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01. Registration/Residency

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1. Will you accept mail-in registration?

No, the district will no longer accept mail-in registration. You must attend either the registration for new families or returning families.

2. What are acceptable proofs of residency?

Click here to view acceptable proofs of residency.

3. What if I live with someone and my name is not on the mortgage or lease?

The homeowner/lease owner must be present with you in order to complete the registration process.

4. Can student be enrolled if registration is incomplete?

No

5. What documents do we need to bring from the last school attended?

1. Illinois State Transfer in Good Standing Form
2. Last Report Card showing promoted
3. Test Scores (if available)
4. IEP (if applicable)
5. Transcripts (High School only)
6. Physical with immunization records (exception: all Kindergarten, Sixth & Ninth grade students must have a new physical)

6. What are the fees for the 2010-2011 school year?

Fees are as listed below:

Fees	Single	3 or more children
K-5	$85.00	$70.00 per child
1/2 Day Kindergarten	$60.00	$45.00 per child
Sixth Grade Center	$150.00	$125.00 per child
Middle School	$150.00	$125.00 per child
High School	$300.00	$250.00 per child

7. What are acceptable forms of payment for registration fees?

Cash, check or credit card payments are accepted.

8. What does a completed registration consist of?

1. All required residency documentation - See Proof of Residency document
2. Original Birth Certificate
3. Transfer in Good Standing Form (if coming from an Illinois Public School)
4. Physical with immunization records (see physical requirements)
5. Also see information under Transfer Students

9. Will copies of the registration forms be available online?

Yes. Parents/guardians are encouraged to download the appropriate registration forms from the district website. Please print, complete the forms and bring them with you to registration.

10. Will copies of birth certificates be accepted?

a) Students entering PK - EC - K (depending on when they enter our system at which grade) must have an original birth certificate
b) Any Student that is entering our system from AN OUT OF STATE SCHOOL must have an original birth certificate
c) For enrollment for all other students that do not fall into these two categories a COPY that is sent with school transcripts will be sufficient

11. What if the name on the birth certificate is different than the name the child is known by?

Official name on file must be the name on the birth certificate.

12. How recently must the physical have been done?

Within 12 months prior to 1st day of school

13. What grades require physicals?

Children entering K, 6th or 9th grade must have a physical and documentation of current immunizations. Physicals must be on file before the first day of school.

14. Are all grade levels required to have a dental exam?

No. Only children entering Kindergarten, 2nd or 6th grade must have a dental examination per Illinois State law. All dental examinations must be on file before the first day of school.

15. Am I required to take my Kindergartener for an eye exam?

Yes. State law now requires eye exams to be administered to Kindergarten students. Students must have these eye exams before the first day of school.

16. If I’m not the parent, what do I need to prove guardianship?

Custody Affidavit or Court Papers

17. Are registration requirements different if I have a foster child?

The caseworker must be present or you will need a 906 (placement) form.

18. What kind of help is available for the homeless?

Crete-Monee School District 201-U is committed to providing support for our students and their families who are experiencing homelessness. All homeless children and youth are legally entitled to a free and equal public education. For more information, please contact Linnea Hofman, Homeless Liaison at (708) 367-8369.

19. Who qualifies as homeless?

Homeless students include, but are not limited to, children or youth who are:

• not residing in a fixed, regular, and adequate nighttime residence


• sharing the housing of other persons due to the loss of housing, economic hardship, or a similar reason


• are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accomodations


• living in emergency or transitional shelters


• staying in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings

20. What if the homeless child is an unaccompanied youth?

An unaccompanied youth, defined as a youth not in the physical custody of a parent or guardian, can be registered as homeless. For more information, please contact Linnea Hofman, Homeless Liaison at (708) 367-8369.

21. What is my child’s school’s address?

On the Crete-Monee School District web site, Click here and select the school your child will attend. All location information will display on the school’s web page.

22. Why won't Driver's Licenses be accepted as Proof of Residency?

Driver’s Licenses will no longer be accepted as Proof of Residency when registering your child for the 2010-2011 school year. According to the State Vehicle Registration Bureau, drivers in Illinois will no longer have to show additional identification to renew their Driver's License other than their current license. This can pose many problems in verifying the residency of a family.

23. What is the US mandate regarding Race & Ethnicity Reporting?

Please be advised that during registration, you will be asked to re-identify the race and ethnicity of your child(ren). In fall 2007, the U.S. Department of Education issued new guidance on the collection and reporting of race and ethnicity data for public school students and staff. The guidance implements new federal race and ethnicity categories that were developed to obtain a more accurate picture of the nation’s diversity. The new data collection process requires respondents to answer a two-part question, indicating ethnicity first and then one or more of five races. (In the past, individuals were allowed to choose only one race or ethnicity category.)

The Illinois State Board of Education (ISBE) will use the new categories starting with data to be reported for the 2010-11 school year. This requires school districts to re-identify race and ethnicity for all students—and the identification is to be done by parents or guardians. If a student’s parents or guardians decline to indicate race and/or ethnicity, observer identification by school district staff is required.

The new race and ethnicity data will be used in the same manner as previously collected data, e.g., in reporting and analyzing test results by race and ethnicity. The information will not be used to check immigration status, and the confidentiality of individual student information will be protected.

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02. Transportation

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1. Is my child eligible for bus service?

Any child who lives more than 1.5 miles from his or her school of attendance is eligible for free bus service.

2. Is there a fee for transportation services?

Service is free to those children living over 1.5 miles from their school. Parents or guardians whose students who live under 1.5 miles can chose to talk to the Transportation Liaison and arrange to pay for transportation two weeks after the start of school. (Due to rise in fuel prices, fee has yet to be determined.)

3. When will I find out the bus route and the stop?

One week before school starts you will be receiving a letter in the mail with information as to route number, bus stop, and time the bus is expected to be at your stop. A School Reach telephone message may also be sent.

4. What time does the bus pick up?

The time will be given to you in the letter that will be sent the week before school starts. Students are asked to be at their stop and be visible to the bus driver at least 10 minutes before their scheduled pick-up time. During the school year, times may vary slightly due to weather conditions and number of students riding on any given day.

5. What is the Five Mile Policy?

The Five Mile Policy is strictly for students who require transportation to daycare and attend Balmoral, Crete, Monee or Talala Elementary. The daycare facility or provider must be located along an existing route, more than one and one-half miles from school but not more than five miles from school. PLEASE NOTE: This policy only applies to Daycare Providers within the district boundaries. Excluded from this policy are our district-wide schools such as Coretta Scott King, Sixth Grade Center, Crete-Monee Middle School & Crete-Monee High School. Five Mile Policy Document [PDF]

6. Why does the district feel the need to adopt a Five Mile Policy?

Our school district covers approximately 80-square miles and due to student tardiness and the over-crowding of school busses, it was imperative to implement a solution to minimize these problems as much as possible.

7. Under the Five Mile Policy my child will not be eligible to be transported to their provider. This is very inconvenient for me. What can I do?

While we understand your concerns, we are confident this new policy will create a better program of transportation. For your convenience, we have identified daycare providers who may be able to accommodate your daycare needs. However, if you wish to keep your current daycare provider, you will be responsible for the transporting of your student.

8. Does the Crete-Monee School District provide before and afterschool transportation?

Only for approved activities

9. A family member takes care of my children when I am working. Can my children be picked up and dropped off at their home on a daily basis?

Yes. If students are to be entrusted to a family member, friend, or neighbor, they must reside along an existing route (within school boundary zones) and written consent must be received from the parent or guardian.

10. Is it possible for my child to be picked up one location in the morning and dropped off at another in the afternoon?

No. Your child must be picked up and dropped off at the same location.

11. I have been told in the past that my students would be ineligible for transportation if we live less than one and one-half miles from school, but what about daycare travel?

If the daycare provider is located along an existing route and does not live more than five miles from the school, your students will be transported.

12. Is there an available listing of before and aftercare providers?

For your convenience each school building will have a listing of providers that we currently utilize.

13. Who can I contact if I have questions or concerns?

You can contact the Crete-Monee Transportation Department Monday – Friday 8:00 a.m. - 4:30 p.m. at (708) 367-8342 or email Ms. Ingrid Stevens. Email Ingrid Stevens

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03. Special Education/Special Needs

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1. What do I need to provide District 201-U if my student currently receives special education services?

The most current IEP (Individualized Education Plan). Other documents can be obtained from the previous school district with a signed release for records form.

2. Who do I contact if my child requires special education/special needs services?

Director of Special Education: Christine Putlak 708-367-8350

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04. Coretta Scott King Magnet

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1. How many students have been accepted?

We have 406 students. We have filled two classrooms per grade level, K-7, with one 8th grade class. Our maximum class size is 25 students. We have between 22-25 students in all grade levels with the exception of 8th grade where we have 20 students.

2. Will there be a bus picked-up at the First Baptist Church?

This is a question to ask of our Bus Coordinators in August.

3. What sports will there be for 6th-8th graders?

At this time, we have not planned the sports. It will truly depend on how many students are interested. If we are not going to be offering a particular sport, we will have the 7th/8th graders go to the Middle School.

4. Who was the ultimate decision maker for producing a Magnet School in University Park?

Our Board of Education made this decision based on the No Child Left Behind legislation.

5. Will there be additional costs at registration based on being at the Magnet School?

No. You will pay the standard fees dependent upon the grade level.

6. How many students per class?

We have a maximum classroom size of 25 students.

7. How much interaction with the K-5 students have with the 7th/8th graders?

We are planning on having structured time for our older and younger students to interact. This may be as mentors or tutors or just reading buddies. The 7th/8th graders may be volunteering in classrooms as well.

8. Will lunch and recess be together no matter the grade?

No. We will be dividing our lunch periods up by grade level to some extent. Our 6th-8th graders will eat together. We will then have grades 3-5 eat together and have recess. Our K-2nd graders will eat and have recess together

9. Is there any chance of Half Day Kindergarten in the near future?

At this point we have not considered this option due to all of our elementary schools offering at least one all day program in their buildings. We also find that in order to fit in the Units of Inquiry, we do need a full day program.

10. Will the students have the same school calendar as the other schools?

Yes.

11. Is there bus service?

Illinois School Code policy is if you live more than 1.5 miles from the school, the district will provide transportation for your child(ren) at no extra cost. We have all of the magnet school students riding the bus together. The bus route information is available to all parents during registration in August.

12. What if I live less than 1.5 miles from the school?

The district will not provide transportation unless there are hazardous routes.

13. Is there before and after school care?

Yes. The University Park District will be providing these services for a cost. The times of service will be provided at a later date.

14. Are there buses to bring students from after school care home?

No. We will not have buses for this purpose. It will be the responsibility of the parent to provide transportation.

15. Is there hot lunch?

Yes. Hot lunches are available each day.

16. What is a typical day like?

This is a difficult question to answer because it would look different at each grade level. This question will be specifically answered for you in August at our Open House and Curriculum Nights in September.

17. Is there a social-emotional component of the curriculum?

The IBO offers a structure for our academic curriculum but it does not offer attitudes that we will be working on all students across all grade levels. These attitudes include respect, tolerance, integrity, independence, enthusiasm, empathy, curiosity, cooperation, confidence, commitment, appreciation, and creativity. The students are also working on their learner profile on a daily basis. We will be working together on developing students who are: risk takers, inquirers, thinkers, communicators, open-minded, principled, caring, reflective, well balanced, knowledgeable and reflective. We assess students' concept of these attitudes and their learner profile on a daily basis.

18. Is there proper security in the building?

The building is a highly secure building. The only way to get into the building is to get buzzed into the Office. We are very serious about the safety of your children!

19. Will there be resources and teachers available to work with students who may be struggling academically?

Yes. We have Learning Resources teachers to help our students in areas they are struggling in and we also have a Reading Specialist to work with our students on specific reading strategies. These teachers bring a wealth of resources with them to our school.

20. What makes this school different from the other schools in the district?

The school has a structured inquiry learning approach along with offering students Spanish.

21. Do the 8th graders participate in the Washington DC trip?

Yes. We work closely with CMMS.

22. Will children be asked to leave based on behavior?

We will abide by the same policies that all schools in the district abide by with regards to discipline. Our ultimate goal is to maximize learning time therefore we will be proactive in ensuring that this happens in every classroom.

23. What benefits does the Magnet School offer the 6th-8th grade students?

There are a few benefits and these include smaller class sizes, a smaller overall building, Spanish, and inquiry based learning.

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05. e~Funds for Schools

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1. How does e~Funds for Schools work?

This program offers various options for parents/guardians who choose to make payments on-line and is extremely user friendly. Families may set up and maintain their own log-ons, passwords, and payment preferences (i.e., credit card, checking, etc.)

2. Is my account information safe?

Yes. Your account information is retained in a password-protected file.

3. Do I have payment options?

Yes. Parents/guardians may establish a reoccurring payment or may opt to make a one-time payment.

4. Is the e~Funds website secure?

The e~Funds for Schools site is secure and uses industry standard data encryption. The district does not request or keep records of family checking or credit card account information. No payments will be allowed without your knowledge and authorization through this secure payment system.

5. What are the benefits of using e~Funds for Schools?

e~Funds for Schools will help to eliminate last minute check writing hassles, improve efficiencies, and help cut costs for both you and the school district. Online payments will help eliminate the worry that your children could lose or forget the money intended for school items or that it might be spent on other non-school related items.

6. Can I check my account information online?

Yes. Your payment history for the year is available with a click of the mouse.

7. Is e~Funds available for all schools?

Yes. The e-Funds program is available to all District 201-U schools.

8. Does the District plan to provide the service to all schools in the district?

Yes. The District will notify parents when the service will be made available to all district schools.

9. Who do I contact at the District if there are issues with my e~Funds account?

The District does not request or keep records of family checking or credit card account information. You must contact e-Funds for Schools directly to inquire about your account.

10. How do I get started?

Click here to register with e~Funds for Schools. After registering, when you are asked for your "Family Number" enter the Student’s primary 10 digit home phone number in the following format (do not enter any spaces or dashes).
Example: 7085551212

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06. F.A.Q. from the Special Board Meeting – 3/12/2008 concerning the topic of the High School Restructuring Plan

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1. Which restructuring option is the Board leaning towards?

The Board of Education will make that choice at their next special board meeting on Monday, March 31, 2008.

2. If the public charter school is the option selected, how many children can attend this school? How will they be selected? What happens with the other children?

Two years ago Hickory Elementary in University Park was restructured. The Superintendent and the Board of Education at that time chose to close the school down and re-open the school as a Magnet School. Forty percent of the students in University Park were sent to other schools, many staff members were reassigned to other schools including the administration. The Board was able to do this because there were other elementary schools that students and staff could go to. With only one high school in our district the Board could chose to close the school down and reopen it as a charter school or a magnet school but all high school age students in our district would have to attend the school, therefore there would be no selection process or children going to other schools.

3. If the high school was reopened as a charter school, what would change?

The reason why some Board’s might chose the "charter school" option is because it gives the Board of Education more latitude to operate the school without having to comply with all of the constraints of union contracts and state board of education policies. A charter allows exemptions to certain rules and regulations. The other reason why a charter school option is popular is because everyone would have to reapply for their job; therefore making staff changes easier to do. However, in our case, because we do not have more than one high school the current school laws do not allow tenured staff to lose their jobs as a result of creating a charter school. They would have to teach at the charter high school or be reassigned to schools within the district in which they are certified to teach. This would be very difficult to accomplish since most high school teachers do not have elementary school certifications.

Most Charter Schools also offer a very different curriculum when they open usually coupled with a different method of instructional delivery as the new curriculum is implemented.

4. Are we looking at school choice? Can we enter into a cooperative agreement with other district to allow our students to transfer into their districts?

Under the No Child Left Behind Law we could contact other districts and ask whether or not they would allow our students to attend their high schools. The problem with this consideration is that the petitioned high school or district does not have to comply or accept the request. We have already petitioned neighboring high schools and the answer has been no. Furthermore, no district is going to make such an agreement unless the agreement works both ways---meaning if they accept our students, we would have to accept students any students they want to send to us. The Board of Education at this time has not indicated any interest that they would be willing to enter into a two-way agreement with neighboring high schools to accept other students from other high schools.

5. What are we doing to improve the quality of teaching and increasing academic rigor? [question from the on line forum]

The performance of newly hired teachers in our district is appraised every year for four consecutive years. If teachers are not meeting the expectations of the organization they are terminated. If teachers have been teaching more than four years in our district, their performance evaluations are conducted every other year. If teachers who are tenured are not meeting the expectations of the organization, they are offered more support to address any identified needs. After a period of time, if there is no improvement, these teachers are also considered for termination or reassignment.

We are constantly examining the quality of teaching in our high school and are providing support in terms of staff development. We plan on increasing the support to enhance and improve teaching by providing more training or coaching.

We also agree that academic rigor in some courses needs to be raised and our central office curriculum department along with the high school administration will be working with core academic departments to address these issues.

6. What are you doing to improve the administration?

We have a very young administration at the high school. Only one administrator has been in their position for more than five years. We have had seven different principals in sixteen years which averages to a new principal every two years. We will continue to give our administration support and training. We will also carefully appraise the performance of our administrative staff and if changes need to take place we will make those changes.

7. Why wasn’t a more aggressive approach made when the scores began to fall instead of waiting five years?

The very first year that scores were low the superintendent at that time immediately began having conversations with the Board of Education and public about increasing the support and academic achievement of our high school. There were many public meetings to educate our public about the needs of the high school and the results of those meetings were to build new facilities and to add more programs. This has been accomplished. The administration has also been proactive in looking at model schools around the nation that have similar populations and have been academically successful. We have adopted a nationally recognized model to be the framework that will guide our work over the next three to five years. We have seen some increases as a result of our work but we know there is more work to be done.

8. What do we do to support our students?

The administration and the Board of Education realize that their work in terms of extra support for students who struggle academically is not complete. There are very few support programs at the high school to help students who are behind in reading and mathematics. The administration will be proposing to the Board of Education at the March 31, 2008 board meeting a series of recommendations that need to be put in place next year to address this need of supporting students who need additional academic support.

9. Understanding that this is the second school to be restructured in the district, what is being done to get other schools off the watch list and avoid future restructuring?

Right now we are proud to say that no other school in the district is on the academic watch list. We are striving to continually support our staff, our students, and our administration with curricular support and training in hopes to continually have our students achieve at high levels.

10. The problems in each community seem to be very different. Why don’t we simply split the district up into 3 smaller districts---Crete, Monee and University Park/Park Forest and let every community

This is an option that is talked about every once in a while within our communities when we have difficult problems to solve but it has been an option that has been soundly rejected by the Board of Education and the majority of community members. Separating the district into three or four smaller school districts is not thought of by our current Board of Education as being a viable option or one that would be in the best interest of all communities. Not only would it take massive legal fees to accomplish such a decision but those legal fees would be at the tax payers’ expense. Also many law suits would be filed against the Board of Education concerning what would be done to resolve the issue of having one Middle School and one High School if the communities all separated and had their own school districts. Each community would have a legal claim to the assets of these buildings and to try to build a high school and a middle school for each community would be a massive burden to the tax payer. The Board of Education and administration feels it is better to have all four communities work together toward real solutions that can work for all children and families rather than to divide, separate and go our separate ways which in turn would cost the taxpayer a lot of money with no promise that the services would be better and that any real solutions to closing the achievement gap would be reached as a result of such a decision.

11. Could the Board start a program for the students who are below grade level at an earlier age/grade level, such as 3rd grade? If you help the student early on, you wouldn’t have as big of a proble

We do have such programs at the elementary level and that is why we feel that our other schools have done so well academically and none of them are on the academic watch list for the state. However, we will have to continue to re-evaluate each year the needs of our schools in terms of support because as the needs within our elementary schools may change from year to year the level of support may also need to change.

12. Why is there so much fluctuation in meeting standards from year to year?

At the high school level there is only one academic snapshot taken of students by the state in their four year career. That snapshot takes place in the junior year of high school and the measure that determines the academic health of a school in the state of Illinois is the Prairie State Exam. The results of the Prairie State Exam are compared year to year to each other but they are comparing two different sets of children every time a comparison is made. The reason for the fluctuation in results is that some cohorts of students start in different academic places prior to getting to their junior year. If the classes start in different academic places, the classes usually end in different places. Another reason why our scores have fluctuated is because we have had an increase in the mobility of students entering and leaving the high school and a large turn over in staff leaving the high school within in key departments.

13. How do you compensate for low income students who seem to do so poorly?

The only way we can compensate for the students who do so poorly on the Prairie State Exam is we have to have programs in place that will address the needs of these students. Right now there are very few programs in the high school that do this. At the March 31, 2008 Board meeting there will be a series of recommendations given to the Board for their consideration that will address this concern.

14. Is there currently an ACT prep course being provided by the school district?

Right now the only ACT prep courses that are offered to students are on a voluntary basis. These classes are usually held after school for a period of weeks and one must pay a fee to enroll in such a course. Teachers do spend a lot of time in classes preparing students for the ACT and Prairie State Exam. However one of the recommendations to the Board will be to have a college preparation class taught as a mandatory elective to all juniors next year.

15. With the recent district boundary changes, the elementary level mobility rate is climbing quickly. Should we be concerned that the same situation is going to occur at our elementary schools and t

Because all of our elementary schools are making AYP we feel we have been addressing the needs of our students from the ground up. One of our problems is that a lot of our students leave the school system after the elementary grades and move to other school districts or enroll in private schools. This is all the more reason why we have to ensure that our climate, curricular programming and academic achievement is where it should be in the upper grades so that residents see the Crete-Monee School District as a viable option for their children to continue their education through high school.

16. How are the math and reading score standards set by race? We should want all of the students to be at the same high standard, don’t we?

The presentation that you saw tonight is only reporting the results of academic achievement by sub groups and their comparison with the state of Illinois which does vary from sub-group to sub-group. However we do not have different standards for different sub-groups. The standards that have been set by the No Child Left Behind (NCLB) law are the same for all groups of children regardless of race or social economic status. The standard we have to reach each year is listed on the ISBE website at http://www.isbe.net/ayp/htmls/illini_equal_steps.htm

17. Are there programs being chosen to empower the kids to motivate them to increase scores? Empowering mental, emotional, etc…letting them know that they matter? This will improve scores.

We are looking at the best programs and models across the country that has proven results with students from all backgrounds and social economic status. We have some of those programs in our high school now and we are planning on bringing more research based programs and instructional delivery models into the high school within the next year.

18. What causes all the mobility in the high school? Where do these students come from? Can they be put in a separate program to get them up to standard?

People come and go for different reasons and they come from all over the south suburban region as well as the Chicago metropolitan area. Many people come to our school district with the dream that they will get a better education here than where they came from. Many people leave the system because of situations or reasons of a personal matter. We are aware that in the last few years parents have been concerned about climate and academic issues in our high school. We feel the Board of Education has been proactive in addressing those needs with the addition of a new high school facility and the addition new programming. We still know that our work is not finished and there are still improvements that need to be made.

We have created a Transitional High School program in Monee, Illinois for students who need extra time and attention to try to improve their basic skills so that they can be ready to be successful in a traditional high school setting.

19. How do struggling students make it through grade school if they can’t read?

We work with the families of struggling readers to provide extra services at the elementary level to help students including providing summer school instruction. We also will retain students if they do not meet certain academic benchmarks. If a child is still struggling after two years, we begin to have another set of meetings with the parents to talk about other interventions and services which may include consideration for special education. Again, we want to reiterate that many of the students who may be struggling readers come to us in later grades and have not been in our elementary schools where we could have the chance to teach them reading and give them the proper support they may have needed when they were younger students.

20. Why is it that teachers cannot post the homework assignments online so that parents have the tool to collaborate with the teachers and support their child/student?

We think this is a great idea and are in the process of looking into how this can be accomplished.

21. What has the Board of Education done to prepare for growth in the district?

The Board of Education recently completed a thorough analysis and reorganization of district operations to ensure that our systems are poised for the future and prepared for growth. This five-year long process has resulted in the formation of a Strategic Plan for Improvement, a Long-range Financial Plan and a Long-range Facilities Plan. These Plans work together to streamline curriculum goals and improve test scores; project future revenue and expenditures; and finally, to evaluate current and future physical space needs. The community has supported the district’s plans for expansion with the construction of a new elementary school in Monee and a new high school in Crete.

22. What steps beyond passing a referendum is the School Board taking to reinstate Art, Music and P.E. at the middle school and high school?

In 2004, after the failed referendum, the Board of Education was forced to make spending cuts in excess of $1.4 million. The majority of these cuts were in the form of staff reductions, which resulted in the elimination of Art, Music, PE, Orchestra and Middle School electives. However, in order to reinstate these programs, the Board of Education believes that it needs to be able to provide a sustainable, long-term revenue stream to meet these priorities. The Board of Education along with the Superintendent has been looking for ways to fund these programs internally. It is important to recognize that the School District would need roughly $400,000 to reduce class sizes and restore art, music and PE, on an annual basis for each. The Board of Education has been working with LUDA (Large Unit District Association) to pressure our state legislature for a change in the funding formulas. The Board has also gone on record as supporting HB750 or a similar measure. Passage of which will provide much needed property tax relief as well as increased funding for public education. Unfortunately, we are still a long way from finding the sustained $800,000 to $1 million needed to restore all that was cut in 2004.

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07. Frequently Asked Questions about 403(b)

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1. What is a 403(b) tax deferred retirement plan?

With a 403(b), you can make regular contributions out of each paycheck towards retirement before income taxes are deducted from your pay. The money you contribute are exempt from current income taxes as long as they remain in the plan. You pay taxes on your contributions and earnings only when you withdraw the money.

2. Why is tax deferral such a good deal?

Contributions reduce the taxes taken out of each paycheck. By deferring taxes, your retirement savings can grow more quickly. Tax deferred programs such as the 403(b) is really a tax advantage.

3. What happens if I withdraw some of the money while I am still working?

Depending on your age, you will pay regular income taxes on the amount withdrawn. You will may also have a penalty of early withdrawal in addition to income taxes. There are exceptions to early withdrawals in which a penalty may not apply such as medical disability, medical bills or court orders. Talk with a financial advisor before requesting a withdrawal or transfer of funds.

4. What happens to the money in my 403(b) if I change jobs?

You can keep your money growing tax deferred by following one of several strategies:

• Leave the money in your current plan.


• Transfer the money to your new employer’s 403(b) if one is available


• Transfer the money into a separate individual retirement account (IRA).

5. How much can I contribute to the 403(b) plans?

Participants in this type plan can defer up to $11,000 annually, however, under the Economic Growth and Tax Relief Reconciliation Act of 2001, sweeping changes in the tax laws means additional referrals and greater investment opportunities. Based on your age, contributions to the 403(b) plan can gradually increase by $1,000 each year thru 2006. Check with your Financial advisor for more details.

6. How do I get started with a 403(b) Retirement Plan?

Contact a financial advisor of your choice and discuss your participation in a Tax Sheltered Annuity such as 403(b). Take with you the "Salary Reduction Agreement" form to review and complete. Upon completion of the form, forward it to the payroll department so deductions can begin.

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08. Employee VPN FAQ

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1. 1. Can I access Webmail while in a VPN session?

Yes

2. 2. Can I access email through Outlook while in a VPN session?

If you are running the VPN on a district computer that has had Outlook already configured for you then yes you can.

3. 3. Why am I getting error 619?

Error 619 is usually an issue between a wireless router and a DSL modem. Please contact your DSL provider for assistance.

4. 4. Why am I getting error 800, "Unable to establish the VPN connection"?

There are several reasons why this can occur; most commonly is a firewall issue. When searching for fixes please be very cautious before implementing any fix that could leave your home computer vulnerable.

5. 5. Access Denied error.

The Help Desk was not contacted prior to creating the VPN connection. Please contact the help desk at 367-2930 and put in a request for VPN access. Your account will be granted permission.

6. 6. Can I use the VPN on a non-district computer?

Yes you can, but first you must contact the help desk at 367-2930 and request access. Your district account will be granted access and you will be given a batch file to run on your home computer. This batch file must be run after you establish your connection the first time, it will map you S: for you to access while in the VPN session.

7. FYI: Cordless Phones & Access Points

Cordless 2.4GHZ phones can cause interference with some 802.11N Wireless Access Points.

8. FYI: Technical Responsibility

Crete-Monee School District is not responsible for home network and non-district computer configurations or problems.

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09. V-Soft Visitor Tracking System

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1. What is the V-Soft system?

V-Soft is a visitor tracking system that will enhance our school security. The system reads visitor driver’s licenses (or other government-issued photo IDs), compares information to a sex offender database, alerts campus administrators if a match is found, then (assuming no match was made) prints a visitor badge that includes a photo of the visitor.

2. How does it work?

Driver’s license information is compared to a database that consists of registered sex offenders from 49 states. If a match is found, the operator of the program (school employee) will get an alert of a possible match so that campus administrators and law enforcement personnel can take steps to keep the campus safe.

3. What schools will V-Soft be piloted in?

The V-Soft Visitor Tracking System will be piloted in (5) buildings: Balmoral Elementary, Crete-Monee Middle School, Coretta Scott King Magnet, Crete-Monee High School and the District Administration Center.

4. Why is Crete-Monee School District using this system?

Safety of students is the district’s highest priority. V-Soft will provide a consistent system to track visitors and volunteers while keeping away people who present a danger to students and staff.

5. What information is taken from driver's licenses?

V-Soft is only scanning the visitor’s name, date of birth and photo for comparison with a national database of registered sex offenders. Additional visitor data will not be gathered and no data will be shared with any outside company or organization.

6. Do registered sexual offenders have a right to enter schools?

If a sexual offender has a legitimate reason to be on campus (e.g., visiting a legal dependent), and a court order does not prevent them from visiting the child and/or the school, then yes, the law permits them to enter a school. However, such individuals will only be given limited access. Crete-Monee cannot deny access to an individual’s own child. Schools can, however, deny access to other students.

7. Should Crete-Monee School District scan every visitor into the system?

Yes. The V-Soft system is designed to track visitors. In case of an emergency, visitors can be viewed in a queue if they are still on campus. If necessary in an emergency, this will help identify who is inside the building.

8. Does Crete-Monee School District have the right to require visitors, even parents, to produce identification before entering the campus?

Yes. Schools need to know who is on the campuses and why they are there. We also need to be able to confirm that an individual has the authority to have access to the student (early pick up, for example). For full legal details, refer to Senate Bill 9.

9. What if the person refuses to show identification?

A building administrator can meet with the individual and explain the process to them.

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10. Budget Reduction Plan

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1. Why do we have a deficit?

1. The Board of Education restored programs to the high school, middle school and elementary schools from cash balances with anticipation of increase in revenue streams.


2. The state decreased funding this year to schools and anticipates less funding next year.


3. The rate of local revenue increase is decreasing.


4. The Board of Education built two new buildings without the benefit of the public passing an operating increase. The public was asked to pass an operating increase in two referendums within the last ten years and both referendums failed.

2. What is the Board of Education going to do to resolve the budget deficit problem?

1. A deficit budget was presented to the Board of Education in September with a proposal to meet revenue shortfalls by selling working cash bonds and implementing a 3 year budget reduction plan.


2. The reduction plan will require the Board of Education to make at least $3.6 million in reductions in the Education Fund for the 2010—2011 school year. The largest amount of cuts has to be in the first year of the reduction plan in order to balance the budget in the Education Fund within three years.


3. Working Cash Bonds were sold in November to create fund balances that will cover any deficits in any other operating fund so that key support services can continue.


4. A resolution to resolving the Operation and Maintenance Fund structural deficit will be discussed with the public and may have to be resolved by a future referendum.

3. How much was cut from programs or staff that did not affect children directly?

We have been reducing our budget for the past two years. In the 2008—2009 school year, all school and department budgets were reduced by 10%. This school year the district cut $1.8 million out of the budget that did not directly affect student programming. Of the $3.6 million that the Board needs to cut next year, over a million dollars are non-classroom related expenses.

4. What does RIF mean?

RIF means Reduction in Force. It is another term used for laying off certified teaching staff.

5. Does RIFFING teachers mean that they will leave the district in March?

The decision to reduce our labor force for the 2010—2011 school year will be made at the March 15, 2010 board meeting. However, all current teachers and teacher aides will work in their current positions until the end of this school year.

6. Why are you riffing all teachers from years 1—4? Why not just RIF the amount of teachers that you need to reduce?

Teachers who have four years or less of teaching experience are considered probationary employees. Since there are so many positions that will not be replaced, the Board of Education felt strongly that the contracts of all probationary teachers should be non-renewed and that careful consideration is made concerning whom fills the positions that remain.

7. How will you decide what teachers will be called back?

The details to this question have been bargained with our teachers union but we are not at liberty to make any announcement about the call back process until an agreement concerning a few more items is reached.

8. With all of the reductions, will special education services be affected?

Every child with an IEP will still receive ALL of the services that are prescribed in their IEP; therefore, no reduction in services will be made that will interrupt or reduce mandated services to any special needs child.

9. Are we losing extracurricular and sporting programs?

No sporting programs are being eliminated or reduced. A few extracurricular programs may be combined for economic efficiency. We are eliminating our K—12 band program.

10. Why are we not cutting sport programs instead of cutting educational programs and electives?

The Board of Education believes that extracurricular programming is an important element of a well-rounded school experience and broad education for students; therefore the board did not want to eliminate or reduce extracurricular programming.

11. Why was the Band Program chosen as part of your reduction recommendations?

Out of all of our extracurricular programming, the Band Program had the highest cost per student ratio of any extracurricular program in the district. Even if you consider the Band program as a curricular program, the cost per student ratio is still higher than most course offerings. At this time the Board of Education did not feel that the district could financially maintain this program.

12. What does reduction in library services actually mean?

All buildings K—8 will have their libraries open and manned by a library paraprofessional every other day instead of every day of the week. There will also be less library staff in the high school but enough for it to run efficiently and everyday of the week.

13. What does reduction in reading services actually mean?

Direct reading services to students will only be reduced in our K—5 buildings and eliminated at Coretta Scott King Magnet School. Reading services could be reduced or eliminated at our Sixth Grade Center if state funding for our Reading Block Grant does not materialize for the 2010—2011 school year. Reduced reading services means that each K—5 building will have 1.5 reading teachers in each building instead of 2 full-time reading teachers.

14. Will Coretta Scott King Magnet School lose music, art, and physical education classes?

No. The board felt in order to continue to meet requirements set forth in the original restructuring plan of Hickory Elementary, to stay aligned to Board Policy and to satisfy the requirements of a civil rights agreement with the citizens of University Park, it was in the best interest of the district to not alter the programming at Coretta Scott King Magnet School.

15. Will our schools be safe with a reduction in security personnel?

The reduction in security personnel only equates to the reduction in one person at the high school and one person at the middle school. The Board of Education feels there are enough administrators and staff in each building to continue the appropriate supervision needed to maintain the safety of our students and our buildings. We also have agreements with our local law enforcement agencies, that if their help is needed in terms of addressing any unsafe behavior, they are still available to assist in school security and safety matters.

16. Will we still have a preschool program next year?

Our preschool program is entirely funded by state grant dollars. We are not eliminating the program but reduction in staff is being made due to the fact that we do not feel that we will receive the same level of funding for the program next year.

17. Will we still have an alternative high school program next year?

A great portion of our alternative high school programming is funded by state grant dollars. We are not eliminating the program but changing the model of delivery for instructional services will be necessary. Right now we are still in the planning stages as to what the structure of the program will look like next year.

18. Will student achievement and classroom discipline be affected by raising class sizes?

The research on the affect of class size on student achievement and discipline is mixed. The research on the impact of teacher quality on student achievement and discipline is consistent and very clear. We believe even with class sizes of 30 that teachers must teach and students should be learning. We will support our teachers in making the necessary instructional adjustments so that despite a higher number of students to teach, that student learning will continue.

19. Why was Talala Elementary chosen as the location for a Kindergarten Center?

Our district has had a Kindergarten Center before and it was extremely successful. Talala Elementary has consistently had the smallest enrollment and lowest class sizes of any school in the district over the past few years. In reconstituting the school by bringing all kindergarten students to one location and spreading out the students of Talala to other schools, the district saves money in terms of the number of teachers that must be employed in order to staff classrooms around the district. Talala was the only school that this concept of reconstitution and absorption, as explained, was feasibly and economically possible.

20. When will Talala Elementary parents know where their children will attend school?

New boundaries will be determined in March. The Board of Education will form a committee in March that will include community members, parents and staff to help study and research this issue. The board will require a recommendation from this committee, of where current Talala students will go for the 2010—2011 school year, to be given to the Board of Education at the April 19, 2010 Board meeting. Talala parents will then be notified concerning registration procedures and dates as well as what schools students will be assigned to in May of 2010.

21. How will bus transportation be affected by all of the changes in programming and the creation of a new Kindergarten Center?

We have already begun the preliminary work and research on bus transportation routing and any possible changes for next year. At this time we do not have routing changes completed based on the new information that we have; however, we hope to give parents specific information concerning transportation before the school year ends in June.

22. Why didn’t the Board of Education consider running a referendum first before cutting programs?

The board had considered running a referendum; however, the current economic recession was not anticipated by the Board of Education. In speaking with local leaders in the community, there was very little support for a referendum at a time when many people are out of work and in jeopardy of losing their homes. Working Cash Bonds were sold instead of running a referendum as a temporary solution to help assist in the overall budget reduction plan. A referendum might be considered in the future.

23. Will we have to make any more cuts next year?

1. The 2010—2011 budget is based on the assumption of making at least $3.6 million in expenditure reductions and keeping non-union salary cost increases low for the next 3 years.


2. The 2010—2011 budget is also based on the assumptions of having no additional revenue increases from the State of Illinois and a modest increase in local revenue of 2.7%.


3. As long as the state does not reduce revenue to schools next year, our local revenue increases by 2.7% and we make a permanent reduction of at least $3.6 million in Educational Fund expenditures, we should not have to make any additional reductions in programs or services next year.

24. The letter to parents stated that the board agreed to reduce the budget by at least $3.6 million. On the website, reductions total over $3.6 million. Why are we cutting more than what was stated?

The letter states that the Board of Education agreed to reduce the budget by at least $3.6 million dollars. The $3.6 million dollars is the least amount that would be cut. The Board of Education is reserving the right to make additional reductions because the funding of certain state programs such as the preschool program and the alternative high school program are extremely unsure for next year. We want to have enough money in our budget to partially fund these programs if state funding is reduced. Every word that we have heard from the Illinois State Board of Education, as well as our local state representatives is that the funding for state services for next school year is extremely unstable. It is important that we not only balance our budget but that we have money to fund these important programs.

25. What is a Tax Anticipation Warrant?

A Tax Anticipated Warrant is a short-term note sometimes issued by states, municipalities, and school districts to finance current operations, with repayment from anticipated tax receipts. These notes are issued at a discount, have maturities of a year or less, and mature either at a specific future date or when property and other taxes are collected. Tax anticipation notes hold first claim on tax receipts when collected. We are issuing the note in March with a due date to pay the note in full in June of 2010. Tax anticipation warrants must be paid back with interest. The state’s lapse in paying back the district costs us money when we have to borrow to meet operation obligations.

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11. H1N1 Flu

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1. What is H1N1 (swine) flu?

Novel H1N1 (referred to as “swine flu” ) is a new influenza virus causing illness in people. This virus was first detected in people in the United States in April 2009. This virus is spreading from person-to-person worldwide, probably in much the same way that regular seasonal influenza viruses spread. On June 11, 2009, the World Health Organization (WHO) signaled that a pandemic of novel H1N1 flu was underway.

2. What are the signs and symptoms of H1N1 (swine) flu in people?

The symptoms of H1N1 (swine) flu in people are similar to the symptoms of regular human flu and include fever, cough, sore throat, body aches, headache, chills and fatigue. Some people have reported diarrhea and vomiting associated with H1N1 (swine) flu. In the past, severe illness (pneumonia and respiratory failure) and deaths have been reported with H1N1 (swine) flu infection in people. Like seasonal flu, H1N1 (swine) flu may cause a worsening of underlying chronic medical conditions.

In children emergency warning signs that need urgent medical attention include:

• Fast breathing or trouble breathing


• Bluish or gray skin color


• Not drinking enough fluids


• Severe or persistent vomiting


• Not waking up or not interacting


• Being so irritable that the child does not want to be held


• Flu-like symptoms improve but then return with fever and worse cough

In adults, emergency warning signs that need urgent medical attention include:

• Difficulty breathing or shortness of breath


• Pain or pressure in the chest or abdomen


• Sudden dizziness


• Confusion


• Severe or persistent vomiting


• Flu-like symptoms improve but then return with fever and worse cough

3. Are there medicines to treat H1N1 (swine) flu?

Yes, the CDC recommends the use of oseltamivir (brand name Tamiflu ®) or zanamivir (brand name Relenza ®) for the treatment and/or prevention of infection with these H1N1 (swine) influenza viruses.

Antiviral drugs are prescription medicines (pills, liquid or an inhaler) that fight against the flu by keeping flu viruses from reproducing in your body. If you get sick, antiviral drugs can make your illness milder and make you feel better faster. They may also prevent serious flu complications. For treatment, antiviral drugs work best if started soon after getting sick (within 2 days of symptoms).

4. Are there some people who should not receive the H1N1 vaccine?

People who have a severe (life-threatening) allergy to chicken eggs or to any other substance in the vaccine should not be vaccinated.

5. Will the seasonal flu vaccine also protect against the novel H1N1 flu?

No, because the FDA indicates that, although the currently licensed seasonal flu vaccines contain an H1N1 subtype, their subtype differs from the 2009 H1N1 flu virus, which is a new virus strain that has never before circulated among humans. The 2009 H1N1 flu virus is not the same as previous or current human seasonal influenza viruses and seasonal influenza vaccine does not provide protection against the 2009 H1N1 influenza virus.

6. How is the U.S. government responding to the spread of the new H1N1 flu?

We are taking the flu very seriously and are actively engaged in combating the spread of H1N1. We are developing a national action plan that builds on the efforts and lessons learned from this spring’s initial outbreak to prepare for the possibility of a serious fall flu season. The flu is a serious illness and the novel H1N1 virus is a serious flu virus. We know that it spreads among people easily and is affecting younger people disproportionately. We also know that a number of people, many with underlying conditions, have died from this virus.

We are closely monitoring the spread of the disease across this country and watching what is happening in the Southern Hemisphere where the flu season has already begun. Our concern is what will happen this fall when we head into flu season in this country and we are monitoring the novel H1N1 virus to see how it evolves and whether it is expected to produce more severe disease. So far the disease has been moderate but Americans have died and many have fallen ill.

As we prepare for the fall flu season, we will be working closely with our partners in the medical community to develop, test, produce, distribute, and administer an H1N1 flu vaccine and to distribute and dispense antiviral medications for those who may require treatment for the H1N1 virus.

We have been working with partners in the pharmaceutical industry continually since the virus first emerged to develop a vaccine and are making good progress. We have placed initial orders with vaccine manufacturers and clinical trials of the new vaccines will begin later this summer.
Working with Congress, governors, mayors, state and local health departments, the medical community and our private sector partners, the administration has been actively preparing for all possible H1N1 virus outbreak scenarios that may develop over the next few months and will prepare action plans based on the best scientific information available to help our nation respond aggressively to H1N1.

7. Why should we be concerned about the spread of flu in schools?

Students can get sick with flu and schools may act as a point of spread, where students can easily spread flu to other students and their families. So far, with 2009 H1N1 flu, the largest number of cases has been in people between the ages of 5 and 24-years-old.

8. Which students and staff are at higher risk for complications from flu?

Anyone can get the flu (even healthy people), and serious problems from the flu can happen at any age. However, children under the age of 5 years, pregnant women, people of any age with chronic medical conditions (such as pulmonary disease, including asthma,
diabetes, neuromuscular disorders or heart disease), and people age 65 years and older are more likely to get complications from the flu.

9. What can families, students, and staff do to keep from getting sick and spreading the flu?

Families, students, and school staff can keep from getting sick with flu in three ways:

• Practicing good hand hygiene. Students and staff members should wash their hands often with soap and water, especially after coughing or sneezing. Alcohol-based
  hand cleaners are also effective.


• Practicing respiratory etiquette. The main way that the flu spreads is from person to person in the droplets produced by coughs and sneezes, so it’s important to cover your mouth and nose with a tissue when you cough or sneeze. If you don’t have a
  tissue, cough or sneeze into your elbow or shoulder, not into your hands.


• Staying home if you’re sick. Keeping sick students at home means that they keep their viruses to themselves rather than sharing them with others.

Students, staff, and their families must take personal responsibility for helping to slow the spread of the virus by practicing these steps to keep from getting sick with flu and protecting others from getting the flu.

10. What is the best way to practice good hand hygiene?

• Washing your hands with soap and water for at least 20 seconds (the time it takes to sing “Happy Birthday” twice) is the best way to keep your hands from spreading
  the virus.


• Alcohol-based hand cleaners containing at least 60% alcohol are also effective.


• If soap and water are not available and alcohol-based products are not allowed in the school, other hand sanitizers that do not contain alcohol may be useful for
  cleaning hands. However, they may not be as effective as alcohol-based sanitizers.

11. Can the virus live on surfaces, such as computer keyboards?

Yes, flu viruses may be spread when a person touches droplets left by coughs and sneezes on hard surfaces (such as desks or door knobs) or objects (such as keyboards or pens) and then touches his or her mouth or nose. However, it is not necessary
to disinfect these surfaces beyond routine cleaning.

12. How do I recognize a fever or signs of a fever?

A fever is a temperature taken with a thermometer that is equal to or greater than 100 degrees Fahrenheit (38 degrees Celsius). If you are not able to measure a temperature,
the sick person might have a fever if he or she

• feels warm


• has a flushed appearance


• is sweating or shivering.

13. How long should a sick student or staff member be kept home?

In the current flu conditions, students and staff with symptoms of flu should stay home for at least 24 hours after they no longer have fever or do not feel feverish, without using fever-reducing drugs. If the flu conditions become more severe, CDC recommends that a sick person stay home for seven days. A person who is still sick after seven days should stay home until 24 hours after the symptoms have gone away. In addition, this longer period should be used in healthcare settings and in any place where a high number of high-risk people may be exposed, such as childcare facilities for children less than five years of age.

Sick people should stay at home, except to go to the doctor’s office, and should avoid contact with others. Keeping people with a fever at home may reduce the number of people who get infected. Because high temperatures are linked with higher amounts of virus, people with a fever may be more contagious.

14. Should family members of sick students stay home too?

Not unless the flu conditions are determined to be more severe. If flu conditions are more severe, school-aged children should also stay home for 5 days from the time someone in their home became sick. It is possible that family members could already be sick with flu and not be showing symptoms yet. The 5-day period provides enough time to know if anyone else is sick with flu. Parents should continue to monitor their health and the health of the sick child, as well as the health of their other children.

15. What can a parent do to prepare for flu during the 2009-2010 school year?

• Plan for child care at home if your child gets sick or their school is dismissed (for a minimum of 5 school days).


• Plan to monitor the health of the sick child and any other children by checking forfever and other symptoms of flu.


• Update emergency contact lists.
  ff Identify a separate room in the house for care of sick family members. Consider designating a single person as the main caregiver for anyone who gets sick.


• Pull together games, books, DVDs and other items to keep your family entertained while at home.


• Talk to your school about their flu pandemic or emergency plan.


• Get your family vaccinated for seasonal flu and 2009 H1N1 flu when vaccines are available.

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12. Homeless Services

Show All Answers

1. Who is homeless?

Anyone who, due to lack of housing, lives:
-in a shelter
-in a motel
-in a vehicle
-in a campground
-on the street
-with relatives or friends due to loss of housing, economic hardship, or a similar reason

2. Where can homeless children and youth attend school?

Homeless children and youth can choose to attend either of the following:

-The school of origin: the school that the child or youth attended when permanently housed or the school in which the child or youth was last enrolled
-The local attendance area school: any public school that non-homeless students who live in the attendance area in which the child or youth is actually living are eligible to attend

3. Can students experiencing homelessness be denied enrollment for lacking paperwork that is normally required for enrollment?

No. Under the McKinney-Vento Homeless Act, children and youth experiencing homelessness have the right to immediate enrollment, even if lacking paperwork normally required for enrollment such as:

-Birth Certificate
-Immunization or other health/medical records
-previous academic records
-proof of residence
-proof of guardianship

For additional information on homeless education, visit the National Center for Homeless Education website at http://serve.org/nche.

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13. Vendor FAQs

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1. What is a bid specification?

A bid specification is a formal statement of the Board’s needs. It will describe in great detail what goods and/or services are required, and will explain the procedures that must be followed to respond to a specification of RFP/RTQ (Request for Proposal/Request for Qualifications).

2. How can I find out about upcoming projects? Which ones should I bid on?

Look in the SouthtownSTAR legal advertisements; check the online bid opening list and/or pick up the bid opening list at CM201U, 1500 Sangamon Street, in Crete, Illinois. If you see a project that corresponds to the commodities or services you can provide, come to our office and pick up the specifications. In certain cases, specifications will be available for download from our website.

3. How do I bid on a CM201U contract?

After you have identified the solicitation you would like to bid on and have picked it up from CM201U office, the next step is to complete your price quotation and provide all information requested in the bid/proposal documents. All information provided must be typed or written in ink. Be sure that your bid/proposal is correct and that I is signed and notarized in the appropriate places (e.g. corporation, partnership, sole proprietorship). You must also be sure that all other signatures have been sworn to where required.

4. What if I have a question while I am filling out my specification documents?

The name and telephone number of the contact administrator is indicated in each solicitation. He or she may be contacted for assistance. In some cases, there will be a pre-submittal conference. This will be indicated on the solicitation cover sheet. You are strongly encouraged to attend and ask questions at the pre-submittal conference. All answers will be provided in writing to everyone on the bid-pick up list, even if they do not attend the pre-submittal conference.

5. Does a supplier need to be pre-qualified to bid?

Some construction projects are limited to pre-qualified firms.

6. Pre-qualification of suppliers – how is it done, and how often?

Contact the specific department that corresponds with the product or services that you provide to be put on their list of vendors. For some bids, a vendor must become a pre-qualified supplier; in these cases, a vendor must respond to a Request for Qualifications (RFQ) process. These are open from time to time at the expiration of pre-qualified contracts. Watch for (RFQs) on the Bid Opportunities page.