OPRF students, staff showcase SITE vocational program and student projects

Oak Park–River Forest High School students and staff presented examples of student work and described community-based vocational placements during the board meeting on April 24, 2025.

The SITE program, a transition program for students ages 18–22 focused on postsecondary goals, employment and daily living skills, was introduced by Brian Dubina, SITE vocational coordinator. "Whatever the students' goals are, the real point is being part of the community," Dubina said, describing the program's community-based worksites and the role of staff supports.

Students described their individual placements and what they learned. Val Perez said SITE students work in environmental services and food service at Rush (the hospital), gaining "teamwork, patience, endurance, communication, and problem solving," and that "11 SITE students [have been] hired at Rush because of the program." Will, a senior in SITE who will graduate in May, described work at school libraries and Forest Park Public Works, and said he hopes to continue volunteering at elementary school libraries after leaving SITE. Eddie said he has become more independent at his jobs and will attend university next year to study early childhood education.

Teachers explained how the program matches students to worksites. Meghan Kennedy, a community integrated transition education teacher, described individualized placements based on student strengths, preferences and interests. Daniel Emmons, a SITE teacher and OPRF alumnus, showed gifts the program produced for community partners and introduced students who helped present the items to the board.

Separately, freshman English students presented projects from the "My Voice Project," a unit in which students research a problem and propose solutions. Sadie Cohen argued that traditional A–F grading can discourage learning and suggested alternatives such as increased feedback and alternate grading scales. Another student presented findings on child labor in cocoa production and urged ethical purchasing and certifications such as Fair Trade or Rainforest Alliance. A third student described a perceived mismatch between freshman world history and freshman English expectations and suggested deeper learning and coordination between teachers.

Board members and administrators responded with applause and brief remarks of appreciation. The board's student delegate and other student representatives were thanked for their presentations.

The presentations were scheduled under the meeting's reports and public-facing student showcase; no board action was taken on SITE programming during the meeting.