on it. And I feel like
[14:59] it reflects in my other classes like
English and uh math or like I took
[15:07] computer AED design and drafting where I
find I have a much easier time
[15:12] comprehending complex subjects
>> and understanding why an artist or an
[15:20] author or an equation even works the way
it does.
[15:25] And I feel like that's a very important
skill to have with everything today
[15:29] being about getting the highest test
score for your school and for your
[15:33] district where we need to push more
about why things work and how to solve
[15:38] that instead of
just knowing that it does so we can
[15:44] answer yes or no on a test. And
like just being able to
[15:50] understand that and like express
yourself
[15:54] through like either artwork or like with
your friends or like
[15:58] » just in general I feel like is very
important. And that's where our art
[16:04] classes really shine. Like I've taken
everything from jewelry and glass
[16:11] mosaics to drawing and painting and
uh like metal [clears throat] working
[16:19] like I said and I see kids every day
finding new ways to experiment and
[16:24] express themselves and I feel like
that's very important for them because
[16:28] post high school not everybody knows how
to do that and not everybody knows
[16:35] why they should. And I feel like that
like that's just a very important thing
[16:39] to show kids is that that there is
alternative options post high school.
[16:45] There is ways that they can express
themselves now and
[16:49] they should express themselves. So, I
feel like that's why we should honestly
[16:55] keep uh
like
[17:00] I don't know just keep uh our
[17:04] » Thank you.
[17:09] » really quick. Um band members, our jazz
band, would you mind grabbing that mic
[17:13] and just quick passing it down and just
introduce yourselves real quick just so
[17:15] we have your name and which school
you're from?
[17:23] Uh, I'm Sarah and I'm I'm from OS.
>> What instrument do you play?
[17:31] » Sorry.
>> I play [clears throat] the trombone.
[17:34] » Awesome.
>> I'm Miles. I'm also from OS and I play
[17:38] the tener saxophone.
>> My name is Connor Longett. I'm a senior
[17:42] at OHS and uh I play guitar.
>> I'm Spencer Henry. I'm the drummer for
[17:49] this jazz combo
>> and I'm a sophomore.
[17:53] » My name is Emily. I'm a senior at um
Oswiggo High School and I play the
[17:58] clarinet but also the alto saxophone.
>> I'm Campos. I'm a senior at OHS and I'm
[18:05] the jazz trumpet but I also play piano
classical.
[18:08] » Okay. Um hi, my name is Betsy. Uh I'm a
junior and I play bass for the the jazz
[18:14] band. So yeah, that's the squad. That's
us.
[18:18] » Yay.
[18:22] » Thank you all so much for being here.
Um, thank you for sharing the incredible
[18:27] thoughts that you did. Um, your student
voice helps to center why we're all
[18:31] here. Um, and kicking that off uh, today
was just very heartwarming. Um, for
[18:36] those of you that don't know, Dr.
Kelgotti is an artist himself. Um, and
[18:41] so I know he really appreciates the
opportunity to to dig in and be able to
[18:44] see this. So, um, we have your your
artwork up on display. We'll make sure
[18:48] that we take a few moments, um, and
appreciate it at the end of the meeting,
[18:52] but we don't want to, um, hold you too
long from your your pizza next door, but
[18:58] questions. Yeah.
>> Can we invite Mr. Grace? Uh, you've been
[19:01] a big supporter of the arts, and you,
uh, do you want to say any few words? I
[19:05] put you on the spot there, but I I I
really appreciate you being here um, as
[19:09] a principal of Asiggo High School.
[19:14] Can you grab the mic, Mr. Grace? Thank
you. [laughter]
[19:21] » Uh oh. [clears throat]
[19:26] » Better. Oh, there we go.
>> All right. So, we have phenomenal
[19:29] students both at Asiggo High School and
and Asiggo East High School. I think
[19:33] this is just a testament and a small
sample of the many things that our
[19:36] students do and the the benefits of our
art programming and all of our other
[19:41] programming have uh for our students.
So, uh I commend them and keep up the
[19:47] great work.
[19:53] » Ward, is there anything else you need
before we dismiss our kiddos?
[19:57] » All right.
>> Enjoy your pizza, guys. Thanks for being
[20:00] here.
>> Thank you.
[20:03] really appreciate it.
[20:10] [laughter]
[20:22] » Always so impressive. [laughter]
[20:35] All right.
[20:38] 5.1
our fiscal year 27 budget presentation.
[20:43] » Wish I could follow that joyous stilent
uh fun presentation but this is what
[20:50] pays for everything. So in a way it's
very important. So, it's the time of the
[20:55] year uh for the uh board to approve the
budget as required by the school code.
[21:02] You remember about a month ago, we did
um a detailed presentation about the
[21:08] budget. And before that in August, we
did three community budget presentation.
[21:14] Two of them in person and one remote.
So, we're just going to do a quick recap
[21:21] of um of the highlights of the budget.
Okay.
[21:41] Okay. So just wanted to show very
quickly what revenue looks like uh by
[21:47] far
and um
[21:51] you know I I can't overstate the fact
that uh transportation continues to be a
[21:57] challenging uh
uh point for us and what we've done over
[22:04] the last few years is to levy less in
the ed fund and levy more in the
[22:11] transportation fund, levy less in IMRF
and social security so that we can levy
[22:17] more in the transportation fund. And
even with that though, we're still
[22:22] ending up with a deficit in the
transportation fund. So what I am going
[22:28] to say and this comes on it's going to
come in November when we do the levy
[22:33] presentation. I believe it
[clears throat] is important for us to
[22:38] go back to leving what we need in the ED
fund. because uh adopting the levy
[22:43] strategy that we've done the last uh two
three years is created uh a depletion of
[22:50] the ED fund and the ED fund is the most
uh comprehensive fund that the district
[22:56] has because it pays for just about
everything related to instruction. Now
[23:02] that may create some challenges for the
transportation fund but I think it's
[23:07] important for for us to do uh to uh levy
what we need in the end.
[23:14] So this is a a picture of what the the
last slide is.
[23:20] The majority of the of the revenue by
phone as I mentioned is actually in the
[23:25] ED fund and the edund is also the most
uh consequential if you will for the uh
[23:32] the fund
[23:36] and this is by category which kind of
align with what I said earlier. One
[23:43] thing I want to point out here, when we
did the initial budget presentation
[23:50] uh back uh a month ago, we hadn't
received the uh corporate property
[23:56] corporate uh private property
replacement tax
[24:00] um estimate for fiscal year 27. We've
received it now and there's uh actually
[24:08] an increase of about 400,000 more that
we estimated to get than what uh we uh
[24:16] we have projected
and the same thing goes for the ED fun
[24:21] for the EB EBF.
We uh the EBF uh allocation was released
[24:28] after we had already presented the
budget back in uh a month ago. So we're
[24:34] actually [clears throat] getting
approximately half a million dollars
[24:37] more in EBF that what we had estimated
[24:45] and this is a picture of what I just
talked
[24:49] and the expenditures by fund as I as you
can see which relates to what I just
[24:55] said a little a little bit ago the ad
funds bear is the workhorse fund where
[25:00] the majority by far of the expenditures
are coming
[25:05] And so it's important that uh
that we levy
[25:11] enough to be able to to fund all that
needs to happen. Okay.
[25:20] Now, just to go back, what we had done
the last uh couple of years is to levy
[25:26] less in IMRF and social security because
we had a pretty high fund balance. But
[25:32] those fund balance have now been
depleted over the last couple of years.
[25:37] And doing that the last three years
allowed us to be able to lean on
[25:41] transportation. But now the fund is
depleted. So we have to go back live in
[25:46] what we need. All right. So
and this is a picture of the expenditure
[25:53] by far.
As you see again uh Edund by far is the
[26:00] is the largest fund
[26:05] and this is uh essentially where we
spend our money and close to 80%
[26:13] of our expenditure is tied into salary
related expenses benefits. the core
[26:21] work that we do as a school district is
tied to labor. Say that and that's
[26:28] that's 80% and that's essentially shows
where our money. So as you can see what
[26:34] we've tried to do we've tried to pretty
much hold the line on uh expenditure as
[26:39] much as possible. If you compare the
unodudited last year's uh expenditure
[26:45] [clears throat] with this year you'll
see the increase is minimal. So, we've
[26:49] been doing as much as we can to make
sure that
[26:55] we we're a better fiduciary of the
resources that the taxpayers sent to us.
[27:03] And this is a a picture of uh the table
I just showed. As you see again, if you
[27:10] take the salary and the employee
benefits, it's 80%
[27:16] uh plus of the expenditure.
[27:22] And again uh this is by font here and
which I pointed out earlier. If you look
[27:28] at the hedge fund for this fiscal year,
we're projecting
[27:34] a deficit of $5.7 million. The edge fund
and
[27:41] coupled with the fact that we've levy
less over the last three years to fund
[27:46] editation,
we have to go back to to making sure we
[27:50] levy appropriately the ed. And if you
look at what I mentioned, the same thing
[27:56] with the IMRF and social security where
we had levy less and we have to go back
[28:03] to that. So if you remember the first
presentation that we gave back a month
[28:07] ago, we hadn't
received the final allocation for EBF as
[28:14] well as for CPPRT.
Once we got there, the projected deficit
[28:20] went down from 447
4.7 I believe to now is 3.8 million.
[28:27] Now, but I can't overstate the fact that
we have put systems in place, process in
[28:34] place to reduce the expenditure in
transportation. we are but what we've
[28:41] seen going back the last five years
transportation has been challenging
[28:47] uh the amount of revenue that we get
from the state for example uh the
[28:52] reimbursement for example last year we
we submitted a reimbursement request for
[29:00] based on expenditure for $9 million
uh we got uh approximately $4 million
[29:07] in reimbursement from the state.
So that's that's part of the issue that
[29:13] facing. So I just wanted to point out as
much as we're we're going to try
[29:17] everything possible to mitigate the cost
of transportation.
[29:23] If the last three, five years has been
uh
[29:28] has been a gauge of what we're going to
do,
[29:32] we probably will end up with a deficit.
But we are trying everything we can to
[29:38] uh to reduce expenditure.
So at the end of the day the uh the
[29:44] budget that we presented a month ago is
slightly better than where we are
[29:48] because of the two revenue sources
additional revenue in uh CBPRT and about
[29:54] half a million dollars in additional
revenue in EBF.
[29:59] » So
thank you Mr. Ofami board. One of the
[30:03] things that we did over the last I want
to say starting January was really work
[30:07] aggressively and and and intensively
with all of our departments to really
[30:11] look at where our expenditures were and
what were the shifts we needed to make
[30:16] as we went into this year because we
anticipated this. Um um Mr. Befi, can
[30:20] you talk a little bit about is this
unique to our situation and um and are
[30:27] there other districts facing a similar
profile to what we are? Absolutely not.
[30:33] It is not unique to us. If you look at
our surrounding area, even if you look
[30:38] at districts such as 203, 204, and even
Yorkville and uh 129,
[30:46] uh district with a stronger
financial reserve than we are
[30:52] and uh some of them not even as big as
we are.
[30:59] Everyone is facing the same challenging
financial aid win rate in that the um
[31:08] the revenue that we expect support from
the state is not forthcoming.
[31:13] We are very grateful for the taxes that
we receive from our taxpayers which
[31:19] makes up about 50% of our revenue
and uh that is the most reliable form of
[31:26] revenue that we get as a district. the
state is not being as supportive as the
[31:31] state needs to be. We know the state of
Illinois is facing economic challenges.
[31:36] So, which has made it very difficult
uh for us financially, not just for us,
[31:43] but for just about all the school
district in Illinois. This is the
[31:48] situation that we're facing. You that's
on the revenue side. The expenditure
[31:52] side is everything continues to cost
more. We do as much as we can to
[31:58] mitigate cost to avoid cost but there's
a limit to how much reduction that we
[32:03] can do without negatively impacting the
educational experience in the classroom.
[32:09] As I mentioned earlier, we are in the
labor business. Education is a labor
[32:14] business. It's very labor intensive. You
hire people, you pay people, and you you
[32:20] you buy them benefits in order for them
to be able to take care of themselves as
[32:25] they and their family. Health insurance,
for example, uh from last year to this
[32:30] year, the health insurance, our health
insurance went up by 19%. But it's not
[32:35] limited to us. It's everywhere, private,
public sector, everywhere. the cost of
[32:40] health care is just going up. Based on
the research that we're doing and the
[32:46] the contact that we having with uh
providers, health insurance provider,
[32:52] they're not expecting things to be any
better next year.
[32:57] They're expecting things to be just as
challenging as they were this year. I
[33:02] mean, so those are some of the things
that we're dealing with. And if you also
[33:07] look, I mean, we all go shopping, we all
buy things, we pay for electricity, we
[33:11] pay for utilities, other utilities.
Every single one of us, we're paying
[33:16] higher. For example, even before the
cost of uh diesel and gasoline went up,
[33:24] we we were losing we were spending more
money on transportation than our
[33:29] revenue. I expect things to be even more
challenging now that the cost of diesel
[33:34] has gone up. I mean, I would have never
thought two years ago that we'll be
[33:40] paying close to $7, the average cost of
a gallon of diesel.
[33:45] We transport 12,000 plus students every
single day. We have to pay for diesel.
[33:52] We've been negotiating with the union
that transport our kids.
[33:58] They're expecting to be paid certain
amount of money because every time they
[34:01] go out they buy things is increasing
cost. Not that people are beating down
[34:07] doors to be bus drivers. Driving a bus
is a calling. It's not just a job
[34:12] because you have to deal with children
and not everyone has that superpower to
[34:17] be able to transport kids and while the
kids are in the on the bus also making
[34:23] sure you follow the rules of the road
and avoid uh crashes and still be able
[34:29] to to give the kids a good experience
because they are the first sets of adult
[34:36] that the kids see when they leave home.
folks who transport them from home to
[34:41] school. So if they have a great day on
the bus, chances are they will have a
[34:45] wonderful day in school. So it's just
it's a confluence of just very very
[34:51] difficult situation
uh inflation uh revenue support and we
[34:58] are absolutely doing everything we can
to mitigate expenses because what we
[35:05] always say we have control over expenses
as much as possible. We don't have as
[35:09] much control over revenue and we are
doing everything within our purview of
[35:13] control to reduce revenue as much as
possible without unduly
[35:19] damaging the educational experience of
our kids. And if you think about it, a
[35:23] first grader only get to be first grader
one time and they they have to they have
[35:28] to have the absolutely best experience.
So when they get to second grade,
[35:32] they're ready and they can have a good
experience in second grade. But these
[35:36] are the things that we do. Thank you.
>> And not just us, yeah, school district
[35:40] all over the state.
>> One of um I'm sorry. One of the other
[35:43] things that comes to mind for me when I
hear this presentation is I've I've
[35:48] known for a long time transportation is
a pressure point. Like we have it's
[35:52] expensive to transport our students uh
on top of everything else, right? We
[35:56] have a lot of students and a lot places
that we need to go to get them to bring
[36:00] them to school. The other thing that
rings in my mind when I'm listening to
[36:03] the presentation is what we don't know
because this is a projected budget,
[36:07] right? If you look at the budget from
the year before last year, we for some
[36:11] of our capital pro or emergencies that
we needed to do. Um that's something
[36:16] that's ringing in my mind too because
those are unknown expenses. uh which is
[36:21] why we've voted as a board to ask the
the public to help us fund some of those
[36:26] capital improvements um so that we can
plan better for those those expenses
[36:32] because I think you could easily have
this projected budget and then this goes
[36:36] out and that goes out and this happens
and this happens
[36:38] » and we've started experiencing that
already.
[36:40] » Yeah. [clears throat]
>> Emergency fixes. And the the part that I
[36:44] actually forgot to mention, I'm glad you
mentioned,
[36:48] » as strange as it is to say this, the
mandated categorical funds, those are
[36:53] the the reimbursement that we get for
transportation, regular transportation,
[36:57] especially transportation. Uh the
orphanage, the state actually hasn't
[37:03] they have not released what the
proration is going to be.
[37:07] » So we don't get we don't know what the
proration is going to be. What that
[37:11] means is that for those program we spent
a dollar. We have never gotten a dollar
[37:18] since I've been doing this. I've been
doing this for a while. Last year we got
[37:22] approximately
the reimbursement that we got was
[37:25] approximately 60 cent on a dollar. We
don't know what we're going to get until
[37:30] next month.
>> What the uhation is going to be. That's
[37:35] another unknown.
>> Well, that was like a 15% drop from the
[37:39] year prior, right? Went from Seven to
six.
[37:41] » Yes. Yes. And it's just it's been it's
been going that way. It's been going
[37:45] it's a it's a race to the bottom.
>> As you talk about that, it's also hard
[37:50] to project like your um oh my goodness.
Uh work that we have to farm out
[37:56] essentially. So I we talk about like
even that would be any staff member that
[38:01] we couldn't essentially hire. We often
would go to a contracted agency and
[38:05] those costs increase too. and you don't
know um how much their cost will
[38:11] increase. So that is something else it's
hard to anticipate. Like they may know,
[38:15] right, that they're going to have to
increase their budget, but you don't
[38:18] know until you act until you actually
seek those services, right? Um so that's
[38:23] something else I'm thinking about this.
>> And the the uh students we love, we
[38:28] provide whatever resources our kids need
to be successful.
[38:32] uh a special needs student when we don't
know who moves into our district, right?
[38:38] We can have
kids move into our district. Some of
[38:42] them may require 1018 a require uh
series of services from speech pad from
[38:51] uh psychologist from different
clinicians some of whom
[38:56] OT PT
>> we cannot afford. Number one, there are
[39:00] not enough people with OTP licensing
and most of the time we can't even find
[39:07] them and a lot of time we can't even
afford that because of what they go for.
[39:12] So what so we build the budget
estimating what we think cost us then we
[39:18] may have 15 kids move in during the year
who need specialized services and we not
[39:26] we're not in a position to hire all the
conditions that we need. So what we then
[39:30] have to do we have to go through a third
party agency and some of those agencies
[39:34] charge as much as a 30% up charge
in the in the salary that we pay for
[39:42] [clears throat] those consultants they
send us. So those are all the things
[39:45] that we deal with as a school district.
And the final thing I want to say, I
[39:51] know we've gotten some uh
some complaint from parents as it
[39:56] relates to transportation.
Uh couple of things that I just want to
[40:01] share in our sincerity. There's a
shortage of bus driver.
[40:06] Not every and this is something that is
happening every school district, not
[40:11] just us. Not enough people want to be
bus driver. It's just that simple. So
[40:18] the so we have a shortage of bus driver.
Now we also have contractors. They're
[40:24] facing the same thing that we're facing.
It's not like they have a factory where
[40:29] they make their own bus driver. They do
the same thing that we do. Even though
[40:33] they they they pay more than we pay. We
try to match them but there's a
[40:38] shortage. So we all know from uh uh high
school economics when supp when demand
[40:46] outpays supply prices will rise and
that's the only reason that has been
[40:52] causing the uh the cost of
transportation to go up and I do not see
[40:58] any good solution anytime soon. We're
doing the very best we can but this is
[41:04] some of the things that we're dealing
with. So our buses sometimes run longer.
[41:08] It's not because of incompetency. It's
not because we just design them that
[41:13] way. It's because we have shortages of
driver. More people require busing than
[41:19] we have drivers who want to drive those
buses. Most of our office people in
[41:24] transportation, for example, they drive
buses. They are supposed to be doing
[41:28] office work but require them to have
CDL. So, we put them on the bus. Even
[41:34] with that, we still don't have enough.
Thank you, Mr. Wolf.
[41:39] » If I may, just real quick, just two
items I'd like to highlight as we go
[41:43] into the 20 2026 2027 um budget is one
kind of parallel to the conversation of
[41:50] special education is outplacement. In
regards to our outplacement numbers for
[41:54] our district, we have very heavy numbers
compared to other districts. I'd like to
[41:59] see how we can find maybe some
efficiency in regard to and I do know
[42:03] right from a special needs parent
perspective that there are a lot of
[42:07] needs whether special excuse me OT so
forth on but I think we have to find a
[42:12] better mechanism when it comes to our
outplacement and what that looks like
[42:16] but most importantly the process and
then another thing I wanted to add on
[42:20] was the residency verification as I
started looking at the numbers right now
[42:24] we have roughly 1,000 students that are
outside of for our boundaries. So, I
[42:29] wonder how that impacts our excuse me,
our budget. So, those are just two
[42:34] components I'd like us to see to
continue to drive, but most importantly,
[42:37] understand.
>> Thank you for raising that. I with uh
[42:43] with permission from uh my boss from the
board, the work trip. I think that could
[42:50] be something that we can bring up in the
future as a presentation to the board
[42:55] about our process of determining you
know our placement and just to share
[43:01] that information. I don't think it's
something that we take uh cavali uh
[43:07] outpacing kids because
I know the philosophy is in the district
[43:13] is as much as possible if we can educate
our kids right here in the district we
[43:19] want to do that a they reside here b
their friends go to school here uh c
[43:25] their family lives here have been able
to provide them the education that they
[43:29] need
regardless us not even thinking about
[43:33] cost is the approach that we want to
take. So for us to determine to to our
[43:38] place of care that means we've done
everything in the district to provide
[43:44] the
faith and if we're not uh able to do
[43:49] that and it's not in the best interest
of the kid to get a good education here
[43:53] in the district only then do we
contemplate our placement and we take
[43:58] that very seriously which is a reason
why we uh we have uh EVA Right. And
[44:06] we've actually expanded the number of
kids that we referred to in an attempt
[44:10] to a make sure we keep our kids here so
they can be with their friends, but we
[44:15] can also mitigate the increase in cost.
[44:21] If I may, we're not I'm not aware of we
have 68 square miles. I'm not aware of
[44:27] any 1300 students who live outside of
our our our 308 boundaries. We do have
[44:34] uh quite a few students who qualify for
Mckin Vento as well as for special
[44:39] education um who we do bring into our
district but um we're happy to look into
[44:44] it if you have some numbers but at this
point I have no evidence that that is
[44:48] number
>> I just voyed it so you should be able I
[44:51] think everybody in the community should
be able to see it. So roughly there's 13
[44:54] in particular, but there was one
resident in Chicago, one in Villa Park,
[44:59] Bellwood, but needless to say, there's
there's a hefty number out there that
[45:03] are outside our parameters for SD308.
>> We have a responsibility. I'm sorry. Go
[45:07] ahead.
>> You're talking about students who are
[45:09] living outside of our boundaries.
>> They're living outside.
[45:13] » Yep. They're receiving education from
our
[45:16] » So there is something I would like to
share though. There's a law.
[45:20] » It's a law. So if a student was going to
school here for example they live here
[45:26] » and if for whatever reason they now
homeless or doicile they're homeless
[45:33] staying with relatives we are required
to still provide them an education here
[45:38] in the district that's the law MKB
>> and I respect that and that should
[45:42] absolutely be put in place but as I look
at other numbers let's just say district
[45:47] 203 204 they're roughly between 1 to 3%
% we are at 8%. So again just a topic
[45:55] just to kind of review and see if we are
really doing our due diligence when it
[45:58] comes to boundaries.
>> Thank you. We will we will bring we we
[46:02] will bring a presentation
in the future where we look at
[46:07] » we look at that.
>> I I was just going to say I saw your
[46:09] comment on the board document and some
of those towns that you were referencing
[46:13] are in our school district. Yorkfield,
Joliet, Planefield. They I I don't know
[46:18] if you're looking at other zip codes.
>> No, it was the exact zip codes. So, for
[46:24] one, I know what you're speaking of, but
if you go and you analyze the data, it
[46:28] gave zip code and it gave you the
breakdown which verified that we had
[46:31] over a thousand students outside of
SD308. Now, I could be potentially
[46:36] wrong, but based upon analysis and the
reports, that's what was captured out
[46:41] outside of what you're speaking to.
the the zip codes. I just to clarify
[46:46] board, but I will say that uh our
boundaries are not determined by zip
[46:51] codes. There are zip codes. In fact, um
I met a young man earlier tonight who
[46:56] said that he's actually closer to Mata
Valley uh than he is Aurora, but he
[47:00] prefers to come to our school. So, so I
I would agree with you, uh Miss
[47:05] Robinson. I appreciate the the concern.
Um our team is very careful in our
[47:10] registration department when we do
residency when people come in. Um we
[47:14] also have as you heard so if the board
if if the board would like us to do
[47:18] further analysis of we're happy to do
that. I would say that would give that
[47:21] to the board decision to consider. Um
other questions regarding the budget
[47:26] hearing?
>> I I have some. Can you go to page eight?
[47:39] Keep going.
>> Um, yeah, it's like the second to last
[47:44] one. This Wait, no,
>> this one.
[47:51] » Expenses by category. Um,
>> can you explain the really big numbers
[47:57] like the capital outlay change and the
purchase services number changing? so
[48:03] dramatically.
>> Yeah. So, uh last year we only spent uh
[48:11] about 471 in that capital outlay fund
and in anticipation of some of the the
[48:18] repairs that we needed to do this year,
we budgeted more.
[48:23] Well, but I'm I'm talking between the
2025 budget and the 2025 actual or I
[48:29] mean clearly it's unaudited, but
see how the it changed from the to 100%
[48:35] more
or changed from actual.
[48:42] I guess it's looking the 9.7 million to
the
[48:48] um sorry I I helped uh prepare this. So
the actual percentage is a variance
[48:54] between the unawited actual of 2526 to
what we're budgeting this year. So it's
[49:01] almost 100% increase based on the 471 up
to the 949. Um so that's what those
[49:08] columns are referring to.
>> And then we went down in purchase
[49:13] services due to budget cuts and trying
to be you know fiscally aware. Can you
[49:19] summarize some examples of those
budgeted or those purchase services that
[49:24] were cut or reduced?
>> Purchase services.
[49:27] » There were so many.
>> There's so many. Uh we pay for utilities
[49:32] out of purchase services. That's the one
one area.
[49:35] » Mike, we need you on the mic.
>> Oh, I'm sorry. One area is a big area is
[49:39] utilities that we pay for. And uh
another big area is related to
[49:45] transportation, third party
transportation. I know we reducing some
[49:49] of the services that we purchased from
the uh from durm and uh se etc. We're
[49:57] not giving them as many around as they
had uh the prior year. That's that's
[50:02] another
>> So at this point those are projected
[50:05] numbers. We're hoping to reduce it by
>> we're hoping to reduce it. Yes. and some
[50:12] of the so purchase services also related
to consulting services and in an attempt
[50:17] to balance the budget. What we looked
at, we looked at all the consulting uh
[50:22] services that we had and uh we looked at
some of them that we can reduce or defer
[50:30] and if we thought we didn't have to
spend that money in 207,
[50:38] we decide not to fund it or we decide if
we can defer for another year. We did
[50:44] some of that. So this were all the
things that we did when we started
[50:49] working on the budget uh in the fall
last year. The deficit was really big.
[50:54] So we went through rounds and rounds of
reduction saying some of the things that
[50:59] we may have uh approved
before and we looked at it and we looked
[51:05] at it really critically the folks who
benefit from it for example and say can
[51:09] you not do this? Can you wait a year?
you wait two years can you make it work
[51:16] a couple of years longer to try to
balance the budget so we did a lot of
[51:20] that so so I just gave you a couple of
example that's one I mean it's a number
[51:26] of them that makes up so purchase
service essentially any services that we
[51:31] buy from a third party and it's funny uh
the the bus leases in there the uh third
[51:37] party transportation in there another
one is third party consultant that
[51:42] provides us with uh special ed
special ed uh staff member uh paid out
[51:48] of there another TA which is another
thing that I mentioned earlier we used
[51:53] to depend more third party providers for
a TA what we found out is now that we
[51:59] have a better agreement with our TA we
have people who are staying longer so
[52:06] it's an increase in salary but a
decrease in purchase services and salary
[52:11] is actually cheaper for for us to find
than the third party consultant. So
[52:16] those are some of the things that comes
to mind that that we pay for out of
[52:20] purchase services.
>> Thank you.
[52:24] » Other questions board?
[52:31] » Well, you asked question that I had. Um
yeah, I took a look at a lot of the
[52:36] other districts and um you know, like
playing field, I think there 14 million.
[52:41] They did $8 million in cuts and
>> difference is they have a $200 million,
[52:45] you know, coffer.
>> Yeah.
[52:47] » Um,
it's like a
[52:51] » it's
nothing, you know, for them.
[52:54] » Yeah.
>> So, yeah.
[52:57] » So, a lot of changes.
>> I hate to say 2080 is even going to be
[53:01] challenging.
I', you know, I've been saying that for
[53:05] the last couple of years and we
absolutely have to do it because I'm not
[53:10] even sure if the state will be able to
appropriate the 350
[53:14] million in additional funding for EBF
and they promise to do that
[53:21] if the money is there. But if the money
is not there,
[53:26] they can easily decide that we can't
afford it. We're not going to be able to
[53:30] fund it.
So yeah, that plus an increase in in in
[53:36] a lot of prices of things that we buy,
it's just going to be a challenging year
[53:42] 2020. And the federal government
>> the budget the the funding for this year
[53:49] from the federal government is actually
higher the way the federal government's
[53:54] budget work. So what is going to happen
is the budget that's actually going to
[54:01] impact us in 28 is going to be the
original budget for this administration.
[54:08] The budget that impacts this year was
inherent.
[54:12] So what is going to impact us in 28 is
going to be first budget of the current
[54:18] administration and we've known we know
there've been reduction in educational
[54:23] funding. So, it's is going to be it's
going to be a challenge in 20.
[54:29] » I know we've [clears throat] my voice is
gone. Um, excuse me. You know, we've
[54:34] talked a little bit about this, I think,
in smaller conversations, and this does
[54:37] not have to be answered now, but um I
think it would be interesting, not only
[54:43] for the board, but also for like the six
people streaming it at home. um just to
[54:49] get a better idea of some of the
advocacy work that we do at the district
[54:55] to try to I guess I mean I know we have
very limited control over our revenue.
[55:03] Um I mean you've mentioned multiple
times about like shortages from the
[55:06] state and from the federal government.
So, I think it would be interesting if
[55:10] we could at some point just have a
better idea of kind of the different
[55:15] avenues um not only that you have as
district leadership with advocacy, but
[55:20] also us as a board and for anyone that
might want to also advocate um in favor
[55:25] of a little bit stronger and more
predictable funding for the schools.
[55:30] » I'm actually going to be in Washington
DC next week doing that very thing.
[55:35] » Thank you.
>> No, I'm just kidding. [laughter]
[55:38] We'll be happy to do that and and and
that and the other topics that were
[55:42] brought up tonight. Look at how it fits
and where we can bring some feedback for
[55:45] the board.
>> Thank you.
[55:47] » And our committee for the whole actually
is a great space to have some of those
[55:50] discussions. Um
the whole
[55:53] » Thank you.
[55:57] » Okay. [clears throat and cough]
Moving to six public hearing.
[56:04] We have two opportunities for public
comment tonight. The first opportunity
[56:08] will be during the public hearing on the
fiscal year 27 budget which we are about
[56:13] to convene. If you wish to make a
comment about the fiscal year 20 or
[56:16] tenative 27 tenative budget, please do
so during the public comment portion of
[56:21] this hearing. If you wish to make a
comment about some other matter
[56:24] unrelated to the public hearing, you may
do so during do so during the second
[56:29] opportunity for public comment. Please
make sure that you noted on the comment
[56:32] card which portion you wish to speak. We
will now hold a public hearing on the
[56:37] fiscal year 27 budget
[56:44] 6.1.
[56:48] This is the public hearing convened by
the board of education of community unit
[56:52] school district 308 regarding the fiscal
year 27 budget. At this time I would
[56:57] like to ask
[57:02] » you got any information
>> as presented Mr. as present
[57:08] following the update uh or public
comment and now the board are there any
[57:14] public comments the budget
>> not for the budget portion
[57:18] » okay
um
[57:23] so I guess we just move on right
>> at this time we will close the public
[57:27] hearing
>> at this time uh we will close the public
[57:31] hearing
um on the fiscal year 7 budget.
[57:37] » Oh, this does.
[57:44] Oh.
[57:47] All right.
[57:50] I'm backtracking here, guys.
At this time, does any member of the
[57:55] board of education have any comments? If
so, please identify yourself for the
[57:58] record and make your comments.
[58:06] Okay,
at this time we will close the public
[58:10] hearing on the fiscal year 27 budget. My
first time doing that one.
[58:16] » All right, we're moving to 7.1,
[58:22] our public comment. Do we have for
regular public comment?
[58:26] » Yes, we have one.
>> All right. On behalf of the board of
[58:30] education, I would like to thank the
public for attending tonight's meeting.
[58:33] We value the feedback we received from
our members of the public and encourage
[58:36] everyone to take an active interest in
their public school system. Individuals
[58:41] interested in speaking to the board this
evening are asked to have completed a
[58:44] comment card and presented it to the
secretary to the board. Any members of
[58:48] the public who have not yet turned in
their public comment card to the
[58:51] secretary of the board are asked to do
so at this time.
[58:54] When the secretary calls your name, I
ask you to come to the microphone. State
[58:58] your name for the public record and
provide your feedback. [laughter]
[59:04] » We figured it was you also.
>> Yeah. Please note that that's why I'm
[59:08] kind of smiling while I'm Please note
that comments are limited to five
[59:11] minutes per person. The board does not
participate in discussion during public
[59:14] comment. Comments should address the
board of education as a whole and not be
[59:17] directed to an individual board member,
audience, or staff member. Followup to
[59:22] your questions or concerns may be
addressed by administration through the
[59:24] contact information provided on the
comment card. Thank you.
[59:36] » Good evening. My name is Scott Dematis
and I'm here to speak on behalf of my
[59:40] son, Jack Dematis, who is a sophomore at
OE. I wanted my son to be here with me
[59:44] this evening, uh, but I just dropped him
off from gymnastics practice so he can
[59:49] begin his homework, which will keep him
up past 10 p.m. this evening. My son is
[59:54] a level 10 gymnast at Premier West
Gymnastics Academy located about a mile
[59:58] from here. Oi. [clears throat] Uh for
those you're not familiar with
[1:00:02] gymnastics, level 10 is the top level of
a gymnast can achieve or before the
[1:00:07] possibility of being accepted into a
collegiate program. This is no easy
[1:00:12] accomplishment. Less than 1% of gymnasts
make it to this level. My son started at
[1:00:17] 5 years old as a member of Premier West
boys team where he has progressed
[1:00:21] through years from a level two now
competing at level 10 at this point. A
[1:00:25] rough calculation that my son has put in
close to 10,000 hours of training over
[1:00:29] his over his career. My son uh goes
directly from Oi to gymnastics practice
[1:00:36] uh for three and a half hours of
physical strength training, flexibility,
[1:00:40] countless repetition on all six events,
floor, vault, rings, pommel, parallel,
[1:00:45] and high bar. Each day he pushes himself
to execute flawlessly new techniques
[1:00:50] that will improve the potential to
receive a higher score. Gymnastics is a
[1:00:55] game of decimals where the difference of
point of a 0.5 score can be the spread
[1:01:00] from first place to fifth place. Each
year we travel throughout the US for his
[1:01:04] meets. It's not easy or cheap. My wife
and I sacrifice to support him because
[1:01:08] he has a passion and he has a talent.
These competitions are governed by USA
[1:01:13] Gymnastics,
which is the national government body
[1:01:16] for gymnastics in the United States. USA
Gymnastics is responsible for selecting
[1:01:22] and training national teams for Olympic
games and world championships.
[1:01:26] This is the elite level of competition
in the country. From practice, he comes
[1:01:31] home, eats, and begins his homework. His
course load is currently AP US
[1:01:36] government, honors chemistry, English 3
is a sophomore, honors digital
[1:01:40] electronics, honors algebra 2, and PE.
His homework keeps him up studying after
[1:01:45] 10 p.m. most every night. last spring
while training for the upcoming US
[1:01:49] National Championship in Oklahoma City
were contacted by his coach stating that
[1:01:55] he had to stop Jack from executing
certain high-risisk moves multiple times
[1:01:59] due to Jack's apparent lack of mental
focus focus and overall fatigue. Coaches
[1:02:04] play an important balancing role knowing
when to push athletes and knowing to
[1:02:08] pull back to avoid risk of injury. When
I asked my son what was going on, he
[1:02:13] just looked at me and he said, "Dad, I'm
just tired." Every night he's up past 10
[1:02:18] p.m. and then he gets up at 5:40 to be
on the bus at 6:20. The daily school
[1:02:23] schedule and the additional physical
activity during PE begins to take its
[1:02:27] toll. And this is what brings me here to
you tonight. Uh a father advocating for
[1:02:32] the well-being of his son. What I'm
asking for is the district's support by
[1:02:37] granting him a we a waiver from his PE
class. In this letter that I have uh
[1:02:44] from his coach uh it states, "Based upon
my professional experience coaching
[1:02:50] elite level athletes, Jack's training is
highly structured, includes
[1:02:53] comprehensive strength and conditioning,
cardiovascular training, flexibility,
[1:02:58] impact, and event specific skill
development that are planned and all are
[1:03:04] carefully managed to pretend to prevent
fatigue and reduce injury. I do not
[1:03:09] recommend that Jack participate in
additional physical education at this
[1:03:13] time and that phys that a physical
education waiver would be in the best
[1:03:17] interest of his health, safety, and
long-term athletic development. My wife
[1:03:22] and I also consulted with Jack's uh
primary care doctor who stated that
[1:03:26] Jack's level of training, he is at
elevated risk of joints, muscles, and
[1:03:30] tendons and his training needs to be
carefully monitored to avoid injury.
[1:03:34] I've had several discussions about my
son with Dr. Cooper Wells, executive
[1:03:38] director of high schools, and with Dan
Arson, executive director of athletics
[1:03:43] at 308. They were able to help provide
guidance, but stated that a waiver would
[1:03:48] need to come from SD308 leadership. Dr.
Cooper Wells was kind enough to
[1:03:53] investigate options for my son and found
other schools, other school districts
[1:03:58] that do not offer that do not offer boys
gymnastics, but do grant casebycase PE
[1:04:04] waiver for students. student athletes
participating in nonIHSA
[1:04:11] sports. These include community uh
community school district 300 which is
[1:04:16] Bington, Alangquin, East Dundee, U46
which is 55 schools across Cook, DuPage
[1:04:22] and Kain counties. Pinsdale 181, uh, MC
Chapman School District, and
[1:04:29] Playingfield 202 accepts PE PE waiverss
for nonIHSA
[1:04:35] sports. What I'm asking is for the SD
leadership to look at my son as an
[1:04:40] individual as these other districts have
evaluated the indiv individual needs of
[1:04:45] their students and found a way to
support them in their athletic and
[1:04:49] academic pursuits.
on page.
[1:04:52] » Um
>> I'm sorry. Nearing time.
[1:04:55] » Yeah. And um
>> that that's
[1:04:57] » you could always you could send us a
letter too.
[1:05:00] » Yeah.
>> Yeah. I I will follow up with an email.
[1:05:02] Uh thank you for the opportunity to
address you this evening and listening
[1:05:05] to my concerns.
>> Good luck to your son.
[1:05:18] » All right.
Have a good night.
[1:05:23] Committee of the whole 8.1 committee
purpose norms and logistics.
[1:05:31] [clears throat]
[1:05:34] » All right. Good evening board. So for
for this one we are going to welcome
[1:05:40] everyone. So this is a new practice that
the board has
[1:05:46] made a decision to pursue and we want to
thank the board for this opportunity. So
[1:05:51] tonight we are shifting gears and I'm
going to invite members of the
[1:05:55] administration to join as we do and move
into our first agenda item. So for the
[1:06:01] next as you can see three to four agenda
items we're going to engage in a first
[1:06:06] of the conversation about kind of the
high level uh setting purpose. So the
[1:06:09] committee the whole is an opportunity
for the board to really engage um in new
[1:06:15] way around some of the topics versus a
formal process where uh you would have
[1:06:19] typically a presentation followed by um
maybe a very kind of linear process.
[1:06:25] This is a allow us to engage in our
committee process um in a very different
[1:06:30] way. And so tonight you will hear a
number of items. Can we go to the next
[1:06:34] slide please? I don't know who has a
clicker.
[1:06:40] Okay. So, um for all of their
committees, we wanted to um one of the
[1:06:45] things that in a typical committee
structure, you would always have a
[1:06:48] chance to look at what are the values
and the core values that are centering
[1:06:51] the work as well as norms of
collaboration. This is a practice that
[1:06:55] our district has using is has been using
regarding um when we get into
[1:07:00] conversations. So these are helpful
tools that our district leadership team,
[1:07:04] our school leadership teams, um any
committees that we have, we lean on
[1:07:09] these practices or norms of
collaboration to help um facilitate the
[1:07:14] conversation. So rather than do this for
each of our structures tonight, the
[1:07:18] equity uh teaching learning um any of
our committees, we felt like for all of
[1:07:23] them, we thought it would be valuable
for us to have a conversation. And so
[1:07:26] I'll invite comment or anybody want to
name or anything that you notice about
[1:07:31] whether it's the norms of collaboration
or the district core values of how can
[1:07:34] this be helpful for committee
discussion. How do these how do these
[1:07:38] inform is guess is my question for our
discussion around the committee for the
[1:07:42] whole how can these be of help to the
discussion tonight and and maybe rather
[1:07:46] than looking forward also what have you
learned in the past? So what about these
[1:07:50] emerged in your committee conversations
last year that made it helpful and
[1:07:55] productive conversations and this is for
everybody to speak to?
[1:08:02] I would say regarding the norms of
collaboration like for me those are like
[1:08:06] cue as a board member those are like
cues right like how should I be engaging
[1:08:10] they seem pretty um in line with
um how what my experience on on the
[1:08:18] previous committees not the committee of
like when we had our our other
[1:08:21] committees um and so they seem in line
with um how we've conducted you know
[1:08:27] committees in the past um I would say
this is a larger setting. So that's
[1:08:32] something that's kind of in the back of
my mind as I think about, you know,
[1:08:37] putting all the ideas on the table and
paying attention to self and others or
[1:08:40] just the larger setting.
>> I'm thinking about
[1:08:46] » I'm appreciative of the norms. Um I
think this will be an interesting
[1:08:50] experience because I know for Eli we are
used to like presenting and then
[1:08:54] stopping in the midst of pres of the
presentation. So it will be interesting
[1:08:59] as far as like us getting through the
presentation and then the different
[1:09:03] questions that we have coming our way.
But I appreciate the norms of
[1:09:07] collaboration um because it names that
we will be posing questions, we will be
[1:09:12] putting ideas on the table and we will
be utilizing data to have these
[1:09:15] conversations.
[1:09:19] » What What does pausing mean?
>> Just throwing it out there. Yeah, I
[1:09:24] would
>> because I'm all about keeping it going.
[1:09:31] Sometimes you want to [laughter]
[1:09:36] » I think sometimes for like for when I
see politic I don't know if everyone
[1:09:39] else interpers it this way but um
sometimes when there's um an intense
[1:09:43] presentation happening that I know less
about like finance or something like
[1:09:47] that. I personally just need to pause
and like make sure and like that second
[1:09:51] one like paraphrase to myself okay this
is what's going on. And so for me it's
[1:09:55] like a personal cue. I don't know that
we would be, you know, pausing the
[1:09:59] meeting unless there was a request to do
so by uh Erica.
[1:10:04] » No. [laughter]
>> Or anybody permission to think, right? I
[1:10:10] » you name that.
>> Go ahead.
[1:10:12] » No, I would agree that's that is the
intent. Um to pause before we respond to
[1:10:17] pause and assume positive intent. Pause
to pose the questions. Um because to
[1:10:24] that end at times when we don't know
things or we're we're less familiar with
[1:10:28] things you do kind of get more like well
wait what is this? What is that? What is
[1:10:31] this? What is that? Sometimes it's okay
to say well let me just write these
[1:10:34] thoughts down and then we can come back
to
[1:10:37] » and to be respectful of others people's
need to pause. Like there are some we
[1:10:40] all have different oops
>> we all have different um areas of
[1:10:45] expertise. Uh, and so for a presentation
to for for for Erica that she can just
[1:10:50] take in and be like good, good, good,
good, good. And I need like that time to
[1:10:54] kind of process it a little bit more.
And depending on the topic, I think that
[1:10:57] would be true for any of us.
[1:11:02] I think um
I think that one of the things I'll
[1:11:08] invite and I think we'll have to talk
about the board has an opportunity and
[1:11:12] the committee members um from the the
staff
[1:11:17] um have an opportunity to think about
what does it mean to put ideas on the
[1:11:21] table when we have a recorder and how do
we become comfortable um we always this
[1:11:27] always following OMA guidelines so those
are always recorded But, you know, it's
[1:11:31] a very different setting. Um, this is
where we typically have our board
[1:11:34] meetings, um, our formal board meetings.
And so, this is a committee for the
[1:11:37] whole. And so, understanding that you're
going to have that flexibility to have
[1:11:41] those conversations in a different way
than you've had before, that's a a mind
[1:11:44] shift a little bit for us. We're not
used to that structure, right? So, I
[1:11:48] think that'll be a new learning. And I
would just invite board members, you
[1:11:52] have comment cards, I think, comment
cards that you can give feedback. um
[1:11:56] also our our our leadership team who are
here this evening um to to weigh in on
[1:12:03] those comments. So one thing that um in
addition to this
[1:12:09] is that we have our structure. So
tonight we'll have our three
[1:12:13] subcommittees or committees equity,
learning, innovation, finance,
[1:12:16] facilities and human resources and then
policy and legisl legislative. Each one
[1:12:21] is advisory. um each gives the board and
the committee a focus place to examine
[1:12:26] our priorities before matters move
forward and none of them replaces the
[1:12:29] authority of the board and
recommendations move from here and then
[1:12:33] we'll go to full board vote if necessary
um Bren or Teresa is there anything you
[1:12:40] want to add to this as you've been
listening
[1:12:43] okay
um with that I think uh uh Mr. Chair, if
[1:12:48] you want to move us to the next one and
then we'll invite the chair of that
[1:12:51] committee to start.
>> Okay.
[1:12:56] Nine, equity, learning, and innovation
chair. Dr. Pock, Dr. Mario, and Miss
[1:13:05] Robinson are also on the committee. Um,
at this time, I would like to invite Dr.
[1:13:10] Pak, chair of the equity and learning
and innovation committee to lead us
[1:13:14] through the equity committee. Sure.
[snorts] So,
[1:13:19] » well, no, go ahead.
>> I've got two more paragraphs.
[1:13:22] » Go ahead. Read it.
>> I got [laughter] I gota say at every
[1:13:24] meeting I think.
>> Go ahead.
[1:13:26] » Dr. Pock, please take us through the
agenda items in this section. Once those
[1:13:30] items have been addressed, please invite
the committee members to ask questions
[1:13:33] or offer comments. Following that
discussion, please open the floor to the
[1:13:36] full board for any questions, comments,
or discussion. At [snorts] the
[1:13:40] conclusion of the discussion, please ask
the committee to make a recommendation
[1:13:43] to move these items forward and bring
them to the next regular board meeting
[1:13:46] as a consent agenda item for action and
approval. Board will vote on the item
[1:13:51] separately at that meeting. I will turn
it over to you.
[1:13:55] » Sure. So, I hope that I'm getting this
right. I'm excited about this though.
[1:13:59] Um, so I'll now walk us through the
items before the equity, learning, and
[1:14:04] innovation committee. Um we'll take well
I'm going to take each of you through
[1:14:08] the agenda items and I am inviting Dr.
Dell and Dr. Waller correct to be a part
[1:14:15] of this. Perfect. To be a part of this
conversation and so we will just take a
[1:14:20] look at the agenda if you can walk us.
Am I walking us through the agenda? Are
[1:14:23] you okay? Perfect.
>> Yep.
[1:14:25] Um so I mean moving forward uh that what
that would look like would be
[1:14:30] differently because um what we've come
to in this space today is with our
[1:14:35] proposed topics of what we would like to
be able to speak about in the space and
[1:14:40] once that part is named and understood
then we can shift regarding how that uh
[1:14:45] committee is navigated through. We've
said this, we shared this. We know that
[1:14:49] um we've created this space before. Um
this is not obviously to uh replace the
[1:14:54] authority, but ultimately give us an
opportunity where we can examine things
[1:14:58] that are for equity, learning, and
innovation regarding our three
[1:15:02] foundational practices. So much of the
work that we do is related to schools
[1:15:07] and special programs. And so, um, over
the past few years, we've been able to
[1:15:12] work with, um, our committee to provide
information on MTSS, school improvement,
[1:15:18] professional learning, school leadership
paradigm, etc. And so, we recognize that
[1:15:23] previously we would have this on a
month-to-month. And so what we have done
[1:15:28] is uh put up some proposed topics here
for you all that we would like for you
[1:15:32] to consider um for October 13th leaning
into school leadership teams um school
[1:15:38] leadership paradigm our district which
uh our school leadership teams are
[1:15:42] districtwide um movement um principal
and AP coaching systems through our
[1:15:46] boost structures um as well as ISBY
updates for ML and sped. When we shift
[1:15:52] in January, we want to lean into our
social emotional learning systems and
[1:15:57] support, student discipline, um,
panorama, leaning into those pieces,
[1:16:02] character strong, etc. Um, by January,
we will also have a clear update
[1:16:07] regarding our gifted audit and the work
that's being done with that.
[1:16:11] For March 8th, we are proposing that we
lean into school improvement planning um
[1:16:16] district and building level progress as
well as really highlighting and lifting
[1:16:20] our portrait of a leader um that was
created last year and needs to be
[1:16:23] launched this year. And then our final
meeting, we would like to have a
[1:16:28] foundational practice year-end recap. Um
it's not named on here, but we
[1:16:32] definitely want to make sure that um we
include student voice that would that's
[1:16:37] going to look different. um at our last
year the we had students come into that
[1:16:42] committee space but we would be inviting
them into this space in April. So these
[1:16:47] are our proposed topics and the way in
which um we see this kind of flowing and
[1:16:53] if there's uh approval of these topics
well then we'll be able to then work
[1:16:58] with our executive directors and
directors to ensure that we have the
[1:17:01] presentations that are necessary for us
to have the engaging conversations.
[1:17:06] What are your thoughts?
>> Yep. And if I can just add these
[1:17:11] committee topics or each one of them is
tied to the strategic plan. So it's very
[1:17:15] much in line with our work.
>> Is there a way we can see what the
[1:17:21] topics are tied to relative to the
strategic plan and then um because I
[1:17:27] would want to know how they align to the
strategic plan and as always during
[1:17:32] committee meetings I always talk about
student outcomes, right? And so, how
[1:17:36] does that all tie to student outcomes
and advancing those?
[1:17:40] » I would echo what Dr. Pollock is saying
in regards to student outcomes. Um, I
[1:17:46] can see what all in each of these what
those might be, but it might be good to
[1:17:51] name them for us so we know. That's
really good.
[1:17:53] » And I think we've also discussed several
times at in this committee uh just being
[1:17:58] a little bit more expansive when we
think what we think about when we think
[1:18:01] about what student outcomes are. So, not
just looking at like the state test
[1:18:06] scores
>> um or the ACT scores, but looking at
[1:18:09] like
>> grade point averages or um
[1:18:14] » um
so I can't think of other ones right
[1:18:19] now, but uh we've done a pretty good job
in the past of that. I think it would
[1:18:22] just be good to note um what outcomes
we're going to be looking at for all of
[1:18:26] these.
>> And I also I wouldn't want equitable
[1:18:30] grading systems to be lost in this. So I
spoke a lot about that last year and so
[1:18:35] I definitely want to bring that up this
year again and while I do think building
[1:18:41] the capacity of our leaders it is
critically important but I think it's
[1:18:45] important relative to their capacity to
lead some of this work as I'm going to
[1:18:50] go back again student outcomes right and
so how
[1:18:53] » in relation
>> y
[1:18:55] » all that being said I do think when I
think about this structure and these
[1:19:00] meetings and our committees in the past,
I see one, two, three, four meetings
[1:19:05] with lots of topics on there. And so I
feel like maybe there's an opportunity
[1:19:11] to just be real real specific like
school leadership like what are what are
[1:19:18] we looking at and what I honestly don't
think that we're going to get to all of
[1:19:22] these things
>> and so right
[1:19:24] » um not that no one's we're not hard
enough, right? we're just there's not
[1:19:29] enough time in [clears throat] a
committee format like this. But I think
[1:19:32] if you lean into the student outcomes
and say in October we can present this
[1:19:36] and that's related to this, we'll have
it then like start with the outcome
[1:19:41] maybe and then backtrack like backward
planning to what the the system is that
[1:19:46] you're going to highlight for us that
impacts those outcomes.
[1:19:50] I also so with with these because we've
had conversations as a all of us at the
[1:19:56] district uh level and so you know in
thinking about school leadership teams
[1:20:01] and all of that work that we're doing um
school leader paradigm like we can name
[1:20:06] those and so we've talked about doing
one pager high well one slide highlights
[1:20:10] for those different pieces and to your
point um we can lift that student
[1:20:15] outcomes piece as well as I was thinking
about for the equable grading systems
[1:20:20] that would be good for January. So, as
you continue to to lift and name these
[1:20:25] things, to your point, yes, there needs
to be we need to be specific, but we've
[1:20:29] talked about still having these exact
topics, just one slide at a time because
[1:20:35] we do want you to be able to have at
least a highlight and then the space to
[1:20:40] then dig in to ask questions about those
things because the work that we're doing
[1:20:45] with launching school leadership teams
this year as a district and that
[1:20:49] alignment and how it transfers to DTLT
planning and all all of those meeting
[1:20:54] structure plannings is our intentional
K12 alignment to like lift and really
[1:21:01] increase student outcomes. So like
>> Yep. I'm following you.
[1:21:07] » I think the the other piece just as a
board member oftent times I'll hear like
[1:21:13] I'll see presentations or we are
introduced to something and I'm not
[1:21:16] quite sure what to do with it. Right.
And so I think it's critically important
[1:21:21] to let us know like in this committee is
this for your information right we're
[1:21:26] telling you this just so that it's on
your radar or we're telling you this
[1:21:30] because there is a decision that you
will have to make you know in a couple
[1:21:34] of months relative to this so just
giving us like how this is relevant to
[1:21:39] our work right that's critically
important and while I love knowing like
[1:21:44] knowledge is power I love knowing
everything um I think some things are
[1:21:48] missed
because I'm not sure why I'm been being
[1:21:52] told certain information. So,
>> if if that can be framed for us as well
[1:21:58] » and not to say you shouldn't tell us,
just letting us know like what lens we
[1:22:03] should be looking at this.
>> Yes, I think there's some structure that
[1:22:07] we need to think about because it's such
a big committee or not a big committee
[1:22:11] but a big topic, you know, that's in one
committee. We could take hours and hours
[1:22:16] and hours. Like I literally think we
have to get rid of half of the things on
[1:22:20] the list. Not because they're not
important, but we won't have time to
[1:22:23] discuss all those. To your point, let us
know. Hey, just quick like and Dr. Well,
[1:22:28] you were saying like maybe a slide like
these are just highlights, right? Just
[1:22:31] FYI slides, right?
>> Those are the quick hitters at the
[1:22:35] beginning. And then there's like one
thing we're going to really dig into.
[1:22:40] One of the structures that we heard
about and we we're'll be offering as
[1:22:44] part of this is that there's a format
for a memo.
[1:22:50] Um there's a format for a memo where for
some of these topics to your point like
[1:22:54] what is the background on this topic?
what's the current state of that topic
[1:22:59] and then what's the future state meaning
what is that the ask that's being
[1:23:03] brought up and what are those asks right
and so the team has been as thinking
[1:23:07] about for some of these the board and
maybe that's one of the things that
[1:23:11] between now and the next committee you
can think well this would be something
[1:23:14] where it will be beneficial based on the
strategic plan for that to be something
[1:23:19] that's more of a memo
>> um background current state future state
[1:23:23] request and then there may be topics
that the board wants wants us to really
[1:23:28] dig into or that the committee wants I
should say the committee wants to really
[1:23:32] dig into and understand. And so I think
that's a question I think uh following
[1:23:37] tonight's meeting if you want to
communicate with me and let me know what
[1:23:40] those could any of these stand out and
then the team and I can look at those
[1:23:44] and then come back next time with some
recommendations for the committee.
[1:23:49] » Thank you. That'll be really helpful.
And again, I think that they're all
[1:23:53] great topics. I just think an example
again relative to uh professional
[1:23:58] development for our leaders. Um
essentially what will that translate
[1:24:03] into? Is this about hey they may need
more professional development um
[1:24:08] external professional development and
the board can anticipate seeing
[1:24:13] uh this sorry Raphael but for purchase
services right so just if you can just
[1:24:20] give some context um relative to that
that's all but thank you
[1:24:41] Are there any other things that you all
want to talk about as board members?
[1:24:49] » You know, I you might you might not know
the answer, but um I'm sure you guys
[1:24:53] will. Um
we're having committee the whole on
[1:24:59] during board meetings outside of these
dates,
[1:25:03] but as I was scrolling through the other
committee meetings,
[1:25:06] I don't see dates. So, I've just Are we
having like
[1:25:12] » the dates are the these types of
meetings and we're having all of this
[1:25:16] topic talked about at that meeting?
>> So,
[1:25:21] » there's no extra committee meeting,
>> right? No, I understand that. asking
[1:25:25] where the other because this is the only
dates, right? Is that what you're
[1:25:30] asking?
>> Yeah. I'm wondering are we doing like
[1:25:31] one committee
>> per committee of the whole?
[1:25:35] » You're saying because there's not one
there's not a November meeting on there.
[1:25:38] » Well, we have five committee of the
whole dates.
[1:25:42] » There's only five,
>> but there's only four on here
[1:25:44] » because today is the first one.
>> Oh. Oh. Oh.
[1:25:47] » Because then in May,
>> they're
[1:25:50] » okay.
>> You have the public forum and the
[1:25:53] student forum. Is that what it is? Okay.
>> Yeah.
[1:25:55] » Yeah. There are a number of other big uh
board related functions that are coming
[1:26:00] up. So that's
>> okay.
[1:26:02] » I knew that there would be an answer. I
just
[1:26:04] » Yeah.
>> Yeah. So you are correct. That's a lot.
[1:26:10] » Yeah.
>> That's a lot in the
[1:26:11] » That's a lot.
>> Do it.
[1:26:16] » Can I make the comment that I don't know
anything about most of this? So, if we
[1:26:21] could possibly get the background
information earlier,
[1:26:25] » like I I don't want to put you guys like
having to rush to prepare something, but
[1:26:30] the more lead time we get, the more
likely I'll be able to understand it
[1:26:34] when we come to the I'm I'm with you on
that one.
[1:26:39] » So, basically getting the agenda to the
board like on Monday.
[1:26:44] » Not so much the agenda.
>> Well, the agenda information,
[1:26:48] » but I think the background information
right would be really important.
[1:26:54] » I would agree.
[1:26:58] » Any other discussion full board
discussion?
[1:27:03] » I know you'll come back on um the third
or
[1:27:09] so we're preparing for our next
committee meeting where we would be
[1:27:13] voting on stuff but we don't we won't be
voting on anything in regards to this.
[1:27:16] Would it be possible at that meeting to
review like a revised list of topics? I
[1:27:22] want to be able to give you guys like
guide like
[1:27:26] guidance into like there's some stuff on
here that I would like I know we can't
[1:27:31] my opinion is we can't do all of this in
the committee of the whole. I don't
[1:27:35] think we're going to have enough time.
Um not that it's not important but
[1:27:38] there's some things on here to me as a
board member that are more important
[1:27:41] than other things. Uh, and so I don't
know, maybe I can communicate that with
[1:27:46] you all through an email. Um, but
>> well that's why they're proposed. So if
[1:27:50] you all could tell us what you want
>> and then we'll do it.
[1:27:54] » Like that's that's that's a part of it.
Now, as far as
[1:27:58] » like the context pieces, that sounds
like there needs to be some learning
[1:28:03] like a glossery of like information. So,
like that's a separate project and
[1:28:08] that's something that I think that we
should talk about as a senior leadership
[1:28:11] team regarding all of those different
areas because finance is definitely not
[1:28:15] my cup of tea. So, I understand um but
that was the intention right to and and
[1:28:21] just so again so you know where I pulled
these topics from. I utilize all of our
[1:28:26] minutes and everything from the last
couple of years.
[1:28:28] » Yeah.
>> And then I also then lifted what's
[1:28:30] currently happening in the strategic
plan this year and then put these
[1:28:34] different things together. But you'll
have to decide what you really want us
[1:28:38] to lean into. But to your point though,
I still think that we can give you that
[1:28:42] high level of like I'm also processing
and wrapping my head as you all are
[1:28:47] talking about like student outcomes
ultimately like I think we need to
[1:28:52] consider to your point of like what that
looks like because if we're leaning in
[1:28:56] from an a student outcome space, well
all of these different things we could
[1:29:00] speak to on how they impact student
outcomes, right? So, I think that to
[1:29:05] your point of some areas being more
important than others, we're open to
[1:29:11] that's that's why these are the proposed
topics to so you all can say yes, we
[1:29:15] need this. No, we won't have time for
that. Throw that one on a memo or one
[1:29:19] pager and we'll be able to do those
pieces. Yeah, I appreciate that you're
[1:29:22] talking about that you went back to the
strategic plan because now it's making
[1:29:25] me think
>> maybe I should go back and make sure
[1:29:27] that all not to make sure but like kind
of re relook through these this topic
[1:29:32] these topics with a strategic plan in
mind. So I guess I think moving forward
[1:29:37] then we just need to be flexible, right?
Like maybe as part of our committee
[1:29:42] discussion during these times,
>> we can say, "Oh, like what's on the
[1:29:45] agenda for next time? Does that sound
good?" Like give them a thumbs up so
[1:29:48] that they feel confident that they're
bringing the type of information that
[1:29:51] we'd like to see.
>> Well, and as I take a look at school
[1:29:53] leadership teams, I don't think we spoke
about school leadership teams last
[1:29:57] school year, per se. We talked about
this is something that we want to to get
[1:30:03] started, but we didn't necessarily talk
about it. Correct.
[1:30:05] » So because it is new school leadership
team, I definitely would want to know
[1:30:09] more about the school leadership team.
Um what is the scope of learning for the
[1:30:14] school leadership team? How are we
building these are teacher leaders as
[1:30:18] well as so how are we building their
capacity to collaborate? What type of
[1:30:22] models are so that is something that we
would need to know as a board right so
[1:30:27] that we could speak to it. But moving
beyond that, there's a lot of work that
[1:30:31] goes into building an effective school
leadership team. And so how how would
[1:30:38] the board support this essentially? And
I'd argue that there's probably a lot of
[1:30:43] professional development for this. So we
would need to know about that. And then
[1:30:47] are we teaching school leadership teams
this year how to accelerate data? Like
[1:30:50] what? So that's what I mean when I'm
saying
[1:30:53] » how do we tie this back to student
achievement? What are we looking to
[1:30:56] accomplish? because I know SLTs are new
this school year. This isn't anything
[1:31:00] that we spoke about last school year.
However, I've heard rumblings about
[1:31:04] SLTs. I'm excited to see it here and
that we're getting ready to get the work
[1:31:08] going. So,
>> I would say too, well, and so Dr. Kyatt,
[1:31:12] you let me know. So, we did create a a
document that has like these five
[1:31:16] different dates, all the different
proposed topics. there is a strategic
[1:31:20] plan alignment piece of it and then
there's notes and we also have included
[1:31:24] like we know we need to bring course
things you know along in October so we
[1:31:28] are trying to marry those different
pieces I don't know if that document
[1:31:32] would be impactful if you're good I can
we can share it because then that way it
[1:31:37] is it's asking for your feedback it's
asking for you to you know add things
[1:31:41] it's asking for all of those different
pieces I think it would be you know it's
[1:31:44] our first time so we're like okay let's
put what we can on this and go from
[1:31:49] We wanted to allow a little bit of
flexibility. Um we the team did prepare
[1:31:54] a full doseier or like a articulated
plan. We will share that with the board
[1:32:00] and then just uh if you want to send
that to me and I can share that
[1:32:03] feedback.
>> Thank you.
[1:32:07] » So [clears throat] if there is no
further discussion that concludes
[1:32:11] thisformational item no action is
required and there's nothing further
[1:32:16] needed from the committee at this time.
Thank you. That concludes the equity,
[1:32:21] learning, and innovation committee
portion of the meeting. I'll turn it
[1:32:24] back over to the president.
>> All right. 10. Our finance, facilities,
[1:32:29] and human wor human resources committee
[1:32:34] chair miss
[1:32:38] through the items for the finance
committee. Oh, finance, facilities, and
[1:32:43] human resource committee. We will take
each agenda item individually with
[1:32:46] discussion on the follow with discussion
following each item. Um the committee is
[1:32:51] made up of me, Dr. Martin and Miss
Wenmouth.
[1:32:58] » And from the district team we have
>> Oh, and from the district team we have
[1:33:02] Mr. Oaf Femi and Miss Mitchell. Is she
not here now?
[1:33:06] » Yeah, but we have uh other
>> But we have other people here now.
[1:33:08] » Yes. including
[1:33:12] » Amanda Satar and uh
>> Shanz I'll get it one of these days. Um
[1:33:21] » Dr. Take it away.
And the uh the from our point of the the
[1:33:29] role of the finance [clears throat]
committee is to provide uh oversight
[1:33:34] and to ensure transparency
and strategic review of how resources in
[1:33:40] the districts are being allocated
and to also uh provide input
[1:33:48] on uh complex financial matter and
that's really as it relates to finance.
[1:33:54] operations
and human resources.
[1:33:58] That's that's what we believe the uh the
role of the finance committee finance
[1:34:05] human resource
committee should be.
[1:34:10] And uh just purely on the finance side,
we're thinking providing
[1:34:15] uh budget oversight,
long-term financial planning oversight
[1:34:21] on that and also oversight when it comes
to revenue and levy, the property tax
[1:34:28] levy, expenditure management, and
particularly as it relates to facility
[1:34:34] and facility planning will be a a big
part of that. And additionally it'll be
[1:34:41] debt management, transportation and
operations. Those falls under the
[1:34:46] purview of the finance committee and uh
related to that and also related to
[1:34:52] human resources will be uh oversight
about benefits and insurance
[1:35:00] and uh grant and additional funding that
doesn't fit into the regular budget
[1:35:05] [clears throat] funding and ensure above
all that whatever we do is uh couch on
[1:35:12] the financial transparency.
to whatever decision or information that
[1:35:16] we share. As a district that is open and
it's available for every one of our
[1:35:23] taxpayers to see to be able to get
involved and ask questions.
[1:35:30] » Uh thank you. I'll invite the committee
members for any discussion on this site.
[1:35:35] » Wait, there's more.
>> Oh, there's more.
[1:35:40] » Dr. Mitchell. Um, I think it's important
for us to also remember the human
[1:35:45] resources piece are comprised of two
really important pieces, the humans and
[1:35:49] the resources. And so to Mr. Rob Femy's
point about the allocations and the and
[1:35:54] the um the resources that are involved
with that. We're going to be seeking
[1:35:58] similar input with respect to the human
portion as well, staff wellness, um the
[1:36:02] employee experience and um and their uh
feelings uh with respect to what we can
[1:36:08] do to help grow and support them um in
addition to the other pieces um with
[1:36:14] respect to the benefits and and
compensation that we we um enjoy here in
[1:36:19] the district. and the uh labor
management partnership between the board
[1:36:24] and those groups um with respect to
ensuring that we continue those
[1:36:28] partnerships to um improve um our
relationships with those various uh
[1:36:34] groups.
[1:36:39] I think for those of you who are new to
finance, facilities and human resources
[1:36:44] and may be concerned about the lengthy
list, it is worth noting that generally
[1:36:49] our committee meetings were
significantly shorter than yours.
[1:36:53] » So while I bragging right now there are
not going to be longer ones, but I know
[1:36:59] like the conversation we had about the
last one with just the five the dates
[1:37:02] broken down and it was seemed very
overwhelming. Um, a lot of times some of
[1:37:07] the especially the facilities uh pieces
are I would say significantly
[1:37:12] [clears throat]
more straightforward. So um yeah
[1:37:17] » well I think they're straightforward for
now but if if the referendum passes and
[1:37:22] we start
>> I think a lot of things
[1:37:25] » totally beg to differ Dr. Martin
>> and then just the like
[1:37:28] » yes I would
>> different projects and things like that
[1:37:31] but yeah
>> we have we have but there's 17 items
[1:37:36] here are
>> and we have four meetings.
[1:37:39] » Yeah.
>> We have a referendum that if it passes
[1:37:42] we've got a lot to talk about when it
passes. If it doesn't pass we have a lot
[1:37:47] to talk about.
Um, I think that I I think we need to
[1:37:52] narrow down the scope is is basically is
basically what I'm saying on both sides
[1:37:57] because
also I have a feeling that if we don't
[1:38:01] narrow down the scope and get a little
bit more specific,
[1:38:04] » let's be honest, we're going to be we're
going to be spending most of the time
[1:38:07] talking about finance and facilities and
less time talking about human resources
[1:38:11] and that's a critical piece. So, I I I
think we need to
[1:38:14] » all of these are important, no doubt.
Um, but I think we need to kind of focus
[1:38:21] a little bit more or decide what we need
to focus on.
[1:38:23] » I think a lot of these are like
intertwined though like I I don't see
[1:38:29] like many of these depending on the
context are not are not 17 individual
[1:38:34] » hold they are
>> so closely related that several of them
[1:38:41] would be covered in one discussion.
Um I [clears throat] was just going to
[1:38:46] say that uh most of what we spoke about
in finance and facilities and the human
[1:38:51] resources committee meetings we also
talked about here. So um I don't think
[1:38:56] it will be anything really new that you
guys haven't heard before. Um it's just
[1:39:00] going to kind of condense those things.
and
[1:39:05] the if you look at the list of finance
uh priorities those are statutoily
[1:39:11] mandated
>> that we're required to do anyway
[1:39:15] » so it's not a departure from what we do
and I think it's just the venue where we
[1:39:23] do a lot of the discussion is going to
be here because we can't avoid we can't
[1:39:29] avoid doing a levy or doing a a fiveyear
announce your projection. So all those
[1:39:35] things we are required to do by statute
anyway.
[1:39:38] » Oh, I'm not saying we should eliminate
any of them. I just think we should kind
[1:39:42] of focus a little bit more on I mean to
to just my opinion to to put the 17
[1:39:48] items out there
looks like a lot and it is a lot and I
[1:39:53] understand that a lot of these overlap.
I think what we need to do is maybe have
[1:39:57] some discussion about combining some of
it so that we so that we as committee
[1:40:01] members have a better focus
>> um as opposed to just kind of being all
[1:40:06] over the place because because there are
so many items out there. I would also be
[1:40:11] curious with as I'm thinking about all
of these different pieces, well two
[1:40:16] twofold,
um what of these topics would take place
[1:40:21] in a different part of the board meeting
or at a regular board meeting as a board
[1:40:26] meeting presentation like the budget
update, right? [clears throat] So in
[1:40:29] really considering what is the
committee's work and the other part of
[1:40:33] this is that um we know that a lot of
human resources pieces happen in close
[1:40:38] session. So then if it's not in closed
session and it is public then again what
[1:40:44] what do we want the community know and
also what do what input and feedback do
[1:40:49] we need from the board based on those
topics.
[1:40:52] One one topic that I would definitely
like to see us discuss is uh benefits
[1:40:56] and insurance mostly because we have a
lot of increasing costs. And I I think
[1:41:02] it needs to be a larger discussion um
with the board
[1:41:07] uh setting priorities for how we provide
benefits and insurance to our employees.
[1:41:12] » Absolutely.
>> And I also don't think that's never I
[1:41:15] don't think I've ever really dove into
that topic. Mhm.
[1:41:20] » And that is that is very critical and I
think related to that at some point we
[1:41:26] have to start thinking about redesign
benefit redesign because as I'm doing a
[1:41:32] lot of reading in that arena and talking
to experts what is being done in a lot
[1:41:38] of private uh sector spaces which we
cannot discount is that if cost are
[1:41:45] going up how can you mitigate that cost
and some things you have no control over
[1:41:51] but some things we have control over as
far as how we design our our uh a
[1:41:57] different uh plan. So I think that will
be something that should probably should
[1:42:03] come to the uh finance committee to
explore different options of plan
[1:42:08] redesign that can mitigate the increase
in in cost.
[1:42:13] One of the topics that came out of the
finance philos was the student
[1:42:19] assignment planning work right there was
some discussion a lot right so what I
[1:42:23] would say is that the board and for the
community is that there are topics that
[1:42:27] may start here in committee but may get
extended into let's say a broader
[1:42:33] community conversation. So you may start
a conversation tonight and say you know
[1:42:38] what we want a lot more input on this
topic. So we need to set up uh parent uh
[1:42:44] teacher community students we really
want student voice right so we can these
[1:42:50] are the the committee the whole is
really meant to be a starting point for
[1:42:53] some of these it's not the end right and
so some of these topics you may say okay
[1:42:57] you know what we want this to go to the
wellness committee or we want this to go
[1:43:01] back to the union partners to bring in
so this is a space where I would say
[1:43:05] that it can be a launching pad versus an
ending and for some of these you may say
[1:43:09] okay you know what this is ready for
action The board would say, you know
[1:43:11] what, we want to recommend this go to
the next board meeting for action. Out
[1:43:14] of committee, right? So the committee
tonight would say, you know, on this
[1:43:18] topic, we are all in consensus. We'd
like to see this go to the board for
[1:43:21] action next meeting. Great. The board,
the committee would decide on that
[1:43:25] tonight. Um, another topic, you might
say, this topic needs to get discussed
[1:43:30] in the community much more. You say, we
don't, you know, we'd like to recommend.
[1:43:35] Can the administration take the next
step with this to organize this? And you
[1:43:38] all would have done this before. you
say, "Okay, we're going to have a RFP.
[1:43:43] We're going to do a bid. We're going to
do these things. Don't bring it back
[1:43:45] till you've done that." So, that's the
fluidity that the committees have
[1:43:49] operated in before that can continue
here.
[1:43:53] That's the fluid way the committee has
operated before. That can continue here.
[1:44:00] » Do the committee members have anything
else before I open it up to the full
[1:44:04] board discussion?
How
[1:44:09] » any other board members have any
comments?
[1:44:12] » Thank you for the invite. That's what
this feels like. I get to hear what's
[1:44:16] happening in other committees. So, I'm
really excited to just Me too.
[1:44:21] » Me, too. I could have.
>> No, absolutely. I feel the same way.
[1:44:27] » I understand previous committee meetings
were public and I could have attended
[1:44:31] » Well, sometimes there was an overlap.
>> I know. I know a lot of they were back
[1:44:35] to back.
>> So I'm asking as I may see Mary Joe
[1:44:38] leaving out of her committee meeting
like well what did you guys do? So like
[1:44:41] that this is really exciting for me. Um
the what I did want to say and it's nice
[1:44:47] that you said that because I had an
epiphany. You're absolutely right. Some
[1:44:51] of this will translate to other board
meetings. So maybe just not the
[1:44:55] committee of the whole but these topics
will live in other places. It's not like
[1:44:59] they come to committee meetings to I
don't want to say die, but just like
[1:45:03] they only live in the committee
meetings. They will they'll live
[1:45:07] [clears throat] in other spaces. And so
I think that that's what's really
[1:45:10] excited. Also, I would assume that this
would help because we've talked about
[1:45:14] board pro protocols and what informs our
agendas, right, for our board meetings.
[1:45:19] So, I think that this is an opportunity
for all of us to have input on what
[1:45:23] informs like our agendas moving forward
for regular board meetings. That's what
[1:45:27] I thought about it and I got really
excited about that. Um, just topics that
[1:45:31] we may want to to hear more of or
discuss a bit more. So yeah.
[1:45:37] » So I I I guess I just want to clarify.
So our regular board meetings I think in
[1:45:42] this
during the committee the whole that's
[1:45:45] the time to have these discussions
that's a time to have the presentations
[1:45:49] regular board meetings are going to be
voting
[1:45:55] » pretty much pretty much
>> it's a board decision the board the
[1:45:57] board can decide is this a topic that
would go for further discussion at the
[1:46:01] next board meeting is this a topic that
would go for consensus
[1:46:05] do you want to add oh okay
>> that's the model that I was
[1:46:08] » because we could ask though for more
information. Nothing would be wrong for
[1:46:12] us to say I want more information and we
bring it back to a board meeting similar
[1:46:17] to before because before I would hear a
topic twice
[1:46:21] » before it would even come to the board
meeting. So I would assume that we would
[1:46:27] be able to cycle topics if we needed to
because that's what happened before. I
[1:46:32] don't see why it would be any different.
Well, I think the idea the idea was that
[1:46:37] this would be a longer meeting and the
next meeting would be a shorter and so
[1:46:42] we would condense all the presentations
into
[1:46:45] » Well, I think the idea is twofold. We
all get to hear like what's happening.
[1:46:49] » Well, no. Yeah, there's other benefits,
right?
[1:46:51] » Yeah, that was that was the Hey, I'm
open. I'm not this is just how it was
[1:46:56] kind of proposed to me. Yeah, I think
that's that's my impression as well, but
[1:47:00] I also feel like there's flexibility in
that
[1:47:03] » that [clears throat] if we as a board
like I think that is the the outline or
[1:47:08] the structure, but I think that if we
have as a board if we want some more
[1:47:11] information, we can request it at the
next board meeting or before any vote
[1:47:15] that we could take, we can engage in
another discussion before the vote.
[1:47:18] » Yeah, I don't mind I don't mind um
having another
[1:47:21] » Yeah. another go at something we want to
see. Yeah,
[1:47:24] » I guess I would I would caution that we
don't do it on every topic.
[1:47:28] » Oh, come on.
>> You know, because [laughter] then then
[1:47:31] that kind of that kind of
>> Erica was very clear about moving on.
[1:47:35] [laughter]
>> Well, listen, I'm here.
[1:47:38] » We're on the same team.
>> Um, one thing in regards to this this
[1:47:42] committee is on the human resources
side. Um, and I'm trying to find it in
[1:47:47] the strategic plan. Maybe it's not quite
in there the way I was remembering it.
[1:47:52] Uh, but at some point during this school
year, I think it might be good for us to
[1:47:55] see um if the other board members would
agree to see like an analysis of HR for
[1:48:01] trends over time
>> because um when three of us came on the
[1:48:05] board, there was a an effort for us to
say we need to make sure we're keeping
[1:48:10] the PE the good people that we have and
because there was a lot of people
[1:48:13] leaving and things like that both in
admin and teacher-wise and I think we've
[1:48:17] done a good job I of making it an
attractive place to stay. Um, but I
[1:48:23] don't think I've ever seen any. I've
just had that feeling and based on the
[1:48:26] conversations I've had and things that
I've seen from our personnel reports and
[1:48:30] things like that, I think that is the
case. But it might be good to get a
[1:48:32] trend report of some sort at sometime.
[laughter]
[1:48:34] » I think we get a lot of snapshots like
with like open positions before the
[1:48:39] beginning of the year and like fill
rates and things like that. Um, but I
[1:48:42] agree with you that it would be helpful
to see that kind of evolution because I
[1:48:46] know,
>> you know, based on the snapshots we've
[1:48:49] gotten to, like you said, it seems like
there have been improvements um both
[1:48:53] with retention and recruitment and
whatever, but um but it would be nice to
[1:48:57] see it
>> over maybe like a two-year trend. I
[1:49:00] don't know what the great moment is to
do that when we have the data in place
[1:49:04] and because I know it's always in flux
uh HR stuff.
[1:49:07] » Yeah. Well, I yeah, I mean I I' love to
see like by school staffing by um you
[1:49:15] know program you know things along those
lines.
[1:49:19] » I' I'd like
>> Do you feel like that can be
[1:49:24] » perhaps like one of the memos that we
talked about that in these like four
[1:49:27] [clears throat] four remaining meetings
that that's a memo that's provided kind
[1:49:31] of like a data over time trends over
time in the HR. I think that would be a
[1:49:36] good example of something that we could
probably take a quick look at and then
[1:49:39] if there's anything in there that we
think is like noteworthy or surprising
[1:49:43] then we could potentially open it up for
discussion at a later meeting.
[1:49:47] » Right. It wouldn't have to be a full
presentation on a regular basis but a
[1:49:50] data point. Yeah.
>> Yeah. Thank you.
[1:50:00] Uh if there's no further discussion,
that concludes thisformational item. No
[1:50:05] action is required and there is nothing
further needed from the committee at
[1:50:08] this time. Thank you. That concludes the
finance committee, the finance,
[1:50:13] facilities, and human resource committee
portion of the meeting. I'll turn it
[1:50:16] back to the president.
>> All right. Um item 11, our policy and
[1:50:22] legislative committee is chaired by Dr.
Mario uh with Miss C and Miss Wenmouth.
[1:50:28] Again, at this time, I would like to
invite Dr. Mario, chair of the policy
[1:50:32] and legislative committee, to lead us
through the policy and legislative
[1:50:35] committee. Dr. Mario, please take us I
got two more paragraphs. Please take us
[1:50:41] through the agenda items in this
section. Once those items have been
[1:50:44] addressed, please invite committee
members to ask questions or offer
[1:50:47] comments. Following the discussion,
please open the floor to the full board
[1:50:50] for any questions, comments, or
discussions. At the conclusion of the
[1:50:54] discussion, please ask the committee to
make a recommendation to move these
[1:50:56] items forward and bring them to the next
regular board meeting as a cons consent
[1:51:00] agenda item for action and approval. The
board will move on the item separately
[1:51:04] at that meeting. I will turn it over to
you. That's right.
[1:51:08] I'll now walk us through the items
before the policy and legislative
[1:51:12] committee will take each agenda item
individually with discussion following
[1:51:16] each item. The first agenda item is 11.1
discussion of the committee and purpose
[1:51:21] and priorities.
[1:51:24] I'm gonna fill in for you whenever
you're ready behind you.
[1:51:27] » Okay.
I lost my presentation.
[1:51:35] » It's up here.
>> You want me to?
[1:51:38] » You can go ahead.
>> Okay. Yeah. So, the purpose um of this
[1:51:41] committee um has two main
responsibilities. It's moni monitoring
[1:51:46] press policy recommendations, reviewing
policy change proposals, and
[1:51:50] recommending board of education policy
changes to the full board. And then also
[1:51:55] monitoring legislative activity that
impacts education.
[1:52:03] Um at our meetings uh previously which
we're going to follow this too, we would
[1:52:08] usually use press to help us um move
through different policies whether they
[1:52:15] were just um a five-year review or it
was an opportunity to uh have them
[1:52:22] change little footnotes or um um
non-impactful items in the policy. Uh
[1:52:28] and then also policy changes that might
actually have um you know impact on on
[1:52:33] practice.
Um
[1:52:37] we use press to kind of guide our work
and our conversations.
[1:52:44] » Dr. Mer, do you want to share a little
bit about press or um what press? How
[1:52:48] has the why has the board uh and the
committee used press in the past? Um I
[1:52:54] will do my best to summarize
>> or for anybody on the
[1:52:56] » Yeah, I think um press is
um
[1:53:04] » group from ISB
>> from ISB [clears throat] it's policy
[1:53:07] recommendations for school boards uh
that they um provide to us um and then
[1:53:12] we can use um those policy
recommendations to inform our policies.
[1:53:18] uh this is a service that we use so we
don't have to come up with every single
[1:53:21] policy on our own which would be very
work and time intensive for a school
[1:53:26] board that might not [clears throat]
have expertise on school policy um and
[1:53:30] so um those
>> I don't I forget how often they come out
[1:53:35] um but
>> like quarterly
[1:53:38] » is it maybe quarterly and then we work
through their recommendations every
[1:53:41] quarter to see how they might impact our
policies and those are what you we when
[1:53:47] they come to uh the board for a vote,
when we're voting uh for action items on
[1:53:52] policy items, uh we're voting on those
uh changes or those five-year reviews of
[1:53:57] certain policies. Uh we're required to
review our policies every five years.
[1:54:01] And so every time um for each press
uh publication, it'll usually highlight
[1:54:08] re uh policies that we need to review
and just affirm that they are continued
[1:54:12] policies. uh they'll have a section that
will include um policies that have minor
[1:54:18] changes like footnotes or legislative
notes but no impactful policy changes.
[1:54:22] And then I think I highlighted this
already. The third uh piece would be
[1:54:26] actual policies they want us to consider
um um or policies that we need to add
[1:54:32] based on um legislative action.
>> And some of the policies we add
[1:54:37] automatically assuming that they agree
with what with what our goals are. And
[1:54:41] then we've had some cases where we've
actually had to go back and have uh
[1:54:45] legal opine on it if our interpretation
is different than what press presses is.
[1:54:53] » Yeah, there have been times to that end
and also times where we've asked for
[1:54:57] just some more information and Dr.
Concade will go back and say, can you
[1:55:00] give us some more background information
on this policy so that we're kind of
[1:55:04] informed on on um um the full the full
depth of the policy.
[1:55:13] Um
[1:55:17] well thank you. I'll first invite the
committee members for any discussion on
[1:55:20] this item.
>> So
[1:55:24] » you kind of jumped into that already.
>> So so my understanding is that it will
[1:55:27] be business as usual.
>> Yes. So I think in regards to the policy
[1:55:31] and legislative committee part of the
committee of the whole uh will be
[1:55:35] following. We're actually going to
practice it tonight because we have some
[1:55:38] board policies that we need to um to
review. We'll review them tonight and
[1:55:43] then we will um ask to push them to the
next board meeting where we will we will
[1:55:48] vote on them.
>> I think for uh ease and discussion, I
[1:55:54] think we should separate them out by the
ones that are for footnotes and the ones
[1:55:59] that are
>> legislative changes that we really can't
[1:56:02] do much. and then the third category cuz
it seems like we were getting them as a
[1:56:07] list as they appear in the policy manual
and I think it's better if they're
[1:56:12] grouped that way.
>> Yeah. The next agenda item is actually
[1:56:18] policy stuff. Um and I think she has Dr.
Concincaid has prepared a memo for us
[1:56:23] that
um is organized in that way. That's
[1:56:27] good. I think that was a good change or
a good approach for the committee as a
[1:56:31] whole.
[1:56:35] I'll now open the floor to the full
board for any discussion.
[1:56:46] » I do not have anything for purpose and
um
[1:56:51] priorities.
>> Okay.
[1:56:53] » All right. We can move on to uh agenda.
Oh, is that you?
[1:56:57] » Now that I think about it, I mean the
legislative part.
[1:57:03] I don't you know
I think you know if we have a full board
[1:57:08] it might be uh something that we could
talk about and if we're able to kind of
[1:57:13] breeze through the footnotes and all
those things. Um
[1:57:18] » yeah, so past in my experience on this
on this committee um legislative
[1:57:23] activity has kind of um been
um not a priority like we haven't
[1:57:30] discussed it as much because because we
need to do all the policy stuff. Uh but
[1:57:34] I agree if there is uh legislative
activity that would impact education and
[1:57:39] our policy portion is not too heavy um
we could discuss some of we could
[1:57:45] discuss something
>> going to Washington next
[1:57:48] » and and legislative pushing priorities.
I know that we're doing that you know
[1:57:52] with forwards and different other
things.
[1:57:54] » I I would be open if the board wishes
that I could prepare because I do a lot
[1:57:59] of legislative work. I'm regularly in
contact with legislators that if I
[1:58:03] brought let's say quarterly an update to
the board in writing and so the board is
[1:58:07] at least on that front you know I
understand that there are other dominant
[1:58:11] topics but that way the board gets a
formal I know that I directly will
[1:58:16] communicate with the board but in a
committee structure I've not done that
[1:58:19] in the past so in this format I'm happy
to do that and bring the board those
[1:58:23] legislative updates what are some
agendas what are some priorities right
[1:58:27] now I've reached out to I have a have a
meeting scheduled with Senator Kappell
[1:58:31] and some other individuals to advocate
regarding a teacher vacancy grant. Um I
[1:58:36] meet with different individuals
regularly around legislation. I spent a
[1:58:39] lot of time uh connecting and that's one
of the re one of the priorities the
[1:58:43] board put before me when I came to this
community and so I'm happy to provide
[1:58:48] more formally to the committee those
legislative updates on a quarterly basis
[1:58:51] so we could plan for let's say the
October and and then you know pick at
[1:58:56] least in writing and then if there's a
topic you can always have it there
[1:59:00] because oh we saw the memo doesn't have
to be an agenda item or I can also
[1:59:03] include in there where there are places
where board members are going to happen
[1:59:06] so like I know that Indian prairie and
myself and 203 are working on a
[1:59:11] legislative uh event in January that we
have just coming you're getting that hot
[1:59:16] off the press. Nothing's been formally
said in terms of date, but that's uh
[1:59:20] that's something in the works of
superintendents and I've been talking
[1:59:22] about is a roundt discussion with our
legislators. So, um if that's the board
[1:59:28] would like that, I'm happy to do that.
Uh or or the committee, I should say. Is
[1:59:31] the committee open to that? Is that
helpful Teresa and you all?
[1:59:37] » Yeah. Yes. I think so.
>> Yeah, I think so. I think that there's
[1:59:40] an intersection because as you talk
about like the teacher vacancy grant
[1:59:44] that would also fall under HR. So any
relative legislative work that there's
[1:59:50] an intersection and just highlighting
because none of this work lives in
[1:59:54] isolation, right? Right.
>> They're all related. So um yeah,
[1:59:58] absolutely.
>> Okay.
[2:00:04] » Anything else on this item?
[2:00:08] We'll move to the next agenda item uh
which is 11.2 B board policies for first
[2:00:15] read. So this is kind of our practice um
for uh committee of the whole to look at
[2:00:21] uh board policies.
>> Yeah.
[2:00:25] » Yeah. Go ahead if you want to.
>> Yeah, I can. So, if you guys open up the
[2:00:30] um the
memo that's in the agenda. Is it
[2:00:36] possible to put it on the screen?
Maybe not. That's all right.
[2:00:42] That's okay. If you look at
>> It's available in the board packet for
[2:00:45] the public.
>> Yeah, it is available in the board
[2:00:48] packet for the public. uh board members.
Um the memo um if you look at the top of
[2:00:53] the memo um there where it says updates
in response to a five-year review. Um
[2:00:59] these are policies that I mentioned
before uh that are under a five-year
[2:01:03] review process. There's no substant
substant substantive substantive changes
[2:01:10] uh that are being proposed. Um the
adoption date will be updated to reflect
[2:01:14] that each policy has been reviewed and
readdopted. And as I mentioned, um this
[2:01:18] is a regular process that we do at the
policy and legislative committee is
[2:01:23] review those policies and then um um
bring them to the board for approval to
[2:01:31] continue as part of our policy.
[2:01:38] I think I'll go through the whole memo
maybe and then open it up for discussion
[2:01:42] or what would be the pref what should I
>> I had a question just for one of the
[2:01:46] policies for review and I think that
it's something awesome that we do but I
[2:01:50] just wonder like why would we
necessarily have um a policy like 510
[2:01:55] 5110 I think we do it organically and
I'm just wondering why
[2:02:01] um maybe why did we adopt like
recognition for service like we do that
[2:02:07] right like we do it
>> one we do it here at board meetings and
[2:02:11] I think we do an amazing job um we have
different um awards for teachers uh
[2:02:17] students and then we do it at the end of
the school year as well
[2:02:22] um so just wondering and I don't know if
when we initially adopted the policy in
[2:02:28] 22 because it's up for review
[2:02:32] » so several years ago the board
um made the decision to try to move away
[2:02:39] from a lot of the individualized
policies that were maintained outside of
[2:02:44] press because it's um it's just a
heavier lift and it was expensive
[2:02:50] because we then had to seek our own
legal review in order to site um cases
[2:02:57] for substantiation of the policy itself.
And so the decision was made to align
[2:03:03] with press um so that there could be
greater uh it would be easier then to
[2:03:10] review and align because we would be
aligning through the IASB
[2:03:14] um provided press which we subscribe to
as opposed to us having to individually
[2:03:19] do each policy. So some policies like
that that are,
[2:03:25] you know, somewhat generic in nature are
that way because we we aligned ourselves
[2:03:30] again with press so that there wasn't as
many individualized custom policies that
[2:03:36] weren't
>> backed by press.
[2:03:40] » Okay.
>> Yeah. And then remember the policy is
[2:03:44] different than the procedure or the
actions carried out for that policy. So
[2:03:49] for a lot of what you see in policy,
there's a whole um host of procedures
[2:03:56] that would back it up. So as you
mentioned, a lot of the things that the
[2:03:59] board does, the pride program being
probably its largest, um that's kind of
[2:04:03] more of a procedural um where we would
go into detail. This is just the policy
[2:04:08] that references it's something that you
do
[2:04:11] » and [snorts] I think we should continue
to do it. I was just asking.
[2:04:14] » Yeah, they're just to keep it alignment
with Chris.
[2:04:16] » Perfect. Thank you.
[2:04:27] Um, if I can point everyone, maybe this
is some I have a question about this
[2:04:31] process at the end, but the second
section of the memo includes updates
[2:04:35] with changes. So, these policies listed
in that section are policies that
[2:04:39] include updates to legal references,
cross references, terminology, or other
[2:04:43] policy language. Um, in most instances,
these proposed changes are technical or
[2:04:48] intended to align with policies with
current legal requirements or related
[2:04:52] board policies. Uh, these usually do not
have substant substantive um um
[2:04:59] implications for uh policy um or changes
um to to a policy. Um, so
[2:05:07] if you were to click into some of those
policies, you might see like one
[2:05:12] footnote change in the whole three or
four paragraph policy, or you might see
[2:05:17] a legislative reference uh change, or
you might see a comma that was added
[2:05:22] because they decided they need a comma
now. Um, and so that's often what um um
[2:05:28] changes we're making when we vote on
that section of of policy.
[2:05:34] In the policy and legislative committee,
we would usually go through these one by
[2:05:38] one. Is that the intention of the
committee of the whole or is the idea
[2:05:42] that we would have looked at these prior
to coming to the meeting
[2:05:46] and
>> I think for in an effort to keep the
[2:05:52] meetings going, I think we should commit
to looking at them ahead of time.
[2:05:56] » I agree. And then if we need to discuss
>> if we have a an item we'd like to
[2:06:01] discuss at prior to to our review while
we're reviewing them then like if you
[2:06:06] reviewed it before the meeting and you
have a question about one obviously we
[2:06:10] can discuss it but if there's no
discussion then we don't have to have a
[2:06:13] discussion on the footnote changes.
Correct. Okay.
[2:06:15] » I was going to say to your point if it's
just a grammatical change or like an
[2:06:20] updating of like legal citations or
whatever then I don't think there would
[2:06:25] be a whole lot to discuss. Yes.
>> Obviously, if it's something that's
[2:06:27] going to have larger implication on the
students or the community, then
[2:06:32] » yeah,
>> I also think maybe like in the five-year
[2:06:35] review one, maybe if there's a policy
that we really want to highlight or we
[2:06:39] want some discussion on, we can also
bring it forward. But I think we can
[2:06:41] leave that to the the committee members
and from there um decide if we're going
[2:06:45] to have more discussion or just kind of
do them by the chunks that we organize
[2:06:50] them in this way.
There there are going to be and I I
[2:06:54] think she called it out um
Dr. Mario and in that section where
[2:06:59] there are going to be top topics that
need to be discussed because a decision
[2:07:03] is to be made.
>> Yeah. um that those ones I think would
[2:07:06] automatically come forward to the
committee um for discussion but ones as
[2:07:11] you mentioned that are
really minor in change um would be again
[2:07:16] you still have to read them out because
this is also first read for the policy
[2:07:21] prior to action but you wouldn't need to
engage in individual discussion about
[2:07:24] each one of them.
>> Got it. Thank you.
[2:07:29] All right. And then we have um
a section where we have some questions
[2:07:37] that we need to answer.
Um I've lost my way section.
[2:07:46] So if we look at um updates with the
updates with changes section um section
[2:07:53] two for the school board um policy 2 col
230 public participation at board of
[2:07:59] education meetings and petitions to the
board. The press recommendation is a
[2:08:04] threeminut time limit for the public to
address the board. Our current policy
[2:08:08] states a limit of five minutes for
public participation at board of
[2:08:11] education meetings and petitions to the
board. So, we have to make a decision um
[2:08:17] as a board whether or not we want to uh
proceed with the press recommendation
[2:08:22] which would be to align with the press
recommendation of a three-minut time
[2:08:25] limit for public participation at board
of education meetings and petition to
[2:08:29] the board or do not align and we would
remain with a fiveminut time limit for
[2:08:34] public participation.
>> Are we making a decision as a committee
[2:08:37] or as a board?
>> It's the committee.
[2:08:42] The committee would make the
recommendation and then the committee
[2:08:44] would then send it to the board for
final decision.
[2:08:48] » Okay.
>> Which would occur at then the action
[2:08:51] » the action would happen. So the the
committee could decide is there
[2:08:55] consensus do you want to send this or is
there
[2:08:58] » okay
>> well you you as you've done in the past
[2:09:01] invite us to to participate the
discussion. Okay. Um so committee
[2:09:07] members we can discuss this option or
what we would like to do for a
[2:09:10] recommendation. I can provide maybe some
of my thoughts to start and then we can
[2:09:16] go around and see what you think. Um,
I think usually we align with press. Uh,
[2:09:23] but in this case, since they're giving
us a decision to make, um, I feel a
[2:09:27] little bit more hesitant to limit it to
3 minutes. Um, because I'm not sure that
[2:09:35] I think, for example, tonight we had a
gentleman speaking and I was interested
[2:09:42] in what he had to say and he he ran out
of time. I'm not suggesting we add more
[2:09:47] to it, but
um we also have a a practice in place
[2:09:51] that if we have many people who would
like to speak to the board, we limit
[2:09:57] their time to three. Um
>> I also think it takes like a lot of
[2:10:03] bravery to like write something and sit
in front of a group and say it say what
[2:10:08] you want to say in in this format. Um,
and I think about some of our students
[2:10:12] that have presented to the board. Um,
and um, I just think it might limit us a
[2:10:18] little bit in hearing some of the voices
that we would want to hear.
[2:10:21] » Do we currently
have like a So, in preparation for this,
[2:10:28] I was looking at other districts in the
area and what
[2:10:31] » their limits are and I some of them have
like a total cap for like the entirety
[2:10:38] of public and like the per comment in
there. So like for example, if it was
[2:10:43] something that like was going to garner
a lot of public input, they might have
[2:10:49] like a cap of, you know, an hour or
something or 45 minutes and then within
[2:10:53] there they would wiggle it. Um and then
for those board meetings where there are
[2:10:59] not those extenduating circumstances,
they have a a regular event.
[2:11:03] » Yes.
>> But we don't have anything
[2:11:06] the total, do we?
>> No. Everyone else
[2:11:10] I don't think so for speaker
>> there there is board authority board
[2:11:15] president authority um outlined in the
policy as it stands today to both
[2:11:19] shorten the time for each person to
participate um to give the maximum
[2:11:23] number and then also to determine that
procedural matters regarding the
[2:11:26] participation you know not otherwise
covered in board policy. So that would
[2:11:30] there is leeway within the policy to
allow for example if a 100 people showed
[2:11:35] up to talk about the same topic where
you could say we'll take five from that
[2:11:39] topic and allow the you know three
minutes each and then we'll see you move
[2:11:43] into the other topics and if we have
time to come back not to exceed 45
[2:11:47] minutes or whatnot but it's not it's not
spelled out in the policy that's
[2:11:51] underneath that presidential authority.
Could in that same vein if there's only
[2:11:56] one speaker and the board want the the
president wanted I'm I'm not proposing
[2:12:02] I'm just asking could the president say
okay you have another 30 seconds and
[2:12:06] I've seen that
>> that's also in policy it does say in
[2:12:08] unusual circumstances when an individual
has made a request to speak for a longer
[2:12:12] period of time the board may allow that
person to speak for more than five
[2:12:15] minutes
>> we've had speakers I know
[2:12:19] » that's true
>> yeah we've been I think
[2:12:22] » we're pretty generous generalally Yeah,
generous, responsive to our speakers. Um
[2:12:29] I don't know other any members. I'm um
my preference is three. I'm not dead set
[2:12:36] on it. Um I would go five and and I and
I do understand that there are
[2:12:41] circumstances where you know we can
extend or we may need to extend. Um I
[2:12:45] think as a general rule I I have no
problem leaving it at five. Um as long
[2:12:49] as we're monitoring it. I think for the
most part it's it's really not an issue.
[2:12:54] Um but there will be some time when
something will come up and we will have
[2:12:58] had to have the policy in place. That's
where I agree Mary Joe and I agree um
[2:13:04] Dr. Elo as well.
There isn't a time where I didn't want
[2:13:09] to hear more, right? But I know that
like I always want to hear more,
[2:13:13] especially if students are here, but I
know that there will become a time where
[2:13:17] we have to have an even practice.
>> Yes.
[2:13:21] » Um because if we don't, then it becomes
subjective, right? And the perception
[2:13:25] is, oh well, I only got three minutes,
but I watched the other day where
[2:13:30] someone got five minutes and 30 seconds
and they they they didn't cut them off.
[2:13:35] And I don't want there to be like this
um perception that it's based on what we
[2:13:41] want to hear. You get a chance to talk
for this amount of time. I think
[2:13:44] something that we should consider is an
aggregate number, whether that's 30
[2:13:49] minutes, 45 minutes. And so that we
haven't even practiced.
[2:13:55] We, you know, and I'd like to hear more
people. So if we do adopt an aggregate
[2:13:58] of an hour, if it's 3 minutes, we get to
hear 20 people, right? So it's just
[2:14:04] something to think about. But I agree.
There hasn't been a time where I'm like,
[2:14:08] "Oh, I you know, I wish we could give
people as much time as possible, right?"
[2:14:13] But
>> I No, go ahead.
[2:14:16] » Okay. So I I
agree that there has not been a time
[2:14:21] where I like don't want to hear someone.
The interesting thing for me personally
[2:14:26] is like
we never have a two-sided conversation
[2:14:30] and open comment. So like
>> it's I just wonder what the benefit is.
[2:14:36] And that's not to say that I don't I
think I kind of lean with Mary Joe where
[2:14:40] I'm more inclined to I think my
preference would be to have the default
[2:14:45] is three and the exception is five
versus the default at five and the
[2:14:48] exception at three. But I I'm not I
don't think it's uh going to
[2:14:53] dramatically impact anything one way or
the other. But I just like my thing is
[2:14:58] like with because those conversations
like in the experience that I've had on
[2:15:03] the board so far like when there is a
conversation it's not during public
[2:15:06] comment. It is when someone comes from
public comment and then maybe stays till
[2:15:11] the end of the meeting and has a
conversation with board members or
[2:15:14] follows up via email. So I think while
that public comment is important um both
[2:15:21] for the board and for the public and for
the people who are voicing their
[2:15:25] concerns um I also
for me I think a lot of the value is
[2:15:31] also in like the resolution which never
happens during public comment.
[2:15:37] » Um so that's just kind of another
component I guess that I'm considering.
[2:15:42] I think for me are a couple things like
the community I think is well verssed in
[2:15:47] the five minute rule. So those who come
and speak like I think they know that
[2:15:51] you can speak to the board for five
minutes. Um and we can change that and
[2:15:55] change that perception if we if we move
uh to three minutes. Um, I would rather
[2:16:00] my personal preference would be to stick
with five minutes, but to lean into this
[2:16:03] idea of let's limit what the what the
time is that people can speak to the
[2:16:10] board in regards to like a whole public
comment area, right? Or a whole public
[2:16:14] comment section. uh that makes more
sense to me than leaning into this
[2:16:20] because we could lean into three minutes
and we would still if there's 100 people
[2:16:22] here we'd be here for 300 minutes, you
know,
[2:16:24] » and we still have to conduct board
business and be alert enough to do that,
[2:16:29] right?
>> I know there are some that'll have like
[2:16:31] a full aggregate and I think there's one
or two that'll also have like a smaller
[2:16:35] one like this many per topic. So
>> if we've done that no we've done that
[2:16:40] before. I feel like we've done that. We
have done that things.
[2:16:45] » The um
>> I guess I just I want to make sure that
[2:16:50] » this isn't we could publish both our
practice and our policy.
[2:16:55] » Is this something that would have to be
in policy?
[2:16:58] » Yes. Yeah.
>> Like if we were to and are we sure that
[2:17:02] that's
>> Yeah. something that is
[2:17:04] » that's part of OMA that you can't you've
got to have a published policy in
[2:17:09] regards to what any limits you're going
to impose ahead of the board meeting so
[2:17:14] that it doesn't
>> talking about the aggregate number
[2:17:16] » the total aggregate number
>> it does not have to be outlined in there
[2:17:22] » you want it to be though it doesn't have
to be
[2:17:24] » it can be yeah yeah yeah
>> so it doesn't feel like you're moving
[2:17:27] the goalpost right
>> no I'm well I'm wondering if if that's
[2:17:30] kind of that procedure versus policy,
>> you know.
[2:17:34] » So, the policy right now is providing
that to the board president to make that
[2:17:39] determination
in circumstances even though unusual in
[2:17:43] nature to allow for an individual to
have more than the five minutes to allow
[2:17:48] to put constraints on um the number of
individuals to speak or the total length
[2:17:52] of time. Right now, you have it written
very broadly to allow for the the
[2:17:56] president to interpret that. You can put
both the per speaker
[2:18:03] time and a maximum time.
But your maximum time, if you publish
[2:18:08] that in there
and you have a really full night, you
[2:18:13] can't say, "Well, we're not going to do
60 minutes tonight. We're going to do 30
[2:18:17] minutes." If you publish that as part of
your policy, you would need to have that
[2:18:20] be part of your policy because you
wouldn't want it to be interpreted that
[2:18:23] because it's a controversial topic or an
angry audience or whatnot that you then
[2:18:29] put in place a constraint that wouldn't
normally exist.
[2:18:33] » There are boards that and I know
personally they've adopted the
[2:18:37] aggregate, right? Because some of this
policy I believe was written relative to
[2:18:41] the aggregate which is why uh the three
minutes is what they are suggesting. and
[2:18:47] and a max like a maximum of five
comments relative or or 10 comments
[2:18:52] whatever
>> your minutes per topic or like 30
[2:18:56] minutes overall or something to that
>> it would be your overall aggregate. So
[2:18:59] yeah, three minutes per speaker to a
maximum of
[2:19:02] » an hour.
>> Yeah, 60 minutes. Um, but right now the
[2:19:06] policy does cover that in order to allow
for you to conduct the board's business,
[2:19:11] you can then implement
restrictions
[2:19:16] and you have used this in the past.
You've you have shortened both the time
[2:19:20] of the aggregate as well as saying we're
going to take the first five comments on
[2:19:24] the topic, get through everybody else
with a maximum of 45 minutes. Mhm.
[2:19:30] » We haven't had to exceed that other than
as far as I can recollect COVID was one
[2:19:34] time when we did have to cut those
comments off at one hour.
[2:19:39] » It's interesting that the communicable
uh disease that I think that's up for
[2:19:44] review, too. Maybe I think in this press
policy. Yeah, it's interesting that
[2:19:48] they're both up for review again.
>> So, so are we doing a committee
[2:19:54] consensus at this point? Is that you
know if that's a word to
[2:19:58] » Yeah. So yeah the committee would bring
forth a recommendation to the board
[2:20:02] » the policy and legislative committee.
>> Yes. Okay. In regards to the three or
[2:20:06] five minute and then now it sounds like
there might even be discussion about
[2:20:09] whether or not you'd like to enhance
that by putting a a total
[2:20:14] » aggregate time limit if I'm hearing the
committee correctly.
[2:20:20] » [laughter]
>> My comment would be to keep it at or to
[2:20:24] change it to three to make it more
aligned with press but then also add the
[2:20:29] aggregate after the fact. And um
I think a lot of people write out their
[2:20:38] comments ahead of time so there's
nothing restricting them from emailing
[2:20:42] us. So we are actually receiving the
information they wanted to convey. But
[2:20:48] we can read it at a different time.
>> I think it's worth noting that it's not
[2:20:53] just more aligned with press, it's more
aligned with surrounding districts.
[2:20:57] » Yeah, a lot of the surrounding districts
are going to read this and align it with
[2:21:00] press and and move forward like
suggesting. Yeah,
[2:21:06] » most surrounding districts are at three.
>> Yep.
[2:21:10] » Except what?
>> One of them's at two.
[2:21:12] » Oh, no, there's one at two.
>> Yeah,
[2:21:14] » he's at two. I believe the village the
village board I think is five but that's
[2:21:19] a different board.
Um
[2:21:23] so the committee of three we need to
provide a recommendation. You're saying
[2:21:27] three?
>> I'll go three.
[2:21:28] » You would like to go three.
>> I've been outvoted and I will graciously
[2:21:32] step [laughter]
>> step into the three minute time period.
[2:21:35] Um
and we can move forward with presenting
[2:21:40] this for a vote at our next um
>> Do we do we want to add a maximum?
[2:21:45] » Oh, good question.
Do we want to add a maximum? Well, I
[2:21:50] will say given what Teresa was
outlining, I think the board president
[2:21:55] would have
the flexibility to do so
[2:22:00] if there was
a big crowd and we wanted to kind of
[2:22:05] make sure that we could get to board
business as well. Are we comfortable
[2:22:09] with that? That the board, the president
could kind of make that decision, say,
[2:22:13] "We're going to there's 100 people, but
we're going to allow for 45 minutes of
[2:22:17] comments." I'm I'm I'm not
>> I'm not I think we again Sorry.
[2:22:21] » I think everyone can open to the
discussion.
[2:22:23] » Well, stay in your committee first and
then make your recommendation to your
[2:22:26] your call.
>> Okay.
[2:22:29] Go ahead.
>> I would I would again going back to I'd
[2:22:32] rather have it in place so that when it
happens it's not an on the-fly decision.
[2:22:36] I mean, I think it can be as many if if
we want to do an hour um at max, you
[2:22:43] know, that's that's theoretically 20,
it's probably about 17 or 18 speakers at
[2:22:49] 3 minutes a piece. That's a lot. But I
think we should have that in because I'd
[2:22:53] hate to have the potential to be here
like forever because
[2:22:57] » because the president, whoever doesn't
want to make the decision, I think we
[2:23:00] should make a policy.
I think we should uh
[2:23:06] my idea would be to cap it at 30
minutes, but then I I don't know if
[2:23:12] we're allowed to, but can we return to
public comment at at the end after we've
[2:23:16] done the business we need to do so we
could like add another 30 minutes if
[2:23:22] needed.
>> I would leave. So I what I would say is
[2:23:28] the language in there that you have in
there allowing the board president to
[2:23:30] extend public comment either to an
individual or to that period of time
[2:23:34] based on extenduating circumstances
would cover that ability then and then
[2:23:38] I'm assuming you would need to then add
a motion to continue item whatever right
[2:23:44] you know to to table additional comments
>> because realistically we're not going to
[2:23:48] have it's not going to become an issue
unless there is a huge topic that comes
[2:23:52] up
>> right
[2:23:54] » I have a couple thoughts I I think if
we're going to go with some we're going
[2:23:57] to go with three minutes. We've decided
that as a committee, as a
[2:24:00] recommendation, I think 30 minutes is I
just think it's not enough time. Not
[2:24:06] because we're not going to get a sense
of what the community is saying. I just
[2:24:10] think when people show up here to speak
with us, we should allow for a good
[2:24:15] chunk of people. If if 30 people are
here to speak with us, um,
[2:24:22] and we only give them 30 minutes, I
don't know. it just seems really
[2:24:26] limiting. I feel like we're going from
something really broad that invites the
[2:24:29] public to come and speak with us to
something a lot more restrictive. Um,
[2:24:33] and that
[2:24:37] and I don't know exactly. I think this
the reason is because we don't I I think
[2:24:40] the perception will be the reason is we
don't want to we want to just get on
[2:24:44] with the board meeting.
>> Is there a flexibility? So I've seen
[2:24:48] where boards can make a motion to say
given the circumstances we'd like to
[2:24:52] hear more public comment. And so if you
have a baseline and you say this is the
[2:24:56] baseline, but there's continued
flexibility. The board president may say
[2:25:00] or the board may take action. It could
be a recommendation from any board
[2:25:03] member say I'd like to recommend that we
have a second public comment meeting on
[2:25:08] the agenda. I think you can make that
second. Um
[2:25:11] » it' be like a continuation of correct to
move on. I think yeah I mean you
[2:25:17] » I would say listening like trying to
summarize what you guys are saying would
[2:25:21] be you would establish normally public
comment is 3 minutes per person with a
[2:25:26] maximum of 30 minutes per meeting.
however, and then leave the language in
[2:25:30] there that allows their foreign
president to under extenduating
[2:25:34] circumstances allow for either an
individual that has requested a longer
[2:25:39] period of time to speak or a longer
overall period of time um for the public
[2:25:45] comment portion of the meeting.
>> I'm sorry. Go ahead. I was going to say
[2:25:49] I don't like the idea of like saying
we're going to add another session at
[2:25:53] the end of the meeting so stick around
if you have like
[2:25:57] » stick around for another three you know
two and a half hours or whatever and
[2:26:00] we'll we'll let you you know speak to
the board for three minutes but I think
[2:26:07] I think some I think 30 minutes is too
little. I think an hour is maybe too
[2:26:11] long. I'd be fine with like a 45 minute
time frame. Um and then if and during
[2:26:17] extenduating circumstances we wanted to
extend that we could.
[2:26:21] » And remember your policy is rooted at
the very top of the language in 2230 is
[2:26:26] rooted in that chain of command. So we
really do want to make sure that we
[2:26:30] remind people
>> this shouldn't be the first place to
[2:26:33] bring forward a a an issue. They really
should respect that chain of command for
[2:26:38] addressing issues and then bring them to
the board when necessary.
[2:26:41] » Yeah.
Do you want to say what your role is
[2:26:44] with IASB? I think that's relevant here
and I think sorry to out you but
[2:26:49] [laughter] she serves um uh on a
regional level in terms of her work in
[2:26:54] the ISB for outside of her
>> district hat. So do you mind sharing a
[2:26:58] little bit?
>> Yeah, just sitting on the regional board
[2:27:01] for the star division of ISB. So yeah.
Um, another just suggestion could be,
[2:27:09] have you all considered a threshold of
saying like if you received at least,
[2:27:15] you know, 10 to 12 board comments prior
that then there's an automatic
[2:27:21] extension. It's just a just an idea.
Just wondering if that maybe helps
[2:27:26] » like prior to the board meeting.
>> Correct.
[2:27:28] » That that's happened before. I've had
that happen where if you get a a
[2:27:32] significant That's a great point, Dr.
Waller. Now, if you see a significant
[2:27:35] number, right away you alert the board.
You said we received a number of
[2:27:39] comments. The board president and vice
president will prepare that in
[2:27:43] conversation with the secretary.
>> Yeah. I don't think it should be
[2:27:45] automatic though.
>> Yeah.
[2:27:46] » So, that would be a change in your
practice too though cuz right now we
[2:27:50] don't collect those ahead of time. They
they fill it out the card when they get
[2:27:53] here and hand it in.
>> Um there's capability within Diligent to
[2:27:58] take registration on public comment
ahead of time, but that would just again
[2:28:01] be a change of practice for the
district. Is that isn't that how how we
[2:28:05] did it during COVID? They had to submit
right prior.
[2:28:09] » No, you can't require anyone to submit
prior for a public meeting. But um
[2:28:16] but we also did for a while there accept
comments, public comments that were
[2:28:22] submitted in writing ahead of time
>> and the board read a certain number of
[2:28:26] them to a point out loud and the rest of
them just went in the record as
[2:28:30] received.
>> Yeah. um because people weren't
[2:28:32] attending meetings during COVID for
concerns, but we really if somebody
[2:28:36] shows up
like this evening, like most of the time
[2:28:40] we I mean even the the preface
>> ahead of public comment states someone's
[2:28:46] to have completed a public comment card
and turn it into the board secretary. So
[2:28:50] right now our practice is that that's
done in person here. We would just need
[2:28:54] to change that. If the idea is that the
length of time for public comment would
[2:28:59] be reactive to how many of them were
received ahead of time, that would just
[2:29:02] be a change in practice.
>> All right, committee members, let's
[2:29:07] think of a recommendation that we can
give to our fellow committee. I'm going
[2:29:11] to go 3 minutes and 60 max.
>> Erica, what say you?
[2:29:17] » I'd be okay with that. I'd rather do 3
minutes and 45 minutes, but
[2:29:23] But I'm okay.
>> I can live with 45. [clears throat] It's
[2:29:25] just a weird number.
>> We got the difference between 15 and 20
[2:29:28] people.
>> Yeah.
[2:29:30] » Yeah.
>> I'm going to go let's say 45.
[2:29:35] » Are we okay with that as a
recommendation?
[2:29:36] » I'm okay with that.
>> I'm okay with that.
[2:29:38] » Are So let's open up to the committee of
the whole. We have a recommendation.
[2:29:44] » Yeah. Would that discussion like
>> kind of like the existing caveats we
[2:29:50] have? Like I mean I know we said the
board to extend things whatever
[2:29:54] » but that would that include specific
language about like extenduating
[2:30:00] circumstances whether that be you know
uh like a co situation where a million
[2:30:06] people are showing up and and
>> I think we keep the language that's in
[2:30:12] there. Yeah,
>> but at
[2:30:16] » Yeah, I think
>> at the time limit part.
[2:30:18] » Yeah, I think the current language still
allows for that.
[2:30:20] » Okay.
>> Um
[2:30:24] » I I very much agreed with you, Dr.
Mario. Um
[2:30:28] but I I understand it's a board.
>> Yeah.
[2:30:31] » And um so what I've I I don't know. I
did some digging on YouTube. I spent
[2:30:37] more time uh
watching commercials.
[2:30:42] um than actually listening to the public
comment, but basically I just figure I'd
[2:30:48] kind of give a little context to the
community. What I found in 37 um
[2:30:53] meetings since the beginning of 2025
is that
[2:30:59] 25 out of those 37 meetings um going to
three minutes will have zero impact.
[2:31:05] um
[2:31:08] three to five. It didn't matter because
nobody either went over three or there
[2:31:11] were no comments. Um then the other ones
the max that this will save us is about
[2:31:18] six minutes in a meeting. So it's it's
an argument for both ways.
[2:31:22] » Yeah.
>> You know, it's an argument that it's
[2:31:24] really not limiting but also has a
perception of it. Right.
[2:31:28] » But that's on past history. I mean again
you don't have I mean if if we have a
[2:31:32] situation where there's a Again, that's
we have the ability right now to limit
[2:31:37] that to three minutes as well. So, I'm
not I'm not I just thought it was
[2:31:42] something I'd share since I put the work
in,
[2:31:45] » you know.
>> And um
[2:31:50] » basically meetings he's watching for.
>> Yeah, that was fun, you know. [laughter]
[2:31:54] » So, essentially it's it's about one
minute a meeting,
[2:31:57] » you know, over those 37 meetings.
>> Yeah. For me, what prompted it prompted
[2:32:01] it was the press policy. It was like,
"Okay, now we have to actually talk
[2:32:05] about or else it probably wouldn't have
necessarily been on my radar." So,
[2:32:08] » yeah, it was a Right.
>> Um, Dr. Paul,
[2:32:14] uh, Brandy, do you guys have anything
that you want to add? No, I think I
[2:32:17] spoke out of turn anyway, but I I would
support I know I would support the I
[2:32:24] know [laughter]
I would support the three minutes and
[2:32:27] for three minutes and then the aggregate
number and any aggregate number um that
[2:32:33] would afford people more opportunity to
speak. Um and then specifically there
[2:32:38] are provisions within the language that
if we needed to exceed that then
[2:32:42] obviously we would. I just want to be
sure that we're not being subjective. We
[2:32:46] have an even practice.
>> Um just so that there's no um people
[2:32:52] don't it doesn't appear that we are
limiting certain people and then certain
[2:32:56] people they have an opportunity to
express their opinion.
[2:33:02] » Did you have anything?
So I agreed with your initial excuse
[2:33:07] [clears throat] me my voice um initial
sentiments in regards to the five
[2:33:10] minutes um just because it is the public
coming in front of the board members but
[2:33:15] most importantly it allows transparency
and then it also just allows the public
[2:33:19] to be heard from a representation
stance. So for me it will be five. So I
[2:33:24] would decline [laughter]
excuse me
[2:33:27] » decline on that vote.
>> Y
[2:33:31] » Teresa I think we have other
recommendation then. So,
[2:33:34] » did you want to add something else? Go
ahead.
[2:33:35] » So, I guess what I would The other part
would be is that does this piece get
[2:33:39] pulled?
>> Yeah, that's what I was going to just
[2:33:41] say. I would say this shouldn't be your
first read then. The recommendation of
[2:33:44] the committee would be um to bring that
back because we'll want to adjust that
[2:33:48] legal language then to add the provision
of the overall aggregate 45 in there and
[2:33:53] make sure that it's still aligned with
[clears throat]
[2:33:55] » the existing content and the legal
requirement, right, with OMA because
[2:33:59] this one's really closely aligned to
OMA. So when you um when we read for
[2:34:03] first pol for first read tonight, we'll
take out 230 and bring that back.
[2:34:10] » Okay. So the rest of the policies will
come for uh a vote at our next meeting.
[2:34:16] Um
Dr. Mario, I think for procedural
[2:34:21] perspective, I think we'll need to read
those the the total number of um
[2:34:27] policies which policies they are for um
first read
[2:34:32] like I should read them out right now.
>> Yes.
[2:34:41] » All right.
So these are the policies that have um
[2:34:46] undergone a first read section three or
3 col 7.
[2:34:53] » Yeah.
>> Yeah. Yeah. 3 col 70. Oh. 3 col 70 4 col
[2:34:59] 175
5 col 40 5 col 70 5 col 110
[2:35:08] 5 col 140 730
7 col 80.
[2:35:18] So that
>> um policy 2 colon 230 will not be going
[2:35:24] or has undergone a first reading.
>> Not we're going to take that back for
[2:35:29] revision.
>> Okay. We'll be taking that back for
[2:35:30] revision.
Um, the other ones to include a first
[2:35:35] reading would be 5 col 240, 670, 680, 61
190, 71 130,
[2:35:45] 730,
[2:35:49] 870.
[2:35:56] » You can conclude your committee meeting
then.
[2:36:00] » Thank you. That concludes the policy and
legislative committee portion of the
[2:36:04] meeting. I'll turn it back to the
president.
[2:36:09] » Normal.
>> Good job.
[2:36:13] » And I Yeah, great job to the chairs and
to the discussion. And I really
[2:36:16] appreciated everybody's uh input
>> and I I I I thought it went I mean we
[2:36:22] really only had meet on one of the
committees but um it's nice to for
[2:36:28] everybody to hear it and be here and
fine.
[2:36:31] » I can feel the rhythm coming like there
was a rhythm to our other board meetings
[2:36:35] and now I feel like what this rhythm is
going to be. So um it was good to have
[2:36:39] light agendas [laughter] with those
things just to kind of get a sense of
[2:36:42] what this would feel like. So um
>> practice round.
[2:36:45] » Yes. the practice run.
>> Um, now we're at Well,
[2:36:52] » yeah, I guess.
>> Yeah,
[2:36:53] » I guess we'll uh proceed 12 action
items. 12.1 action item approval of
[2:36:59] fiscal year 27 budget. Can I have a
motion, please?
[2:37:02] » I make a motion to approve the fiscal
year 27 budget as discussed and
[2:37:06] presented.
>> Second.
[2:37:08] » Is there any discussion
the fiscal year 27 budget?
[2:37:15] Dr. Mario I
>> Mr. Cerone
[2:37:18] » I
>> Dr. Pock
[2:37:20] » I
>> Miss Robinson.
[2:37:22] » Miss C. I
>> Dr. Martin
[2:37:25] » I.
>> Miss Wmouth
[2:37:27] » I.
>> A motion passes 6
[2:37:32] 12.2 action item approval of bills for
payment. Can I have a motion please? I
[2:37:35] make a motion to approve motion to
authorize the payment of bills in the
[2:37:39] amount of 7,536,899.31
[2:37:44] cents as presented.
>> Second.
[2:37:48] » Any discussion?
[2:37:51] » Dr. Pak.
>> I.
[2:37:53] » Miss C.
>> I.
[2:37:54] » Miss Robinson.
>> Dr. Martin. I
[2:37:58] » Mr. Cerrone. I
>> Miss Wenmouth. I
[2:38:01] » Dr. Mario. I
>> uh motion passes 60. Action item 123,
[2:38:07] approval of Aurora University Direct
Admin. Uh can I have a motion, please?
[2:38:12] » I make a motion to approve the Aurora
University direct admin as discussed and
[2:38:16] presented. Second,
>> any discussion?
[2:38:22] I the only the only thing I say is uh
just
[2:38:26] promote this. Yeah.
>> Bring us right. You know, it's it's a
[2:38:30] great thing.
It's really a great thing and like
[2:38:33] having gone through like the college
selection process with my children, it's
[2:38:38] a lot and so to have like at least one
university kind of make it really
[2:38:41] streamlined,
>> it's nice.
[2:38:44] » Yep. Totally agree. Right,
>> Miss Wenmouth.
[2:38:49] » I Dr. Mario
>> I
[2:38:51] » Dr. Martin I
>> Mr. Cerrone
[2:38:53] » I
>> Miss C.
[2:38:55] » Miss Robinson
oh
[2:38:59] » Dr. Pollock.
>> Hi.
[2:39:05] » Okay.
>> Um
[2:39:09] motion.
>> Motion passes 6. Um action item 12.4
[2:39:15] approval of a resolution authorizing a
notice to remedy of a professional
[2:39:18] educator uh licensed employee. Can I
have
[2:39:22] » We skipped one.
>> Approval and acceptance of T-Mobile.
[2:39:28] Don't forget Friday night.
>> No, his his shows that's not that was
[2:39:32] not on him.
>> Sorry.
[2:39:33] » No, that's okay.
>> It's the um T-Mobile
[2:39:40] » approval. It was
>> okay. Can I have a motion for the
[2:39:44] approval and acceptance of a T-Mobile
Sorry
[2:39:50] » grant? A $5,000
uh
[2:39:54] » I gotcha. I make a motion to approve and
accept a $5,000 donation through the
[2:39:58] T-Mobile Friday night 5G lights program.
>> Second.
[2:40:04] » Any discussion?
[2:40:08] » Mr. Cerrone.
>> I.
[2:40:10] » Dr. Martin.
>> I.
[2:40:12] » Miss C.
>> I.
[2:40:13] » Miss Wmouth. I
>> Dr. Mario.
[2:40:16] » Dr. Pock. I
>> Miss Robinson. I uh
[2:40:20] » motion passes 70.
[2:40:25] All right. Action item 12.5, approval of
resolution authorizing a notice remedy
[2:40:29] of a professional educator licensed
employee. Can I have a motion, please?
[2:40:32] » I make a motion that the board adopt the
resolution of the board of education of
[2:40:35] Asiggo Community School District number
308 authorizing a notice to remedy of
[2:40:41] Mr. Brian F in addition to the
discipline proposed by the
[2:40:45] administration.
>> Second.
[2:40:48] » Any discussion on this topic?
[2:40:52] » Dr. Martin
>> I Miss Wmouth I
[2:40:54] » Mr. Cerrone
>> I
[2:40:56] » Miss Robinson
>> I
[2:40:57] » Dr. Pock I
>> Miss C
[2:41:00] » I Dr. Mario
>> I motion passes 70 action item 12.6 the
[2:41:06] approval of a personnel report. Can I
have a motion please?
[2:41:08] » I make a motion to approve the personnel
report as discussed and presented.
[2:41:12] » Second.
>> Any discussion?
[2:41:16] » Miss Robinson I.
>> Dr. Martin I.
[2:41:19] » Dr. Mario.
>> Hi,
[2:41:20] » Miss Wmouth.
>> Hi,
[2:41:22] » Dr. Pak.
>> Hi,
[2:41:24] » Mr. Cerrone.
>> Hi,
[2:41:26] » Miss C.
>> Hi.
[2:41:27] » Motion passes 70. Um, item 131. Can I
have a motion to adjurnn?
[2:41:32] » I make a motion to adjurnn. Second.
>> All in favor?
[2:41:36] » I I
>> We are adjourned.
[2:41:39] » Thank you.
>> Time is