On April 10, 2025, the Oak Park-River Forest School District 200 held a Committee of the Whole and Special Meeting, focusing on key issues surrounding student participation in extracurricular activities, particularly for those with Individualized Education Programs (IEPs). The discussions highlighted the need for a comprehensive analysis of student demographics and barriers to participation, aiming to foster inclusivity within the school community.

The meeting began with a procedural inquiry regarding the absence of a board member, which led to a broader conversation about the importance of understanding the demographics of students at the school. Board members emphasized the necessity of gathering data to identify who the students are and what trends exist in their participation in various activities. This foundational analysis is seen as a critical first step in addressing the needs of all students, particularly those with IEPs.

A significant portion of the discussion centered on transportation issues for students involved in extracurricular activities. A board member proposed sending out surveys to parents and students with IEPs to understand their participation levels and the barriers they face. The goal is to encourage greater interaction between students with intellectual disabilities and their peers in general education settings, thereby promoting a more inclusive school culture.

The board also explored the underrepresentation of students with IEPs in extracurricular activities and clubs. Members debated the scope of the survey, considering whether to include all students with IEPs or focus specifically on those with intellectual disabilities. The conversation underscored the importance of defining the target population clearly to ensure effective data collection and analysis.

As the meeting progressed, board members expressed a desire to prioritize the initiatives discussed. They recognized the need for a structured approach to gather data and assess the participation of various demographics in extracurricular activities. The administration was tasked with returning to the board with a timeline and resource requirements for implementing these initiatives.

In conclusion, the meeting highlighted a commitment to enhancing student engagement and participation in extracurricular activities, particularly for those with IEPs. The board's focus on data-driven decision-making aims to identify barriers and create actionable plans to foster inclusivity within the school community. As the administration prepares to report back on the proposed initiatives, the board remains dedicated to ensuring that all students have equal opportunities to participate in school activities.