MCHS sophomore urges board to restore final‑exam exemptions; dean backs student

Franchesca Doyle, a sophomore at Minooka Community High School, told the Board of Education that a change to the district's final‑exam exemption policy this year removed a long‑standing benefit for freshmen, sophomores and juniors and has caused distress for students who rely on exemptions.

Doyle read a prepared letter and showed the board copies of her grades and excerpts from the student handbook and other school documents. "I have always had A's and B's since seventh grade," she said, adding that she works several days a week and that losing exemptions hurt students who struggle with anxiety. "The final exemptions were very beneficial, especially for those who struggle mentally. I think it should be taken back."

Renee Ebel, identified as a dean at the district's South Campus and a parent of an MCHS student, told the board she worked with Doyle on the handbook committee and said the handbook language presented to students did not clearly match what students were being told this year. "Our handbook rule for final exams basically is the same this year as it was last year. However, what the students are being told is that only seniors can be exempt from taking finals second semester," Ebel said. She said the change affects other students in the district and encouraged board discussion.

Doyle also said she had heard, "I don't know for sure," that a staff survey led to removing exemptions; she told the board that many first‑semester exemptions were graded online and did not require extensive teacher grading. Board members thanked Doyle for speaking and invited her to participate in an upcoming strategic‑planning committee meeting.

Why it matters: The exemption rule affects students' schedules, scholarship opportunities and students who balance work and mental‑health needs. Board members did not take formal action during the public comment period; the issue was presented to the board for follow‑up.

What the transcript shows: Doyle read a letter and presented evidence (grades and handbook excerpts) during the public‑comment period. Dean Renee Ebel confirmed she participated in handbook committee meetings and described apparent differences between handbook language and what students were told.

Next steps: Board members invited Doyle to the district's strategic planning sessions; no formal vote or policy change was recorded during the meeting.