Industrial Economics Dissertation Topic
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Industrial economics dissertation topic

Industrial economics dissertation topic write for me kkr capstone salary arthur cartoon writing hand now something to call to order the Monday September 18 2017 regular board meeting Jackie can you call the roll please mr. Rasik here Mr curry bus here miss Peale miss Donahue mr. rising here miss price here mr. Demming here Thank You mrs. peel will you lead us in the Pledge of Allegiance I think we have if you everyone notes their agenda we do need to conduct the budget hearing at 7:05 and it has to be exactly at 7:05 and we have time for a board salute so mr. Donahue would you read that students from Avanti Valley approximately 16,000 semi-finalists throughout the nation are being recognized for their exceptional academic promise these academically talented Heist high school seniors have an opportunity to continue in the competition for national merit scholarships worth more than 32 million that will be offered next spring congratulations to all and good luck in the competition as it moves forward right thank you okay about two minutes hello I'm Kaitlin Bakke and I'm currently a junior at an equally high school I'm excited to be the school board representative this year before school started we hosted a new student orientation as well as freshman orientation our first day of school was on August 24th we had Chromebook essentials taught during first and second period classes on August 28th and 29th our new teacher induction meeting was held on August 30th we had curriculum nights on August 31st in September 7th yesterday we successfully hosted our Tom Schlegel our annual Tom Slagel 5k and memory of one of our beloved physical education teachers thank you to all the volunteers and participants congratulations to Rasika covington in earning a gold medal in Earth and space science at the National a ctso competition we are really trying to focus more on decreasing cell phone usage at school with the motto back in your pack this transition has been made easier with chromebook availability our school a CT average is at an all-time high at twenty six point one this year is the 25th anniversary of a Naperville Metra Sister Cities bond since we took a quired trip to Nitra salokya in 2016 we have had a connection with the city and to take that connection further we have 35 students their principal and English teacher coming here October 5th to October 15th and we will travel with the same size group in June 2018 thank you for your time and I'm very excited to work with you for this coming school year even rate great job and I love that you have of your Chromebook with you [Laughter] [Laughter] background music time is now 7:05 and I call to order the budget hearing mr. Strang can you lead us thank you board members started this process months ago and it's been a rollercoaster ride this budget together with all of the changes that are going on with the state of Illinois talking to Mike please dr. Lee is here with me as a part of his internship and will be presenting part of the budget presentation with me he's done a fabulous job working alongside me on a number of items in the business office and I promise to politely crepitus wrong in any areas tonight we're going to talk about fiscal year 2018 operating budget I think it's important to share some of our district numbers as it relates to our comparable districts some of our neighboring districts and DuPage County we'll talk about the operating funds overview take a little deeper dive into that our non operating funds tonight you also hear from mr. Lewis from PMA who will be talking to you about an opportunity for a bond refunding which will save the taxpayers several millions of dollars and in the next steps and our next steps tonight will be the board will have to take action on this budget we put it on display for 30 days since the board approved the tentative budget and we'll be submitting those to the regional offices of Education an Illinois State Board of Education and then as you know there's a new funding formula which will impact our budget and will probably come back in November in December with an amended budget and ask the board for another approval once we find out what happens from the state of Illinois our 2018 budget for our operating funds includes a 321 million seven hundred and fifty four thousand and eighty dollars in total revenue our expenditures are three hundred and twenty five million one hundred thirty nine thousand nine hundred and thirty dollars we are looking at a situation this year where we will be a deficit spending a little bit bit but that's by the board's direction and depending upon what happens with the evidence-based funding model all of this will change we've got a twenty nine point nine percent fund balance the revenue ratio and that's been holding pretty steady over the years we've maintained about 29 30 or 31 percent of those in the future slides you'll see us talk about the different areas of the accounts of the salaries the benefits the purchase services the supplies and materials and you'll get a look at why we perform well and some of the things that happen in our district that help our performance as a school district financially in relationship to maybe some more cop districts so there's three funding sources for school districts local state and federal as you can see the majority of our revenue in this slide comes from local sources local has always been the most reliable almost eighty five percent for our district revenue comes from local sources most of this is made up from property taxes with the remaining from fees tuition payments and interest just over twelve percent includes comes from the state and includes unrestricted state revenues like general state aid and then also restricted grants which are categorical grants which support special education transportation this chart also shows our comparable districts which are a strict up there east and west aurora school districts are also included as neighboring districts along with what's not and i'll that you'll see as other DuPage County districts there's currently still discussion in Springfield about a property tax freeze that would impact our levy the amount we love ecom's from the eighty-five percent of revenue we receive from local sources with the upcoming fall veto session we hope nothing occurs the 12 percent that is illustrated in this chart that we received from the state will also be basis where the funds will come from the new evidence base funding model and then this chart also shows East and West Aurora are more dependent not just on federal dollars but also on state dollars as it relates to us and our comparable districts when you look at our comparable districts which are Wheaton Batavia and Naperville Elmhurst Barrington st. Charles and Geneva we are other those comparable districts the most dependent upon state dollars and that's why the talks in Springfield probably piqued our interest more than they would in Naperville 203 where they don't receive as much from the state of Illinois on this next slide it shows our total EAB per student if we take the total property value at in our district which is our equalized assessed valuation or equalized assessed value and divide that number per student this chart shows us the total EAB per pupil you can see from this chart that our EAB per pupil is also lower than the state average our EAP is also the lowest among all of our comparable districts as you see in this chart within our local property wealth we are heavily residential as we are all aware with residential properties comes more kids so our EAB per pupil if you ask the question how would we increase it with additional property wealth without additional kids well one example would be if we were to look at a company like Amazon they were to come in or Apple and open up let's say a distribution center within our district that location would raise the total EAB without the additional number of students that a residential property might bring into our district we ask questions certainly why is the eav per pupil in Portland the eav per pupil is important because that is the dollar amount that drives how much money you're going to levy so if if your lyall for example and you have three hundred and ninety eight thousand dollars per pupil to levy against that one and a half one point seven two percent CPI increase is drawing from that dollar amount to serve one student in our case with one hundred and seventy one thousand dollars when we do all that levy we're going to serve more students with that dollar amount we are heavily residential and becoming denser with students another area that shows how you perform as the school district is your operating expenditures per pupil I've talked to the Board of Education about this in the past the operating expenditure expenditures per pupil is the annual operating budget that's approved by the Board of Education and that's what we're working through tonight this does not include our bond and interest expenses this is just what it takes an annual basis to educate our students these are the audited numbers from fiscal year 16 for each of the school districts and you can see that we spend eleven thousand four hundred and sixty-seven dollars per student to educate our student our kids that is a very low number it's 25 almost 25 percent lower than the DuPage County unit district average its lowest of all 13 districts including East Aurora and West Aurora and you can see that some of our other districts are comparables like Barrington spends 16,000 101 Westmont spends 18 thousand six hundred and ninety eight Lyle spends 19 thousand two hundred and eighty-five dollars per student to run their district annually and as we go into the future slides you'll see some reasons for why the Indian Prairie school district is able to operate so efficiently so if I recall the highest in the state per spending and a student was about 32,000 and one of the districts in the state correct that is correct in this slide we're actually able to see it highlights the number of administrators a school district has as compared to the national number of students as you'll see here our district actually has the fewest number of administrators per students as illustrated in this chart with a high ratio of 327 point to we also have the fewest number of administrators to our comparables and compared to the DuPage County average along with the state average as Jay said this in the previous slide one of the ways in which our operating expense has actually stay solo it's because we actually have fewer staff when we operate with this lowest administrator ratio what's important to point out as well is that I receive this information from the iirc out of Northern Illinois University it's the Illinois interactive report card you can go online and call up any school district to get this data every other year I bother them and ask them to dump all of the districts from the state into an Excel and send it to me the last time I did this which was two years ago we had the 12th highest student ratio to administrator in the state of Illinois the 11 school districts that beat us were central Illinois and downstate Illinois school districts where was one or two schools and one or two administrators running the building the reason why we keep looking at per-pupil on all these different variables is because we're trying to have measure where we can compare ourselves to other districts that might be vastly different than ours downstate and upstate property Wells we're trying to get some common denominator so that we can you know range ourselves on where we're at that's exactly right and I want to say - I know when we showed this a couple of years ago it took a while for and because you know we're used to seeing this but when somebody sees this high number of 327 and you're saying and we're the lowest that doesn't sometimes make sense so just to reiterate it's 327 administrators - one No - why don't you explain it please because I don't want to mess about every administrator in Indian Prairie School District carries 327 students alone the DuPage the DuPage County School District average is 169 if you are at Westmont they've got more administrators so every administrator is carrying a load of 109 so you might go to a district like Lyle and find that they have a business department the size of my business department and they're running a budget that's much smaller than Indian prayers budget mm-hmm make sense it makes sense to me I just like I said that was a an area a point that was made a few years ago when we had those charts and it took a while to explain that before you know because it your use if it's a high number it's like oh we're number one well exactly the opposite right we write we frequently hear there's too many administrators and not perform better than I just want to point that out the unites the districts in the state and there may be some people just tuning in for you know because of everything that's been going on with the states I wanted to make sure we reiterated that and one of the things I'm not sure maybe I can't remember we'll get to it later but the number of students that we have one of the reasons is because of the vast number of students that we have compared to other districts as well I mean we have a large student population compared to others and we have a large student population but if you used our average for DuPage County of 169 and we wanted to say that we were going to carry the same load we would be adding a great number of administrators that's kind of at an expense this next slide actually highlights the exact same concept that we've been talking about except now it relates to our license staff this slide you can see we again have the fewest number of licensed staff per student as compared to our comparables DuPage County in the state average and as evidenced by the the largest ratio that you see of 13.4 our staff carry a heavier load here in 204 than other districts surrounding us and throughout the state so if I go back to the operating expenditure per pupil and having the best operating expenditure per pupil if 80% of your expenses or salaries and benefits you do that by having less staff both on the administrative and license decide your salaries are a little leaner and your benefits are a little different and again to take that concept of trying to normalize it by looking at it per student if you look at the cost for our healthcare budget per student compared to the districts that we've got up here and some of the districts did not submit to the survey you can see that we spend one thousand and ten dollars per student annually on our health insurance Elmer spends 1897 203 1883 Batavia 1560 to the way that we've been able to keep our benefits in orders that we've instituted district provide wellness screening we've got a high deductible health plan now that we're encouraging staff members to join any new hire joins automatically in the world and the high deductible health plan we went through a spousal surcharge so that if your spouse can get insurance through their employer but would like to be on ours we charge a fee our administrators are covered at the same rate as the teachers within 80 317 split that is different from all of our comparables we Institute did tell a doc online care which is an opportunity for staff to call in to get a prescription and they have a sinus infection or pinkeye rather than spending money going to the doctor we Institute flu shots or thana chiropractic utilization analysis and we did it dependent audit our school district to make sure that all the folks who are on our plan our plan we have a very active and successful Insurance Committee that continually meets monthly to analyze the look at ways that we can save money for the school district and provide a great plan for our staff members doesn't oj doesn't also the the fact that we have less staff play into that and less staff and less administration absolutely absolutely we added staff numbers we will be adding or administrators we'd be adding to the plan is this affecting our ability to meet board goal of retaining and teachers to other districts because of benefits I'll let me say phase well speak to it up later in the agenda but I could tell you that he's talked to me in the past about having a difficult time hiring folks to the district particularly administrative level cheating with some of the districts around us I don't tell you about losing as a norm deep do you know what that that difference in administrator have an idea of what that difference in administrative percentage is for other districts in average as far as the split to two of our comparable districts or 90/10 and then the rest are 100 percent board paid so when you delve into the operating fund with a little bit more focus you can see education fund is our largest fund that's the one that funds the day-to-day operations of the schools and the salary of our licensed staff members that is eighty two point four percent of our budget operations and maintenance is nine point four percent mone almost half of maybe 40 percent of Todd's budget is for earmarks custodial maintenance contract we've got a transportation budget I am RF and Social Security which is exactly what that is we love you directly for that and then working cash is a very small sliver of our budget as well as port an IR MRF working cash and torture' so small that I didn't want to go into detail with those today but I do want to show a little more specifics about education operations and maintenance and transportation one what is that transportation Jake because that doesn't add up to 100 percent up there yeah you know what I my textbox is to snap in the education fund the education fund is the one fund where we use all of our revenue sources we use our local sources our state sources and our federal sources our local sources are the vast majority of it and as dr. Lee said that has been our most consistent and reliable funding source on the expenditure side you can see that salaries represent almost 75% of our expenditures and benefits thirteen point one three so if you're one is stay within a law an operating expense that makes senses have a balanced budget you really got to focus on your largest expenditures which are salaries and benefits purchase Services is four point three percent supplies and materials two point one capital outlay and other objects to give you a sense of what our salaries include its regulars teacher salaries and administrator salaries stipends and substitute salaries employee benefits or medical insurance life insurance dental Social Security purchase services or professional services the audit Building rentals printing binding communications supplies and materials or textbooks library books periodicals and software capital outlay is land in building improvements other objects are interest dues and fees and are non capital equipment is any purchase that's less than five thousand dollars so that's kind of how those are broken out so as a administrative team we focus on all of those and we try and move the money so that we're putting the resources as close to the students as possible going back to slide 10 the reason why we operate with these funds is because the state mandates that we do we have these different buckets that all these things need to go into so that once again we can compare what budgets are at different places saying that this is supposed to be for education this is supposed to be for this because in the general sector looking at funds like this doesn't make much sense but this is part of Illinois school code mandate to structure the budget like this it's exactly right the school code also up until the evidence based funding model limited how much money we could put into each of the funds which kind of tied your hands and you can only love a certain amount of money indeed to the funds education fund is one of those where it was $4 for every $100,000 of assessed valuation so when we reached that $4 mark I couldn't levy any more money into it and as you know as board members have been on the board for a while in May we would loan some money from operations and maintenance and transportation to the education fund to get that done so it's what does it mean you can't let any more what it means is that the state of Illinois caps how much money you could put into that so I have to be very strategic in putting the money into the fund so that we get as much as we can into the district but need to try and get it into the funds where we have the greatest expenditures if education is one of our greatest expenditures and we can't love you all of it into it if I couldn't loan the money between funds we wouldn't be able to pay our salaries for example operations and maintenance fund is another very large fund of ours you can see that purchase services is 51% and that is our capital our earmark custodial and maintenance contract which is up this year and we will be coming to the Board of Education sometime in the late winter with a bid have those services provided we outsource that service and it is very cost effective and efficient for us supplies and materials is 24% capital outlay 21% other objects three tenths salaries 2.8 and it benefits again a fraction of a percentage the capital outlay budget is something I'd like to focus in on a second this year we've got six million dollars budget into into that 1.7 million of that has already been expended to pay off fiscal year 17 construction that occurred as you know be further earlier discussions we've moved money into fund 60 which is not a part of the operating budget so that we can expand those funds over the course of multiple years if we keep it in front 20 and a construction project the roofing project a masonry project doesn't get completed prior to June 30th then it goes into July 15 it comes out of the next year so we've spent 1.7 million dollars on projects that we started last year and unfortunately finished after July 1st of this year we've got 1 million dollars of this that is allocated to continuing our air conditioning of our elementary schools that is phase 4 in addition to that 1 million dollars there's 2 million dollars left in fund 60 so Todd is going to be using both of those funds to finalize phase 4 which will get 67% of our elementary classrooms air conditioned this leaves three point three million dollars remaining for capital projects throughout the district that's roofs that's asphalt that's masonry projects boilers as you've heard from Todd and his press patience before we have a criteria that deals with those items so that we prioritize them if it's a health and life safety item that's high on the priority if it's a programming or a curriculum need that's high on a priority if it's aesthetics it's low on the priority so you you know you can walk into our schools and find some carpet that looks pretty thin or some ceiling tiles that look pretty rough three years ago we had EMG come in and do a full facility assessment they are a company that was not associated with any construction companies their job was purely to look at facility infrastructures they said in fiscal year 18 we should be spending thirteen point six million dollars on capital projects and we're going to be spending 3.3 million dollars on capital projects but does that mean it means that we're going to defer projects further out something we've been doing for a number of years and at some point you know the water heaters gonna spring a leak and we'll have to fix it in the middle of the night so we're not staying on top of those those projects but I've been on the board I tried to pay attention to the newspaper and it appears that many of the districts spend more than we do for their capital outlay and they have anywhere from a quarter to half the schools that need repair am I correct in that you are correct mr. Razak and I could put together a comparison of our comps with our capital outlay to show that they do spend two and three times more on their projects to keep their buildings and their infrastructures in shape and have half the buildings J as we look at what what has been suggested for spending and we're budgeting much less we are ensuring though that that expenditure that we're not putting any danger for any safety concerns in any of our buildings that is a great question when we look at the needs and we have consultants who evaluate our buildings and look at our our buildings we have a process every year where the administrators in the buildings have an opportunity to make requests for facility improvements they have to categorize what it's for we work with the superintendent's cabinet to see if that is a priority whether it's a programming change or curriculum need like if we need to split a wall or or change the configuration of a classroom because there's a student that now needs to get into that classroom and it wasn't accessible before we have to make those changes but we always look at the safety of our students first and we look at the programming of our students second and the curriculum needs I can tell you that we didn't we've Airy rarely get to the point where we're doing any type of aesthetics where it's a you know it's a carpet or it's a painting and if we do we do it internally and we do maybe one wall inside the entire classroom we did run into a situation a couple of years ago when one of our elementary schools had one of its two boilers in the middle of January go out and we were limping along for two weeks with one boiler and we're making plans up here for that one was to go out how we would handle most students until we could keep the get the building back up to be heated one area in operations and maintenance that I'm going to ask the board to weigh in on a little bit is with Indian Plains High School the board I had a presentation on March 22 2017 and if we're gonna do anything for next year not this year we need to have a consensus or an idea what the board would like to do with it and we set a deadline at that time to have an idea of October 1st 2017 and since this is our last board meeting until that time I thought I would bring us back up we've got three options that we presented with the Board of Education the first one is to repair the school for a million five hundred and twenty-six thousand and continue its current programming which is Indian Plains high school phoenix Academy there's roughly its high point it's about 80 students and there so the cost per student - if we were to do that is $19,000 option two would be to demolish the site for six hundred and fifty thousand dollars and potentially sell that property we've had it appraised and you know what that is about and then we would have to consider relocating those students to a different site if we were to do that and option three is to repair the school and then convert it back to an elementary school for the cost of a million nine hundred and twenty five thousand nine hundred dollars and we believed we could house two hundred and fifty elementary school students there so that would be seven thousand seven hundred three dollars per student we are considering if we didn't put any money into it or very limited amount of money into it could we prolong this decision for another year so that it time is better with the community engagement that the board has requested so that they can have some time to wrestle with this as a part of that process as well and if that would be the case we would not make the major repairs but just the minor repairs and keep keep the building as it is currently so with that I'd like some nothing why don't see option three as a realistic option for from elementary school building we I'm sorry based on the Democrats right and based on where we currently stand with their our school popular mentary school population and percentage of use of buildings right now so option three I don't see is a viable option by support option two the building has a negative life expectancy of 26 years I think right so we're gonna have to sink a lot of money into it now we're not to sink more money into it on an ongoing basis so I think from efficient use of our resources we need to look at one of the lower-cost options for that building and so I support option to others I support option two as well my only concern with that is the relocation of these other students I mean I think obviously when we moved our step students into the high schools and they that created some challenges in terms of finding yeah we know some of those schools are especially matías already crowded so I'm I'm concerned that you know where we would put these students now and again according to the demographic study we have some options maybe to move some things around so I would want to know what else that consisted of you know and again if the board agrees with option two then I'm sure we'll get that information but so at this time the same reason Justin Justin mentioned I support option two because even if we do option one repair it there's going to be more repairs year after year after year we don't need option three because of we don't we don't need it as an elementary building and even if we were to use that building so 225 students 250 250 I mean even if we were to use that building for let's say the steps program because it would have a stone building which I'm hearing from parents and that's what they want I don't I still don't know that again it's the building itself is I think I think we're still gonna put money into sinking money into that as other repairs come up it's just an old building and if we can sell it even better mark anything yeah I mean I'm leading I'm leaning toward option two but I have the same concerns as mrs. price that you know it's not those credit recovery kids I'm concerned about it and iam plans it's the other population of students who the reason they were so so successful and have graduated from our district is because they got out of the situation they were in being at the high school because the anxiety issues whatever the case may be and I I'm concerned about putting those same students back in high school so you know I I don't want to put the cart before the horse on one hand so I'm sure there is a good solution we can come up with but thinking fiscally responsible for the district and based on the demographic study we got at the last board meeting and looking at what this building could potentially be a money pit and it's been way past this life expectancy I just I don't know how we can continue to keep this building as much as I love the history and the old nuts of it but it's just not fiscally prudent as a district so I'm confident that administration will find some great options with those students but to me the maintain in the building and keeping it is just I don't see that to be physically responsible mr. Dunning well I cheered option three and I just you know when you look at option one the cost per student that that just basically doesn't doesn't make sense especially to me that's a concern and looking at what the expenditure would be to repair that building and I don't have the same history that's been presented to the board previously but the under my understanding is is that that building is just beyond you know the life expectancy that we need to continue to about to fund it so I would lean towards option two I do have a concern of wanting to here and try to understand what that population you know from from parents and students regarding you know how we how we relocate them and where we place so that that's a concern to try and make a decision on where they were where they would go miss Donna so I'm pretty consistent with everything that's been said I think the demographics study showed us that we don't need more space I am worried and I expressed that and some of my written comments out the location of the step students and kids that are in this building if we close it and I'd like to understand more about that but economically it seems like it doesn't make sense to put more money into this super old building so I can hurt with that also I'm gonna concur this one that's hard for me I have a lot of feelings for Indian Plains and I I still do worry about the growth in the north that the Democratic study it so that's coming down but it's never really had that picture and we keep fluctuating students around but financially there's just you come to a time where you say there's just no way to continue this but as everybody else has said if we don't we really have to look at it is more than just programming it it was it was that community of students and staff that gets these kids to the graduation marker and somehow we got to be able to create that still because the it's that community feeling that does it it's not a program so I'll be curious and anxious to see what is presented for a solution the Transportation Fund it is funded by both state sources and local sources the state sources are regular education and special education transportation grants so that's we submit for transportation again purchase services is 51% that is our contract with our bus companies both special education regular education in out of District students supplies and materials for 24% capital only 21% other objects and salaries and benefits of a fraction of the transportation cost capital outweigh outlay is building the software equipment for the GPC which i think is the Geographic positioning Center connectivity the supplies materials are the mini bus driver training we have to train all of our bus drivers and pay for their physicals and we have to pay for their certifications the non capital equipment is the gps's and the driver fobs for logging in we are in year three of a five-year contract and the terms of the contract called that in year four we have to negotiate your four and your five or we can go out to bid we've been holding some of our districts that we we work with and we are seeing 22% increases part of that is because there's a nationwide bus driver shortage the economy has turned around folks no longer are looking for jobs bus drivers we're looking for jobs as truck drivers or as mechanics or in other areas and so we're losing drivers and struggling to find them just like everyone across the country and I think we shared some articles with the Board of Education on that and when our our pay for bus drivers went from 15 dollars a year ago to 18 dollars just so we could attract drivers here in our in our district but it's something that everyone is wrestling with and so I expect as we go through this negotiation it's going to be a difficult negotiation to come to in the Transportation Fund you can see some of our comparable districts and how we operate we again are a very efficient School District we are operating at four dollars and seventy one cents per mile hour per mile reimbursement is 99 cents I believe I can see 93 cents which is in the average and it's better than the average of the districts in the group part of the struggle with transporting students is and the traffic patterns of your community you've been in this district or in this community for a long time you know that getting from one side of town to the other is much more difficult than it was 29 years ago when I started I could make it to Gregory in five minutes now I takes me 45 minutes so that's a part of the struggle but we've operated a tiered system so we try and run a bus to one school and then have it run directly to a middle school in a nice cool route and by running that tiered routes we save money by tearing them up into threes and two routes and we try not to run singles and we run our buses very efficiently hey Jake that's a quick question here yes the black vertical lines are between the blue bars I'm assuming that's how much we are in reimbursed back from the state that's right why do certain districts get reimbursed so much more from the state because I'm looking at you know once or or I used to Westerberg I guess I can understand because they are more reliant upon state dollars but I'm looking at Barrington here and I'm seeing their reimbursement rate and I'm like what the hey yeah there's a number of factors that play into the reimbursement the number of hazards that you have to add buses for the number students with special circumstances that you have to add buses for how far those miles are the students right on those buses so it's a it's a really elaborate formula and I can get you more details into it but if I went into the details now I'd probably make some mistakes is there still a is there a still a state statute of the distance students are away from a school that we have to provide transportation for exactly so my own and a half mile and a half we have to above have and then if students are within that and I'll give you a great example is so a lot of the construction that's going on around Peterson elementary school and and we do hazard studies with in the beginning of the year we probably do two or three hazard studies a week if the sidewalks aren't complete and a student has to walk through you know an area where there's houses under construction that gets three houses the sidewalks in an area that's under construction well that's what can be considered part of the hazard so then you have to look at okay that's one how far is the student from school and how many streets does they have to cross or she have to cross that's a major intersection that could be another part of that hazard so we could still bus students within that if there's a hazard if they've got across a railroad track for example we'll bus students if they have to dead or they have to cross Ogden or 59 those would be hazards so we would bus within the that at mileage under those conditions the fiscal year 2018 budget non-operating funds this is exactly is what we presented the board in the past we've got our debt services our capital projects and you can see Todd's expenditures that of two million dollars which she's going to complete the air-conditioning with and our total expenditures of twenty nine million one hundred eighty six five out of fifty two dollars this does not include the potential bond refunding which you'll hear about tonight and hopefully take action on in October so this will change in this also is the opportunity to pay off our two death certificates we are in the position as I've said before of collecting enough money from developers both in Aurora and in Naperville as well as the sale of our 11 acres of my country lakes and the 25 acres over by the Brock Brodie farm that will be in a position to pay out of our debt certificates and we'll be talking to the board about that and I know that mr. Lewis and his presentation tonight will talk about that a little bit as well I want to highlight to the board because you've been involved in a number of these boundary fundings we've been refunding bonds for a number of years and we are at an eight one rating that's the second highest rating and a really strong rating for school districts they said you know we get that rating because we're a large and diverse tax base we've got to sound stable financial operations that support to help you Reserve and believe it or not moderate debt burden we've got about ten years of twenty eight million dollars a year and paying off our debt and that is something that you know somebody the future administration is really going to enjoy but we have refunded bonds for savings and we have not extended those bonds we've just refunded them for savings and taking care of the economic climate in 2015 for nine million dollars in taxpayer savings in 2016 for seven hundred ninety nine dollars of taxpayer and savings last year in 2017 for 5.2 million dollars in savings and if we refine the refund these bonds that you'll hear about tonight it could be as much as another ten million dollars in savings so in four years that's twenty five million dollars in savings to our taxpayers that is not money that the district gets to spend that's just money that I don't have to love you for it to pay off our bonds finally later in tonight's agenda we'll ask the board to approve the budget and as I said before once you do that we'll send those to the Illinois State Board of Education and the Regional Office of Education and the counties of will and DuPage and then once the evidence based funding model comes on if I understand that they're going to have some numbers in early November we'll start building a new tentative budget and make us the presentations to the board about what that means the auditors are in the district finalizing fiscal year 2017 and you remember we expected about a two and a half million dollar deficit we're coming in pretty close to that mark we're gonna be pretty pretty well on what we expected believe it or not we're gonna start building the forecast for fiscal year 2019 so we're gonna be working on one year finalizing last year and started to build the next year with that we'll take any more questions from the board I just have a couple really quick easy questions for you since my time on the board 2011 correct me if I'm wrong have we has the state paid us a hundred percent of what they owe us in the last six years because they've either either reduced the funding prorated the funding or missed a payment have they paid us 100 percent in any of those last six years no sir I've av they're prorated our general state or prorated our categoricals or skip the categorical altogether in the last six years or since since released 2011 2010 our levy which we can levy for new revenue which we have to stay to CPI that has only been above 2% I think twice last year I think it was at just above 2% and then made back in 2012 I think it was about 3% but other than that it's either been 1 percent or lower hasn't it yeah CPI has been historically low two point one percent would be this upcoming December's levy amount last year was one point seven I believe the year before that was one point eight they've been very low what since you know even before my time on board since 2009 I know the Board of Education in our district has essentially called themselves and we don't like to use the word anymore but austere times or we've tried to put more austerity in a place to reduce our expenses do you know roughly since 2009 roughly how much you believe the district has cut their expenses if you had to put a ballpark on it these are the easy questions well I'm just trying over 41 million dollars and then well my last question this is the yesterday I guess correct if I'm wrong this is the first year in the history of the district other than two years ago when we borrowed for technology from our fund balance this is the first year that our district will have a deficit because of all the reductions and expenses that we've tried to put in place correct the board has been constructive in trying to run a balanced budget and the times that we haven't it was because the board decided to go into fund balances to upgrade our technology or upgrade the safety of our schools or to complete projects in the district that that you felt were essential because we've neglected them thanks Jed okay should be noted did no one sign it for public comment in terms of the budget with that I need a motion to close the hearing to close the motion in a second check you can you call the roll mr. price I missed stemming i mr. Isaac I mr. ray sack I this appeal I miss Donna here i mr. Kubik yes ok I don't know what time the students are supposed to stay tuned generally they start leaving at around 8 this would be a good time to leave we can give you a 4 minute timeframe to do that that was the best part of the meeting - you guys are lucky such an exciting the budget go back and tell your friends how school budget is works you guys are in the know they can't wait to get out there until their friends 99 cents a mile fun ok it's now public comment time we have public comment both for non agenda and agenda items it's now time for public comment for knowledge and items if you are here to speak to an agenda item that comment will be taken immediately prior to that item 30 minutes is allowed for public comment and each person is limited to three minutes I'm trusting the board we ask that you respect the confidentiality and safety of our students and school district personnel we also ask that those addressing the board be cognizant that this is an open meeting and is available to all age groups and as such ask that you consider who the audience members are this evening and keep comments age-appropriate public comment represents the voice in the opinion of the speaker there will be no feedback from the board members during the meeting but follow-up will be provided by an administrator as appropriate so again for those with non agenda items we are going to start out with Cheryl Johnson hi my daughter Maura as a student sorry at the steps program this will be her third year at the steps program I just might go back a little bit and talk about when she was in preschool we let their claims of district 202 and they only had a segregated preschool and I was called because she would constantly take the chair out of the school classroom in sit in the hallway so I came to observe and I come to realize this is not the right emotional place for her is not the right social place for her not the right academic pursuit for her so we gave her a notice to clean fill districts or to file suit hold Maura from that school in Lutheran to Naperville into a private trade play pay preschool through the negotiations and deciding to settle with school district the bonny Macbeth Center was built in Plainfield so we're very pleased about that that they modeled the preschool off of our fairy tale do people hear it so forth so we're very happy that we're in the district now that has set precedent so when we were in the middle of that lawsuit we also broke ground on a home here and made no because we wanted to be able to make rusev district so we had a great experience with her at elementary level we had an OK experience with her at middle school when it was time for high school she started to stress a little bit about that change and the difference in environment in a bigger school to the point where she would have balding spots in the back of her hair from the stress of it where she would literally have her hair falling out we got Tamika and had a fantastic experience she thrived she grew socially emotionally psychologically she did a really great job and academically the school got her back up to the reading level she was at and she performed she was actively involved with the cheer team and everything when it was time to move the step she was worried again the stress started to happen so what I did is I put the CEO D vocational program at steps for a six-week program she did a great job with that and then we moved back two steps asshole time to finish that first semester three weeks into that I've come to realize she started having messed-up family started to stop eating in five weeks later lost 13 pounds and was almost non-functional from the stress of being that type of environment rolled out everything that I put it through massive amounts of procedures and testing I mean police officers and Christmas came and she was able to be home and not have steps into our life and she started it again started to gain weight and started to be back to her perky self the first day back massive abdominal thing one hour being back at the steps program I picked her up the rest of that semester we pretty much maybe an hour to accelerate getting into the steps program but the stuff stepping step staff at that point worked really well with us making sure that the solution for her to be an appropriate placement was her to be pulled out of that steps building as much as possible and be more in the community so this past that second year at steps we did the same model and it worked very efficiently for her this year's her third year there she'll be 21 in October and the model were using right now is she doesn't one corny she doesn't want to go to lavon's because that's where she got placed I was told doesn't have enough staff yeah if you can do like three or four sentences that would be great I hate to do it that's my job to get there so my whole thing is with being here in Plainfield District 202 and lead I'm sorry I'm thankful district to attune setting precedent coming here we wanted that same thought to come through for here so right now I have her working 15 hours a week she's out of steps building as much as possible she's been school three days out of 17 because of the social more emotional psychological aspect of being part of that program is just very difficult for her and I've had multiple meetings I've had multiple agenda with the steps with the steps people and it just I think you guys need to hear some more stories because you're missing that part of where you guys split the kids up into the programs I think we need to try and set precedent moving forward and have the kids maybe not finished the day they turn 22 I know by law you guys don't have to educate them but keep them for the semester so they have that transition so that there is an end point for them instead of you're done that day 322 you no longer have to be educated by requirement by your district so maybe I know I have to stop thank you thank you thank you our next speaker Dan Lee good evening my name is Dan Lee my son Tyler is a first year student at steps and a proud graduate of equal Valley High School I'm here tonight to add another voice to the group that's pushing for positive change with regard to the current steps model the solution of housing steps at three District High School's where they can no longer interact with the student population or culture of those institutions is not acceptable I'm asking the board to step forward with true leadership in your role of governance to ensure a better future for our program we have some positive developments as a result of the steps overall parents are really engaged I've been so proud to see our community bind together and advocate for our students we see committed and passionate staff there's no doubt in my mind that the teachers in a minute administrators really want what's best for our students but what we need from the board is a true vision this vision should be developed independent of the limitations on current resources it should strive to be as inclusive as possible the current program feels segregated and isolating what was originally proposed as a one-year solution now seems like it could continue what's the plan for dialogue with parents as we quickly approach 2018 population numbers for our group are outpacing the district's ability to house them where was the vision that led us to this point administrators are paid good salaries to anticipate and plan for what's coming this obviously didn't happen in the case of steps I asked those in the audience to continue to support us the step staff and our children as we asked the board in leadership team of 204 to drive a vision for the future for a better future email the board join our PTSA and get involved thanks for your time tonight [Applause] and the NCC ball good evening what happened today why were step spirits not notified of the lockdown at the same time the rest of the Negro Valley parents are notified why did our email come after the situation was or as resolved why did we have to find out about it from Nico Valley parents in the news station there was a helicopter flying over the area taking the excuse me over the area taking video they were reporting that Nico Valley was on lockdown and there was an armed suspect in the area what is the plan for those students that were just arriving in steps are returning from a job or community outing today was a major safety issue parents are not notified in a timely manner Nico Valley parents were notified around noon steps parents were notified at 1:29 I trust you to keep our child children safe and to have a plan I feel that our children were put in an unsafe situation today what is the district policy to keep students safe and communicating with parents turn during police soft lockdowns what happened today was totally unacceptable we are also hearing that there was a tornado drill at labahn C Valley today we have been told that steps students were released early today because of the timing of the tornado drill they did not part to participate in the drill due to the steps bus timing issues isn't it a disservice to the step students in the possible possible safety issue for them not to participate in a tornado drill we know everyone has a lot on their plates we know that everyone is doing their best it has been incredibly hard to handle and plan for all of the situations let alone the needs of 120 students with disabilities the step staff has done a great job team taking this bad situation and trying to make it best as it can we are trying to stay positive but it's hard to see things that are tried and tried to deal with them day after day we can't say enough we need to be together under one roof staff needs to be together so that all resources are in the same place they are stretched so thin and need more support we are in danger of losing some amazing staff students need to be together so they can have access to all the resources and their peers we have three isolated islands we need to be out of the high schools we need to be a community again it's not fair or right for anyone how can we work together to find solution thank you thank you yes the other speakers are for agenda items so I will call that at that time and it's now time to move to our consent agenda and Superintendent report and we begin with the superintendent report okay I have a short report tonight I think at the end of August the Board of Education approved a charge for obtain upcoming community engagement work with the culmination being a report provided to the board no later than July of 2018 we are just in the beginning stages of pulling together a facilitating team of parents and community members the first meeting will be on Monday next Monday night for that facilitating group more information about the open community meetings will be coming soon via e news and our website and those meetings will begin in October we really look forward to getting this process underway and look forward to hearing feedback from a broader base of our community so we encourage all of you who are here and watching to join us when those meetings begin and I want to take this opportunity to congratulate each of our veterans school board members we were recently notified by the Illinois Association of School Boards that Justin curb is Cathy Peele mark rising Lori price and Mike raised AK will receive an award in the Illinois Association of School Boards masters school board member program mark rising will also receive designation as a leadership fellow so your achievement models the lifelong learning we always we want to see in our students and our staff and board members will receive this award at the DuPage Division dinner on October 19th so congratulations and Laurie and Susan no pressure you've joined a high-performing group so we'll look forward to saying every name next year and that's it thank you we now move the consent agenda and I need a motion that the Board of Education approved consent to Jay agenda items D through I have a motion in a second any other discussion with that Jackie can you call the roll miss Jimmy I miss Peale I mr. kerubim yes mr. Rison by mr. price right mr. Donahue aye mr. racer I with that the motion passes moved to the action items which is the approval of the 2017-18 budget do I have a motion that the Board of Education improved the budget I moved at the Board of Education approved about 2017-18 budget as presented second any other discussion for mr. string I didn't think so Chiqui can you call the roll mrs. price aye mr. rising hi mr. Rison I miss Donahue hi mr. Demming mr. crew bus point of order Mike was there any public comment on this agenda no and I mentioned that during the course of the hearing yes miss Peale I this motion passed yes motion passed just making sure yeah you're now moving to the our discussion component of our meeting which is the bond refunding mr. Drye yeah good evening again board members it's my pleasure to introduce mr. Lewis from PMA his purpose here tonight is to just go through what a bond refunding looks like what it means what the processes the board of education role is and give you a highlight on this potential refunding that we'd like to bring to you in October so with that I'll throw thank you for having me here tonight to go through this opportunity for the district before we look at the opportunity and I thought I'd take a moment just to give you an overview of where we stand now as it relates to municipal bond market if you run the board when I presented previously you've seen this chart before this is an index of municipal bond interest rates it's like the Dow Jones Industrials for the stock market and this data goes back to 2013 and you see you can see quite a bit of variation in the chart most recently if you focus on a blue line that represents the one-year rate and it's been going up if you follow the Federal Reserve at all you know that while that one-year rates been going up because the Federal Reserve is reading since the Fed Funds rate and then the other rates the 5 to 10 to 15 20 and 20-year eights had a pretty precipitous rise right around November of 16 and that was due to the presidential election and the the results that surprised the markets and there was some concern about the changes that could occur from a policy standpoint to tax-exempt bonds that could cause a rise in rates a lot of concerns have been alleviated since the election so you've seen rates come back down to not as low as they were prior to the election but have come down quite substantially here over the several last several months the funding opportunity is for bonds that would be paid off in about 70 years so the line that really is indicative of close to where you would borrow would be five year rate would be slightly above that just because your this is a triple-a rated index you're slightly below triple triple a and the other drawback is you are located the state of Illinois and investors several investors have determined to not buy bonds from the state of Illinois not just the state but it's local and it easily paid what's called the Illinois premium now if you're a penalty from the markets not as breezes for lower rated entities or for bonds that go out further than the tenor of your financing so Illinois is being penalized by the feds because well are from bond investors yeah there was there's a presentation to the General Assembly a few months ago where one I think it was new bean or it wasn't new vino as a company like that that testified to General Assembly that they cost taxpayers I think on average just under a billion dollars per year of additional interest cost on local borrowings so this slide is a summary of all of your outstanding principal by series and which accumulates across to become your aggregate principal J I mentioned earlier you levy about twenty-nine thirty million dollars per year on your bonds well this these are the principal payments that make up that levy I've highlighted in yellow the two series that we'll discuss tonight as it relates to the potential refunding opportunity for your tax payers which we'll talk about right now so that the 2007 B bonds the original purpose of those bonds to was to refinance prior bond series so your refinancing a prior refunding bond there's approximately fifty nine million dollars that is callable on December 30th 2017 so what that means is there's a difference between municipal bonds and home mortgages everybody probably everybody in this room who owns a home is refinance their home to lower interest rate at some point there's no time frame that you have to wait for before you can refinance your home you can refinance it whatever you think it makes sense for you municipal bonds for a period of time cannot be refinanced and until you get to the call date and there's ways to do what's called an advanced refunding but that option was unavailable for these bonds so you have to wait to get within 90 days of that call date so it's almost you're almost gonna be in that situation like you are the whole mortgage you're paying off the old oh bonds issuing new bonds to pay off the old bonds almost simultaneously the average interest rate in these bonds is four point seven percent so if you think back to that chart I just presented to you can see that rate is significantly above the current market the 2009 a bonds are a smaller bond series about 5.4 million also callable on twelve thirty of seventeen and the raid on that refinancing is lower at four percent but it makes sense to do this at the same time you do the larger financing so you can economize on the financing costs this slide is a graphical representation or not practical it's a table of the savings the estimated savings at this time Jay had put up a summary of the savings by your ending bonds over the last four fiscal year's included a ten million dollar estimate what that would refer to the present value of the refunding so you can see right now based off the market conditions of September seventh plus we added a little bit of cushion from market move in about 0.2% the smatv savings about ten point six million the actual reduction in the levy would be the sum of that yellow column about twelve million dollars but because that reduction is over time you really have to analyze it on what the present value of that amount is which is ten point six million which is a substantial number of savings and as Jay had said earlier the savings have crews back to your taxpayers in the form of reduce levy so given your comments earlier about the punishment we get for being in Illinois does this reflect having that punishment also yes okay yes any questions on the refunding though it wasn't changed gears here for a moment talking about the debt statistics but I do wanna make one other comment if if the board chooses to proceed with the refunding like you've done previously you'd approve a resolution your next board meeting authorizing the issuance of the refunding bonds just to clarify this savings that you're showing on this page is a reflection of the 2007 a 2008 b and in 2009 a series bonds correct that's correct it's those two series but we can only only the 2007 and 8 are callable this December correct on 2007 B in a 2009 a I'm sorry that's what's reflected here this just two series a bogus all right thanks yes question a couple questions on the reformed say there's a savings to the taxpayers that means in a fact that if you look on slide yeah 2018 there's a approximately $800,000 savings that's not a savings that the district in years two to expend to upkeep Indian Plains right no it's not so the savings to the taxpayers that in fact reduces the levy which would potentially reduce the tax rate is there a way to refund these and change the term so it looks like we're when we really fun do we pay the whole thing off yeah you're paying off all the outstanding bonds and this is a term for term refunding so you're not extending the term at all the current bonds mature in 2026 and the the way this is proposed is that the new bonds would also mature in 2026 and is there a way to refund and extend the term yes you could extend the term there's nothing in the school code that prohibit you from extending the term there is a federal law that gets involved because you can't extend it out too far beyond what the life of the assets where they originally financed how long do you before our bond is callable typically like these funds like how many years was it it's typically eight to ten years later and I know know the questions okay so the next section is on the death certificates that you have outstanding you've two series of death certificates death certificates are different than general obligation bonds general obligation bonds are paid from a separate tax levy that can only be used to pay those bonds and can not be used for anything else the death certificate also had a principal and interest payments but they're payable from your operating fund so it's paid from the same pot of money that you use for operations and maintenance or any other sort of operating expenses is available to pay the debt servers on these obligations the 2010 certificates were issued to reimburse project costs associated with the construction of the high school now these are issued as you'll see the babs and the parenthetical Bab stands for Build America Bonds those were that Build America Bonds were a special program created as part of the American Recovery Reinvestment Act in which you get a tax credit equal to 35 percent of the interest costs on those bonds 4.1 million of those certificates are called long 12 30 17 the average interest rate after unassertive is 4.6 percent none of the báb credits 3.1 percent is what you're paying as a net interest rate the 2009 certificates were issued to refund other certificates actually this should be the 2014 a certificates I apologize the 4 million of the 2014 a certificates are called 112-317 so the 14 a paid off the old nine certificates the average interest rate on these is 2% so you know it's not a very high interest rate this schedule shows you the actual payback of the certificates so there's no principal it's amortize these are both set up is what we call bullet maturity you pay them at one point in time so annually you're making interest payments on these certificates on the the 2010 build america bonds are build america certificates you pay a net interest about sixty two thousand every six months and on the 14 a certificates you pay net interest of about 50,000 every six months now what are your options as it relates to these these call dates as Jay had mentioned earlier the district anticipates will have funds on hand to redeem these certificates and believe those funds are from the developer fees property so if you redeem the death certificates what would that do that would eliminate the associated and interest payments on those certificates and would take care of those bullets at some point you got to do something those bullets you can't just keep paying interest in your Cooper to ax T however if you use those funds on hand to pay off the bullets you give up the potential to earn interest on those funds on hand so you can't just look at what we're eliminating the interest expense so it's all game well you also have an opportunity cost you're not able to invest those and those funds anymore from the developer fees and from the sale of land so what is that opportunity cost so it depends on the interest rate expectations and length of duration of the investments you know if those funds are going to be in a short duration investment well you're not earning as much as if you were take those funds and put them in a longer duration investment so but if you work to retain the funds and not pay them off your district could still choose to redeem the certificates and eliminate the current bullet maturities so because as I mentioned you have to pay them off at some point so if you didn't if you determine not to pay him off with the funds that you've accumulated you would likely need to either refinance those bullets to a payment that you could afford annually to pay out of the operating funds so eventually you're gonna be paying them off of the operating funds there's no other way to pay these from some some some other source that doesn't impact the operating funds any questions on the death certificates so you've talked about it as a bullet maturity flip that on to a home mortgage that's like a balloon payment right yes so the whole mortgage come to you on a fixed date and what your that last item on page 12 is you're saying maybe let's structure it so it's not just interest its principal and interest only over time instead of interest interest interest principle and I wasn't involved with the original sale those but I think the anticipation was is to not have to pay them off immediately in a lot of district to accumulate the funds to eventually pay them off so I think that was the original plan to do that that's why they were set up as bullet maturities but you do have the option to consider something else but at which would be to amortize them and pay down principal each year but you'd have to identify a source in your operating funds in order to do that so if you wanted to maintain that liquidity for whatever reason you would need to find a source and an operating budget to pay the death certificates which is Jay alluded to earlier you right now you're looking for sources just to address your capital needs so it may move you to pay them off any other question Jay what do you need from us at this point mr. Bozak we will be coming back in October with the parameters resolution mr. Lewis what am I telling him what that looks like so so the new board members have an idea what sure so a parameters resolution sets forth as the name suggests certain parameters that have to be met in order for the bond sale to proceed this is just before the refunding bonds should the board choose to to move forward and the main parameter and those is a minimum savings target that you would like to achieve also in that parameters resolution is a maximum term so right now the parameter would be to not go out further than the the bonds that are currently outstanding and then the board also names in that parameters resolution delegates to approve the bond sale and those delegates typically are the board president and in Jay as the the two individuals that have the responsibility to approve the sale no no a different alternative than to have a parameters resolutions to actually bring the sale terms to you but that requires us to sell the bonds on the day that you're having the board meeting which isn't always the best strategy to do is to target your bond sale to time to board mean so that's what you do the framers of solution to provide a flexibility the the redemption of the certificates that would be a different resolution that would come to you probably in November or December December which because what the only procedural step that you have on the certificates because if you choose to pay them off with cash is you wouldn't have to you're not issuing new bonds so you would have the board passes a resolution to call the certificates and then a call notices sent to your current investors and they had they're required to receive a 30 day notice so it's like drop November as a possible date because if you if you wanted to call them on the earliest possible date December 30th of 17 they'd have to get that notice by the end of November doesn't you're not required to call them on December 30th of 2017 it's not an option that expires so if you end up calling them on Jay you're a tenth of 18 it's still permissible so that is the next step is that we're going to come to you in October with a parameters resolution for the refunding of the bonds and then later and in the winter be talking to you about the death certificates so this was informational question in the estimate of the ten million dollars in savings in the past you know you've thrown out these estimates when and we've actually gotten a better rate so explain again it the twelve million that's highlighted versus what you really you know the present value explain that again because sure what's highlighted is the actual levy reduction by year and because that those savings are over a nine year period you don't get it all today a taxpayer is not gonna experience all twelve million dollars in one year because so because there over time we have to present value that number back to today's dollars so that's the ten point six million and right now if we've sold them today I think that final savings would be higher because we put a little bit of a cushion into the estimate of about 0.2% now we have the last few days we've seen rates pick up a little bit you know the Fed meets this week there's expected to make some announcements they're not expected to raiser the Fed Funds rate which probably wouldn't have a big impact anyhow but it would but they are expected to announce what they plan to do with their balance sheet which they plan to reduce that could have some impact on the market so so if some of that cushion could get eroded by the time you sell the bonds okay thank you so much welcome thank you next discussion item is a high school curriculum classes yes good evening board members thank you for the opportunity to come to you tonight with some good opportunities for students I'd like to introduce Mike Purcell who's our director of high school core curriculum the work we're gonna talk about tonight represents the work of a lot of teachers administrators and I'd especially like to thank our department chairs jackie Palmquist mary nash and molly owls for their help and support in working through some of these important courses for our students according to board policy 640 we need to bring new courses in curriculum for your consideration tonight we'll be sharing with you some information about them there's also information on board Docs that's a little bit more detailed and then we will come back to you on October 10th at that board meeting to request approval the four courses we're going to talk to you about tonight our math fundamentals transition math Advanced Placement computer science principles and American Sign Language three that being said I'm going to turn it over to Mike Purcell to give you a little bit more information Thank You Kathy I'll give you board of education and I just wanted to echo Mississippi's state about there's been all these classes a very collaborative effort jackie pop quizzes here representing her math department chair team and who have a big load of these classes that are coming up and a lot of work pre work and then we're coming up in that department based on your these recommendations and your approvals so the first class that we'd like to talk to you about this evening it's called math fundamentals we this has really been a collaboration between our math departments and our special ed department Libby Janssen and and special ed department chairs we're looking at what are we doing for those students that come to us at the high school that are not yet Algebra one ready we know that they are they all will meet but they're some of them despite great efforts to to get in there depending on how when they started with us or or what their experience was they're not quite Algebra one ready but when they get to us and that's a group that we want to make sure that we're meeting their need the we want to make sure that we were creating a logical pathway to get those students to and through algebra 2 we there's been quite a bit of discussion here at this table how that really is sort of the gateway to being college ready and so we want to make sure whatever pathway we were going to create created a pathway for students that they could have a foundation of mathematics that allows them to get to and through that class to allow them to have all sorts of options for that for themselves as they moved out of our system but the next slide gives it a visual of what that could look like for our students primarily freshmen coming in or not yet Algebra one ready we want to give them you know a very concentrated dose of those fundamental skills there's a detailed document on the on the more docs about the what the curriculum of that class would be so they were ready for algebra one their sophomore year could then move through without any outside of the school year experiences and do geometry and then algebra 2 and and and we know based on our data looking back over years is that again to and through that class is where we want students in order to be college ready this slide just gives a little more about that and really that was the focus of this group was to create that pathway for those students the the course content of this looks a good deal like things that are in algebra wanted as a thing that these are the foundation skills the fundamental skills for students to be really ready for those classes both the algebra one class and then those applications that come up and geometry and those and those applications that come up then again in algebra 2 we want to make sure that we're creating a foundation most fundamental understandings that students need in order to be successful in all of our math classes in addition to the science classes and the application classes in our business and te areas that where all of these skills are fundamental skills that our students need this class is really has been a partnership between the the math departments and the specialist part just what the special education departments in terms of constructing what that course looks like in the scope and the sequence and the pacing and and the Assessors that go along with that it's been a real celebration of work between those two groups guys do you want questions after each class or would you like them at the end just questions whatever you have them great okay so you mentioned special ed mmm-hmm so is this class then primarily for students with IEP yeah is it open to just struggling absolutely it's it's a course in a regular ed course book that would be the proposal and it is it would be almost certainly a co-taught class and and typically that our sections following the parameters of what are the rest of our koats our classes are that kind of general guideline of 70/30 in terms of proportionality I do have some with the the the graduation requirements require three credits and for a student to get to algebra two which again is the gateway to college success a student would have to take for math classes have you guys kind of conceptualize how you're going to encourage those who are able to take that algebra 2 class without that kid just saying oh geez I'm done because that algebra 2 class is so important you know it's critical and an anyone who's able needs to take that class I don't know how to emphasize that more than that I couldn't agree with you more and really what we fundamentally believe is that when if kids are poised to be successful in those classes that lead up to algebra 2 they're far more likely to enroll in it that they if they've if they've seen places where they haven't been successful along the way because we didn't take that opportunity to slow down in order to move faster that that those kids you know we have we don't want it's kids person kids in algebra 1 and they're having them not be successful and they have them take it again we're now are in the same place rather rather we're building them up to get there instead of kind of failing forward so so those are and what we want is those kids to have a really solid foundation we know that they can be ready they're just not ready yet and every students reason why they're not ready yet is a little bit different but we want to have a plan in place for them to be successful moving forward and have those fundamental skills so they can be successful in this class and upper one in geometry and then be prepared to take that on and truth is that overwhelming majority of our students do take engage in the fourth year of mathematics that's culturally just kind of who we are I think our guidance counselor's our math teachers are with kids encouraging them and helping them see the importance of taking that algebra 2 as well okay as I reviewed the course sequencing I've seen some of the courses have an essential designation what's the difference between like algebra algebra 2 and then algebra 1 to essentials yeah so that let's pick one and be easier to illustrate so the algebra two essentials class really comes out of our teachers come together in each of our courses or when I was working in this case and say here are we prioritize our standards and all is what we know is and I have being a former math teacher not all standards are created equal there are some things that are very very important and some things that are less are important particularly those ones are less important are typically ones that are non-sequential you don't need them to go on to the next class right so what the algebra two essentials class does is they make sure that they get those essential things in that's the that's the guarantee no viable part right and then they look to you expand past that where our algebra two classes we're anticipating to go and do all those and then if there's a thing where we're getting off fix a little bit we may drop one or two here and there of those lower priority standards but that's sort of the the approach from the teacher point of view is between the essentials class and the regular class so I'm so what kind of kid goes into an essential class and what it goes into for lack of a better term the regular class thank you if I had a choice between algebra 2 and algebra 2 essentials is there a character of learning style characteristic of those students who go into different class typically it's pace that the algebra two essentials allows for a little more time to really dig into those core pieces typically it's a it's a pacing that that for students who need a little more time maybe a couple different modalities to get at those high priority topics will enroll in our essentials class so is this something that's identified and at the at the eighth grade level I mean this is it's the eighth grade student taking a different course and therefore is getting that they come into the freshman year they're getting some of what was taught at eighth grade hell great question yes so we are looking for students to that would be enrolled in this class typically have been getting some math support in our middle schools and maybe that support has gotten them to close the gap some but maybe not all the way right and typically they're in a in a class they're in a regular eighth grade class but maybe they weren't as successful as they needed to be so there's still some things in that eighth grade concept that that we need to go back and really solidify before and before this next course is a course where that is we are working out called transition math and partnership with the College of DuPage the the motivation for this really has been something that our department chairs would say they've been efforting for years and years we've gotten counsel to page to come to the table because of some recent legislation the post-secondary workforce readiness Act which mandated that the community colleges and high schools work on a course like this and and what I mean by like this is that students would engage in coursework that was agreed upon by both the Community College in the high school upon successful completion of that work they would be prepared and then be eligible to enroll in college credit bearing force work at the Community College some nuances to that is that is that the legislation only impacts community colleges for now and isn't transferable necessarily to our directional schools or other Illinois schools but we're hoping that with some success here that would be the next step out really the department chairs the ones that that are hearing in the Prairie and all across DuPage County have really come together to work with College of DuPage to really stay what are the things that should be in this class and then to work on what does that transition look like between completing your senior year in this in this course and then where are you going and how are we going to make sure that you're prepared to be there the next slide really talks about what this would well this would look like in terms then implementation here and Indian Prairie our teachers are really advocating for well taking the one semester trigonometry class which is a typical which is a class that some kids take and their senior year the one semester statistics class and then taking those and combining those with some of these transition topics in order to in order to take a one year long class that some seniors would be able to take in order to in order to move forward the the typical student that would be taking this class would be kids that are now taking that trigonometry class and or this is class some kids enroll for one or the other some for both and we're really hoping with this kind of golden ticket that we're proposing for kids as they get out that we can scoop up some of those kids that are choosing maybe not to enroll in a math class their senior year or in just a half a year - if we can get them engaged one of the great parts of this class is well one of the things that we know is these two topics that we're teaching now the teachers are doing a great job and there's a really important mathematical topics when our students as they're going into college of dupage and and even some of our other schools that don't we drive a lot of kids - there's a placement exam that goes along with those and even even if there wasn't a placement exam there a lot of the content in that year one class is algebra based and there's just a gap and in that learning so we want to do for these students particularly in that and and this track is to say hey let's make sure we just weave this this part of algebra that's a kind of an S to t phrase into this class so make sure that that is all front brain for you as you're transitioning on to what's next in your academic career so we're going to have those algebra topics in there in addition to an exploration of the trigonometry and statistics as part of that transition math class we're really working hard with the college of dupage it is it's been a long relationship and we're starting to move the needle a little bit but it's it's slow really what we're looking for is to D emphasize ideally and to eliminate the need for a placement test but that is something that is still in negotiation so we're working it out a little bit exactly what the placement requirements will be that we bylaw by that workplace readiness act this actually doesn't need to be enacted until 1920 but we are so motivated together to get this done we're bringing this to you now so that we can start moving kids down that path we just want to make sure we can get as many kids into those credit comparing classes right away as we can our teachers are doing a great job we just want to make sure that they are as prepared it can kind of smooth their way in to CD or to wherever it is they want to go for their next phase I think this is a great idea because I know in the few years ago we talked about you know that need for that remedial type of placement even though we provide such a great education in our math department but so I think this was a great idea with this act I'm very funding that came with that so I knew the answer to that but with our teachers and working with college of dupage is there a cost that you can associate with this to you know the time is there a cost that you can associate because so the the cost that we've had associated so far is the time of the the math department chairs and myself working with with that team the that is you know time and that's the time that we would be doing other things right so the the next cost is is to say you know we we bought a curriculum team together last fall this is kind of say hey let's kind of wrap our head around what this could look like and just so that when we came here we could we worked over the life piece of paper saying hey we're going to do something and so that's curriculum time that's some people out and the summer hours go along with that well we don't know is that at the end of this there's got to put some resources in our teachers hands to support that - and that's a very tangible cost right so so those are all pieces of the puzzle here but but I agree with you this is this is something where we can really tangibly make a difference for kids right at that at the end of our rope and certainly worth the efforts it's too bad it took a bill to make this happen but I'm glad it's I think it's a good thing so the is kind of funny wife you know we're having a lot of these conversations coming weeks ago what what made us go this route I guess was it a combination of things the state was a combination of what we saw it's EOD you know I'm just wondering why the change from what we've currently been doing and there was a question asked by a board member but as far as you know the assessment testing that Zod was doing there was some mention of compass which to me is more reliable because it's associated with a CT it's the same people and now they want the Alex route which to me is not reliable it's not based in fact because it's another publishing company and it's based on this artificial intelligence thing that they're trying to sell their product but you know I'm trying to find out where lies the truth I mean how are we assessing our own kids are we little relying on data what's making us go this route because I want to understand it personally what's in the best interest of our kids a couple couple different trains coming in a station at the same time frankly let me back up a little bit our folks couldn't be happier that the compass test has gone away to be honest with ya a CT at one point stepped out and said it's actually not as good a test as we thought it's actually all cows have walked away from it and math people couldn't be happier so now how good this one is I don't know but we we know that the one that we had was no good so so at least that's a step forward the piece though that really kind of the why the compelling why here is that we have kids that we know are prepared for college and college ready things that aren't qualifying so there's two things that we wanted to kind of take take a look at one making sure that we engaged as many kids as we could in a complete four-year experience right so that was really some of the teachers kind of unbeknownst that some of this legislation was going on came to me some of those teachers from the trigonometry and the probability discussed said like what if we let me look at this one if we kind of made it a full year experience what do we integrate some algebra anyway so I said that's a great idea let's talk about that a little bit more right so so they actually kind of came to that and this came to the table and choose the math you season been kind of pushing for what can we do you know and really to kind of put some pressure on particularly college of dupage for quite a while the the other piece is that there's a gap no matter where what what school they're going through there's a gap between when the end their algebra experience with us and when they take their assessment and we want to do is narrow that time gap some right just to kind of spiral through some of those algebra concepts which no matter where you go that's gonna be part of or whatever the assessment is that's gonna be part of what your assessed on so we want to make sure that we're keeping that at the front of their brains as we're as we're moving them forward so we don't think there's gonna be a lot of reach there's a lot of kind of reteaching that must a lot of reminding a lot of refreshing a lot of kind of going deeper into some of those topics it was this kind of like you and I were talking about that integrated math more integrated math approach where it's taking all the concepts and having them every single year make sure students understand how they're tied together instead of taking your Algebra one you know geometry algebra 2 that's how we dig in late you do yeah the integrated math pathways is a is a really kind of a different approach to how you could could have attacked the Common Core State Standards as they were being adopted right so one was what they called the traditional pathway which was the Algebra one the other one was to integrate some of those topics and there were some models that were published along with that the challenge with that doing that was just the assessments were unknown at that time and and we needed to kind of move and put something into place so actually very few districts locally went to an integrated model this is this does have integration but it's not really connected to that it really is not taking some of these topics like some of the statistics topics some of the trigonometry topics and then a little more of a kind of a spiral spiraling of what those topics would be can I you know you kind of referred to how many students were from our district which I was kind of shocked by those numbers hmm so what is here out of protection if they're taking you know first of all you got to get them to take this course and then they'll place differently hopefully so do you have a prediction of what that number I mean first of all what did it start at and what are you looking to breathe through so far so so we have more students to go to college epage than any other you know university or college coming out as graduates so we about 400 students here come from India and go to Casa two-page about 40 to 45 percent depending on the year of them are placed in developmental math and and I know that's just not where they are right so so our target is first to reduce that number and and we think we can do it and better prepare them at the same time so some of it is making sure that they are just ready right not that they were never ready it's just we want to make sure they're ready then right so I I would be disingenuous to kind of give you a a guess or number I don't know right obviously we think it's gonna be better otherwise we wouldn't be here tonight and you know we are going to drive to make that number zero but you know will we ever achieved that I don't know but but just kind of right other number I would give you a be thrown at our leaderboard and personal experience of a student who scored like a 34 and is a CT and math and was you know I can't remember what entry level math they were trying to put them in and yeah that was my first experience with Co DS testing and I just felt like unless he had had a parent that was advocating and saying no you can go back and do it again because that think he's there was a gap and it was a gap you know there was just a gap they had forgotten about your mom and had a fresh hop on but what a disservice that is to the community and here we are the k12 public institution taking up the cost for our community so that our families don't have to pay for those remedial classes on top of all the other classes our students have to take in order to finish college so really applaud it but we keep taking on a lot of costs that are not supposed to be ours I would say well I think there's a couple of things working together I think our DC's have seen a need for just looking at coursework but I also think that working with Co D to try to merge that and help them see that same thing if we can help however many kids we help start and get college credit for a course that they're taking right off the bat which encourages them to continue down that pathway and keep going is worth whatever cost yeah I I do understand we rather not have to do that we try to keep things but at this point it's what's best for our kids it is absolutely thank you so is this class in lieu of that test that's the negotiation piece which all of our superintendents in DuPage County have also taken up the cause and just working on some maybe a sliding scale or some things like that but it at this time it is not in lieu of what the law says is they can't just use as a score anymore one test score because it's critical that when somebody goes to Co D you don't take a class that you have to pay for and you don't get credit and it's beyond me how somebody can have an AC T of 34 I'll go through three years of instruction in Indian Prairie district 204 and have difficulty with that test because what the college is start doing now is they're pre testing them as they come into college so they're not even taking into consideration the college college I'm sure I mean they are I mean they're looking at your HCT or SAT scores a lot of these colleges now are pre testing them like with the a line of stuff I mean so it's like where do you mean yeah where do you draw the line I mean it's the next course for your information this evening is Advanced Placement computer science principles this is designed to be the equivalent of a first semester introductory college computing course this is part of our bigger conversations about what does computer science look like for all of our students we do have one advanced placement computer science class already it's called a P computer science a if you computer science a is based in Java that is that is the foundation for that course this course is also a full year course it's really based on the logic and the reasoning and is platform agnostic as you see in supporting curriculum documents that are the the four dots it really is about sort of the logic and the reasoning even the questions that you would see on an assessment and the computational thinking practices that are up there and the big ideas up there as well on those big ideas are the same big ideas you would see in any computer science framework if this is an approved course when we come back next time we will gather the team together to start investigating what the best platform is for our kids to meet these needs we didn't want to go in and do that event in advance of in advance of your consideration that felt premature so so the what exactly the language will be is yet to be determined but the the outcomes as established by College Board and Advanced Placement are the ones you see in front of you here just two quick questions this the this new ap is this and this was a new one for the AP board okay and then or would is the head but designed for us to look at for 1819 school year beginning yes the reason we're here today is because we start working on the course catalog fairly quickly we and the final one for this evening is our American Sign Language 3 I've been here with the Board of Education a handful of times discussed the ASL program thriving in all three of our high schools and and certainly a pipeline of students that are in one and two now and looking to bring a third level to that and get it into the course book for the 1819 school anguish okay so as I said at the beginning thank you for your time those are our four courses we'll come back to you October 10th and request approval there are no more questions so is that the most advanced or are you thinking there's gonna be a sign language for Oh we'll see yeah I think it's gonna base on enrollment and quick question district policy 6 : 40 superintendent shall recommend curriculum 7 different factors there we went into the weeds a little bit that the curriculum is being recommended meets all those 7 requirements of the policy right thank you we are now moving to the agenda item of annual recruitment and hiring report we have several people who have stayed thank you so much for your patience we're public comment the public comment statement that I read for non agenda items does hold for agenda items each person will be limited to three minutes I ask Bertha Johnson to come up please thanks for sticking around yeah I'm actually a good evening I'm actually tell Rico horn Bertha couldn't be here so I took her spot but like I said my name is Erika horn and I'm new to the district I've only been here this is our third year and have three here I'm a sophomore at labahn Z middle schooler at spelling a sixth grader and then a first grader at fry so I'm just here to kind of encourage the district to continue the recruiting efforts efforts to kind of diversify the staff I remember when I was growing up in Kalamazoo Michigan I remember my first african-american teacher and she was so important in my life and she was an algebra teacher and I was not strong in math at all but she encouraged me and she poured into my life and she continued to pour in my life until I graduated from high school and then I went on to University of Michigan and so instead of my hope there's always one of us here it was just my hope that my kids will at least be able to have that same experience that I had with the teacher that shared my cultural background and cultural experience so that's one encouraged the district to kind of keep pushing thank you good evening my name is Terrell Williams and I'm the vice president of pages as well as a proud parent of a student attending of upon Z Valley High School so I'm honored to have an opportunity to speak as a representative from P 3 which is our three African American parent groups pages paths and paces who collectively support the hiring initiative by assisting the board with visibility to potential qualified african-american teachers tonight I'm excited to hear that the board is taking the initiative to address some of the hiring gaps within district 204 so thank you African American students make up nine percent of the student population within district 204 African American teachers make up three percent but to teach the population to me that signifies an alarm at the gate with the low percentage of African American teachers I believe that that correlates directly to the current achievement gap together we need to address the underrepresented proportion of African American teachers within district 204 I personally stand before you an example of having African American teachers that inspired me encouraged me to achieve in academics also in sports which in turn drove me to be a successful leader within my community my church and corporate America I believe that our african-american students need to see more african-american teachers identify with him to be role models to be a voice of support and academic encouragement so I ask that we collectively look at the current review process and look at it to be more of a stronger initiative to hire more African American teachers as we collectively answer this alarm that's weighing in at the gate thank you thank you and our last speaker is Andrea Collier good evening I am again Andrea Collier so known as AJ and I am the mother of one current student at lavon's e and two graduates call it currently in college and I'm also the current president of pages that were by Z and I want to say first of all that I do love this district I do my children have grown up in this district and they've done well in this district and we love our teachers and our staff at will bonzi but this is not about me or my children it's about our african-american students as a collective body and as you know they're not doing well and when we highlighted the alarming alarming gap back in January of 2016 we did at that time acknowledge the shared responsibility of our parents the school and the community to ensure the success of our children so together the leadership of our parent groups identified a few areas that we thought were important to focus on more importantly areas where we thought we could help and hiring of teachers that looked like us was one of those areas some quick anecdotal data when I pulled our leadership team about teachers the most that any of us have had or most of us have had only about one african-american teacher for our children for the entire tenure of their term in the district if any at all one one african-american teacher and this is a significant because in February of 2016 the administration gave a presentation to the board on the achievement gap in this district and they cite in Hanover research documented December 2011 and it specifically noted hiring african-american teachers of the of the list for closing the achievement gap and in that same presentation from the administration it noted that african-american were about 3% of the teacher population and nine percent of the student population and fast forward to today for the presentation that we were about to see today it neither listed the demographic breakdown of the 126 teachers that have been hired nor did it list the current demographic of the teacher population so the question that I have is have we moved the needle at all it does however list three slides are so detailing all the difficulties in hiring teachers and I completely get that what I'd like to offer however is that we model that which we teach our children and that is let's look for the reasons that we can and not the reasons that we can't and the number one reason that we can is us as parent there's a parent group so I just want to offer that we're serious we're focused and we're here to help looking forward to a great year thank you thank you thank you thank you Board of Education for the time this evening I am open to suggestions from the community as we look to focus on our workforce every year we talk about our annual hiring report and what happened during the hiring season this year I am going to talk a little bit more about some challenges we face in both getting you know the teacher shortages that we face as well as the lack of diversity in the teaching workforce in general and looking at retention of our staff with me this evening is Carrie berry who is our coordinator Human Resources she is a go-to person for a lot of our administrators works with them through much of the hiring process and I kind of say that she I think talks to almost every one of the first people that talks to any new hire in our district helps to organize all the new high orientations and get them through the entire process I'm so she's gonna go ahead and start our presentation with some of the facts about our hiring season thank you providing us this opportunity to share our annual hiring report with you as you know one of the most important things that our administration does is hire the right educator in their building summer months are some of the busiest for the HR department from the processing of resignations and their replacements to transfers and rehires our department works very closely with administration staff and those new hires to make sure that everyone's in place on the first day the first slide here represents the grouping of our hiring report classifications so please understand that this is a single point in time we use September 1st for our hiring report our administration makes up 2.86 percent of our staff teachers 66.8% our classified support staff includes our teaching assistants and secretaries is twenty four point eight three percent and our non-bargaining staff which includes nurses OTS and pts and then Department staff here at the district office is five point five one percent the baseline FTE for the 2017-18 school year is three thousand forty five point two while we're up a total of thirty seven point three FTE from the beginning of last year so the number that was presented to you in the 1617 annual hiring report most of that came throughout the 1617 school year and was heavily subsidized by special education grants we only increased four point one positions since the end of the 1617 school year and have remained within budget special education makes up 76 percent of the 37.3 positions our number of students with IEP s has increased by more than ten percent while our overall student enrollment has decreased so the positions that we listed here are all 7.2 new licensed positions were for special education of the 24.5 classified positions 17.5 work for special education 7.0 were for enrolment last year that was were replaced by other support positions this year 2.6 of the non-bargaining are for special education which includes nurses and OTS and the 1.0 new administrative position was for a special education as you know last year we did not enact a reduction in force we released our part-time grant funded and one-year contract positions along with any performance-based releases and we rehired 76 percent of those released our new hire class was slightly more than last year we hired 120 6.4 FTE we hired 5% more female teachers than we did last year and we're noticing a national trend and less male teachers in the profession and coming through the traditional education programs we hired almost twice as many teachers with ten plus years of experience as we did last year these features are scattered throughout the salary schedule and took positions in both hard to fill content specific areas and classrooms that needed a veteran teacher with diverse experience to both support the students and a team that they were joining once again this year 48% of our new hires were done in July in August however we hired more teachers this year so the volume was higher I know a board member a Zack had asked a question about what can we do about that percentage we were about forty eight percent last year hired in July August the year before that it was around 70 percent so we have come down quite a bit we have talked about our there's still some things we can try and hire earlier and we did have conversations in May or June to maybe try to hire some teachers that we didn't have a spot for at that time because we knew we would have a place for them in July August but we do fear being overstaffed in those positions and we do try to stick to our budget and so we do throughout the summer because of late registrations we have kids drop we have kids add we have all different needs that kind of arise we're transferring teachers unfortunately from one building to another building last minute because we had students leave this building and go to another building so it is a struggle in education right now I would stay we're also seeing a lot more late resignations people kind of leaving last-minute to other job openings in other districts and so we're gonna continue to try and get our hire done earlier I know everybody would love to have our hiring done earlier it is a challenge we face we've made some improvements there and we'll continue to talk about different ways that we can do that I think that could help us as you know one of the reasons we were looking at that in May was seeing if we could do a better job of diversifying our workforce was we had some candidates that we thought well let's hire them now even though we don't have a position but that resulted in some challenges at that time as well the hard to fill slide you can see special education positions continue to be hard to fill areas we also struggled producing a plentiful pool of candidates in some of the high school subject areas this next slide is just talking a little bit about teacher shortages the last data we have title to it is kind of a data warehouse it gathers information about students planning on being teachers in the teacher education pipeline the most recent data is from 2014-15 where you'll see that the total amount of students enrolled in any teacher education program in Illinois was thirteen thousand seven hundred and ninety seven that is at any level that could be freshmen sophomore juniors or seniors and of that group five thousand five hundred and twenty had completed you'll notice in 2010-11 there were 32,000 enrolled just over thirty two thousand and with just over ten thousand completing so you can kind of see when there were 32,000 the 10,000 that completed that meant you were down to like 22,000 for the following year and so that's when you see in 1112 of 26,000 so they either only got 14 thousand freshmen coming in or they had people drop out of the program with a larger number of freshmen coming into the program that's most recent as I said was 1415 it doesn't feel like it's gotten any better since then as the costs of tuition in Illinois have increased as state funding has kind of dig decreased for higher education where I really look for new data coming out each year to see but I'm barring that it's not getting any better the other piece of information I put on here is just Illinois in general we have about a hundred and thirty thousand teachers in Illinois that is typically in most of our public schools or charter schools account towards that number and the average annual retention is eighty five point eight percent so doing the rough math there each year Illinois needs to fill approximately eighteen thousand teaching positions so obviously you have a smaller number that is graduating from universities in Illinois to teach those positions so they're also taking obviously people who maybe weren't hired the previous year or have been away from the profession for a while and Illinois feels about well as of 2012 the most recent time I could find that data Illinois I only filled about 75% of the open positions with teachers from in-state programs at that time so Illinois is relying heavily on teachers from out of state programs as well I just wanted to some of the information provided in that report to is kind of the breakdown of that 2014-15 data so here you just see the number of students enrolled in teacher education programs by ethnicity or race there was no demographic information available about the students who completed the program as I showed you thirteen thousand seven ninety seven work in the programs and over five thousand completed there was no breakdown for that information diversity can be defined as the some of the ways that people are both alike and different the dimensions of diversity include race ethnicity gender sexual orientation language culture religion mental and physical ability class and immigration status that came from the National Education Association website for our purposes we will be focusing our next few slides on the diversity or lack thereof regarding race ethnicity in our workforce first I think it's important to know why do we feel that having a more diverse teaching workforce is critical racial diversity benefits the entire workforce and all students building relationships with someone of a different race helps and neutralize unconscious bias and helps prepare all students for the real world that they're going into studies have shown that students of color who have at least one teacher that looks like them correlates to higher academic performance lower dropout rates and lower discipline rates and so that's why we continue to try to focus on what can we do to diversify our workforce through this obviously we want to hire the best the most highly qualified candidates but we do want to increase we understand the importance of career increasing the diversity of our workforce this year ten point eight percent this is as of September first ten point eight percent of our new licensed hires were persons of color over persons of color the overall percentage of licensed staff of color maned at 10.9% 23.8% of our classified and non-bargaining hires were persons of color we are concerned about obviously the workforce the teaching workforce I'm you know keep trying to look at what changes there are out there it hasn't changed much in Illinois since 2002 and we faced you know we face many obstacles along the way I think at times we've appreciated that when we look at our comparable school districts we have one of the higher percentages of diverse staff compared to those other comparable dish are comparable districts but we're not happy with that and seeing our percentage this year I was disappointed to see that percentage you know we continue to want to increase in that area I'm going to talk a little bit about the different things that we've tried to do as well as some of the challenges that we've faced as well some of the things that we've done differently you'll see in a couple of my slides that we we changed our exit survey this year we wanted to gather some information that we thought would be a little bit more useful I'll get into that into a few slides about how that was different but we were asking for more it's an anonymous survey but we did ask for more specific demographic information so that we can look at why are people leaving and maybe there's some things we can point out specific to race or other characteristics that might help us identify why people are leaving we have a new Human Resources hiring video just trying to find candidates in general and this has been going out to universities when we go to present or to talk about this it's also on our website in case you have not seen the hiring video it's not very long you are coming to to all four be ready to be a lifelong learner be ready to build relationships and be really ready to grow with the world the discipline all right with it Indian very district tool for is a large unit district that encompasses students from the cities of Naperville in Aurora primarily but also small sections of Bolingbroke in Plainfield we serve about twenty eight thousand five hundred students across thirty three schools we have just over three thousand employees with just over two thousand of them being licensed teachers we're an incredibly diverse community so we certainly reflect the world when our students leave that they're gonna work and live and and play in and that diversity is something that we really celebrate here in the district the community in 204 is diverse we have families from all different backgrounds speak so many different languages there's so many opportunities for us to learn from one another we have students from all socio-economic background different ethnicities and they are going to get a top-notch education when they come into um one you no matter where you come from you are going to get the best education because the teachers are prepared and are always doing professional development to make sure that we know the best great teachers are lifelong learners and this is a place that I think that demands that you be a lifelong learner our expectations are that our teachers are part of very vibrant professional learning communities that they direct and that we do our best as the district to try to support them in their each one's day we have professional development and different areas from technology to behavior management to curriculum and then in the district level we have professional development through the IPS D Academy and we are able to choose areas that and do you think that we need strengthen we've done a lot of work in the area of using technology in this district to enhance teachers pedagogy and their practices we don't see technology as the solution but we see it as an accelerator of learning that teachers can use in their classroom practices that can assist our students as they go out into a world that's demanding different skills what sets tool for apart from other districts is our desire to be innovative we realize that technology is something that's constantly changing and in order for us to prepare our students to be future ready we make sure that we are in touch with what's going on and we figure out how to incorporate that into our teaching and across subject areas they really benefited from having that Chromebook in front of them I can get help them with their organization they always knew what their assignments were what their homework was each night they knew when their upcoming assessments were it also helps them understand the concepts a lot better district o4 is a great place to work for many reasons one of which we're in an incredibly supportive community that really values education and is the first to step up and say how can we help the school and you don't have that everywhere that's it's a really great position to be in when you have such great community support for education and then I think the culture and the environment here in which you know we're continually striving to be better to learn to support our teachers in their development we want to provide the absolute best possible education for our students and then that next year with that next group we want to be even better be ready to be transformed here to a four we're big about being professional building relationship with students building relationship with staff and we're really big about having lifelong learners and being ready for the future I want to thank the communication department for their work on that one of the reasons that we felt it was important to get that communication out there's people here Naperville and for whatever reason they don't think about how they burst we really are here and so it was important for us to want to share that information because we want our teaching forced to work for staff so represent the diversity so we thought it was a good message to get out to the universities in what we're looking for some other things we've done is some college and university outreach working with the vet on trying to talk with the university to ask how can we get more diverse candidates what can we do can we help each other just trying to have discussions around that some universities were receptive and and made time to that you know so we did have some meetings that's gone out and done some presentations we've attended job fairs and groups of people to do some job fairs very local and really I've been trying to beg for any student teachers they have of color saying that we would find a spot for them in our buildings and also hearing maybe what some roadblocks to those have been getting student teachers in our buildings continuing to look at research there are places that are finding some success in whether it's through grow your own programs some people are working with their communities because other communities have other struggles where they're looking where they can join with the school district to solve some of their problems and just trying to see what are other people doing to you know increase the diversity of their workforce also you know we've taken a big focus on just trying to build an inclusive culture we've mandated some questions that have to be asked during interviews about just teaching in a more diverse population and being inclusive we've made a big emphasis on building relationships and the importance of you know working with our district equity leadership team who's been surveying community members about the different things that we can do different and just trying to see you know how can water steps we can take in that area and then I guess that does go along with kind of the hiring process and just some of the expectations we have there in what we're looking for in candidates and what we're communicating communicating across all the different levels for expectations we want the best and we want to increase the diversity of our workforce we have noticed you know we have faced some challenges as I said we were gonna try to ire hire a group of students a little bit earlier in the summer and one of the places that we went to do some mock interviews with candidates at a job fair after interviewing them and feeling pretty good about many of the candidates we found out that they were Golden Apple scholars which presented an additional kind of roadblock for us Golden Apple scholars is uh it's a program to try to increase teachers out there and to increase diverse teaching workforce and then we started receiving questions from these candidates about they needed a qualification they could only teach in schools that were at least 30% more of or more of the students were on free and reduced lunch or through academic need that the schools whose state test results show that the percentage of students to approach meet or exceed state standards is less than or equal to 60 percent so we all of a sudden had this roadblock of people that we also struggled to hire where we thought we had a good pool of candidates that provided another limitation so we continued I feel bad when I talk about this because at times I feel like I'm being defensive and I'm really trying to take every step possible open to suggestions on what we can do and I look forward to some questions with that as well Doug I appreciate Doug I appreciate the conversations that that you and I've had surrounding this issue one of the things as there were a couple comments during the public comment session and there was a some information that was provided to the board in transparency we may want to consider there were some questions regarding looking at different groups and disparities sure so that may be yeah I'd be glad to share that information I know right now one of our biggest disparity areas is where around three percent of our teaching force is Asian and twenty four and a half percent of our students are Asian we're around three percent for african-american and black with just under ten percent of our students and then with our Hispanic or Latino students we're around just slightly under four percent there with over just over ten percent of our student population so we are definitely seeing areas there some things that you know one of the things that has been challenging is we have about five thousand dollars in our recruitment budget that was slashed along when most of the items in the budget were slashed and just so you know some things I will probably spend over in that area this year I've reached out to some different universities to maybe attend their job fairs one being UIC where I feel like there might be diverse candidate pull from what I've been told as well as ISU but it does take anywhere it's quite a bit of money to attend the job fairs you would think that the universities because they want their people to be hired but it just happens that way and so you know typically it's about fifteen hundred dollars to get tables or boots at some of the larger ones there was just a big diversity employment day career fair in early September and to have one booth there was $2,700 and so that is an area that's presented some challenges we've had conversations the district used to go out of state to try to recruit I don't know how much they actually saw that that worked because we do struggle with incentivizing people to cup here you might go there but then what do you have in place you know we are you know we we struggle with different ways to find compensation to do that I think we have an amazing teaching staff in here that feel you know tries to help everybody feel welcome and tries to do a lot of informal mentoring for staff and I do feel it's a great place to be so we have that but that's more of a I can tell you how great we are and and this is what we do but a lot of times when it comes to you know financially incentivizing that's an area that we struggle with certainly one suggestion for those you know across the board on our staff of color and as you're reaching out and whether people want to consider certainly having those persons be able to share experiences why they love our district so much and the students that they're working with and that type of thing so if those opportunities arise that may be a suggestion to consider as well yeah I really like that suggestion because not only do we have to hire it the first step we have to retain that and I think that's a question that people have is this a good place to be and is this a good place to be for four or five years or more make a request well we have this discussion next time because back in 2009 I remember our first presentation on retaining a more diverse workforce in district 2 o 4 2009 I remember that Kathy was on board I remember you the spear headers of that so thank you but oh well no I just remember this specifically because we're what I were involved in PDF and everything else and I remember in 2011 the Board of Education started writing district goals around our staffing and retiring or retaining a good workforce and everything else what I'd really like to see though because these numbers are great but I know since 2009 2011 our diversity has gone up I'm just wondering how our diversity and our teaching where that has has that studied has that gone up a little bit you know to say that we have 10 percent of our staff is too diverse well what does that look like I mean is that how is that comparative nationally you know as miss Collier was saying earlier you know they they surveyed their parents and it's like you know of an african-american male student has had one you know teacher of color but I saw that I read that NEA study and as like Detroit kids have one teacher of color so you know that the norm or is that the and I'm just trying to get a sense of it for myself right it's definitely a struggle the workforce diversity has not changed months since 2002 it's actually increased slightly with his stat Hispanic Latino but actually has decreased slightly with our black or african-american you know I'm a product of CPS and even there they've noticed a steady decline back in 2002 40% of their teaching workforce was black or african-american and it's down to well in 2015 it was at 23% which I heard it's about 19 percent right now so it's definitely a struggle but I think it's also struggle because you know just getting people to be teachers is a struggle I just I was trying to reach out to our high schools just to try to find out how many students are in future educators or in educators rising I think Mattia Valley the enrollment number they shared from last year was and that they had as part of their stand I believe it was 16 at what bonzi I wasn't able to get niqua Valley's numbers yet there that could that doesn't mean that's the only people that want to be teachers that they're just part of that activity or club but I'm looking at other opportunities I know dr. Li has been wanting to get more involved with the future educators and educator rising what things can we do to help push that because we have seen some school districts really try to do some things with their future educator clubs to see you know what we can do there right now I think there's a struggle with how much it costs to go to college and people not seeing that going into the teaching profession at the same time so my request is just comparative data so sort of look as a board like okay do we need to start setting goals which is a board it looks like you're really you're competing with a smaller workforce that's coming into the teaching and then you're also as part of the minority hiring your teacher you're competing with schools that can offer a benefit of paying for those tuition costs if they go to teach there so it might be time to look at our $5,000 budget for recruiting teachers since we still need to do that on that real quick what was our ballpark of what our previous numbers were before those got slashed was that was before reading for recruiting yeah 60,000 cuz that and that was slashed in 2020 back when we did my gen that would be part of the Ford and we cut of over forty million dollars yes okay I know it's easy for me to say this but I think that I agree with Kathy it's that needs I think we need to look at that as a board and establishing priorities because as someone said in the comments if we're going to really address this achievement gap we do have to look at putting people in front of them that look like that now question just for clarification when you say teachers of color does that that includes your Asian black and african-american Hispanic and American indian/alaska non boy I'm just trying to get clarification but I mean I know we're having problems getting Asian teachers also correct yeah where our Asian overall which we do pretty well compared to other school districts in that area is around three I think it was two point twenty four and a half percent of our student population though so that it's obviously very discrepant from there I think I just have an issue with when we say teachers of color and we know where the achievement gaps are I mean they're not in the Asian population so I think that that label of teachers of color is a little deceiving in a way because anyway I don't know how else to say it we're looking at at closing achievement gap the Asian population is not part of that typically I think when we say teachers of color we need to mean it we need to hire more african-american teachers and put them in front of our students I just I don't know if I don't mean to offend anybody when we say it and I say that but well that's what I'll say what I will say is that studies certainly show that the person's staff in front of students who look like them it's beneficial but it's beneficial for all students so that's that's something that's extremely important and I am with absolutely I just and I know this there's probably some terminology that we have to use that it just isn't exactly accurate in my opinion what would make it more I don't know I don't have a solution for it it just you know I I don't know I just I hear the your parents say that they need to have someone in front of them like them but yet we're saying that I mean for example you know it relates to you know 13.7 FTE we're teachers of color ok yes as defined by non-white but only five FTE or black or african-american I mean so it's not even half of their ft so I think we're just being disingenuous when we say that and I'm not looking at it as a as a fault that I don't know if I'm explaining this right I just I just I think we need to support that community better by hiring more obviously but when we define it as that it just to me it just doesn't well that's one of the reasons I think D but why you know just the the memo I think provides quite quite a bit more information than and that's a report in the report looking at and I'm probably just not making myself clear but it's just what what I I'm hearing you say I think that's where the greatest need is obviously you know that's been historically the need and then okay my last point is you know he talked about you know what the previous budget was obviously would do a lot more if we had you know more to use we talked about going to a local college or job fairs and you mentioned that you've gone to out-of-state ones but you weren't sure on that if it was productive or not have we ever attended any of like the historically black colleges that yes we have and we did not find it productive unfortunately we just couldn't get for what Doug said we just couldn't get those students to move or come back here to teach it's not that we couldn't try it again but I I know that from Nancy's group spent a lot of time doing that I figured we had at some point but I just I don't know maybe again we need to revisit that I'm open to any kind of board you know directive is or support to do something like that there's a cost that comes with that I feel bad if I misled the board in any way I know inferred is disingenuous but typically we've reported non-white when we were looking at the racial diversity of our staff you know I you know with within that yes five of the new hires where african-american black 5.7 were Hispanic Latino disingenuous was the wrong word that's probably not the word I was looking for because I am wide open of increasing our Canada pull of diverse candidates I know we struggle with for whatever area so I'm I'm fully open to suggestions I know we struggle with us every time we look at this harman report and you said that you know it's there's a cost associated with you know doing these this type of recruitment but I would argue there's a cost of not doing it because I mean I know I'm preaching to the choir I Hey yeah I'm I'm very open to increasing the cost and I too would like to increase that her bring that bunch of that but you know we need to do something and right now and I understand you're gonna have ten school districts competing for the same candidate potentially you know since the the candidates are so few and far between but we need to we need to put somebody up to bat in order to have a chance of hitting the ball you know and right now I feel like we're not if one more thing and it is I do want to say that those teachers that we have that you know again Asian black Hispanic they're doing a very good job I've seen some of them in action and I've talked to some of them and they've said you know we want to make it real for our students and I think it goes back to developing those relationships no matter what teacher you are you have to develop those relationships and I do see that happening so that is you know the people we are hiring we're hiring good people so you have about six more slides and some of those are pretty tough too so all right so next we just want to talk about resignation and turnover so for 1617 we had one hundred eighty six point nine total ft turnover the rate was 6.1 percent which was much you know that was improved we had less turnover this year most of that is made up by teaching and classified so when you look at this slide it's just of our teaching we had 59 retired and resigned was 46 this year even though the number it felt like we had a lot more people leave for other teaching positions but the actual numbers didn't indicate that but percentage-wise they did so about half of our teachers that resigned left for other teaching positions where you see last year forty percent did in 1415 less than 20 percent of the 51 they're left for other teaching positions so we are seeing a little more increase there and then you see the breakdown just for retired and resigned under our classified staff as well wanting to gather more information one of the big things that I wanted to look at was why we're staff leaving and I wanted to be able to break down the information also by certain demographics so we did do a new exit survey we had 77 responses last year we had 39 this is not an apples to apples comparison a different survey we opened the door to get more information and feedback and we did break it out by race experience level position we included a lot more open-ended questions it is still anonymous but we can kind of gauge this person who fits these characteristics this is how they might have answered a question and we had some good open-ended feedback at that same time the people that took the survey 68.4% licensed 17.1 classified 7.9% non-bargaining 6.6 administrator 39 a half were elementary 27.6 high school 25% middle school 7.9 district of those that took the survey ninety point eight percent were white three point nine percent tore my racist two point six black african-american two point six asian why did staff leave once again this is not apples to apples comparison workload conditions with the highest that mostly related to class size also other answers were not having enough planned time or team planned time second to that and they could have answered multiple items was work-related stress or burnout salary was after that at thirty one point six which was less than it had been the previous year however remember this now included a little bit different grouping of people that we allowed to take our survey because we wanted to get feedback on why people are leaving and we wanted to connect it to different groups career opportunities their advancement was similar someone asked it benefits causing people to leave that was very lonely about ten point five percent of our staff listed that as one of the reason of why they're leading was benefit so the previous year was 16.6% so that area was slightly down lack of professional development was only at 8% so those do not seem to be the areas that are causing people to even with all that information 78.9% would recommend IPS D 204 to friends or family regarding our board goal the district are trained over 97% of its teachers rated excellent of the 31 teachers rated excellent that left their district tool for teaching position 3 left 4 administrative positions 16 for other teaching positions 5 for family 5 for relocation and 2 left for other reasons that weren't specified and just service awards we like to recognize all of our teachers and their many years of service we recognized 414 individuals for service milestones we formally recognized individuals at 20 25 and 30 years of service during the district Institute day that represented a hundred and nine teachers or administrators that we recognized for twenty twenty-five or thirty years of service which represented over two thousand three hundred eighty years of teaching in district 204 with that I would be glad to answer any other questions just I just a comment we looked at talked about staff that left and almost three percent with our small number of african-american staff already in almost three percent of those that left it would be extremely interesting to ensure that that knowledge is gained if it's just for movement or if there are any systemic reasons if and I don't you know I don't know but just understanding why right so we are trying to break down that information to try that's why we changed the the exit survey this year to actually collect that information because in the past that was not being collected I believe we had eight staff of color who left the district from last year and we hired 13.7 this year I'll see that I think I had six when I looked at the breakdown six or seven who filled out the survey that's when the number is so small already there at retention rate is extremely important when we look at I think one of these things is the smaller and smaller group of people going into teaching and we've put some tougher requirements on the education programs has there been any studies or research that's looking at that particularly to drive people to they definitely found that they're feeling like the teacher test or is limiting candidates in the area they're seeing its mixed people want it to be harder to be a teacher because they feel like that that would increase quality quality but at the same time when we're struggling for candidates they're seeing that that can be a challenge as well you needed a score on this test that was equivalent to a 26 on a CT to pass the test or you could get a 22 on the a CT is what they kind of went to after the fact so they are finding that that is really limiting the candidates who are becoming teachers so maybe the other factor is the salary and that for criticizing teachers all the time and blaming them for the actors arwing autonomy there's lots of different factors they're tying it to Justin I'd like to take a moment to reflect on the policy we have 5 : 10 the district shall provide equal employment opportunity to all persons regardless of their race creed or other protected status if a person believes they did not receive equal employment opportunity who do they contact and then the mine order recruitment section of it the district will attempt to recruit and hire minority employees the implementation of this policy may include advertising openings in minority publications participating in minority job fairs and recruiting at colleges and universities with significant minority enrollments this policy however does not require or permit the district to give preferential treatment for special rights based on protected status without evidence of past discrimination I think we need to recognize what we're trying to do also has some legal guidance on how we need to do it so that we don't try to push the needle in one direction and end up inviting liability in another direction so I think it's always a good time when we have these discussions to take a look at our policy which is based on the law so we are all informed and stay out of trouble well I think we all agree we want to hire whoever we hire of the highest quality we just want to make sure that we cast that net to include as many as we can and find those quality but not trying to give preferential anything but we just want to make sure that that net is cast as what is it I think the problem I always get into this is it's always equal employment opportunities just like when we talk about students it's equal educational opportunities and then we always measure the outcome and then we try to infer from the outcome the opportunity you know because you can't measure the opportunities you know so did we did we really have equal opportunities for everybody that's that's the front of the door and I were saying well we're looking at our actual hiring we're looking at the a CTS and and saying that there's a gap so we're going from the you know the end goal and saying that the the opportunity was missed so I I always struggle with conceptually how that works well I just you just want to make sure that the opportunity is there I'm just not sure that the opportunities always says is equal just want to make sure that net is cast as why that's possible how do you measure opportunity and I just exactly it's easy to measure a CT it's easy to measure a percentage higher now we got to say how what was the opportunity equal did we did we cast it broad enough I don't know I mean we're how do you define the net right and I don't know how the net I you know that's I'm learning but I don't know how the net is cast that's all I got but the opportunity also has to be with multiple perspectives for me that's what's important if it's only one perspective or a perspective from a primarily power base which is a white Caucasian population you know you'd have to make sure that we include everybody you know we're talking about African American we have to talk about our Muslim kids we have to talk about a lot of things you know as a district and I think we do a great job with this but we have to continue to move forward is that we have to offer and that's what we're going to do with the community engagement part tool is offer multiple perspective in order that we can do the very best we can I mean what what is a board member do do the very best we can with the financial resources that we have and so for me we have to make sure that we open ourselves up for multiple perspectives I mean that's that's how I define opportunity is just let's not look at with one lens let's look at it with multiple ones going for another Street all right anything else yeah thank you so much last but not least but I do have a lighthouse is a Board of Education up today as you know I am the IPE representative there was a meeting held on September 6th at that time there's new leadership that's moving very positively they developed three goals during the course of the meeting which included fundraising under the Jo terms of fundraising sustainability and engagement so IPE efforts to increase fundraising to $1,000,000 in three years they hope to do this through increased partnerships by seeking long-term to support from organizations and families they help to scale up teacher grants also they hope to shore up their bylaws and organizational structures especially with recruitment and succession planning they hope to increase their A+ award and specific strategies are being developed for each of the goals and objectives goals were developed with the district goals in mind which was really nice during the whole course of the meeting alignment and partnership were stressed things that foundation people were saying is that we're working on the same Bowl and what I was really pleased with is that their goals are more and more aligning to district gold so you know less silos other highlights of the meeting we're in the introduction of Alan Walsh work as the Foundation's financial coordinator and she's going to help us just maintaining financial he also talked about alumni database system that will be pursued and implemented this school year IPF also voted to establish a fund to support our most at-risk kids this fund would be similar to the kids booster fund that was established in district 2 or 3 and a process for securing those funds was established some reminders is that their team ITP at breakfast is October 21st kids marathon is October 21st and the Naperville half marathon where many of our staff and parents and community members are supporting us is October 22nd another meeting that I had the opportunity to participate in is the Naperville you've tasked collaborative youth team that was held on September 13th and for those of you who weren't aware of this district 204 works with a variety of community members throughout the district some of those include kids matters little friends Linda knows 360 youth services the nape police the Naperville Fire Department the faith community liaison groups the YWCA the Boy Scouts there's a group of people who really try to work for the benefit of the kids one of the big areas that they're talking about and has been an emphasis is suicide in the community both with our youth and with other members in the community and they're really working out a lot of mental health issues in a collaborative matter to hopefully benefit the whole educational community here and I know the district does a really good not only do I participate but the district also sent several members there the system work collaboratively with these groups to really work on some of the serious mental health issues that you know are in the community so those are the two things that I had and with that motion to adjourn [Laughter] you writing a dissertation literature review cheap State University of New York at Geneseo.

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