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we have a very low class size policy in both amherst and pelham in the elementary schools and the majority of our classes are have under 20 students especially at the primary grade levels so we won't know exactly what that looks like until we have all of your information but that's in general are i think our class size guidelines from the school committee at elementary level are something like 17 to 21 or 17 to 22 but we tend to be on the low end of that particularly as it relates to kindergarten if people another second um to see if there's anything else that uh comes in um so i think the last thing um i might want to say before we transition is just that this isn't the last time to talk to anyone on this call so if you think of a question later or you think of another question all of us are our emails are very accessible and if you think of you know reaching out to the principal it's okay to reach out to them before your child's a student there that's really normal sometimes prospective families feel like oh i'm not really a student i'm not really a family yet and you're on this call we consider you part of our family so please do reach out as questions come up as you're thinking about the year as you're talking to your child and your child's opinions are going to change probably many times between now and when the school year starts um so you know please uh please do access us whether it's in the family center or uh any of the rest of us in the call i think mr shea had a hand up do you want to share one other thing um so so mike on that note um historically in the past um we've certainly uh encouraged and supported parents to come to the building and actually have given a number of tours to people prior to school starting it's difficult in this pandemic time to do that obviously and that's not something that we could do right now but i was wondering about those videos that we made sometime in the either the fall and the winter mike and and we made some nice little videos of um of all of the schools perhaps three four minute videos where you can actually get a tour and i don't know how that could be accessible or where you find that no it doesn't replace coming into the building to walk around but being lower you get a chance to at least take a look see what it was like yeah so last year because of the pandemic we made virtual tours and that's pretty neat because they are narrated by the folks on this call uh and they are interactive so it's not just two-dimensional images but actually you can kind of see around that so we that's a great point and that's uh we can definitely get that link up uh maybe sasha who's in the green room here i would be able to get that link in the chat thank you derek i think with that we'll transition um so um we'll just hold on to katie and diane but everyone else is welcome to depart but really appreciate all the other principles directors being on the call and they will see you soon okay so if you are not interested in kaminantes which is our dual language program you also can enjoy the rest of your evening and don't feel like you need to stay on but we're excited about coming on days i think the three of us on this call have been been in this for and i was looking at when we visited other programs it's it's it's it's been a while you know and what's nice is the program's maturing we have kindergarten first grade and now we're uh up to you know our first group being in second grade next year which is really exciting but i'll turn it over to katie and diane uh to um describe a bit about the program and how the process works we didn't rehearse it so you could you gonna jump in katie or shall i yeah all right go ahead all right um i was just asking i think that i can share here um let me just see if i can i have a few slides um just to talk a little bit about the main ideas katie would it be easier because i have multiple screens would it easier if i shared the screen my screen that one thanks so much so uh um as dr morris said we're really thrilled to be going into the third year of our caminantes dual language program um it's been a wild ride and so much fun and so exciting to see our students learning bilingually so it's been really fantastic um and so in a moment you'll see dr mars will pull up some slides but we really think of the foundation of the program as these three goals the bilingualism and biliteracy the grade level academic achievement and the cross-cultural competence so we're really looking to build students that are bilingual but also aware of culture um and how that you know how they can really bridge across the language and culture aspects um about you know learning in spanish but learning about the spanish culture cultures right of many different places um and we're really excited that many of the folks in our community who are spanish speakers have the opportunity to have that talent shine and that background shine in this program um if you go to the next slide it gives just a little more info so we talk about the dual language model as being a program that really aims for those bilingual and biliterate goals right and it functions where students have half of their day in english with one teacher and half of the day in spanish with another teacher so they learn in both languages and throughout the course of the program they learn all subjects in both languages some subjects they learn for example science they'll have a unit in english and a unit in spanish back and forth throughout the year whereas some subjects like our math instruction tends to happen in one language or the other depending on the grade level so there's a bit of a split that way this talks a little bit about the registration and enrollment process and i can speak to that a little more at the end some of the characteristics we think of um if you're interested in your child being bilingual if you're excited about that if you're excited to take on that challenge um and and work with your child to potentially learn uh another language that you know at first will feel really challenging and then we'll grow to feel really exciting and to be a part of who they are um are you okay with stretching yourself as a parent right and supporting them in in maybe a language that you don't understand whether that's english or spanish right um so those are a couple aspects i think of miss chamberlain feel free to jump in too that this is just some kind of basic information from our brochure one of the things that's really important to instruction at all levels but especially language learning is physically being involved with it there's a lot of dancing there's a lot of singing there's a lot of asking for students to practice using their oral language and i have to say i was just observing in our first grade dual language spanish instructional room virtual room the other day and it was amazing to see children responding to their teacher in spanish kids that knew know spanish in the beginning of kindergarten and this is with almost a full year of remote instruction already able to answer her questions in spanish and the flip side of that seeing students that are native spanish speakers able to answer in the first grade classroom on the english side in english so their their rate of the language acquisition is is stunning absolutely yeah it's been really really awesome to see despite the challenge of remote learning um and absolutely that that interaction is key um always getting them talking more interacting using the language so we're always trying to get teachers and i speak for myself too as a teacher i always take talk too much myself so we're always trying to get ourselves to stop talking and get the kids talking more um so the next slide shows just a little bit of a typical day we do tend to use red to signify spanish and glue to signify english and so this kind of shows some of our routines where we have an entrance and kind of conversation time a morning circle or morning meeting there'll be some various parts of our instruction right so in kindergarten math is in spanish we have um the letter c in the picture there represents casa right so we'll have phonics in spanish we'll have content and literacy and then the circle is meant to represent centers so we have some different hands-on activities or enrichment activities that connect to different parts of the curriculum an important aspect also with this program is that we try to really embed the language learning within the content so that it's very um interdisciplinary we don't kind of say okay we're going to have a writing unit that's separate from our science unit but we're going to do those together so that they can be applying the language of that content all the time then they break usually in the middle of the day we've got a recess and lunch time and then they'll switch to the other language for the remainder of the day so you'll see specials there will happen in english and then some of the same academic routines so i can go to registration unless you have anything else okay great so our registration policy um the timeline is on the next slide and um basically we're we're starting to collect applicants for registration at this point and during that process you indicate interest in the dual language program part of that is to indicate your family language background because we are aiming to have a balance of english speakers bilingual students and spanish speakers across the program so that we really have peer models and we have students learning from each other so that information helps the enrollment team figure out which lottery group you your child would fall into so it's it's a bit of a mouthful but you can see their group one is our spanish speakers enroll uh living in the fort river zone group two is our spanish speakers in the crocker farm and wildwood zones group three is english speakers in the fort river zone and then finally english speakers in the crocker farm and wildwood zones so we fill the seats according to that breakdown and we're looking at about 20 seats for spanish speakers or bilingual families and about 20 seats for english speakers we aim to have our lottery on april 28th this year and then we would follow up with families and let you know um that you either are offered a seat at that time or you would be on the wait list and we'll have some information sessions and a little chance to discuss more ask questions before you commit to joining the program so i think that's the overview um anything else miss chamberlain or dr morris did a great job summarizing you've done this before and so uh at this point you know again if there's questions please do put them in the chat um you know it's it's usually when we do this event uh most people bring their children and it's this really dynamic event where we get to like see you and see your children and you know uh food and it's just you know games and it's really nice so this is i know a little a little awkward in terms of the world we're in but we do really want to receive feedback and questions and comments uh from anyone so if you do have any um please do uh let me ask i'll put a and you sort of address this a bit earlier katie but um if you have someone um before we get to the question if you've apparently you're thinking about this you know what um but you're a little nervous about your child you know and and their acquisition of english not they may be a native english speaker but is this going to make them slower to learn how to read and will they ever catch up you know that's one that we we get pretty consistently uh i see a question come in but before we get to that one do you mind addressing um sort of how that works and in terms of dual language programs what the research would suggest sure okay so um there's lots of research that shows that essentially students in general learn to achieve the same um levels of literacy by about third grade in both languages so we we sometimes see that because they're learning bilingually across languages that we might not reach the same levels that we would experience monolingually but that we would see those two reappear by about the middle of elementary school our experience with our our first year at least because we have better data from that group is that we didn't actually see much of a delay um honestly as much as that we had hoped and i apologize i don't like the word delay right it's really not because we're actually seeing an additive amount of growth that is equivalent or greater to the progress that we would see in a monolingual student um but sometimes that does happen because again your your brain is processing in two languages and you're using what you know from one language to help you in the other language um sometimes you learn to read more quickly in one than the other and then eventually they balance out so um both from our research base and from other programs we've spoken with but then also from our experience so far we really haven't seen any concern in that area so what we do is if we have if we have one language that's moving at a more accelerated pace than the other we look at the the growth together and make sure that each student is progressing overall between both languages for a whole year so yeah and the kids have done exceptionally well um and quickly answering the second question um there is busing so we've had um double busing basically is what happens where if a student is in the crocker farm zone they would take their typical bus with their neighborhood folks and get off at crocker farm and then get on a different bus and come over to fort river so it is they get the magic of two buses and i did actually want to say research tells us to the previous question that students that learn bilingually actually can have better outcomes at the end of their high school career and going into their their college level studies thank you for taking care of both of those diane um i appreciate that give a second for more questions to come in so there's one i yeah there we go um the school library have materials in english and spanish so i'll let either of you jump in on that one i can say our librarian is super dedicated to diversifying our library thank you lanny so she's been working really hard not only to get a significant number of spanish texts in our library and as well as our online resources but more languages than spanish as well katie has been really wonderful in securing significant grant funding over the last two years and has bulked up our both classroom libraries and helped the library as well so we we definitely it's a big goal of ours but i would say we've done a pretty solid job of getting multilingual books in the hands of kids over the last few years and so the next two questions are sort of related how are the 20 seats per language divided by the four registration groups and how many students in the fourth group tend to get in the program so any answer is going to be conditional because it depends on how many students are interested how many spanish speakers how many english speakers we have and where those students live and and you know we live in a relatively small community which means year to year we could see pretty significant shifts um in all of those census data which isn't perfect would tell us that our incoming class of kindergartners tends to will will be a smaller cohort um census that is not perfect because there's a lot of transience in amherst because of the universities and some other factors um but um so it's really hard to to put real clarity on it um except to say that i think um and katie you can correct me if i'm wrong but you know we've had small but non-zero numbers of students in group four um you know who made it into the program but but if there's fewer kindergarten students next year that may increase the number but it all really depends on sort of who registers who's interested and where they live um is that do you think i'm capturing it well katie and dan i do yeah we we really try to prioritize having seats available um for a long time for spanish speaking in bilingual families so just for a number we tend to aim to fill 20 seats first from group one then group two um into the spanish speaking side and then for the english speaking side we will fill only up to 20 at the maximum until we really see the whole picture um but yeah absolutely we've had a few students join it is a lower probability but it's definitely not impossible for zone or four students to join and we have made that call in august even and said if you're still interested it's sometimes there's a little bit more of a waiting game so mm-hmm and so i'm going to jump into that question right away too so for english speaking students the entry point is kindergarten to be exposed to the level of language that they need they really do need to start with the cohort for spanish speaking students they are able to join at different stages along the way but again for english-speaking folks it's a kindergarten entry point you're muted i mike made it through this call without without uh being muted so uh didn't make didn't quite make it so have you seen a significant number of families redshirt their children due to the pandemic should lead to a larger kindergarten class size um always been a certain you know portion of families who for a whole host of reasons either stay with their preschool for an extra year because they feel connected um you know so we definitely our kindergarten numbers were down this year and i think pandemic was certainly a part of that um i haven't heard a tremendous number of those families indicate that they want to repeat kindergarten um it's much more about that there's a lot of um there's a lot of interest in returning to school now that we're full back and the school committee is committed to that for next year um so you know we'll wait and see but i i i tend to think that will have a relatively minor impact um on us um and so now that katie probably can take this one on registration question about registering for uh how does how does how does one register for uh both common antes and zones kindergarten um in case student doesn't get a spot sure yeah so as part of the registration process you're automatically um just identified for the school that you would be going to based on where you live but when you indicate interest in the dual language program then we pull you into the lottery for that as well so both are happening at once you don't have to do a separate process you should see the elements that you need to complete for the coming at this registration and lottery process as part of the regular enrollment forms great all right well we're giving it a chance for any last questions katie diane anything else you'd want to add or you'd want to share with families who are considering this or maybe on the fence about whether they um want to put in for a lottery and have their child uh attend the coming autist program just want to say a shout out to our staff who are really dedicated to this program and have built it from the ground up so i think there's a huge sense of pride and commitment to making it work for everybody so if i had a kindergartener i i'd be right there i guess one thing i i thought when you were going to ask a question earlier um dr morris i thought you were going to ask will it be hard on the kids to learn a new language and that's a challenge that we sometimes hear from families um kids are really tired right when they start kindergarten in just in english right or whatever their first language is um it is hard to learn in two languages right all of a sudden we really do throw them in and we you know obviously with love and support but we we really expect that the language stays the language of instruction in the classroom and that's how we immerse them right so in the beginning it can be challenging for students um and we see that and it's okay right so that's part of the process we've seen uh students work through that and have a fabulous experience even though those beginning days really feel hard so that's something that just to be aware of right that sometimes the kids will come home and be frustrated um but it really doesn't take long before they're coming home singing in spanish right so it's um it's a bit of a transition and it's tiring at first but we really see excellent results and i think that to tie those two comments together just i think that's so dependent on the staff that we have who make that work both the english english-speaking staff and the spanish-speaking staff who very much are cognizant of the social-emotional needs of students they understand that the cognitive load is a bit higher right if their students are in both languages and their you know just my experience watching is they've been so wonderful about supporting students and one of the things that we've seen is just the empathy that grows for for all students growing up my monolingual whatever that first language is to be in an environment and that's part of the and you know just go back to one of katie's first slides that's part of the goals of the program it's really that cross-cultural awareness and um and and we see that live and in person and when we were visiting schools i mean i can think of uh one conversation i had with another district somewhat ours and one of the things they said is you know you can you can talk all you want about you know like the things we've talked about tonight the biggest thing is you go in the cafeteria and no matter what language of instruction is the child's first by the time they're in upper grades you can hear spanglish going on all over the place with these students and they're going back and forth and that that kind of social connection piece is huge um here's another question there are other applicant components for commonantis aside from indicating interest during kindergarten registration sharing the language background and okay do you want to answer that no there's not that's it yeah um so to anticipate the upcoming changes school level administration have any impact and so you know i want to say two things about this one diane has been a huge um part of this program so uh i can't answer that question no nothing at all because diane has been on the trips gone to visit schools connected with other principals to language programs but the reason i feel confident moving forward isn't just that katie's staying here and the staff are saying here is that we're actively looking for a principal who's interested in whether they have an interest a background personally or not in dual language schools a principal who wants to dig their heel wants to dig into this excuse me wants to learn and wants to be a part of that experience and what we've found so far and looking through kind of the cover letters of the applicants is that this is a draw that we we have people who are like wow i applied to this job because i want to be the principal at a dual lane a school with a dual language program in it and so you know that's what makes me feel confident moving forward but i can't minimize the impact that diane and renee but you know that diane's had from the get-go of the program and all the i mean i just you know reminisce of all the decisions that had to get made and you know you you know you're going into it and you're doing all the things that research would say and you're also keeping your fingers crossed because we hadn't done it before here right this was the third time it's my 20th year in the district and towards the end of my 20th year it was the third time that it came around where people were saying we should do this and we finally did it and you feel great and they're like oh we're really doing this right and and so there was that feeling and diane's been a huge part of that so i really can't say enough about her leadership in this role but i do have confidence that we'll move forward in a really positive way um [Music] i think you talked about this perhaps in regard sorry i wasn't tracking these questions that well um but in terms of the groups um you know katie i don't know if you want to take this one sure so in general no so the question is about is spanish proficiency of an english-speaking student at all considered the general answer would be no but any information we we have what's called a bilingual continuum and so we do ask families to indicate um if there is some level of spanish for english speakers if there's some level of english for spanish speakers right there's a continuum um if we have a student who has a really strong bilingual background then the enrollment team may consider them differently but for the most part we're really looking for students who have a family language background that is spanish speaking versus families who are english speaking and maybe have had some exposure to spanish maybe that's in a preschool or you know some other kind of program so it's really focused on that family background and orientation but that's not to say that it's a dead fast rule there's a team that looks at all the enrollment information and tries to think carefully about that so i think we're we're just about out of time and i think we've gotten all the questions uh that people asked much like i said earlier if you have questions please keep them coming you know at this point kitty probably is the best person um to be sending them to and i think her information's on all the registration form but i'll see if i can um successfully put that in the chat so that um [Music] there you go um so if you have any other questions for us about dicomenantes or registration or any pieces katie will be a point person but we really appreciate you spending an hour with us we know it's really busy uh this time of year and we know it's really busy having a four or five-year-old in your house as we head towards bedtime hopefully what is bedtime for you i know daylight savings i got young kids and one of my kids did well with it and the other one uh still adjusting to the daylight savings um so we really appreciate that and please continue to be in touch with us thanks so much and we hope you have a great evening and we can't wait to meet your kiddos uh as we head towards spring through the registration process and screening uh and then certainly when we get to next fall so have a good night thank you thank you all good night
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everyone so hmm actually it's on [Music] okay good evening my name is donna boland and i have the privilege of being a co-advisor of nhs with mrs debra parker it is our honor to welcome you to the 2021 burlington high school national honor science society induction ceremony i am speaking on behalf of our teaching staff our administration mr stacy reed and mr dave watkins our superintendent mr craig marshall and the members of the board of education we are pleased that the nhs organization offers this occasion in order to honor these young men and women for their accomplishments as well as to honor and thank you their families for all the support that you have given them throughout the years in 1921 the national association of secondary principles officially established the national honor society according to the nhs constitution its purpose is to create enthusiasm or scholarship to stimulate a desire to render service to promote leadership and to develop character in the students of secondary schools these are the goals that members and advisors of national honor society chapters here and across the nation are still striving to pursue again welcome to this evening's program seth jarvis is the president of nhs he is currently participating in a virtual seminar with the u.s senate youth program and is unable to attend at this time he is one of two delegates chosen to represent kansas at this event if we weren't in the middle of a pandemic he would be in washington dc right now instead of participating virtually congratulations to seth and it is now my privilege to turn the ceremonies over to nhs vice president jacob dugar good evening and welcome as you just heard mrs parker say the national honor society is a national organization established to recognize outstanding high school students sponsored by the national association of secondary principles it is more than just an honor roll national honor society serves to honor those students who have demonstrated excellence in the areas of scholarship leadership service and character these characteristics have been associated with membership in the organization since its beginning in 1921.
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good evening uh let's start could you call the role mrs mydex please nancy kupka here mike davenport here shirelle fuller here dan nicholas here terry pavisic here rick pavinato here zoe boyd here sam bull here thank you we have a quorum sure i'll be not sure um joran will be joining us a little bit lately i pledge allegiance to the flag of the united states of america and to the republic for which it stands one nation under god indivisible with liberty and justice for all okay let's start with a um we need a motion to approve the minutes for the february 22nd excuse me welcome i'm sorry you what she um joanna walked in and i i just hit her up there i made it okay we need a motion for approval of the february 22 2021 business meeting and the march 1st 2021 workshop meeting minutes uh joanna and terry joanna vazquez drexler uh president i mean i thank you still i'm back there thank you aye rick pavanado aye mike davenport aye shirelle fuller aye daniel aye and nancy kafka aye the minutes are approved uh we'll move to the first reception of visitors the meeting agenda includes two opportunities for comments from the audience the first reception of visitors is intended for audience members to address the board about any agenda item on which the board will vote the second reception of visitors is intended for audience members to address the board on any topic pertaining to community high school district 99.
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unit school district 308 board of education meeting can i have a roll call please mr bauman here mrs doyle here mrs cloner here mr lightfoot present miss morgan here mrs moyer here mrs swanson here please rise for the pledge of allegiance i pledge to the flag of the united states of america and to the republic for which it stands one nation under god indivisible with liberty and justice for all before we move forward with item four i'd like to take a moment to consider that we are at march third march 15 2021 and one year and two days ago our kids left school for the last regular day and in the last year we've had thousands of deaths of people that are related to those or work for us or our parents of students in our district and i'd like at this time in honor of those individuals and their families to take a moment of silence for those that we've lost this last year thank you item four recognitions so this evening we are going to recognize our march pride employee recognition program winners this is a board of education program that acknowledges our pride recognition winners for the month of march pride stands for proudly recognizing individuals demonstrating excellence and recognizes the efforts of teachers and staff who are engaged in exceptional work across our district this year teachers and employees were nominated for this award by the schools they work in due to covid constraints winners are being chosen using our wheel of names prize wheel we would like to thank our generous program sponsors allied first bank chick-fil-a huntington learning center and culvers for their continued support of this program the following teachers were selected as our march teachers of the month maureen daler from prairie point brenda ferries from boulder hill diane johnson from long beach and julia stokel from lakewood creek the following employees were our march employees of the month noelle fahey from prairie point and asu sana mejares from plank junior high these winners did receive a certificate from the board of education a congratulatory letter from dr sparlin and a gift package from our sponsors so tonight we'll congratulate them all [Applause] item five i noticed a guest in the front row we do we have mr dan desanto who is the oswego village administrator mr desanto is here to share updates with the board in regards to the village of oswego so dan thank you for being with us tonight thank you dr sparlin president doyle members of the board of education i appreciate you giving me the time this evening as dr sparlin mentioned my name is dan desanto i'm the village administrator at the village of oswego here tonight to give you an update on what's going on in the village and i would like to walk you through that this evening the purpose of the meeting uh first is to highlight the partnership efforts between the village and the school district we're very grateful to be to be partners uh together and we'll highlight a few of those examples of that great partnership we'll talk about community comparisons with other communities in the district and how impact fees are assessed we'll discuss development fees in oswego and we'll also review some upcoming developments that you should have on your radar the village and the school district have a long history of partnership since my time here in oswego i've really enjoyed getting to know dr sparlin working closely together christy tyler has been an excellent advocate for the schools and a great partner as well ursula eric who i saw actually has helped us plan our amphitheater all the staff that i've interacted with it's been just just wonderful so i wanted to give a shout out to them because it's been been excellent and the board members as well who i've had the chance to to get to know over the years as well our staffs meet regularly we share we talk about shared services we talk about development we talk about common items of interest we actually have quarterly shared services meetings the last two years we've been doing that as recently as last week we had one some of the successes to come out of that those discussions are an intergovernmental agreement that this board and our board have passed that allow us to share resources we've allowed the school district to store salt in the village salt domes at a savings of two hundred thousand dollars for the district the school district has shared equipment with the village we don't have a scissor lift you do you have a lot of tall ceilings so it's been a great thing to be able to borrow that uh and another great example is just this weekend in this very building a wonderful mass vaccination effort took place so just great partnership and we really appreciate that i know the village president dr sparlin have a monthly meeting they talk about uh upcoming issues uh annually our tiff joint review board christie represents the the school district on that board and is able to attend those uh we have impact fee updates to the finance committee i've spoken over the years twice to the finance committee as recently as a few weeks ago it's a lot better having a microphone in this room it was really difficult for voices to carry the last meeting so this is nice i don't feel uh and also uh updates to the board of education like you're like you're receiving tonight and if this is something that the the board finds helpful happy to do this on an annual basis or whenever you'd like revenues and impact fees just some statistics i wanted to throw out for your review the numbers mostly if they're school numbers i got them from christy so i didn't i didn't make any of this up so oswego makes up about 46 of the student population at district we contribute about 47 percent of the eav to the district worth noting is last year the village added almost 20 million dollars in new construction eav into the district the majority of that 10.6 million came from commercial construction while 9 million came from residential construction over these past two years uh oswego's eav has increased by 87 million dollars or 9.4 percent far outpacing cpi inflation anything like that understanding that the district is capped on how much property tax you can assess i point that out just to show you that it's a main goal of ours to increase the tax base for which the district and all the taxing bodies are beneficiaries of i also want to point out that over these past two years 100 percent of impact fees assessed to developments generating students have been assessed and have been paid a little more on history of development impact fees back in 2001 the school district commissioned a study through northern illinois university the goal of that study was to establish fees to help fund new facilities based on the student growth coming from new development the resulting fees in my opinion are very accountable very complicated it's a thick packet and the number of fees are the dollar amount of fees are assessed based on the type of dwelling the number of bedrooms the market value of the unit there's a capital impact fee of doing this was to stimulate residential growth in the community and to financially support facilities and infrastructure that are related to that growth those fees were adopted later in that year and we're still using those fees today another type of fee but is different than impact fees are land cash donations land cash donations require developers of residential property to dedicate land for school sites or the equivalent market value of that land if the school does not need a site in that area and the idea for the for that donation is to effectively reserve land or help pay for schools or land that's previously been acquired by the district school buildings other infrastructure that goes into that oswego bases our land cash donations on a 1996 student veneration table that was prepared for the city of naperville by elders and associates a number of communities in the state of illinois and perhaps beyond use that same 1996 table and in terms of the dollar amount used for the per acre amount we have it set at 79 500 per acre and that was also adopted in 2015 as part of that overreaching study that we did back then a little small to see here but hopefully everyone's had a chance to take a look at this this is more for your information shows you what the land cash collections have been from the village to the district over the past a little over two years in total over about 418 thousand dollars in land cash collections the table below that is more of an informational item to show you on average what the impact fee is in the the darker green column there we go what the impact fee is depending on the unit type and then approximately what the land cash fee is for a total on the far right hand column impact fee collections so similar to the last slide which was land cash fee this is impact free collections you see these are substantially more in total over the past just over two years it's about 1.7 million dollars in impact fee collections and the bottom table here shows you the approved 2015 with the update from 2017 on the multi-family side how we distribute impact fees it's on a percentage basis that was factored by looking at all the capital needs from all the different taxing bodies back in 2015.
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brown johnson nolan rabe here gorman here we need a motion second to approve tonight's agenda second i'm sorry me thank you i was second first okay um brown yes johnson yes hellenberger yes nolan yes yes rabe yes gorman yes please join allegiance us the flag of the united states of america and to the republic for which it stands one nation under god indivisible with liberty and justice for all hi everybody i'd like to welcome everyone listening at home and who came out through uh some slush and ice tonight um dr stern you'd like to recognize any visitors we have um of course members of our community with us tonight welcome uh we have our ca leadership with us tonight welcome we have mr athief with us who will be a new board member starting soon welcome and um steve diversity our athletic director will give us an update on athletics so thank you for joining us tonight i'd like to be a public comment we have a few people um hello my name is i waited until after the friday email to see how this would affect my children and other remarkable learners going into this i've always known going back full time would hurt equity in education because this board has said over and over face to face with importance that importance is totally important to me it is also important to get all of them back not a selection all of them back safely for the safety of the community safety of me the safety of them safety the teachers have gotten vaccinated the community has not they're still waiting i've done this for an entire year now i've waited watched listened and voiced my concerns the questions posed and surveyed where do we want to go back fully remote or do we want to change teachers be that one the question should be in the middle of a pandemic still you told us last meeting that this system wasn't broken so why fix it eight weeks let this school year end the way it started let us influence these learners and show them the good in their community let's keep them safe in a global plan i am here against doctor's orders and my husband a three-in-one grandmother she wished nothing but seven years ago i made a cross to a little child in a box i said if you live out of the country no matter what i might be dying but she needs this education and she needs it to be equal but she needs to be right next uh here grab it okay all right my name is kira grab and i'm speaking as vice president of cea each tuesday since the start of the school dr stern and dr mangan have had town halls for the staff so they can get information they can ask questions only after ca requested a special town hall so all staff could hear the district's plan did one take place last friday otherwise staff would have found out about the new plan via email at the same time or shortly before the rest of the community did after the special elementary town hall meeting on friday staff left the meeting with many questions unanswered staff were posting questions in the chat box throughout the meeting and as the town hall took place at noon and all the kids were coming back at one and the questions still weren't answered dr stern and dr mongan were asked if they were going to take the time to answer all the valid and important questions staff had we were told that there wouldn't be time as they needed to get communications out to families and that maybe they would try at the next town hall which is tomorrow that is a day too late there are questions and concerns that need to take place now they things need to be approved and talked about before anything is approved leaving staff with more questions than answers friday left elementary staff feeling undervalued and unheard staff report repeatedly by dr mangan there would be no change in schedules the only change would be is that they'd be coming back full day if this is a true belief by dr stern and dr mangan then i don't believe that they know the dynamics of the elementary building every teacher's schedule is going to change classroom teachers and service providers will need to modify schedules to accommodate one another's schedules as well as luncheon specials it's impossible for the current elementary schedules to stay the same with students returning full day special teachers who have been teaching remotely all year will have significant change their schedules for instance pe they'll need to revamp their schedules and how they accommodate their students in a different learning environment which can change at the drop of a hat depending on whether especially since they don't have access to gyms and these will be utilized for lunch staff need adequate time to plan for these changes not only administration but more importantly you the board need to look at the eight pages of questions that came out of that town hall as well as the hundred elementary staff that took the time to put their concerns in the cea survey that we provided our members only until that is done can any kind of decision be made and any decision made should by no means be rushed thank you all right our last public comment is jennifer benson hi first off i just want to say that i do have a tremendous respect and um for the teachers and all they do and i do appreciate um all the hard work that they do i really do and i love and respect them so i just want to put that out there up front um and um and i just i believe personally that um it would be best for students to go back full time the suicide rate has has gone up dramatically i've had some parents that have actually sent me pictures of their students just on the couch and they're just they look so lethargic and um and not motivated and they're just depressed and you know and they're telling me that their kids are not they're not doing well because you know a person without a purpose is you know well we just i believe that god created us to be with people be with one another and create us to need a purpose in life and um i i believe that god also created us to need one another as people um and just to be with each other and i i know how i understand both views and i understand both sides i really do and the different perspectives um but i believe it is really hurting these kids not to be in full time and not to um to be with one another and um and i know some of the teachers and i know some of the students are just craving that and wanting to be back in and um and i know it would just be good for it's not because of what i want i believe it would be good i know it would be good for the students and such an encouragement for them to be back with one another every day and the teachers as well and there's been so many schools that have been opening up full time and there's either even some that have even been opened up since august some public schools as well as private schools and they're doing very very well with everything all the guidelines in place and so it's been proven that um you know that it can be done and um and it can be done successfully um but regarding the email on friday i do have some questions because it's just a little bit i guess a little bit confusing um it did say that currently you're planning on keeping a remote and through the end of the year and also hybrid until the end of the year unless there are there are parent volunteers and i'm i'm all for volunteering and one of my questions is for central high school it said you needed two people for the lunch hour to volunteer and i just my question is does that mean two people per day um starting april 5th or does that mean two people total that you need so that's one of my questions i wasn't sure what that meant and then another question is i'd like to suggest because i know other schools are opening and they're not requiring um parents to volunteer and i talked to lake zurich high school today and some other schools and they said that they they are not requiring that and they've never heard of such a thing honestly they said that they that's not something that they would ever require of their parents is to volunteer um in order that a school would open now again i'm fully supportive of volunteering and i would love to volunteer i've talked to other parents that want to volunteer we want to see our kids back in school and we love our kids and we want to help and i believe in pulling together as a community especially during this time and this crazy time for all of us we're all affected you know in different ways it's really hard for all of us honestly um and so i just want to be clear i do believe in supporting one another and volunteering but i don't believe that it should be a requirement to open up the school so i guess my i'm asking even if you can't find enough volunteers because some people actually you know work and i know they can't and um they can't volunteer during lunch time or they can't volunteer you know to um to drive their kids to school but a put on a mask please and then b um you're gonna have to wrap it up because oh yeah yeah sure i'm sorry yeah yeah um so i basically i'd like to ask um if it could open without being a volunteer and then uh or if you didn't have enough volunteers and then also i know there's a budget of a million dollars i wonder if you guys received that yet if and if so if that could pay for extra but buses as well as far as the volunteer you know instead of volunteering could you could the million dollar budget that was given by the government pay for more buses and also for um for people watching at lunchtime so that's all my questions one other question is i had um last year i talked about a book called plain song and i want to know okay i do want to ask about plain song if that was taken out of the curriculum uh because the inappropriate uh of it is called plain song and it's page 55 and it just talks about pale ass cheeks rising and falling so basically it's plain song by kent harris but i want to see if that was taken out of the school curriculum because i believe that's inappropriate thank you we're going to move on to action reports second to discuss and approve the consent agenda the move second revenues and expenditures are in your summary packet revenues are currently tracking at 48.51 compared to 46.89 a year ago expenditures are at 50.80 compared to 52.06 a year ago since last board meeting the districts received 113 563.63 in impact fees for 17 home starts and then transition fees came in at fourteen thousand four hundred and twenty dollars the bills payable reports for both northern cain and central are normal for the month of march and then also in your board packet you should see a um an annual approval of part of the grant process when we're filling out grants we have to have board delegate certified people to approve the grants so in your packet you'll see the list of all the different grants or the state risk assessments and things that we have to fill out and who's responsible for those reports questions for dana johnson yes kellenberger yes nolan yes panera yes rave yes brown yeah garment i need a motion that's listed approve the resolution of the dismissal of part-time teachers lisa blake taylor clark karen corbett mandolin emma tessa farwell christie gardon heckman sandra gutierrez sorry mallory kennedy joanne muller jamie netsky jordan pastorek kristen rasmussen annie roder andrews very michelle cher so for the part-time resolution if you recall every year as part of the process of the law we're required to bring all part-time employees foreign for uh non-renewal many of these individuals be re-hired back fairly quickly it's just a process we go through due to the 10-year laws and so they're just coming forward for that purpose and as we look at sectioning for next year we'll look to be bringing them back if necessary questions right yes okay um okay i got a motion for the dismissal at first i need someone to read that same thing that's what laura did i can read it i moved to approve the resolution of the dismissal of first second or third year probationary teachers catherine taylor shayna nicole lauren rickard at the end of the 2020-2021 school year second so again these are first second and third year probationary teachers who are being non-renewed which means they do not have any recall rights part of the process in education is we can do a reduction in force which allows employees to come back on a recall basis based on when they are hired by the board of education these employees are being non-renewed and so on will not be returning for next school year okay nolan yes yes yes brown yes madison yes kellenberger yes barman yes uh i'm up to approve the resolution for the dismissal of fourth year probationary teacher lee ann huntley currently for the reason listed at the end of the 2020 2021 school year welcome for the fourth year teacher uh nonprofit teacher there is a reason for cause if you look within the memo we must submit the reason for cause releasing a fourth year probationary teacher and so uh you'll see that within the board packet uh for you to see any elements in terms of why we are releasing this employee again they will not be returning for the twenty 21 22 school year right an hour yes yes brown yes johnson yes yes nolan yes gorman yes right next week motion in second to discuss and approve the adoption of the new ap stats textbook remember last month i brought for the ap stats book i think you've looked at it's been out on the shelf for 30 days so we're looking to make this purchase for our ap students in statistics any questions for me based on the number you received last month or after you've looked at it all right rabe yes bro yeah johnson yes kellenberger yes nolan yes canara yes gorman yes next week motion second to discuss and approve the annual agreement with the fox valley educational cooperative superintendent to serve on the board of directors second so um we currently have agreements we're part of the northern king county efe-110 for vocational services and then consistently i've served on the board of directors for the fox valley vocational center as we're looking to enhance those programs as well and strengthen our partnership north and south all right [Music] yes gorman yes next we need a motion second to approve a live auction for the treatment of the natural gas second the district's current national gas contract with constellations up in june so we were going to do the same services we did for the electricity we got a really good rate with our electricity renault so we're going to do the same process with the natural gas in your in your board memo you see the timeline of when the auction's going to be would be march 31st at 10 a.m last about 15 20 minutes i don't even think it lasted that long last time so as part of this approval you're approving [Music] central's administration to authorize the award of the contract directly after the live auction so we can lock in that price any questions this is the second year we did this or electricity electric okay okay pam nolan yes yes rave yes brown yes jason yes kellenberger yes gorman yes all right to discuss an approved veterinary affiliation agreement the barrington square animal hospital and the puddle this comes through almost monthly as our efe is working hard to get us business partners we have worked with barrington square before so this will just be an updated agreement the puddle is new to us as an opportunity to work with them as a business partner so we're excited for this opportunity and look forward to you approving it aqua fitness and pet rehabilitation correct seriously fantastic yeah don't tell my daughter it's awesome don't tell my daughter about it diversity is here to give us an update on athletics and activities good evening so i'm four weeks ago i stood here kicking off the winter season now i stand here with the winter season closed so it was a blur and the greatest thing is uh we survived it all so i'll start with middle school because i think uh you know they're doing some good things down there and you know first off before we get into that i still want to thank you know buildings and grounds because i can tell you cleaning in between games and and the manpower that it takes to shuffle people in and out of the gym get it disinfected so we can keep the games rolling was you know phenomenal i think we had it took us we got it down to about 12 minutes so the turnaround was really quick and efficient and then uh you know really a special thought shout out to tech and matt mccarthy especially because doing the huddle focus there was many times on the back end where he had to do things from home getting a text from me saying the cameras are flipped what can we do and he would fix it from home and you know i think we only ended up with one major headache through all the games and it just started to loop and there was nothing we could do it wasn't on us it just was a streaming thing so we ended up losing like five minutes of of course one of the big games but it is what it is we got it back up and luckily it went in double overtime so people still saw the end um but we did start with streaming the middle school games we invited the seventh and eighth grade girls to come up and play at the high school which they were all super excited but very intimidated as the coaches said just because they're like oh we hope the varsity girls aren't going to be here to watch us and all that but uh you know surprisingly i go back and see how many people viewed it they averaged between 200 and 350 viewers for a seventh and eighth grade game which is pretty awesome and i think because they play early mom and dad were able to turn it on at work you know and still do their things and watch because i know that they didn't even come close to maybe 20 of the 50 50 people they could have and i think a lot of it is just their four o'clock and a five o'clock start is tough for everybody so you know that's a great thing that uh you know they're able to do that and they still have three more games to go so next week they wrap up with middle school girls basketball uh they completely finished uh successfully finished girls volleyball boys basketball cheer and football is starting now they're going to do a three-week practice session now and then they're going to take a break when wrestling and track starts because they use a lot of the same athletes and then they're going to come back when those two seasons are done and finish up their last three three and a half weeks of football going into the summer so then this way they know they could be guaranteed outside things will be a little drier a little bit you know better for those athletes there um scholastical was a was a complete success for them as well uh so moving into the high school so i stood in front of you before we had dance cheer girls basketball and boys basketball a lot has happened in that short six week season four weeks of competition you know dance finished second place in the fox valley conference which is huge because usually it's huntley jacobs and you know we we finished second jacobs finish first and then uh qualified for state again i believe it's their fifth year in a row and so they finished fifth place which every year they keep getting higher and higher and you know that's you know a great feat considering we go from one a to two eight next year so they're moving up a rung which makes things a little bit tougher but within the conference you know our coach feels confident because we're still scoring higher than the other 2a school so it's it's a good thing there uh cheer they finished seventh overall cheer was an interesting one because a lot of things we do well they took out no stunting you know that's one of our strong suits you know the the tumbling piece and some of the other things that's not where we score most of our points so that's where where we kind of finished where we thought but they still qualified for state finished 17th out of 25 that qualified so that's still out of all the high schools it's still pretty good so we're not complaining there moving into our two uh record-setting programs and both coaches are very disappointed we don't have a state run but it is what it is uh the girls basketball team finished uh 12-0 in the fox valley conference um with a point differential of plus 138 so some games were closer but they never finished that close uh the only two losses they had were carmel to carmel catholic and bartlett and they were the fox valley conference champs they won the tournament last week and you know it was probably one of the best girls games i saw the score at the end of the first quarter five to two because it was the best defense around it was fast paced it was like wow you know very nerve-wracking because you know you want your team to be on the other side and our big players stepped up towards the end and it came uh came out in our in our favor so then we turned around saturday morning came back for boyce conference championship game and and uh we beat kerry grove you know 52 to like 29 you know it was not super close at all but our boys is a very electric group there's four juniors and one sophomore that started and they're really fun very athletic they finished their overall season 16-1 so basically in the last four weeks we've had 32 basketball games and so and and i say that and i kind of chuckle we've had zero incidents you know and and that's a great feat because practicing every day we know when these kids leave they do the kid things and we stayed safe so that's a tribute to our kids and our coaches and you know being very diligent with with everything and we're hoping to carry that into you know our next season which is volleyball boys soccer and football and i know football's been the biggest question mark like what are we going to do and and dr stern and dr mangano with all the mass regulations it was two you know football just started and 48 hours after now the mass regulations change and so it was that quick okay we're gonna we're ordering these masks for the helmets which in turn it helped us because we had a lot of football community that were worried about wearing a mask on their face under the helmet and the breathing and now the max masks are attached to the face mask so now you have about two and a half inches and so then from there you know we provided them the gators for the sideline so that way when the helmets come off the gators around their neck they just pull them up because those of you that know football you have no pockets so where would you keep a mask on the sideline so you know we're providing our athletes what they need to be successful and so and we open up football this saturday and uh as a conference we decided the first week the entire conference is going to play at huntley because they have the turf and luckily with what we just got now we wouldn't be ready for friday so you know we're playing there 11 30 and 2 o'clock on saturday so we're back to back which is great uh once once we get the spectator information i'm going to share all that how they know everybody's on pins and needles but i'll get into that in a few minutes but it's a mathematical equation that for some reason you just can't get it to add to enough so boys soccer opened up last week against carrie grove they tied uh our coach was ecstatic because we we have a lot of state perennials in boys soccer he calls him up he goes steve we scored more points this year we did last year already because they get points for ties wins and losses so i said hey starting on a positive note so it's it's a lot of good things and that's what we keep stressing is do the positives volleyball opens up tomorrow and we're excited i know the girls got in the main gym today set up the new volleyball nets and it took them half the time they're like wow this is great because with the new floor we had to get a new system and so they're excited to open up this week so now as far as spectators with all the mitigations that have come out and have changed not not too much has changed inside we're still with that 50.
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membership in this organization not only honors students for their many accomplishments it challenges them to develop through active involvement in school and community projects national honor society at bhs has been documented since 1982. to begin tonight's ceremony i would like to recognize our current members due to the pandemic and the need to social distance the current members are not present tonight but we welcome you via the live stream for seniors we have treven myers our stuco rep sam griffin our treasurer taben allen gracie becker aiden caldwell nick davies emily furman sierra haddock chrissy hall gloriana hammy alicia hernandez carson hess john howard riley huber alison schneider braden lawyer libby stedel drew thorpe and micah watkins for juniors we have paige acres harley alford ty anderson cooper carlson paige dietrich kaden stevley derek jesse mckenna klubeck max kuhlman sage coleman miranda meats catherine rohrer josie stedel madeleine turner jamie wagner carly whitworth and emma young each year a select group of students are invited to join nhs much of the selection is based on whole person values the following traits are linked directly to the eternal life of knowledge exemplified by the lit white candle surrounding the life of knowledge are four qualities held in high esteem by the national honor society the other officers will review these qualities for the candidates scholarship means a commitment to learning a student is willing to spend hours in reading and study knowing the lasting benefits of a cultivated mind we should continue to learn even when formal education has ended knowledge is the one great element in life which leads to the highest success and it can be acquired in only one way through diligence and effort learning furnishes the lamp by which we read the past and the light which illuminates the future candidates have the charge to continually expand their world through the opportunities inherent in scholarship service service can be described in various ways in the routine of the day's work many opportunities arise to help others willingness to work for the benefit of those in need without monetary compensation or without recognition is the quality that we seek in our membership we are committed to the idea of volunteering our time and our abilities to the creation of a better tomorrow leadership leadership should exert a wholesome influence on the school in taking the initiative in class and school activities the real leader strives to train and aid others to attain the same objective the price of leadership is sacrifice the willingness to yield one's personal interest for the interests of others a leader has self-confidence and will go forward with others when others hesitate no matter what power and resources may exist in a country they are in effect without the guidance of a wise leader leadership is always needed thus to lead is a substantial charge to each of our members and the candidates uh character character is the force within each individual which distinguishes that person from others it affords to each one individually it is that without respect oneself nor hope to attain the respect of others it is this force of character which guides one through life and when once developed grows steadily character is achieved and not received it is the product of constant action daily striving to make the right choice the problem of character is the problem of self self control we must be in reality what we wish to appear to others by demonstrating such qualities as reliability honesty sincerity and sincerity i hope to prove by example that we value character we will now induct our new members please hold your applause until all are recognized casey blaine elliott burns abby crutchfield michelle's involved faber kylie dark madison hall rachel hernandez maggie jarvis thank you gabrielle lyons eric pavone bryce bridgette samuel smith tucker williams wyatt wilson and harley young our newest members will now join me in reciting the pledge i pledge myself to uphold the high purposes of the national honor society to which i have been selected and will maintain and encourage please join me in welcoming our new [Applause] inductees [Applause] let me take your seats now it is now my pleasure to introduce the principal of burlington high school mr stacy reed [Applause] thank you sir once again congratulations to this year's new members i challenge each of you to become active participants of this society congratulations as well to the other members of nhs for all of your hard work and success congratulations and thanks also go out to the parents and families of all the members without your constant exonerations and encouragement these students would not have achieved this milestone it has long been a tradition at bhs to have a faculty member address the students at nhs the introductory ceremony this year our members have invited mr bart coolman to be our speaker please join me in welcoming mr kuhlman to the podium to share some thoughts with us okay i'll do a speech just to get this mask off something good uh can you hear me i you never know how close you got to get to this thing before uh as you give a speech okay and before mr uh miss bolin and mr reed can go quick your speech is too long i do want to say one thing i've given several of these i tend to get a little misty-eyed once in a while because i believe in this stuff so much but uh i've also found that if i tell the crowd that then usually i don't get misty-eyed and things go okay so i'm gonna try that trick tonight anyway thank you miss boland mr reed miss parker nhs president seth jarvis hello and members and new inductees of nhs candidates and members of nhs you are here today because people in your life believe you possess and have demonstrated on numerous times these four critical skills slash talent slash characteristics that are needed in nhs those are of course emphasized by these candles here character scholarship leadership and service i'm not going to focus so much on these four pillars i'd like to to work on two other elements that i feel are incredibly important to develop and take with you on your journey through life one element of course uh happens to be i recently a long time ago inducted into my own hall of fame words and that word is grit researchers professors company owners people who people who depend on other people to come in and do a job right and we'll tell you it's not about looks it's not about iq it's not about social intelligence it's not about health and fitness that generally makes the best employee and student it is the people that have the stuff called grit to me grit is like an oath to yourself that becomes more important uh that becomes most important thing in your life grit will form your mindset your work ethic your values grit is the will to find a way [Music] grit gives you a chance when there is seemingly no chance grit develops your inner strength and it drives you when you need to go out and fight the good fight greatest courage resilience passion perseverance and another one of my favorite words tenacity you take those five words and you've got grit you've got a powerful concoction of willpower perpetual energy belief in oneself and a whole lot of i'm never going to give up you got grit you got something oftentimes it's easier to spot grit in the sporting world as athletes constantly push the limits of their cardiovascular system their body parts and their mental toughness they do things like run 10ks and half marathons and full marathons as fast as they can but it is also the wrestler who scraps at the end of a match and gets an escape or a pin to win it's that pulling garden football that has to take on that linebacker at full speed uh it's the volleyballer that dies to prevent a kill it's the basketball player that takes the charge it's the diving catches in baseball and softball and it's the sprinter the person that sprints to fit to the finish when they've got nothing left in track and cross country they all show grit young people but grit is also that kid who did it didn't have supper last night and no breakfast this morning and still made it to class to make something of themselves that's grit sorry it is the parent that is up all night working with a sick child and still shows up to work the next day to work a shift to get a paycheck it is the healthcare person staring down at a deadly disease to help someone try to survive it's the police person the military person the first responder person the firefighter person that protects us all at their expense day and night night and day that is grit grid is the person that sees defeat at the door and says not today i like to say when everyone else seems to have an advantage on you if you have grid you actually have the superpower of all us ordinary people when it's time to go to work when it's time to get after it it is great time excuse me in my oh there we go my this is my art uh jason okay uh by the way when it's time to go to work when it's time to get after it it is grit time and that is the other word that i want to refer to tonight take a look at grit and time and see how it bonds how it welds the i t from grit the t i from time isn't that cool it's time to separate them a little bit though and i'll tell you why when it's time to go to work when it's uh when i've already done that you need to be careful with grit sometimes grit can be mistaken for workaholic sometimes grit can be mistaken for ocd or cdo if you need the letters in line sometimes grit just eats up all the time so for a while i want you to take grit and time and split it i would argue that many people that are workaholics really are not workaholics they simply have met the love of their life and want to be surrounded by it as much as possible so remember this phrase if you love what you do you never work a day of your life think about that the grid is so demanding at times it can consume you i challenge you not to let it time is too precious it is life is too precious so candidates and members my wish for you is this have grit but find time let me ask you this when is the last time you studied and admired a waterfall the last time you watched a wild animal in its own habitat last time you took 10 minutes and watched the moon actually rise when is the last time you study the smile of a child with missing teeth or an infant look of wonderment when's the last time you visited with an elderly i'm getting choked up there because i've become an elderly person uh when's the last time you played catch with the kid rode a bike when's the when have you taken time to walk down a stream run in the rain walk the block and pick up trash with your kids when is the last time you watched a midi meteor shower how about caught a fish uh have a life talk with someone you love when is when's the last time you immersed yourself and watched a powerful thunderstorm come in when have you camped overnight what if you saw a star first disappear in the evening sky i challenge you to do that i have yet to find anybody that's really saw a star show up think about that all these nights of your life have you really ever seen a star appear how about listen to the background music in in uh cool country rock or hip-hop songs when is the last time you waddled in the mud with a kid sled sled down a snow-covered hill how about listen to a pack of coyote towel for a while when's the last time you held an elderly person's hand happens every time when is the last time you simply dropped a tear because you found out you're surrounded by love have you noticed i have not made one mention of us using our phones to text to email to watch tip talk or snap trap or social media when uh we all know that what these things have done to our time and what we are missing was just listed for you the overall point is this young people our busy lives may help us get ahead in life but often at the cost of not living life to its fullest there is great time but there is also simple time if you can find the balance of these two you have the opportunity to move your life from ordinary to extraordinary and when you run into a fork in the road choose the one that leads to the kingdom of austin why because you have proven you have the keys that will unlock that door young people find grit be grit find time but you be the time thank you i'll go off script real quick uh i've known mr coleman for 30 35 36 years uh didn't even teach with him uh ever in my life until i became the principal here but i've known him for that long and i know the passion that he truly has for for you guys and i know the passion that our staff has for you guys and the passion you guys show for getting yourself to the point that you're at tonight and i know that you're going to move forward as uh as life progresses here and grip will take you a long way but i'm more intrigued about the word time that he gave and i hope that that goes with you tonight as you think about it there i will tell him that uh i've seen a star he and i live across the street and my wife and he get together in the middle of our street once in a while to gaze at those stars and so i know all about that and so i want you guys to know that i think that's a pretty important thing as well again thank you mr coolman wisdom i think they're very very good for this group of individuals as we proceed thank you nhs members and parents for attending this evening celebration i'm so proud of each and every one of you guys in just a moment we all need uh all the new inductees to come to the stage for a group picture so as soon as we're done i want you guys to come up here so we can take a picture ladies and gentlemen have a nice great evening and a nice drive home and drive home safely at this time it ends our nhs ceremonies thank you you
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comments are limited to three minutes to provide all visitors equal opportunity to address the board if you need more time we'll ask you to submit your thoughts in writing to the board secretary mrs nydiak visitors addressing the board need to come to the microphone and state their full name the proceedings are being taped recorded for the purpose of producing accurate meeting minutes and they are being streamed live i reserve the right to modify these protocols of circumstances warns audience observations protocols is appreciated would anybody like to address the board come on up thank you good evening my name is uh kevin custer and i'm a resident here of downers grove my son attends downers grove north i said a letter to all the board members today stating my position that the school should be back full time i would like a copy of that to be submitted into the records since i'm not going to waste my time to read it here today in doctor's response he said that we were not going back full time i'm sorry i don't know otherwise he said that we're not going back full time because we couldn't meet lunch i'm sorry you called it lunch protocols my question is if we can't reach lunch protocols and that is the only gauge to which we are not going back full time why can't modifications be made to accommodate the six foot distancing that needs to happen in order to get kids back full time it's an absolute travesty what is happening to these children the mental health and the struggles that they're having is terrible the science dictates that this is not a super spread it's the safest place for these children to be back i cannot understand for the life of me how catholic and private schools can be back in session full time since the fall and district 99 cannot do that with the resources and the talent that we have available to us the fact that that has not been accomplished and continues to this day is a travesty our children are paying for this they will continue to pay for this each one of you have a fiduciary duty to these children to look out for them for their best interests that includes mental health that includes reaching and attaining social engagement goals participating interacting it is not happening the ramifications for your decisions to continue this these children will pay for it and will continue to pay for it i'm asking each and every one of you to do everything that you can and if you're telling me that the only thing that's preventing us from going back to school full time is six feet of separation for lunch surely we have enough talent in here and enough will to solve that problem there has to be i know you're all compassionate people i know you chose to serve because you care i do not i do not dismiss that at all we are failing we are failing as a community we need to put a stop to it can you answer me why we cannot meet the six foot protocol for lunch to get these children back full time this is a reception of visitors it's not a dialogue so we don't exchange during this time this is your opportunity to share your thoughts with the board and i'm happy to respond i already responded to you once today and i appreciate that be happy to follow up via email or a meeting or a phone call i would appreciate that absolutely thank you and and this is going to be covered as well in the presentation which will be a moment of the presentation tonight is on thank you is there anyone else okay hearing none we've received online comments which have been shared with the board in advance since tonight is an action item the board has had access to all of the comments that have come in we've received 29 comments the majority of those comments have been in favor of expanding the day to more more being more similar to the schedule before covid although there's a mix in the comments of questions and those that support the current plan but you know overall uh the overall tenor of the 29 comments would be to return back to pre-kobit type schedule all of those comments uh become part of the board minutes after the meeting tonight all right okay getting into the the key topic of the night and the information that went out to families earlier today as the board knows a little over a week ago we received well less than a week ago we received the guidelines from idph a few weeks ago we received the guidelines from the cdc that impact our planning for a full in-person return so what i'll go through tonight is kind of what got us here and what our plans are for the remainder of this school year and talk about some of our opportunities and limitations moving forward so that guidance that that was released we originally heard that it might be coming in january and then february and then finally was released in march just so that the the board and the public are aware no educators were privy to this information in advance we received it in the same timeline as the public so i know a lot of people are frustrated that like we should have had a plan ready already but you know we received the guidance on the ninth at the same time as everybody else and there was drastic changes in this guidance in comparison to what we had seen before the board and the public also know that we began working based on that cdc guidance including forming a task force and and bringing people in and starting to move forward however the idph guidance supersedes the cdc guidance and the cdc indicates that in their guidance the state and local guidance supersede the cdc guidance so there's some real key changes in here uh that are quite different from the guidance that we've been looking at all year the first one is that the community transmission metrics no longer apply for decision making at the school level the community metrics still apply for decision making at the health department level so where those community metrics could factor in is if we start to experience widespread illness at school or outbreaks at school the health department would require us or ask us one way or the other to take an adaptive pause which is typically two weeks and then after those two weeks we'd work with the health department to determine if it was safe to open at that point the health department may factor in community spread at that time so the tracking of week to week metrics and those kinds of things are gone and once we're back now after spring break in whatever plan that we're in then we're back unless illness indicates that we should close for an adaptive pause in the guidance there up to this point the guidance from is v and idph was that all students should be allowed to select remote the new guidance says those with illness for themselves or a family member should be allowed to choose remote so it changes that everybody can however this the state has not provided us guidelines for the pathway of how somebody would prove that or what the the indicators of illness would be for an individual or a family member therefore at this point it's prudent to just remain open for selection as we move through the spring and then if these same guidelines exist in the fall i would expect that we'll continue to get updated updated guidance but let's just assume that nothing changes between now and the fall in the guidance we expect that this kind of clarification and process will be coming um so our recommendation is that families still allow to cheat allow the choice through the end of the school year if they're remote or not hey hank before you move on just a quick question yep on the potential for an adaptive pause with the health department is that automated if the health department says adapt to pause that we're on a depth of pause or is that something that we gather together and make the decision as a board whether or not we want to apply the adaptive pause no it it would depend okay so there's no cut and dry uh if there is a outbreak at a school the health department has the authority to require us to go on an adaptive pause however they might work with us to make that determination as well so it it's a it depends so alright so they reinforce as the cdc did universal masking must continue there's no longer the guidance about if social distancing cannot be maintained because social just physical and social distancing changes here so in the guidance we received last summer the guidance said that if physical distancing cannot be maintained a plastic barrier should be utilized however that's not listed now so the idea of a face shield when physical distancing cannot be maintained it now moves we're recommending as part of this plan the administration is recommending that face shields become an optional piece of protective equipment so you know if a student wants to wear that if a staff member wants to wear that if they'd like to wear it during passing periods or on a bus or whatever we have no problem with somebody that chooses to but we're no longer recommending that it be required social distancing in learning settings changes from six feet down to three feet except for times when fat face masks are removed for any kind of an eating situation then six feet must be maintained the capacity limits that we saw in the past there's the arbitrary 50 per space is gone now and it's now determined on the ability to maintain uh physical distancing and there's different guidelines for outdoor events versus indoor events and we're processing that and making changes where appropriate uh the bus change their limit now changes to 50.
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so every impact fee dollar that comes in 38 for example would go to district 308. community comparison i already mentioned earlier that the village makes up about of the oswego makes up 46 of the student population in 308 and i have the other communities listed here um one thing i've included the comparable community impact fee table here that christie's been able to put together from the different taxing bodies that feed into district one note i want i think is very important because of what i talked about earlier that the old fee system which i believe all the other communities are still on is dependent on bedrooms and markets and so it's you can't just say what is the impact fee for this this type of house because it depends so it's hard to compare them this chart attempts to do that as you'll see oswego's town home fees at 2800 are are significantly higher than most of the others our single family at 7 000 is higher than aurora's close to montgomery's but lower than plainfields but i want to put a footnote on here too uh in talking with the district and this is just what i understand a lot of this has to do with the transition fees that you see only plainfield charges however from my understanding in the the records over the past many years there's not been any transition fees paid by plainfield so i only point that out to say i'm not sure if they're charging them or not but if you take that out then they're about in line with the village on the single family and again not to keep reiterating but again the more expensive the property sells for in the other communities the less they actually end up paying in impact fees so it's hard to hard to compare apples to apples without more data this comparison just shows what development what have what's been happening in the development community on residential in these in these different communities and then what fees have been brought in by the different communities i wasn't able um at print time and still not to get aurora's numbers yet for how many residential dwelling units they've had the last few years uh in fairness as we go plainfield to montgomery we share this information with each other every year and i think from now on we'll start asking aurora to join that so it was easy for us for me to pull for everybody else but you'll see here in the last three years between these communities oswego does have the most dwelling units followed by plainfield and then montgomery's down a bit too when you scope come down to the next chart you'll see who's been paying impact fees to the district those past three years and so the total of two million dollars uh from oswego and you can see the other communities where they fall too another important footnote in here is that not all the home builds you see here are necessarily in 308 so because i know aurora and plainfield also feed into different districts so i don't know exactly where they're coming from lastly this is a little hard to see hopefully the copy have in front of you is a little easier to see this is something we came up with this year uh we had a really good meeting i thought with the superintendent sparlin and president doyle mr lightfoot we talked about just upcoming developments to keep you apprised of and another partnership that i didn't mention is the demographer the school district hires he meets with our staff every year and we go over something just like this where we can say you know where to cc development happening and then verify it with our planner so we can all be on the same page three developments that i would point to that were just recently approved by the village board rather than the residential side are redwood and that's 143 apartments on mill and orchard right about there aventara which is a single family development the little green spot at douglas and wolf and herdman erdmann is a senior development right next to village hall i also want to point out some of the commercial development which i know the district enjoys because it brings in a lot of ea it doesn't bring in new students and so it's very financially beneficial some of the new developments we've had just in the last two years our new strip center on orchard road you may have seen it with the girl scouts of america or one of the tenants the learning place a new daycare over in stonehill raising canes very popular to a lot of your students my understanding the old police station has now been sold to the private sector so it's back on the tax rolls hasn't gotten a tenant yet but again they're back on the private side paying taxes and then to come still is aspen dental which is under construction the old white castle popeye's chicken um another one we hear a lot of excitement about that's going to be right next to the strip center on orchard road in front of the jewel uh in the long awaited delta sonic which is a very large project that takes a very long time to build so we're we're hoping that they're open sometime this spring hopefully in may so that's uh when i talked about a lot of the you know 20 million dollars in new construction eav a lot of it came from those projects i just listed and lastly the last thing i wanted to just go through with the district is since i was at fortunate enough to speak in front of the finance committee we've heard some misconceptions out in the community that i was hoping i could correct today a few things that i picked up on or at least were told to me i wanted to clearly air on a few things recent developments in oswego have not been low-cost housing which is what a number of times i've heard if you look at the developments that have built in oswego look at the reserve at hudson crossing in downtown or the springs apartments behind walmart they have set new high bars for rental rates in oswego and i'm fairly certain in all of kendall county uh the monthly costs for those units are upwards of three thousand dollars uh it is very high quality and not low-cost living as as i've read so that's important and i'd also talk about how the fees contribute to that and this is one of my concerns about the old way where we had the higher the value the less you pay in fees we believe by having a flat fee you're making the bar high to develop an oswego and so when you're able when you want to develop an oswego you're going to have to use it's going to be more expensive construction resulting in higher cost construction resulting in higher quality building materials and higher quality construction so we think the fees actually if you removed impact fees we'd have a million permits coming into the village but then i might be concerned about the quality having the fees where they're at they were strategically set where they are to be at the very top of the market the highest amount of developers willing to pay while they can still build in town and we've seen that work and so i wanted to clarify that misconception also heard uh this one i couldn't believe but i heard that uh there's some thought that apartments do not pay property taxes that's very not true uh in fact we believe proper apartments pay higher property taxes per acre in per unit than single family even does so uh the springs for example that should come on the property tax rolls this year so in the next month or so we expect the assessor to show what they're gonna be paying in property taxes but i would be surprised if it's not over a half a million dollars a year so while the individual renter who's signing his rent check or his or her rent check it may not be signing a check to the assessor or the county believe me the owner of the property the complex is and they pay a lot especially for new construction i also want to point out that uh some of the rental properties that have been approved in some of the multi-family properties that have been approved that are owner-occupied condominium units there is a tremendous demand right now and when we're talking with developers the demand they're seeing is from young professionals without children and empty nesters without children that is that that is a key demographic that is looking to move to oswego and is a desirous of these type of units and they also demand a higher quality luxury unit as well in the the downtown property the reserve hudson crossing they had told us that they expect mostly empty nesters and they're finding that they're getting a lot of young professionals who are young singles who are looking to to live in a an environment that they believe is changing for the better in downtown oswego with more restaurant options the amenity of a pool those types of things but we believe very much in smart growth and attracting young professionals and the empty nesters to oswego because we do have a tremendous amount of single-family housing that is great for families already in town so i wanted to point those a few things out redwood at the apartment complex we talked about on milan orchard in other projects they do they see about 1.65 people per unit vast majority adults the springs they see 0.08 or i'm sorry 0.9 children per unit so these are not these are not developments that are that are intended to attract children they're low bedroom count um again higher value uh units so i wanted to i appreciate the chance to clear up a few things i'm happy to walk you through um this presentation today and also thank you for having me here happy to answer any questions thank you mr desanto for coming to share the news of oswego's new developments and clear some things up i appreciate that one of the things that i had heard when speaking with some of the new apartment owners along the same lines as you about where kids are coming from that had sparked some discussion here were the number of kids per unit versus the number of kids being educated out of living in that unit so for example if a child is with one parent part of the time in the apartment and the other parent the other part of the time that might be in a different school district um had you heard anything to that effect that could help us distinguish between a number of children per unit versus number of children educated in the district out of that unit i probably not but that would be that was one question that was kind of interesting um i didn't know if you had any insight on that i agree that is an interesting question and you know one and i don't have an answer for you but i'd be curious too is that a is that a newer phenomenon or is it something you would think has been going on for a long time my point is you know the tables were done in 1996 is this something that's maybe changed since 96 or was that the case back then it just wasn't counted i'd be curious in that as well that's a really that's a good question so i'm going to take that one and follow um for those of you ruth brent on the finance committee when mr de santo came um it was there was something you guys had talked about that you'd reported on in our last meeting about the it looks like you had commissioned together a study in 2014 on the impact fees was that what you were discussing if that would be a possibility in the future well our uh our primary conversation was was to ask each each of the representatives from the different um government agencies you know when was la you know what study are you using and what is the date on that uh with our goal being working towards the possibility of the district funding a revision of the niu study and so we're also engaging interest from the various bodies on if that would beneficial to them as well to have updated data that's defensible and shared across multiple entities dr sparlin besides the lyft or not dr sparling i'm sorry mr de santo besides the the lift truck which yes we have very high ceilings here one right out there um how are some of the other ways that we've been able to collaborate with the village at this point you've mentioned quite a few and i appreciate the willingness for inter-governmental cooperation um anything else that we've been able to offer to the village as well uh yes i think i was at the meeting on last week so christie might be able to add some but i know i also was not and i apologize but i know the last meeting we were we talked about i think some of your in-house staff has been able to do some sanitizing uh covet sanitizing that's something that we've been outsourcing we thought if it could be if we could save money maybe you could make money it might be something we could do together that was one that we explored and i think that the biggest thing that we've talked about is our joint purchasing power between us of course being a large employer entity as well as the village the library the police department all of those things how we can pull together and buy involved and give better savings yep that's awesome i think i think it would be great if mr desanja can come back after the new boards here laurie because i think much of what he said if i had heard that presentation when i was a new board member it would have been extremely helpful so not to be too repetitive but maybe that can happen once the new board is seated in april thank you for your suggestion i'd be happy to i'm sure we'll work something out and one other thing lori i know you and i ask this question i just want to make sure the board is aware and i think mr desantis you alluded to it but the the rsp studies that we look at as mr desantis said the data that that is shared today was already included in the rsp study as far as future growth and and plans yes yeah we had a uh dr farland and i had a meeting with i assume that the demographer right rsp correct we met with them one in january after after we admit previously to that and just went over a few things there was a couple small ones that he had that we didn't and a couple small ones that i had that he didn't um but we feel like we're in a real good place with the numbers right now anyone else any thoughts just to make sure i understood correctly when we talk about the impact fees there was different fees on a low valued residence or project versus a high valued residence or project so the the lower value project i believe you said is actually pays more impact fees so you've got a lower impact fee to encourage the the better construction is that correct yes from my understanding that was the idea at the time was well a few things one the lower the fee is for the higher priced housing that we're encouraging people to build higher priced housing and at the same time that higher price housing will pay more in property taxes that there's a benefit to um but at the same time what i think we're showing in oswego with our new fees from 2015 is that when you keep a flat fee you're still going to get the higher quality housing uh we do not we have not seen a push for the lower quality housing because they're paying a high fee in fact we see the opposite that their the higher fee requires them to sell the house for more and when i saw the the redwood project i did look up that company it looked like many of their projects or their neighborhoods were or they almost resembled looked like duplex housing similarly with i mean winding streets and single level dwellings rather than a traditional two or three story apartment building that i would envision is that what they're doing at mill or will that be more of a traditional two or three story building no you're you're exactly right it's going to be more of a town home style product you know sometimes when people hear apartments they think it's a six-story building that's packed with units in the cases of the springs for example or redwood which you're talking about you drive through those neighborhoods they're much more of a townhome style but it would be more like more like what you see at the springs more of a town home style okay anyone else all right thank you very much i'd like to thank you for postponing your visit also for the last year i know we've scheduled you this time last year that's right thank you thank you for making it here and we look forward to continued work together with the village same here thank you thank you thank you all right item 6.1 public common on behalf of the board of education i would like to thank the public for attending tonight's meeting we value the feedback we receive from our residents and encourage everyone to take an active interest in their public school system residents interested in speaking to the board this evening are asked to have completed a comment card and presented it to the secretary to the board when the secretary calls your name i ask that you come to the microphone state your name for the public record and provide your feedback to ensure all topics get addressed we will hear three comments per topic this evening please note that comments are limited to five minutes per person and that no discussion of personnel matters or responses to questions are permitted the board does not participate in discussion during public comment follow-up to your questions or concerns will be addressed by administration through the contact information provided on the comment card i'm going to add in that we also still have some comments coming in via email so this evening in order to prioritize in person we will hear three items per topic but we will alternate between in-person and email format if those who don't have an opportunity to present their public comment via the microphone would like to put that in writing we can add that to the record just like we would any of the other emailed comments kayla anderson my name is kayla anderson and i'm an 8th grader at murphy junior high school this year has been difficult and that's the least you could say it hasn't been easy for anyone and i applaud you for trying to incorporate people's opinions i do feel as a student mine has been left out when it should be what is focused on the amount of changes that have been implemented this year is extremely frustrating if it's hard for parents to keep up how do you expect me and other students to constantly be aware of the class times i have just finally gotten into a routine and knowing when i get back from a week off it's all changing is very stressful adding days in isn't necessary it's just some people's preference as a student having an option to go full in and of a high risk of getting sick and possibly getting my family sick or losing my last year in junior high is a hard a very hard choice i have to make everyone has had a different experience this year starting being fully remote to adding back wednesdays into the school year wasn't an easy transition now we are in person for two days a week and i have three remote days which was another transition i made hearing you discuss going in five days plus an additional two hours to to the day is an insane transition we started we started with around 28 hours a week a week and now you want me to go to 40 hours a week in person in person or not 40 hours is a huge jump compared to the beginning of the year i've heard many people speaking about their children's mental health personally a constantly changing schedule is doing nothing but decreasing my mental health being in person is great but for the last seven weeks keeping the current structured schedule would be way more beneficial and safer for the students than pushing us in and flipping everything upside down one final time of course remote learning isn't fun but to be in school with double the kids in a small classroom eating lunch isn't safe for anyone many schools including mine have to rearrange classrooms and find ways to still meet the precautions in place by asking teachers and staff in every school defined space is easier said than done also having lunch in a building is extremely risky because there are no mass and limited space as i said earlier space is already an issue so if we are unable to find space to maintain restrictions and removing our map what is keeping us safe continuing with our schedule we have now is the best option compared to what is being presented not having enough sanitary materials and still discussing having everyone in for more days is dangerous we couldn't have predicted the pandemic but it's been a year now and we have seen how bad it can get why why would we offer the people the option to risk their lives because of the class setting we have remote learning down now and the teachers have done a phenomenal job with everything they've been put through they're forced to teach in person when they did not sign up for the possibility of getting sick instead they signed up to teach kids and help them grow to be completely honest the thing that i'm most upset over is the fact that parents opinions seem to be overshadowing the best option for children going into the school i wish more students would voice their opinion as opposed to being spoken for by parents who will never truly understand what school is like during these times thank you melody beaver my kids need to be back full day in person just like other districts all my kids are suffering especially my special needs son he has a 45-minute bus ride to school and then he is only at school for three hours just to have another 45 minute ride after school so he's on the bus for 1.5 hours and only in school for three hours it needs to be full time i hope 308 can find a way to make this happen my kids already have lost so much and i need to get back to work i can't work during school when my kids are on a preschool schedule and it's too costly for me to pay for daycare during school hours and the junior high and high schoolers get out after the elementary kids this is a huge issue affecting so many families now the vaccine had been out and given to staff some families don't have the luxury of being a stay-at-home parent need to start working again i hope we can get the option of five full days and lunch thank you pamela lot hi i'm pamela lotz my son goes to oswego high school i really didn't prepare for this tonight but i am going to just give you a little bit of background of what i've experienced with this whole pandemic my son was a pretty decent student he played rugby now he will not engage with school he will not log on to the remote learning he doesn't get it his mental health has declined i've had him in treatment twice i've had to not work for the last year to take care of him my husband has cancer he can't work so this is really a hardship on everybody i've noticed this also with all of his friends nobody they're not in school they may have their phone on but they're either chatting with each other or they're walking in and out of everybody's houses i've seen a lot of increase in drug use among all these kids and i seriously think it's due to them not being in school where they need to be you guys are failing us we need to have these kids back in school it's your job to listen to as parents and do what's right for these children and i really don't think you are thank you that was our third public comment on returning to school are there any comments in person regarding any other topics and i do not have any emails on any other as well so if anyone else has submitted a comment card you can submit your public comment via email to ursula and she'll put that into the record with the rest of the emails thank you very much all right item 7.1 board member comments let's start on tony's end i have nothing shockingly sure i got to volunteer some time this weekend and i'm not going to steal all the thunder because i know dr sparlin is going to share results with us but i'll talk around it i got to spend some time here on saturday for the boys swimming conference what was obviously very different about that this year is uh as with many sports there is no sectional there is no state meet so this was the big gorilla and um and we had eight seniors this year and um as it works in swimming um swimmers tend to taper before the end of the season that allows them to drop time in that last meet and and really get a great time on the wall and i saw some i've been around swimming for a very long time i saw some incredible feats i saw over a full second drop in a 50 freestyle that doesn't happen what i saw a 10 second drop in a 500 freestyle i saw one of the oswego co-op swimmers come from three body lengths down to pass another swimmer in the last hundred yards the kids were going crazy and they had a wonderful swim meet you know disappointed for those seniors that they can't go on to sectionals in state meet but i think they were all thrilled with the times that they put up and the ultimate outcome which dr sparlin will share with you and the suspense will build ally matt heather ruth i got to participate in something as a parent and a board member this was a couple of weeks ago now which these days a couple of weeks seems like a lifetime but i was actually able to be in person to hear one of my kids play jazz band so that was very special it was a very limited audience so normally you go to a jazz concert and it's really loud and everyone's clapping and hollering and it was it was a little muted because everyone had their masks on of course but it was still really special to these kids work really hard and have worked remotely to be able to play together and so that was i was very pleased to be able to have that opportunity and i'd like to thank mrs croner for inviting me as her plus one as her husband was able unable to attend and i also got to go to the event and it was really good to see kids able to participate and play and they had their little horn covers on which i didn't realize until that moment really how much harder it makes playing an instrument so these kids are going to have some pretty darn powerful lungs when they can take those off so i imagine it'll get loud again pretty soon but it was it was a great performance by the jazz band got to see some young freshmen on there also which was kind of cool to see that this is continuing and that's pretty much all that happened i guess that was a few weeks ago i don't know it could have been yesterday or last month board committee reports equity was tony and ruth yeah once again great equity committee meeting we're working on that statement and lots of great continued discussion of the use of vocabulary words and words mean things and so being very specific about things that the as a committee they feel like we are wanting to convey and um yeah it's a great group of people that are on that committee it's a pretty big committee um but they're all very invested there's a lot of conversation from a lot of different people our next one will be in person so i'm sure it will be even tony better you have anything you wanted to ask just that i always bring up that the equity committee really deals with a lot of different kinds of equity it's equity as far as you know educational needs emotional social needs and the people on that committee really care about all the kids that are going to school and want them to have the kind of situation where school's a place where they feel welcome school is a place where they are heard and so i just i'm i'm excited about it it's a fairly new committee but i think it's going to do great things for the for the district and genuinely for for our student needs i think it'll do a lot item 7.3 the superintendent's report well good evening board last week was national school social workers week and tonight i'd like to take a moment to recognize all of our social workers in school district 308 for the part that they play with our students ensuring that our students success so tonight let's give ours all our social workers a little bit round of applause i'm sure they'd appreciate it i'd also like to share and congratulations to the following ohs panther artists and taking first place in the southwest prairie conference art competition uh jenna lovell took first place in painting stone carpentenner took first place in graphic design christian mateurn took first place in textiles and other crafts daniel donovan took second place in drawing delaney homan took second place in painting and carly cornstrom took third place in ceramics so congratulations to ohs in taking first place at the spc conference guards competition and building off of what mr whitefoot said i'd like to congratulate our 308 boys swimming team on winning the southwest prairie conference title this weekend both at the varsity and the junior university level so how about a round of applause for the swimmers and our art students who came in second plainfield so on march first in our public forum i had stated that our goal and intention was to start next year in a five-day learning environment i want everyone to know that we have put together four committees that begin meeting this week as we plan for next year included in this work we'll be putting together what the remote option looks like for next year as we begin planning for full time five days a week school we look forward to sharing the work of those committees with the with the board and the parents in the community in the very near future later this evening in the agenda the board will be asked to approve resolutions uh releasing 36 full-time teachers due to our enrollment changes i've always said i'll never tell i'll never say i know how someone feels unless i've walked in their shoes and i can remember back to my first two years of being a teacher and being an educator and receiving the same news that our there are 36 teachers are receiving this evening i remember the mixed emotions that i felt and how i you know just in general how how that how that hit me uh the good news here in 308 is that we're a very large district in many of those positions or people who are being released will be recalled as positions open and we are committed to recalling our current 308 teachers two positions as they open so with that said i'd like to thank all of our teachers for their time their commitment and their dedication to our school district that concludes my report for this evening thank you thank you item number eight approval of the consent agenda can i have a motion to approve please i make a motion to approve all items under consent including 8.1 minutes from the february 22 2021 board of education meeting open and closed session and from the march 1 2021 board of education public forum and 8.2 to acknowledge the foia requests received by the district second mrs moyer aye mr lightfoot hi mrs croner aye mr bauman aye mrs swanson aye mrs doyle aye ms morgan aye motion passes 7-0 item 9.1 item 9.1 is financial statements does the board have any questions regarding the financial statements that have been presented this evening all right hearing none item 9.2 is bringing board policy to colon 220 back to the board so that we may have a discussion on any changes regarding this policy prior to it being brought forward for approval so mrs doyle would you like to start us off yes so at our last meeting discussing this policy uh under an action item mr lightfoot had requested some further clarification at which point we had decided that this should really be a board discussion because there's really no more action for a committee to take what i had asked maureen to do was to provide the policy as it stands with the recommendations from i believe the press updates which are recommendations for policies and also some of the things [Music] that are not well the the one thing i'm thinking of in here that is not part of the press finding was that we would take final action on items in the posted agenda is that correct actually i think that was just clarification from what was there before so the first set in our documents is the policy as it stands this second is the recommendations that came from these new changes that will basically keep the effective purpose of the policy the same which is as it's always been that you can have any individual board member requesting the withdrawal of an item on the consent agendas that can be considered individually that the agendas will contain the general subject matter that we can put an item on the agenda if it's received at least 96 hours before the scheduled meeting and if it's less than that then it'll go on the next regularly scheduled meeting then we removed one section about district residence and then we added in the section about taking final action so this is our discussion to have mr lightfoot you wanted to have it um why don't you share some of your thoughts uh thank you lori and as i looked at at the revised it's up there i think i think we've now clarified it i think so yeah i i don't have any any additional comments does anyone else have any thoughts on the recommendations maureen had provided to us on the updates and the clarifications on this procedure no but thank you maureen for yeah wordsmithing that for us you're welcome yes thank you very very much second paragraph under agenda the red each board meeting agenda shall contain the general subject matter of any item that will be the subject of final action at the meeting so i have to zoom my screen in a little to see that one i i guess reading that um we have our first read our information item it comes back following board meeting we have an action item so if it's an action item at the meeting that agenda isn't going to have that subject matter as information and that's almost how you read that first sentence as written what do you mean i i guess i'm not following i read it just as like 9.1 financial statements it might not uh i i guess i don't understand the the difference in the wording between general subject matter and well i guess i don't see it as [Music] are you trying to clarify uh not having these same things on as information and action is that what well there's information in action that that's a conversation we've had previous to as well um but again the clarification where it looks like it's going to be an information item and we're voting on it as well is that as it is in consent or something different in the second paragraph i don't think it's speaking to that one yeah anyone else feel free to weigh in but differently i i interpret i interpret the first sentence in paragraph two is simply stating that we will not take action on an item where we have not defined what that item is that we're acting on right so like at the previous meeting i know that several times this year because of so many things that have gone on um we have i i know i myself have asked maureen if can we vote on this this evening and we can't because it hasn't been on the action item so i think that that has been the practice and that is the recommended practice and this just codifies it yeah really the first sentence there in red in the last sentence in red kind of go together they're just saying that in order to act upon it and take final action it has to be clearly on the agenda but you can discuss other items that are not on the agenda you just can't take any action on them but this is how press had it in their recommended language they broke it up like this so but you're well you know we can certainly uh clarify it put put them together we've gone back and forth a number of times on this but this is the first time that i've read that sentence and it just it doesn't it doesn't read right to me so what you're saying is you'd like it to be more specific and in what way so if each board meeting agenda shall contain the general subject matter of any item that will be the subject of final action at the meeting if it's if it's on the agenda as an information item it's not going to be or shouldn't be on there as an action item correct there have been some on there have been a few unusual circumstances where dr sprang has requested this due to timing issues um usually related to financial matters that there's outside our control deadlines okay just making sure that's then that is how it reads i'm not following are you this this is not saying that something can't be both an information item and an action item in the same meeting it can be it just would have to appear so if you had something for instance financial statements um it's information right now tonight it's not under action items so you could not take action on the financial statements tonight because it wasn't listed on the agenda as an action item however you could have elementary gifted identification both as an information item and as an action item tonight and that would be okay because it's letting the public know you're going to be voting on that item tonight so my understanding in our policy is what it and i can't remember please forgive me the policy number but we do have a in one of our policies stating that no change to a policy will happen at information that the the procedure for changing a policy will be there will be information and then at a following meeting the action except in limited circumstances there's a need a timing-based need but that's referring specifically to changing a policy rather than changing correct and that then nothing or the financial policy is labeled policy development i don't know the number okay thank you any other questions so are we comfortable bringing this forward as 220 as revised um for action at our next meeting yes we just talked about the concept yep yeah okay anybody opposed okay so we'll bring this forward for action at our next meeting maureen as revised thank you again for your work on that and the next is item 240 which is the one i have to tell you i am really excited about i am really really really genuinely excited about this it's something that i've hoped for for a really long time so that's kind of a big build up hope hope hope you deliver very good i hope i will too all right item 9.3 uh elementary gifted identification uh faith is going to provide us uh information whoop did i miss it hey yeah you missed the whole i 240.
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um you know our spectators are going to be in the bleachers what we're going to and a lot of it is based off a roster size so with varsity volleyball being the only ones in the main gym we might be able to go up to three people per athlete versus two and still be below that 50. um because the other athletes and the press and the media are on the main level and they're considered game personnel so they don't count in that number where it gets a little interesting is your outdoor because they tell you capacity of your stadium well that's an intangible thing that we don't know we know what our butt in the seats capacity is but when you say capacity of the stadium there's not one stadium in illinois in the high school that says okay well this is seated capacity this is standing room so we're trying to go off of our seated capacity on our home side we have 384 on our visitor side we have 108.
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so that's a change as well we believe all of our we're going through all of our routes to ensure that we'll stay under that limit so over the next couple of weeks we're making sure that that's correct and if we have to modify or change routes as a result we will finally even though the physical distancing remains the same or gets smaller contact tracing remains the same so if you remember contact tracing is within six or more feet for 15 or more minutes in a 24 hour period so this is critical as we build our plan moving forward because there's real potential now in a classroom for students to spend a good amount of time like an entire class period within three feet of one another or within six feet of one another down to three feet so there's a greater potential for the need for contact tracing and greater potential of students quarantining as a result of that so we could have we anticipate far more students coming back to school but we could end up with periods of time where far more students end up being remote if there's need for them to quarantine over that time so even though i expect that the number of families based on our surveys choosing fully remote to go down the number of students on a week by week basis in a remote setting could at times go up all right so that's this balance so we we can't just come back and assume that there will be very few students or no students in the need of remote learning settings okay and uh there's a slight change in there where a lot of the guidance that we saw before you've seen 24 hours was the timeline for contact racing that's expanded to 48 in the newest guidance another key change is symptom checking before we had symptom checking at home and if students or staff didn't symptom check at home then we needed to to check their symptoms at school that's no longer the case we encourage students to symptom check at home and they'll have that slip of paper to help them remind what they're checking for but then we have no requirement to check for that or follow up at school the cdc has indicated that it's more likely that somebody would actually transmit copa that way than protect somebody from it another key change and i know a lot of people are interested in this change as we head into spring break is there some recommendations on travel and they provide some recommendations of things that people should consider doing when they return from travel but the dupage county health department has told us all year it's far more essential that people follow the safety protocols when they're traveling or anywhere than worrying about these protocols when they return you would follow these protocols when you return if you didn't follow safety protocols as the health department points out there's many areas around the country with lower rates of covert than in dupage county it's not necessarily where you go it's what you do while you're there so if students and families travel and they follow the safety protocols they could go about returning to school just like they would going to the grocery store in their neighborhood however if they travel and do not follow those safety protocols then they recommend that students get tested upon return and quarantine for seven days or no test when they return and quarantine for 10 days we won't be mandating any of that we will be sharing with our families that the expectation is that you follow the safety protocols at all times but if you do travel and don't do that our expectations that you follow the cdc guidelines and then saliva screening will remain optional for any student even if they were remote and they're coming back in person and would like to participate in the screening process they may elect to do so through the rest of the school year and totally optional for those that would like to participate once again with the metrics change none of this has none of the screening protocols have any impact on metrics because there are no metrics okay questions on any of that all right so the the first thing that we did is the new guidance came out was to meet with the the task force and i'm not going to read this all to you the board has received it it's up there as a public document for everyone to see what the task force had coming out but i'm going to call out a few key ones that are definitely aspects we considered all of these as we built the plan we're going to share with you tonight but there's some key ones that that uh i think it deserves calling out here the first uh the first two are really key as we began working the first one designing a plan that creates opportunities for more students to return to school for more time each week while creating the best educational environment for all students so that's what we're trying to do is we did our work it's very difficult to do because right now in in the time of covid almost everybody has a different opinion as to what that is and how it works for their individual family is going to be very different than the family next door so it's challenging times to design programming that works for everybody it's nearly impossible to do at this point the next point was was brought up in all of the groups but students continue to bring this up this has been a theme all year from students is please make the schedule consistent that you know back and forth changing schedules from week to week is very challenging to organize to schedule things to know what they're supposed to do each day and then you can kind of read through the rest of them that are there continue concerns about lunch periods whether or not people follow safety protocols concerns with extending the school day and so making the day longer than it is right now but then no time to eat or how you know concerns with lunch not concerns with having snacks and you're going to see that the data i present later students shared with us that it's easier to learn concepts at school but it's easier to take tests when you're at home kind of makes sense because when you're at home you have access to all of your resources you know the concerns about socialization uh there's a lot of different reasons uh that why students are choosing to be fully remote and out of that task force came several people that didn't want anybody making assumptions from family to family as to why they were making those choices and then this is a key one the more that students return in person the more students will want to return in person so it's you know it kind of is a snowball rolling down a hill as more students come back more students are going to want to come back so we want to try to build a program that gets the most students through the door because that's going to encourage more students to come through the door the administration has believed all year the best spot for our kids to learn is here and we've tried to work through some challenging guidelines to make that happen and we think that we have a plan that does that can i yes uh can i ask you to go back two slides i should have interrupted you i'm sorry um the third bullet black schedules tend to allow for more time for assessments don't feel as rushed blah blah however fewer blocks in a day make it less likely for students to return consistently so they were talking about the current hybrid model where we only have two classes that that that made it tough for students to consistently want to come to school that they wanted to be there for a longer period of time more blocks in a day okay more classes so just having two isn't enough to come especially some students one of those is a lunch period so then you're coming for an academic class and then you have a non-academic class so then it just it doesn't make it like you want to get out and get up and come out of bed when you're coming for just one academic course all right so uh we did send out the surveys to get feedback from students family and staff just as we have all year uh to get uh the voice of all three of those groups you can see the total number of responses that came in over the course of last week there and this was the first question so it's just important so you understand in the structuring of the survey if a family or a student responded no i'm not coming back i don't care what plan you put forward i'm not coming back to in-person instruction they answered the next question as to why they were not coming back and then they were done with the survey other than just open response okay so when we get into preferences for in-person options remote students weren't weighing in on those in-person selections okay if they marked maybe or yes then they did they provided us feedback on the in-person options so when you take a look at this you'll see that when we talk to our students about 80 percent of them or or more are saying they're planning on coming back uh full uh in person and we're at like 33 percent now are currently remote correct yeah we have about thir third remote and two-thirds in person which outpaces most schools in the area for students oh i hit fewer fans more remote students or fewer we have fewer remote students than most schools in the area yeah high schools in here when we talk to families it drops down to them saying 90 percent will return and 10 will stay remote so there's a 10 swing in there between students and families now it might not necessarily be the same families responding you know it could be any number of things there right so but for our planning purposes based on this we are planning on eight going from two-thirds of our students here to 89 to 90 percent of our students here so we have to factor that into our planning that as we said before bringing more students back will bring more students back so as we factor this in we have to think about school with more students here on a daily basis for the students that uh are saying that they are staying fully remote there is a wide variety of responses and you can see from there what the those first ones are the ones we gave them but you can see other is a huge number there's a lot of individual reasons why students are choosing to stay fully remote and when we look at families we see the same thing that other column is huge so it's just a wide variety of reasons very individual from family to family why that fully remote option is being chosen so then one of the next questions that we asked about was eating at school because building a schedule with the lunch period is much different than building a schedule without a lunch period and how that works throughout the day and as we look at this you can see there's a big difference between the number of students that are comfortable eating lunch at school versus eating a snack at school lunch was defined as at least 20 minutes you go to a common lunchroom you have to six sit six feet apart from one another and then you would have a lunch and then you would return back to your classroom in comparison to that a snack is the idea of a five to ten minutes you'd leave your classroom and spread out the hallway where you could get six feet apart and then you go back in to your classroom so it isn't this full go to a cafeteria setting it's just step out have a quick snack that might be in a hallway that might be outside uh you know but spread out and have a quick snack far more comfort in the snack idea than the lunch idea when we look at families we see a similar trend there is there's a little more comfort in lunch but a big disparity between the idea of lunch and snacks so in the models we gave families four different models and you see this in a second to look at but you can see this lunch preference come through in the survey results around the model so there was four options two without a lunch so an early release or a late arrival no lunch options then there was a full day option that was block with a lunch and the final option was make no changes stay in the hybrid so when we look at just the options that were full in person options the late arrival early release are in a bucket because those are the no lunch options and then the other model is with a lunch option so when we look at just those groupings and what people responded you can see the student result now they might have been factoring in more than lunch than this but you know look let's be fair here but looking at it the no lunch options far outweigh the option with lunch it is much stronger though amongst families the family responses for having a school day with lunch present than any other group hank if you ask that student do you want to get out of school earlier go to school all day what do you think they're going to pick now why the one with no lunch out at 130 is the most popular one with students but parents being the parent are saying no you need to be in school all day no that's very fair rick but when we go back to the are you comfortable having lunch at school that's very clear there as well amongst both students and all our field houses or all the space we have we don't have room yeah i'll get to i'll get to all of that in lunch in a second just cut it like everybody eats lunch at the same time i'll get there in a second but i want to just to you know maybe throw a counter punch hit what you're offering up there i mean can i can i get there with well i would like i don't want that to sit there i mean the idea that um that kids would just naturally choose to skip lunch and come home early if they could i think is not something i'm willing to just accept outright that that's you know there may be students that do that but to but to diminish the results of this on that sort of assumption i don't think it's students all day long in the classroom environment what's that i said are you around students all day long in the classroom you don't need to do that you know that i'm not you know that i'm not so i'm just saying i've seen it done i've lived it and i value i value what you're saying yeah obviously okay i mean i think that there's there it's relevant all i'm saying is that it doesn't mean that this isn't still no but if you most students hey i'd like to get out of 130 and go hang out with my friends right go have lunch downtown i don't i don't know that most students would say that i don't know that you're telling me that apparently you do i would put money on it i would go to draftkins and put money on it right now all right put it in your bracket i get it i will say that in comparison to a regular school day right in a regular school day an hour of that school day would have been lunch and study so the difference between a regular school day and this is one hour of class time right between this model and what we would have had before because the lunch study would have taken up an hour of that time right so to move everything around and make this work you're going to see in order in order to make it work with transportation all the moving pieces that's how we end up at the one-third i'm sorry and i know you've got more to say but dan did you want to say something i was going to say about these numbers make sure i understand and when i look at that all right and you're showing roughly 73-ish percent prefer schedule without lunch but two of the three options were scheduled throughout launch so it's not like a statistical slam dunk that people want without lunch because two of the three choices so 67 to baseline and you're only at 72.73 so yeah there's a slight increase in people who want lunch but i don't think it's overwhelming i just kind of wanted to no that's fair right there yeah i'm just trying to represent the data as it can be and that that is a fair point it's just you look at those numbers and it's 73.
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oh the 240 that i was super excited about oh well you know what i mean i'm excited about gifted education identification also but this i'm more excited about right now yeah you know i didn't know if you wanted to talk about the policy now because it's later in the agenda and there's the whole presentation or the whole conversation regarding it later down the agenda all right let's talk about well yeah it's just a teaser in 9.2 yeah it's the it's it's just the language the warm-up gotcha all right all right you can save a free presentation because that'll be cool too all right elementary gifted identification for upcoming year faith all right i'd just like to summarize the memo that was sent already kovitt has greatly impacted our ability to screen for elementary gifted programs usually about this time we would screen all of our second graders on school aptitude tests through our cogat and also be looking at our fall and winter achievement scores to identify those students this year with students not being in person and having a significant schooling loss that's not uh we're not capable of doing that so we brought a group of people together to talk about both how to identify students for the future and also continue the differentiation of instruction for those students as they come into third grade next year that would be exhibiting a much higher achievement levels in reading and or math so what we are proposing and what we would like to do is to delay the usual screening of all of our second graders until next year when we've had them in person and also had more time to recoup some of the possible learning loss but we realized that there's a lot of students that are going to come in and need that extra enrichment or advancement so we'll be working with all of our third grade teachers many of them already have their gifted criteria and coaching pieces already but we would be working with them early on to differentiate instruction while we identify those students and then we would do that by the middle of the year and then continue with the formalized gifted services at that time for those students for those people that are wondering how will you ever keep those students up and get them back on the trajectory we have many students each year that join later in fourth or fifth grade and make up that time and that are fine for the accelerated math classes as they get to junior high as we look into that we also have more more students that sometimes want additional screening in third and fourth grade that would be usually done around this time as well we are postponing that to a little bit of an earlier time next year and then would use the same process and start gifted programs for those students after we are able to do all of our regular screening and assessments what questions does the board have for faith in regards to the information presented any questions i just have a quick one um so you had said that you were thinking the middle of the year for the second grade for the second graders is that um you know what kind of i guess what kind of impact does that have you know since that i mean it is this you know significant time frame um what kind of impact does that potentially sure we would already be differentiating instruction and looking at the students that are at that top piece and providing different instruction for that the initial screening is more two-pronged where you're looking at both of the iq or the school aptitude test as well as the achievement piece so that needs to happen over two different windows so it will take a little bit longer to be able to do those pieces so the real crux of how we will do that is the differentiation piece and we're using our gifted teachers to support that as well as our instructional coaches and that'll be looking at how students are doing on the math assessments as they're coming through and then dividing students up to provide that differentiated instruction but it would not be a formal these are the only students in the gifted process until about mid-year my concern has always been just taking test scores like i would like us to take some other factors into consideration and there are other pieces especially as you look into parents or teachers saying i would like a second look at these these are talking about the initial screenings that we look at to establish the first set of criteria about who would be invited there is an appeals process and things that become part of that too i have a lot of questions about the process for elementary gifted education one of which surrounds the word that you used accelerated math um and if that would really qualify as a gifted program and i'd be interested in hearing more about that down the road but for the moment i appreciate you giving us this update i know that this is a piece that is really important also and we don't want to get lost as we move forward thank you all right okay item 9.4 is in regards to the idea of potentially adding a student ambassadors to the board of education for the 21 22 school year this was something that we talked about earlier in the year something i was asked to put together a timeline in process for this agenda uh the board has been provided an information uh packet with with a tentative timeline in within that packet the timeline the board has been provided begins with this conversation tonight and ends in july with interviews where the board will be selecting student ambassadors one from each high school to begin this august uh so with that what questions does the board have i'm really really excited about this did i mention that you did mention it dr sparlin will student ambassadors be able to cast a vote as a board of education member no they will not no will they attend closed session no they will not but they are allowed to give input as to their perspective on what's going on it's at the high schools and maybe through other things do they have a way of uh gaining information about junior high and elementary you know they will that'll be conversations that we'll have with the principals they will work with the student you know with the student council the principal advisory committees and be required to do certain things at the high school to report back to the board of education and you know ongoings within the high school and then by sitting on the uh sitting here at the table with us as with the board obviously as non-voting members they'll provide that student voice the student perspective that we that we heard from a public comment earlier that would be able to be voiced on issues that the board is facing and addressing i have a question for lori doyle if um as president do you have to keep the meeting shorter so these student investors can get out on time to meet for a few requirements i'm going to defer to maureen on the limitations on the time the timing of students much earlier yes so i think it's a wonderful program have whoever's in charge of that do the uh the the clock okay so obviously the agenda is going to have to be adjusted so that those topics are going to be early on and allowing those students to be out here by 10 o'clock well hopefully we're all out of here by 10 o'clock i mean i'm not going to lie i'm kind of hoping for that well you're not going to be here so i'm just saying for somebody who's got invested interest in timing i don't know um anyway so i'm seeing in here uh job description well it's not really a job description it's a position description um for a student advisory member to the board of education there's general description there are responsibilities um would it be out of line to remove the word job from the responsibilities section since it's not really a job so much no we can definitely do that we talked about that thank you and then um i like that it includes the requirement to be eligible for all co-curricular activities i like that they'll be working with their principal um this isn't just going to be the goal of this and and i know that this is true but just for the good of the order um this isn't just reciting a litany of events happening at the high school at the junior higher elementary this is part of the goal of achieving student voice because as we know this year especially the things that we do affect our kids our kids are the ones who will live the decisions that we make and so having some individuals provide some insight into what that could look like from another end is really important and i'm very excited as i mentioned that we will be doing that here i think it's huge for accountability and transparency i think both of those things will increase when you have young people looking at the process and way down the road you get some better board members maybe some of them will become board members or they'll recommend it to their friends or you know who knows if they'll even be boards of education by then but community service is always a good thing so i read in the documents that these ambassadors would be meeting with their principals prior to board meetings and that one of their roles would be to present a state of their school report which is i think great structure right so that there's an expectation on the student as to what the what their requirements are as as part of the procedure there i i think and i know we're i know we're early on i think we might need a little bit more structure in making sure that the candidates understand exactly what happens at a board meeting or what can happen prior to a board meeting and what i mean by that is it's not going to be just their friends saying hey can you talk about this and why can't we do this in sports and all that kind of stuff my point is that they i think it needs to be laid out in such a manner that they understand the board is going to be talking about controversial issues and they are going to be expected to potentially weigh in on those controversial issues and that their viewpoints may not necessarily line up with their own personal viewpoints or the feedback they're getting from their fellow students or the student government et cetera right and i that happens i think that's important to understand i think it's important to understand other than yes i get a if i'm a high school kid this looks like something really fun if if i am thinking about a future in government public speaking any like this is wonderful opportunity i'm just saying i think we need to make sure that the applicants understand exactly what they're getting ourselves into well i think that as we all know as fully indoctrinated not really indoctrinated i don't know what the right word is as fully sworn members of the board we know how much training and how much learning happens um and and i think you hit on the absolutely the hardest part about being a board member which is separating your own beliefs from what you're being asked to discuss so i cannot imagine that it would be responsible of any adult involved in this to not include that sort of training i'm sure we can specify that if that's not specified already however i i cannot imagine that that would not happen um there would be a lot of training that goes into this this is a big commitment this isn't just coming on monday nights i know it feels like sometimes we just show up on a monday night and here we are but there's a lot of work that goes in behind this um that it will it's it's a big responsibility it's just as much as any other activity um so yeah it's gonna have to be a pretty heavy commitment can i ask a question has there been any thought or documenting put into how the board members are going to interact with these student ambassadors because i think that's important too all of us had to learn when we were new sometimes they'll make mistakes or they'll misunderstand something like many people do you know all of us so is there anything that kind of outlines how the board members interact with the student ambassadors you know i think what we'll be doing is we'll be putting together some training just like we do with new board members when they come on we go through some training through professional organizations and training within our own organization we'll do the same thing with the with the student ambassadors as well yeah i just think that you should probably address that as a board because i think the way that you react to them might make it a better or a worse experience depending yeah i can't imagine that that wouldn't be true i i can't imagine we wouldn't put something in place like that it just hasn't we're not at that stage yet yeah and i would just for i know there won't be any issues but let's address it before there are so i was just saying i i don't know that there should be direct electronic communication between board members and students that should probably be routed through the building principle just as an idea i'm not going to say which individual it should be routed between just because you don't know what the nature of the topic would be but i again that this is not a brand new concept so we'll have that stuff included that's not the stage that we're in at the moment do we have a district we're consulting with as far as them having the student ambassador and giving us some tips well funny enough dr sparlin has actually been employed in a district where they had one of these so he has had some first-hand experience yep and then you know i uh aurora west they have they have them and i've been in contact with their superintendent they sent me a lot of their information i also looked across you know across the country and you know you know just searching trying to find information you know it's like anything eclectic see what works talk with people borrow it make it your own and so that's kind of the process i've gone through to develop this packet here and that'll be the process that i believe will continue to be collaborative as we work as we work towards this in july and august thank you all right well thank you very much i'm excited to get this information out and i'll be having some conversations with some of our kids in the near future all right item 9.5 if we could pull up the presentation please all right on monday march 1st the board of education board approved phase 3 of our reopening plan to begin on april 7th so last tuesday the illinois state board of education and the illinois department of public health issued new joint guidance upon reading the new guidance we immediately began thinking about what this could mean to our currently approved phase 3.
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so it gives us a little bit of flexibility right now i'm working with uh band director strike our cheer coach and our dance coach to find out how much are they going to participate because that can affect our numbers you know the other piece is we're trying to figure out do we want to try to bring some seniors in only you know and figure out what is best the dates that we have so this saturday we're at huntley our next home game is april 1st which is the thursday before easter spring break not sure how many kids are still going to be around or would come back and our last one is april 16th so we have some time my ultimate goal is at april 16th would be our senior night and i keep my fingers crossed that things are still moving in a positive direction that maybe by april 16th we have a little bit more leeway to a lot more to come back and we get more student body at least for one or whatever it is so you know i wish i had a concrete answer on that now but i'm trying to roll the dice and see if things get better so we can do more you know for our outdoor sports soccer when it comes to a spectator standpoint they're going to play in the football stadium so we have never had probably more than a hundred and that's both schools combined so we don't have a limitation for soccer which which is great um it's not neces you know they're not 100 ecstatic about playing in the football stadium because they have a beautiful field behind hbt but at the same time when we get the the huddle beta camera up for football we can stream soccer so there are some other reasons why we're going to you let them play up there as well and the coaches are on board because they know that it's going to help so that's let me flip over yep so that's all i have in a nutshell you guys have any questions for me i want to thank you for everything that you're doing uh the athletic directors and the athletic staff are doing for our student athletes and for the community for supporting those efforts awesome thank you thank you thank you next uh dr will update us with the in personal learning status well steve diversity said it well when he was talking about football and the mask mandate and how quickly things can change and we had one of those changes occur to us last tuesday so every tuesday we have town hall meetings with our elementary staff and then later in the day with our middle school and high school staff on tuesday new guidance came out from idph and is beyond transitioning back to school we had been functioning under the old guidance and we've consistently said as a district that we will follow idph and isb guidance for transitioning to school that's the guidance we followed in the fall and now this new guidance clearly states that the new guidance supersedes all previous guidance so this is the new guidance that we've received now where some good things have changed uh just the timeline because things do develop rapidly and it's it's important that we all have patience flexibility and grace on wednesday morning dr mongan and i reached out to a ceo president chapman um asking him about new guidance if he was aware of it and he was then we scheduled a meeting with president chapman and vice president gravitt on thursday where we discussed that guidance and then coming out of that meeting we decided to have a town hall meeting on friday where we could lay out what our thoughts were and then answer some questions and we did try to extend that time um and there were um additional questions that were asked but the highlights of the change are what i really want to talk about right now some good things occurred in the transitional guidance some things that um the superintendents in king county have been advocating for which was reducing the social distancing in the classroom from six feet to three feet so that we could accommodate more students we were hoping that that guidance would at least be in place for the fall and we were as surprised as anyone else when the guts was released tuesday because as a school district we had no advanced uh notice that this guidance was going to be released so it was released to the community the media and the school districts at the same time so we spent time going through that document looking at what we could do and also barriers so some of the highlights that i would like to to share with you is that yes one of the most important things and we're very grateful is that for in-person instruction in the classroom the social distancing can be reduced down to three feet six foot social distancing still remains for lunch so that caused us a little bit of a scramble which we'll talk about in a little bit and then the other thing which is a cause of concern is our transportation which i will also talk about so with this updated guidance from idph and isb it provides us a pathway to really widen and improve our full and personal learning at all levels and that's what we desired to do that's what we desired to do in the fall and now with this new joint guidance that's what we desire to do now this new guidance will help us return to a full in-person learning schedule but we do face some barriers and these barriers have to be overcome for us to be able to increase our number of in-person learners while we can why we can reduce the social distance in the classroom to that three feet we still have a bus capacity limit of 50 students on a bus some districts because of the location of their schools the vast majority of their students can walk to school the very nature of our school district means that everyone on central campus howard b thomas central high school central middle school lilly lake praying you because of its location all of those students need to be bused to school we do have some lockers for prairie knowles middle school and we have some walkers for country trails elementary school but we still bus quite a few of those students we do not have enough buses in our bus fleet nor can we acquire buses in this short notice that we could just accommodate the 50-person capacity limit and still be able to bring back potentially everyone who would like to come back so i just want to explain the rationale of why we're reaching out to parents and asking for volunteers to help us out with that because of the nature and dynamic of our school district what i'm happy to share with you is that we've had 231 families respond and volunteer to help drive students to school to make this plan a reality now we still have to work at matching them to routes and getting those logistics worked out so but we're happy with the with the feedback that we've received from the community and the support to help get our our students back to school lunch guidance well we were hoping for three foot social distancing for the lunchroom as well that that would be the recommendation coming out of idph however we're still when students are in line to receive their meals when when they're moving through to get their milk as long as they're proper mask use they can be within three to six feet of each other but when they sit down and they're eating without the mascot they want six foot social distancing so we worked with our administrative team to try to make that a reality and we're going to be able to make that a reality by using various spaces within the school particularly at the elementary level we'll be using the gymnasiums we'll be using the gymnasium so we can space out the kids in six foot increments for eating to help keep things safe everything is disposable from the food packets the if they're getting the school lunch to the utensils to all that so um and then disinfecting and sanitation will occur uh at those eating areas between the lunch periods one of the things though that's still a challenge with us with these lunch periods is supervision and so that's why we've asked the community to see if there were parents who would be willing to supervise and help us supervise these lunch periods i'm happy to report that we have currently about 50 parents many who can only do one specific day but still 50 parents i'm amazed they're willing to step up and help us out and now we're looking and we will be looking to see how do we shake that out to match those parents to their buildings so we'll be looking at that and we'll be following up then uh with our community it is our goal to bring back hybrid students back to in-person learning uh beginning on april 5th but also based on some of the feedback we've received and thinking about things like spring break we are now considering maybe delaying bringing students back to a later date either a 10-day quarantine period following spring break or 14th period where we would still continue in our current model of instruction with hybrid and remote learning and then following that spring break with travel and those type of things then implement our new schedule at that time which would still provide like seven weeks of having everyone back we've been fortunate up to this point um following the thanksgiving break there was an adaptive pause that was caused by the county uh we did participate in that although we did not have any outbreaks then following the winter break and new year's there was concern about would there be outbreaks after that and there were not but when we're looking to implement a new plan and bring back even more students within that three-foot um space we're thinking it may be wise uh to delay the implementation of the plan until a little bit after that spring break uh just to see if there's any clusters that occur that's something that we're examining and looking at and more details will be shared with the community as that becomes clearer and definitely the plan will be solidified before the spring break based on some feedback we also received we sent out a survey today based on the education structure and how instruction would be delivered and i'll ask dr mangan to speak to those areas i just want to add a couple more things regarding the lunches so part of the challenge too not just elementary but at the high school and middle school levels is really finding the space that we can expand them out one of the things we're considering uh billy's grounds maintenance is looking for a tent for perennials middle school that we can run adjacent to the door that exit outside to allow some students to go outside need lunch uh even in inclement weather for using hallways uh along with the cafeteria as well as we may have to use library spaces so some i think somebody asked how come five spaces or why three spaces it's really to get the amount of students when you think about prairie novels or you think about the high school you think about the number of students at one time that have to eat lunch unless we wanted to serve lunch all day from when they walked in the door to when they exit it really is like you're looking 150 to 200 kids 250 to feed lunch at one time so to get them through there and define the space and keep six feet it is going to require us to expand uh out throughout the building some of the areas is by the field house uh if you can imagine that concession stand sits by the field house we have a long hallway with tables that will be another space that we'll be utilizing and then using supervisors to cover all those spaces especially when you consider the size of the high school i mean even the size of furry knowledge in that long hallway it's going to take some supervision of adults to assist us in doing that we have great teachers that have stepped up and they do that every day for us at the middle school in high school uh but you know they would have enough that had that time off to help us so we just need additional support from parents to assist us because of those elements and to find people who have the schedule in the middle of the day sometimes is difficult um in terms of the schedule i think you know i think uh dr stern said it really well in saying that the challenge here is we need people to be flexible and we need people to have grace we're trying to do the best that we can to determine what's best for all the students and we appreciate the con the conversations that we get from parents and we appreciate the emails that we get um they're always very kind and respectful and we and we really appreciate that they have some really great ideas for us to ponder and think about i think we're trying to build this we just received it less than a week ago so we're trying to build this in less than seven days to make sure that we're communicating uh the day it came out we had a lot of parents asking what we were doing so we wanted to get something out to community members prior to the board meeting uh hence the reason we met with uh ca president chapman and grab it and then agreed to speak with our teachers on friday even though it wasn't completely baked right we had the oven going but we haven't baked the plan yet so we're doing our best to listen to what people have to say and to try to make adjustments uh that can be made one of the big questions that we've been getting is why not remote why can the remotes just not come back and so we sent the survey out today primarily because we kept getting that question we're like well maybe we can we have to see how many parents really want to bring their students back and remote and how many parents want to switch from hybrid to remote what kind of shifting are we going to be looking at in the survey today this is from three o'clock today uh in the survey today for the hybrid survey we had about 44 of the parents have responded for hybrids we have a pretty good number and we have very minimal shifting going on between hybrid back to remote uh by each grade level those would be pretty easy to accommodate to have them go to remote their spaces in those remote classes i think the challenge is that we can't just keep changing schedules right teachers have made relationships with students students have made relationships with uh with the teacher so we want to try to keep that as consistent as we can because we know that relationships with teachers really matters in making sure we get the academic success that we're looking at for our students for the remote servings we only have 29 percent of our remote respondents in but we still have about you know almost 30 percent and then again the switch to in person is manageable fifth grade might be a little bit of a stretch the challenge will be do we have teachers that we can put them to so they're probably going to have to shift teachers partly because we have room across the district we just may not have room in their home school or with the teacher that they're currently with we'll do our best to see if we can match to do that the numbers are very very manageable right now but we only have 30 percent of our respondents in so we'll continue to watch that to see if it's doable and then try to make a determination on if we can do that in talking about that we we talked about the schedule at the elementary school currently half of our students a through k come in the morning out through z come in the afternoon and we have an hour and a half break in the middle of the day we're looking to bring all of them back uh in person that can come back a through z and they would be serviced in school full day to try to make sure that we're covering the content one of the things we talked about on friday with our teachers was we're not expecting you to change the way you're teaching you can stay with your morning routine but maybe in the afternoon we know part of our challenge is interventions skill deficits what are we not covered what content do we need to get to looking at what's most important for our students to get to the learning progression for that next school year how do we intervene with students who are getting d's or apps or not being successful those are times guided reading groups we haven't gotten together reading groups very well this year because of the rotation are there ways that we can station that at elementary in the afternoon to be able to accommodate and put some of that stuff back in to the students experience and education with remote learning i keep hearing about um six hours of screen time we're not looking for six hours of screen time i think for remote the if you can imagine this it will be like the two and a half hours of synchronous instruction we've been used to then you look at the exploratory specials pe art and music will still be in there to give the students the break throughout the course of the day and then you still have that two and a half hours that used to be asynchronous but that will be as more synchronous so how do we build again interventions guided reading groups small group work math groups some of those things that we need to do that maybe we don't have time to do in the half day how do we build that into the schedule to cure gravity's a point i think we do know that our related services people are going to have to reschedule unfortunately you know we're going to have to do some scheduling of our related services like our speech language pathologists our special education teachers our reading teachers some of those services will have to try to to work around some of these schedule changes that have to occur unfortunately you can't make a shift like this without some adjustment occurring for our students but we do not anticipate that a student is sitting behind the screen for six hours well i think we understand that's not appropriate and so our remote teachers have done a phenomenal job this year and i plan they will continue to do a phenomenal job they're very creative in what they do they do a great job of really working with those students and making sure they're getting where they need to go and i would i would i think i understand they really wanted more time to be able to do some small group work and i think this will allow them to do that in the middle school schedule we heard from many people that we got a 50 50 split so we had heard please please keep wednesday's the same can we just have it where they stay home and we do um asynchronous learning in the morning our secret story in the morning and then we have asynchronous work that we can do in the afternoon while the teachers do some of their collaboration that they need to be working on um and then other like no no we'd like to keep it just you know the same or different when they come back half day when we pulled the survey we had about 40 percent of our respondents and it's a 50-50 split there's actually two people less for staying the way we are and and so it's really right right in the middle so i think we're going to have to make the call what we think is the best we'll wait and see if there's more in to make the determination but that survey is very very close um in terms of the time frame is exactly the same 730-208 the only difference is we're bringing all kids in every day at least four days a week if not four and a half days a week to provide them really more engaging times within their classroom the specials have always been integrated anyway that will continue i think the biggest stretch for our middle school folks is really that lunch time and trying to figure out how that's going to look for our students for remote only again it'll be just what they've been seeing it's been pretty much synchronous time for the remote kids as well all day long with their special rotation they're in their same schedule that would remain constant at the middle school as well oh here i have it 431 parent responses 214 want full day remote and 217 half day in person so it's almost a 50 50 split so 22.5 percent of our respondents high school high school has been our most difficult schedule in this type of environment primarily because we're asking our teachers at the high school almost many of them to do both remote only to do the hybrid kids all integrated because of the content specialty that they have so i teach you this teaching chemistry or physics or algebra one they need to be integrating those students in there and so when we look at in-person remote only i think that's where it makes the most sense if we can get remote back in and there's space in their classroom which there should be when we scheduled this year we made sure not to break the class size limitations of the contract so there's specific criteria in how far a class size can go for every grade level based on the contract and we stayed within that class size so it's a very easy meld to bring everybody back in especially in their remote and hybrid for every single class if parents wanted to where the challenge comes is if a student wants to shift schedules because you can imagine the intricacies of a high school schedule it's very difficult to make movement because you don't just take one section and put it and then replace it with another section that matches it's all over an eight period day um so our challenge would be there and that's one of the reasons we said that remote parents should stay remote to students and hybrids we should remain that way i do think there's some flexibility there when i look at the numbers that are coming in very minimal shifts i mean we're talking single digits right now so if we're talking the low teens even maybe the 20s or 30s depending on where they can go many of those we probably could accommodate um it just really looks at what content they're in if there's flexibility in the schedule and if it matches for all of their courses because it's not just one course at the high school it impacts all of their courses same thing at the middle school impacts every single course that they're coming into so can all six or seven teachers that they have accommodate each individual student that's coming in if i already have a class of 30 which is our contract number i can't add another student in there that student would not be able to come full day so those are some of the challenges that we're looking at from the remote only and in person so we said you selected that we understand you didn't understand we didn't know we were coming back full time our full day or have the opportunity to bring back full days we're doing the best to marry or match where we can but i do not think that will be a hundred percent uh doable for every single person every single student there's just too much fluctuation in some of those choices um you know we really do appreciate the parents that are coming out and volunteering we are getting good responses and that's with very few we haven't even less than 50 responses one of the questions was what buses what bus numbers need the help so we will put that together get that pushed out so we can say bus 53 needs whatever many of our buses we have five buses at the high school that are already over capacity if we combine our a through z kids together and so we know there's already five of those that we need assistance with at the high school so we'll push that information out to our community members so they can make a good decision if they can assist us or not um but that's really all i have left here for tonight for curriculum unless you guys have some questions for us the board yes let's go to k5 let's start there so um we got i mean we're all in emails i think we got quite a few emails over the weekend i want to say from four or five of the uh k5 teachers that are specifically remote only um uh terry lynn who i've known since you know 1985 she sent one as a former teacher you know and as expressing concerns for as a teacher of course and and for some you know some family stuff and really you know at first glance it was kind of you know reading emails and figuring that out and and the more i've talked about i've talked to two other board members over the weekend um and and i think the the parents who i think we've all echoed that i certainly appreciate hearing from parents and and and really the sentiment has been kind of the same from every email that we got specifically for our remote only teachers i i feel for the the schedules that they have and i think you know this kind of balance between allowing teachers some autonomy so if they we had you went from 10 in the morning and 12 in the afternoon both remote sections putting them together what would that look like and i think that given you know the reasons that people might have chosen full remote which as we know is myriad why that might be i think that we really really need to strongly consider listening to the the teachers at lease that we heard from and the parents who are in this and really consider keeping remote only at the exact schedule that it is with allowing again i think we can still allow some creativity on the teacher side if they say oh i have a special unit i want to see who's available maybe we can still somehow bring these kids together but i think just having even if you're not on screen needing to be available from 9 10 until 3 35 at the elementary level i think uh you know is going to be trying for a lot of different reasons and let's be honest 4-5 is going to be different than k1 but we're not going to split the schedule you're not going to have older kids do one thing and younger kids do another um so that's a concern that i have in line with i think the basically every email that we got at the board level from teachers and from parents so that's something that i think um that really needs to be strongly considered for that population and the the challenge with that so we understand that the challenge of that is if you if you remember where we're at we have am a through k and we have l through z and the pm clear across a k5 pendulum that means that our exploratory teachers our specialist teachers pe art music are dispersed in different chunks so we have to pull them back to give us the services inside the classroom when we pull all them together into one classroom to be able to service them as a whole group their schedules have to shift and if i have to shift their schedules i have to shift the remote students schedules so there's no way to lock them in and find the sectioning that we need in order to do everybody that's face to face we've looked at those schedules so there's there's no way to be able to keep those set and not impact who we have in class face to face in person because we've gone from two half days to a full day in terms of what's happening inside the building so there's a scheduling issue there we can surely service them but the time change the time has to change in order for us to give them the plan time that they need because remember it's all contractual with plan time so you have to do plan time requirements and you have to be able to maneuver those uh so that you can assure that when we go into a full day part of our challenge is that this year we gave everybody that hour and a half in between so it was easy with am pm an hour and a half was their plan time we're now dispersing that across the day across all k5 and that creates a problem for our specialist teachers that we have to we have to put them in a different location in terms of the schedule to be able to unlock all of those shifts we don't have to have an hbt teacher doing a remote section that's for hpt you know i mean just knowing that the sizes of the buildings are different and so you know doesn't it is an hptpe teacher the only one that can service hbt remote kids now we have uh in order to make this work we have other teachers in other buildings servicing kids from two different schools so just like we do now right so i mean in the same way that you know we're asking teachers to be creative i think you know i again i don't know if it doesn't exist it doesn't exist but are there other ways to look at that scheduling to see if that is feasible that's just one thing i would ask because i mean there's there's a lot of frustration with that group and i think that that's something that i'm more than happy to have somebody else come take a peek at it but i've had you know seven administrators myself doctor we have special spent hours on these special schedules we've had at least three or four special meetings just looking at that to try to make that schedule work between last wednesday and today it's really the way we designed it right we designed it so that they would be able to cover um with the hour and a half in between which was challenging so if that's not able to happen where you were to keep the morning and afternoon what kind of flexibility do you think we would allow the the um our remote only teachers for that you know what if they're gonna get four hours three hours out of these kids first and then you know can it be flexible can it be regular so that's the thing i i'm blanking on which teacher i think was a classroom non-remote teacher as an in-classroom teacher who said something about the autonomy right that we need to give teachers especially for our elementary side of things where we're going from a half you know 12 again whatever number up to 25 whatever we'll say into kind of the shift that's going to come from that um you know i i i would argue that you know we really need to recognize that we're going from that two and a half right double curriculum which we know is crazy and then all of a sudden come up with five hours of planned time which i know is different and that's what they've done in other years prior to may of last year surely but how do we you know support a really really flexible amount of way that they choose to divide their minutes for each of the subjects that they choose to have motor breaks especially as the weather gets nicer like i hope we allow them to just take the kids outside if they need to you know like how can we allow safely obviously clearly um but if it's still their time that they're supposed to be with the kids can we take a five minute motor break and they can take their masks off and run around outside if we're allowing that again yeah we're live up to 20 minutes and i'm guessing it'll be more than that one of the teachers emailed me over the weekend and said that we had another neighboring district that was using pe equipment i was using uh outside equipment so i want to speak with them to say what are you doing to get some more information on that but yes i mean one of the things i said here was i think i don't want them to go back to teach traditionally i'm not saying go back and teach six hours a day i think you have to look at that extra half hour you're getting and recognize that we are three quarters of the way through the school year what's the best use of this quarter we have left we have to intervene we need skill deficits changed the teachers at the elementary are being concerned they have been able to get to guided reading groups maybe it's time to do guided reading groups you look at small group work so kids are off camera or off in the remote world and off camera doing their thing while you might be having a small group cluster working with them specifically on a skill in reading or trying to get them from one graduated reading group to the next group or working on them specifically on reading skills or in writing skills um really trying to close some areas that you see or look at areas that you know you couldn't get to that you know are essential that you need to plug in and how do you feed that into the curriculum in the afternoon if you're there during the day i'm not expecting them to come all there i don't want them to go back and pick up and i said this on friday i don't want them to go pick up what they did last year or fourth quarter and start doing that that's not where our kids are at many our kids are way behind many things we're teaching this year taking one to two days about two to three days for something he used to teach we used to take us one day so we have to cover the curriculum that we've missed we need to figure out where we need to get kids to at the end of the year i personally think of this as a blessing and i said this on friday i think we're blessed we have the opportunity to help kids get reacclimated to the education system we've had kids out of school in some cases up to a year and if we don't get them back we're going to have school refusal issues we already do we already have students that don't want to come back we have students who have social emotional issues that need to just get back into a routine we have students that need to come back and learn how to do school we have kindergarten students that haven't learned how to do school the way they need to be a first grader those things are really really important and so i look at this as a way to really close those deficits to help us get kids where they need to so we start in the fall hopefully a little bit more open we started fall we're starting kickstarted with these six or seven weeks we've got now as an opportunity to help our students so we can get a little bit further when they come back in the fall if we wait and we pause and we just sit i think we're losing an opportunity for our youth for our students to really make the gains or the academic gains they can make inside of an educational institution to help them get where they need to go um and i know that means we all have to be flexible and change but absolutely i think they have to be flexible they know their kids best so you know just knowing the conversations that i've been a part of through negotiations with jeff and with the cea and i think you know we've kind of had this back and forth about you know sometimes there's the fear right that you're telling us we can be flexible until we're not doing what you want us to do and then we're reprimanded or there's the potential for that and as far as i'm aware after what we've talked about in the degrees i don't think much of that is really i i don't think any so i i agree with that but i think that there is going to be a lot of anxiety on the part of our teachers about what does flexibility mean right what am i actually able to do and obviously that can be administered it can be building administrator live and helping to support them which i certainly appreciate i think there is a law of diminishing returns though too so if we delay a week and a half and we miss eight school days and then we have that many fewer school days left is there a point at which it becomes it doesn't make sense to go back now again as with what i do as a child psychiatrist we wait five more months to get kids into school i know what's going to happen for my socially anxious kids for my kids who don't like being in school for my kids who really like being at home and i think it's okay to say nobody's ever said this there are a lot of kids who are doing very very well at home with remote learning it happens there are some kids that are doing well with that i see it in my practice um and and it's neither good nor bad it just is and so getting these kids back when this is no longer an option if that's the way we move and hisb moves getting them back sooner i absolutely believe is the right thing to do but again if we take eight days off and it's like let's wait a little bit longer so they have 30 days i mean like at what point do you say i don't know so that's why originally i was thinking about april 5th bringing back all the students but i am taking into account feedback we've received from the community and thinking about um not wanting to have an outbreak especially after we first bring back a larger majority of our school population even though even with that delay though we'll still have seven weeks of in-person instruction with our students and that seven weeks we'll be able to do a lot of assessment from where they're at and where we need to go and be better prepared for the fall we we would agree with you that as we mentioned flexibility and grace it goes it goes both ways and that's why dr mangan was talking a little bit earlier about on the instructional day for remote with the with the two and a half hours remaining the same the one to one and a half hours remain the same but then we have the opportunity to be creative no one's saying that we want a student plastered behind that screen you know from sun to sun down we know they're going to need some breaks but we could use that extra two and a half hours in the afternoon for some creative ways for both synchronous and asynchronous ways to meet student needs so um she talked about that a little bit earlier and i think that's going to be key that that we have some flexibility with that but it's targeted uh to meet our student needs yeah and i think i know there were a couple questions uh i think in the community thing that amy had sent us earlier today about you know what does that schedule look like and that's the thing right you know since we're working we're talking about this now we don't know what that's going to look like so how much of it needs to be required synchronous is that three hours i mean is it still the two and a half by six two and a half hours i changed that which i get it's so great and then what does that look like so i think there is based on the emails that we got i think from our teachers and from our parents this idea that oh because in the email that was sounded it did say you know it said 910 to 335 so that's what it said for remote learners but that's obviously not going to be the case and so how do we make sure that each teacher has as i said some flexibility based on when their specials are of course and how that needs to be taken into account for what that day looks like and so maybe there will be less anxiety on the part of teachers when that happens but again i would say what does k2 look like versus three five and can we have the same expectations across even that six year spectrum um and i don't know if that's feasible um unless there's just more breaks and then we've got kids that are in between for longer periods of time who then there's the you know there's the child care and supporting issue on the other side of things as well for our younger kids so let's be honest there's no option that's going to be great for everyone and i think we've if anything our teachers have appreciated that over the course this year and the board and our parents have appreciated that over the course of this year but i will i just want to say one more thing i might call todd on wednesday afternoon at about four o'clock um to kind of talk about the stuff that had come out the day before not knowing that they were already in process and i i i'm as somebody who in my practice i and i've tried to be in this board as internally consistent as possible what we have said from day one we were going to have the kids in school as much as possible other schools took those three weeks off between thanksgiving and christmas we didn't because we were allowed to bring them back after that one week that was exactly consistent with what we said we were going to do and when i had already talked to todd it's like oh great we're already planning this because that's to you know todd i'm going to be pretty pretty clear you know come monday that we need to be we really need to figure out what we're doing is like oh we're already on it so that's consistent with what we talked about so the whole year we've been kind of teetering on the edge of waiting for this information so that has been consistent through the whole year which i think is a really important thing to point out to the community that messaging from my perspective has been thank you for bringing that up because there's been numerous times when i've had to respond to parents who asked for certain things because someone else was doing something somewhere else in a different county a different area of the state and i my response has always been consistent that we follow the guide the guidance of idph is and that we would need those guidance to change and have a loosening of the restrictions for us to bring back more students that have now occurred and that is my desire that we bring back students to the fullest extent possible well i do want to say that one of the things that we have to have on the table right is that state assessments are coming alive and we got zero breaks on state assessments the only place they gave us a break was on psats in ninth tenth grade and eighth grade beyond that every single assessment must be taken uh so that does eat up a lot of the instructional time too but it eats up less if everybody's in school every day than it does when we have to try to get our remote students in here and at six feet apart and yet it's going to take us much longer to get through it being able to bring them in three feet apart to try to chop away at what's required by the state is going to assist us but some of the instructional time will be taken up assessing where our students are at against the rest of the state and against the nation when it comes to some of the common core things to see how our students fared this year so that needs to be understood too it's not all about the instruction there are some assessments that are going to be required in that time frame that's going to require to be pulled from the instructional day i've got a well concerning assessment so i'm i'm willing to make a bet and again not going out on a limb that all kids are behind you know not only here in this in our district but across the state and across the country you know what happens if we don't do assessments we don't choice the the state that we ask for we ask for a waiver from the federal government and the federal government said no that they're requiring everybody against the state you lose funding uh in federal dollars you think about the cares act we got a million dollars you think about title one title two title four our special education services those all come from federal funds some of those come from federal funds so i don't know what that equals dana do you know in our budget what the federal grant dollars are um yeah you don't have to go about it but she's looking that up then the other thing we did is we actually reached out to isb asking if assessments are required for all students if we could assess our remote learners in a remote setting to give us flexibility that way and we were denied any flexibility in that i have a few things i thought while we were talking here so um i was three things basically i wonder about liability on having parents transport students number two um background checks for volunteers and the last one is they're going to be would there be some type of training of volunteers um school districts across the united states have had trouble with with trained personnel mishandling students i'm just kind of curious about what thought process was on that we have a system called thank you we have a system called hall pass so when any volunteer enters our door we put their driver's license through hot pass and it looks at all of the major uh databases primarily for sexual abuse those types of things that are required for us by law to make sure we get at least a quick check so we scan a license we pick that up from anybody that comes inside of our doors to volunteer um so we would require them to put through their license through the hall pass so we'd get a quick uh report to make sure that they were of the you know didn't have a background that could be problematic for us okay um in terms i'm sorry what were your first two questions it was about liability a lot of i do not think liability is an issue um parents drive their kids to school every day right so they're driving but if we're not asking to drive other students no we're asking them i mean i don't know they can right they can't pull all the time parents carpooling they're simply volunteering to drive their school to and from school to alleviate the busing elements that we have and then training building administrators would work with any volunteers okay to cover the training in the building and they would never be by themselves they'd be along with teachers or other people who are already doing lunch division or have been trained in lunch division we don't have any school that doesn't have any lunch advisors and i would i would agree with eric i mean no matter what we do i mean the the emails you know we were pulled in both arms both legs and anything else you know everybody has an idea um but we've always wanted the kids back so and i think it i mean to be fair if this also makes just the summer process whatever that's going to look like this year a little bit easier because at least have will have this ideally right we'll have some version of this in person more than we have now right now coming up in fourth quarter hopefully that you know gives us a little bit of insight as to what we can anticipate based on the guidance that exists at the time how we can go about how we can go about doing this i received very good news from kane county health department today related to vaccines throughout king county with 60 of people who are 65 or older seeking the vaccine at least had the initial dose and then of course essential workers educators across the country across the county our numbers are increasing in vaccinations across the area and king county health department is is hopeful that by the end of may as a county will be in very good shape i mean once they opened up the scheduling last tuesday same day that all this came out interestingly enough they opened up the scheduling for the batavia one the old sam's club which is really for anybody with a qualifying medical condition which is pretty much anybody i mean king county health department stated today that they look to open up that sam's club facility and begin vaccinations by march 19th well this week all right the question on the on the scheduling you're just you're talking about potentially delaying start changing schedule for two weeks is that and i understand the the logic um but we didn't do that in any of the previous of the previous breaks and are these are these is this is this an isb guideline or is it there's there's no guidance on idph is saying that this current guidance supersedes all previous guidance and so if we wanted to we would be eligible to bring all students back on april 5th we we've been consistent as i said multiple times that we follow the guidance um i question why we're doing anything differently at that point that's and i think the only you know from a from a behavioral perspective the only option being you know just i'm hearing about a lot of people traveling in my office which i didn't hear about over thanksgiving and i didn't hear about over christmas so just from a sociological standpoint there's a lot more people that are feeling more comfortable doing that so i think the numbers would tell us a larger percentage of our families are actually going to be traveling but at the same time the risk of community and transmission is much lower at this point so i mean i think but i tend to i tend to agree with you on that like consistency i think there's something to be said for that i mean unless unless there's some preparation we can do in the meantime that we need the time to do it that's a different circumstance but if we can do it then i'd say if we're going to bring you know we follow guidance because i got to piggyback onto that why should we as a district make a change because of choices people are making for their personal lives i mean we're not you know a lot of people are choosing not to travel we're still in a pandemic they say don't travel why should we delay something because of actions of others that are choosing to do it yeah yeah i mean right the potential risk of clustering right i mean they can do it when they're at home the same thing can happen anywhere you know they do it now i'm sure these kids are together every weekend the one of the key factors that have kept our schools open is the strength of our community as far as following through with the symptoms trekking and if people in the household have symptoms that they keep their children home so whether you're at six foot social distancing or you're at three foot social distancing the real key to keeping our school safe is that if you're just if you are exhibiting symptoms you don't come to school and that still holds true right that'll still continue that will still continue we will still require self-certification through the remainder of this school year and we require mosques and face masks and we still have the same cleaning regimens we've got right now correct i mean the only difference we did receive questions regarding elementary because elementary currently gets cleaned in between classes but i think it's important for the community to understand that we're still keeping a pod mentality so we're still keeping all the kids in one class together as a pod and we're bringing art music to the classroom to try not to mitigate any movement uh too much movement in inside the building and physical education we're asking them to take them outside for those breaks that they need for the mass to get that six foot distancing to get them outside if it all if if the weather is permitting that we really want them to take them outside uh to get those types of things as well as so everything's going in a pod rotation for elementary to try to keep and mitigate as much as we can that movement and then in the evening our custodial staff has done a phenomenal job of cleaning at night and sanitizing every classroom every single evening and then saturday they come in to do you know even deeper uh thorough clean so i that will maintain the only difference would be that wednesday at the army's hour that midday at the elementary school level the other thing i wanted to say was when we met with the teachers on friday uh on the in the special edition uh town hall meeting one request was that they would we would shift one of the calendar days so we currently have two teacher work days at the end of the school year which is kind of when they do you know all of them are packing up getting things ready doing all the things they need to do to get set for summer and turn on all their supplies do all those things they need to do and they wanted to know if we could take one of those days and move it up to some time in these next two weeks to allow them time to do some additional collaboration planning with their grade level teams or with their neighbor their apartments those types of things and then take that student day and put it at the end so we'd add in one more student day so the student so the teachers had the extra time to work um and to collaborate with their peers so i kind of wanted to bring that and see what the thoughts of the board was like right now the ninth i believe what day of the week is that oh i think it's a wednesday i believe so the kids the students last day is the seventh oh that's what i mean yeah so the students last day would be the eighth okay and the teacher's last day would still stay the ninth it's just that we're flipping two days we're putting a student's day at the end and taking that teacher work day and giving it to us a little bit earlier so that they can plan so students from until a legal standpoint we already have an orphan day on monday yeah are we gonna be doing any learning on a monday and tuesday the last two days of school you have to buy by state coach you have to have the number of days so oh i know when you need to date my question if you're saying let's move it then so they have more time to be together i mean i don't think they're going to be learning on a monday and tuesday that's just my experience and i think probably our teachers experiences too at the very end of the day especially k5 or end of the year i mean we have finals obviously at the high school level and maybe middle school too um you know but it is a lot of fun stuff and review and other stuff like that so um you know uh i don't know so you're recommending an institute day between now and when we start essentially well in the next two weeks right because we're this week or next week so we're thinking the friday before spring break that gives parents an extra day for spring break and it gives our teachers the time to kind of collaborate and do what they need to do in preparation before they come back especially if we want to start on april 5th i think that time is necessary if we want to push it back a little bit we could do it with return and extend it on that monday after spring break to still extend the time for our parents and families to try to tie it to that spring break so there's a benefit to our families as well as our teachers get the benefit that they're asking for to work together since it's such an unprecedented year and they're asking for that um and we're asking a lot for them to change and things right i'm all for it i would agree separate subjects you talked about vaccinations and obviously there's been um all of the staff teaching administration have had the opportunity to vaccinate vaccinations like sort of so far including the second dosage right correct do we have any idea is there any way of finding out even voluntarily and just in terms of anecdotally what percentage of staff have actually taken taken that advantage we have not collected that personal information because the vaccine is not mandatory right um i mean you could you could voluntarily ask staff you know to give that information but some staff would be uncomfortable with sharing that let me rephrase the question in that case um are we aware of any any staff who didn't take the opportunity to um to have to to get the vaccination who now want to because the change in schedule and don't have the opportunity to do they will have the opportunity um and i'll be announcing that tomorrow in our town hall meeting because i advocated for that today and so we got a solution and answer to that great that's great good one more thing just one last thing i had at least one teacher from uh each grade school reached out to me over the weekend um and just kind of given some of the stuff that we were hearing and um they all said to me we want our kids back we will find a way to make it happen um and what they all told me was that they were uncomfortable with saying that and i think it's important for the community to know that there was some discomfort in kind of verbalizing that in their buildings because they felt like they were the minority that they could say that they were excited about that and we'll figure it out no matter what so i did find that interesting so i think that's important to know do you know why they were comfortable um i think there was some belief uh from my understanding that if it wasn't in line with their perception of what cea leadership thought that they didn't feel comfortable sharing with their colleagues the excitement about that i also had some communication along those same lines and i haven't talked to eric about who or if they were the same people but i've also had the same communication comment about the cell certification that you know the community has been excellent on i know i've been in a situation with my daughter where there's a sports injury or she wasn't feeling well not a coveted symptom do we anticipate any issues because there won't be i'm not feeling great today i'll log on even though it's my in-person day um or if you get a symptom and you get sent home now they have to quarantine for 10 days and there's no remote option so you're missing 10 days of school which you know so let me clarify this and we can include this and um future correspondence we push out to the community as i mentioned earlier the of the idph and isb guidance supersedes all previous guidance so we're waiting now for the updated symptoms chart because symptoms have been removed from the coveted list so in the past where some families were concerned because the child had a runny nose or had some congestion like doing allergies and they're like really we have to get an ultra diagnosis or a negative cova test those are a couple of the symptoms that have been removed other symptoms have also been removed so um for student service department mike potsik and i and assistant director of one meeting with our district nurses uh going over some of that then we'll be pushing out those updated symptoms the updated symptom list for quarantine or alternative diagnosis or negative cova test later this week but jeff i think also to your point um we've i forgot to mention that so i think the challenge is that if our teachers are fully in person and have no remote students i do not think i want to add additional stress by saying you must now do synchronous learning too right so what we've told our teachers in the conversation we had on friday was that you have a canvas account and in the canvas account you have everything that a student should need so not unlike when a student in pre-covered not like when a student was absent or a student on a vacation or a student was gone they would talk to the teacher in advance get the materials work those things and then our teachers are really great about checking in with those kiddos and so i think that process will continue i know we have a lot of parents that i've seen at least in the emails you know can they do synchronous can they do this i just think it's a lot to ask from our teachers if the teachers are already doing synchronous um you know i think that they have those kids when you've got 25 kids face to face and five kids out there and then you got to add another one in there that's a lot to manage and so i for this point i think it's where we say nope i'm sorry if you are an in-person person you have to leave we get it campus accounts are up to date our teachers have been really great about this this year parents are really good at it we're going to ask that they check the campus account work with their teacher independently and try to make up the work as they're coming through understand that's one day every day they're absent they get to make it up when they come back but hopefully as they're at home and feeling a little bit better they can work on those types of things but i just don't want to add that extra pressure to our staff i think they've they've done a phenomenal job this year and i feel like i kind of wanted okay that's kind of our our point of no return if we start doing that and trying to manage that i wasn't requesting that no but i forgot to mention that when i talked about the scheduling because we todd and i have talked about that and we've spoken all the guidance may be completely different right so i mean we just have to wait and see they're going to be coming out i was told today that we can expect upcoming guidance again related to a quarantine period related to schools only uh related to the three foot social distancing of students because the data is really showing demonstrating idph that students are not the cause of the spread of co event that that these new regulations will apply to staff as well as students right correct so that should help with the substitution issue yes i have to say another thing that i think everyone should be proud of the staff um the students the the family members our due diligence with really monitoring the symptoms and watching that across the county our positivity rate is low but our district positivity rate is very very low and i'd like us to continue that trend and again um i think it's because of a team effort due to our custodial crew that are doing a really good job with sanitation disinfection our bus crew with transporting the students and then disinfecting those buses between routes our teachers helping in the classroom and working to keep the classrooms disinfected as well it really is a team approach and i'm grateful for that i agree i think uh with this guys coming out on tuesday it's now monday we're not bringing all kids back tomorrow everybody you know i have to appreciate everybody's concern everybody in the community is concerned for their kids their neighbors kids the big picture i don't think any of our administration or teachers have ever demonstrated that they're not trying to do what's best for kids so i think we often remember that we have to be patient they're not going to stop working now that this beginning of a plan is out there they're going to keep working until april 5th or april 12th or april 19th refining this so um hopefully all questions will be answered at that point you know but more and more will be answered the closer and closer we get so thank you for your continued work thank you thank you yes thank you well just final question is that we are we're keeping up with the ticket reports oh yes we keep the ticket reports i think we've been a little busy with this stuff it's it's been sent out to the board we're still doing very well it's it's a great interactive way actually of making sure that sort of everybody's on the same page in terms of maintenance as well we'll send them out yeah once mandy can put them together she was working on these remote surveys for me and other surveys yeah today was one of those days that it was very busy why don't you get nothing else to do so i understand that all right business manager fluke is going to go over some capital uh the capital projects plan so um kind of just going through our project list we have you know a five-year project um capital project plan um trying to tick off things off that plan and then keeping up with things that might jump in the line if it's more more pressing some of the things that we are looking to do over the summer doing some hvac upgrades to our entec systems kind of automating them behind the scenes so hbt and prairie view the whole building and the lighting controls will be updated um that that controls the boilers and the pumps and everything lily lake is going to get a piece of it i think lilly lake in a year or two is going to need a whole entire brand new gutting of everything so we're just going to fix the back end of it and then some little at chs cms pkct they just need some lighting things they've got more of the upgraded version already so we're just going to fix what needs to be fixed to kind of get them all up to speed and we're going to upgrade cms's windows i think it was almost might have been last year we got a 50 000 grant um and we had to match at least fifty thousand um the project's gonna be more than that it's gonna be about 180 maybe um to fix cms's windows on the backside and the shop in the library and then um with that bid that when we write that bid we're actually looking into doing some of getting a cost an alternate bid for the high school windows that are very drafty and i think those are on the south side of the the main hall so those ones that whistle when you're in meetings so we're going to look into that some roofs cms and the d.o gym roof need to be upgraded and then a dump truck and a pickup truck for maintenance is going to be probably on the docket and then the normal just district-wide painting and cabinets countertops and some of cms and pk's offices and the flooring carpet whatever we can do for that so those are the main ones all right we received three foias between our february board meeting and in this meeting the first meeting came from the first play that came from abc news where they were looking at attendance data and as a district we kept attendance data last spring there was a previous foia asking for attendance data in the spring and we keep attendance data through our skyward system well we were able to answer our in-person attendance rate for every school our remote attendance rate for every school and then our total attendance rate for every school so you're able to comply with that foia the next problem we received was a foil from a group called reopen illinois schools that foil was on fairly extensive with 12 bullet points that asked for quite a bit of material so we invited them to narrow their request and then the final foia came from the chicago tribune in pro publica and they were looking for um how many how do we refer students to a resource officer if there were any arrests or citations given by a resource officer at school we were able to reply to that foia request as well we were able to provide them the information they asked for but in a very protective way because we have to protect the rights of minor students all right that concludes tonight's meeting we need a motion and a second to adjourn from open session go into executive
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yeah i'll get into like all the options here in a second so you can see how they kind of stack up against one another all right so once again these were the four options so late arrival early release block and the hybrid model this is how we represented it in the form so that people got a visual look at how these would kind of work right and this is where if we just go straight up top choice against all or rank choice against all of the options that were presented you can see it's different from each group but you can see how that early release shows up in the top half in all of the groups okay when we say families we're talking parents or other parent guardian guardians always so okay it's just with the the variety of labels for the adult supervision we tend to go with families to make sure we include everybody all right so this is how it kind of how each of the choices shakes out by the options okay [Music] so you can see for students where their top choices come then for families you can see there is a slight edge in that option with lunch but it's not far above the option so dan to your point right it's not skewed that greatly you know uh it is definitely a preferred that it's the full day with lunch but it's not that far above the other choice and then for staff if you take a look at the comments you know it's just one more change right uh so their their selection was to stay in hybrid although their uh resounding second choice was that if we needed to change the early release would be the way to go and if we group them all together this is kind of how they come out if everything was equal all right so as we look through all the surveys students and staff of the choices of the full in person so you take hybrid off the table the top choices for students and staff were the early release the top choice for parents was the full day with lunch however when we can expect 80 to 90 percent of students to return to in-person learning there's some things we need to recognize one that's a much higher percentage than what we're seeing to other high schools in the area so when we see other high schools in the area doing days with lunch plans those are schools with 40 50 60 of students returning not you know we're already above that in the hybrid with more intending to return so the logistical challenges of running a full school day with a lunch get far greater than what we see with some of our peers and we're under construction too yes and we are under construction too we saw from the survey results there are concerns there's documented concerns there amongst eating lunch at school amongst both students and families and that concern is far greater from lunch than it is from snacks and as i talked about before remote families are choosing fully remote for a variety of reasons there's no real clear reason yes because you and i have talked about this but i think mike brought it up and this gentleman brought it up because we talked about like opening up the auditorium for luncheons oh get there now you're getting there okay so i couldn't hear you i'm getting there i'm getting there it's about opening up the auditoriums for lunch oh okay all right all right so programmatic consideration so what we're talking about here as you all know this is uh what we release to everybody today is that we follow these safety measures that are in place and they're the proposal for the board today is to return on april 6th after spring break with a tuesday through friday full in-person schedule so everybody's invited back every day tuesday through friday at a 1 30 release to avoid the lunch period that involves a 10-minute snack break in the third block of the day wednesday and thursday afternoons we would offer virtual support so similar to the resource period we have now kind of in the middle of the day we move that to the end of the day two days a week and then monday we'll go into detail on that on both of these in a second monday would is a recommendation right now that all late classes would meet remotely as they are now oh that is a typo for 40 minute periods not 50 minute period [Music] then this week starting tomorrow assuming the board approves of this proposal we will send out a survey to everybody for them to let us know how they plan on returning after spring break but unlike the selections we've made in the past if somebody starts out remote and wants to come back we'll allow them to come back the goal is to get as many students back in person as we can and t99 because we can work out lunches it's just a much smaller setting and how that works there that we will return to a five day a week schedule in what their schedule was before kovit did that monday all eight classes remote where it says remote 50 minutes did that go out to the public this way i it did but i there's another slide where it's correct this slide is the type i'm just wondering what maybe it did it in the description it said 40.
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when the board approved phase 3 plan we were preparing and operating under the guidance at that time with the new guidance we felt that we should at least discuss what the new guidance could mean to 308 and have a discussion with the board this evening so the new guidance still requires mask wearing at all times in school social distancing guidance of six feet has now been reduced to a minimum of three feet this is a positive because as you all know uh when we shared our phase three plan for the secondary level we've shared that we couldn't guarantee six foot distancing in all of our classes so that's that the new guidance is very good for us in our regards to our current phase three it's important to note that for contract tracing purposes in quarantining that any student that is within six foot for 15 minutes or more of a positive case would still be need to be quarantined the new guidance also somewhat addresses the space restrictions in large areas such as cafeterias previously large spaces like these were limited to 50 people the new guidance now allows larger spaces such as cafeterias to have more than 50 people in that space to eat as long as the students are spaced out at least six foot apart when they have their masks off so as i just said the new guidance helps with this issue but we are still under strict protocols in these spaces ensuring six foot distancing when students do not have masks on next slide please with the new guidance our priorities for learning options remain the same so throughout this pandemic this is a slide that you've seen in each one of our presentations minimize the health risk for students and staff maximize the time for in-person instruction enable families to have some choice in how to address the educational needs of their children minimize disruption to current teacher relationships and to maintain students ability to con continue in their current classes so now that we have our choice window for phase three closed uh the following are the percentages of students who have chosen in-person instruction at each of the three different levels and as you can see from elementary elementary increased from 66 to 73 percent in person junior high increased from 61 to 68 percent in person in high school increased from 55 to 59 percent in person so this slide shows a scale representing what the board we feel needs to consider the question is whether or not we should implement another change to no already approved phase three to increase more in-person instruction or not there are pros and cons to making any additional changes that the board should consider our proof phase three plan already combined our current a and b groups at the secondary level so that all in-person students are attending school four days per week five hours per day our elementary students had already made the change to four hour days per week for in person as i stated earlier when the new guidelines came out we immediately began to have conversations and uh in regards to could we offer more in-person learning time while at the same time trying to meet the priorities for learning options that we've been operating under since we began uh bringing our students back into our buildings so i'm now going to ask faith to share what we came up with as we think about the question should we consider modifying the phase 3 plan that was approved by the board of education on march first at first it's important to note that the changes that can be made without altering arrival or dismissal can be done by april 7th however if we change the arrival or dismissal times it causes a lot of rework on bus routes so the fastest that the transportation department can do that is april 19th if we alter the arrival or the dismissal times so i'd first like us to go through and i'm going to go through different options at the different levels and then i thought we'd circle back uh and talk about them after each of the after i've gone through the whole presentation so at high school the current option which is option one out there that is uh currently supposed to happen uh april 7th is four days of in-person instruction for five hours a day it does have student support time obviously that would be no change for transportation because that's what they've been really busy building right now option two is a change from that original plan to go to five days of in-person instruction still with no lunch that could start april 7th i would still have student support time and some change for transportation uh why we would consider doing that now one of the bullet points that dr sparlin on his slide had about remote instruction is that we still have to require that but it is a little less of an emphasis now with the new state guidelines on what that would look like and as we look forward to the fall and that parameter being even smaller we and we will be looking at having remote instruction in a very different manner come the fall but i wanted to highlight that as to why that's an option now for option two i know a lot of people are questioning okay why aren't you going to a full day at the high school and that remains to be a big challenge for lunch the numbers that are up here uh prior to the release of that we had to keep large spaces at 50.
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okay all right let's make sure that the students it's just the type because they're looking at this i have one at home you know the paragraph that we sent them except for it was 40. okay so i do have a question the idea for monday i know you talk about the lunches but being remote is that also going to take into account kind of the cleaning of the school to make sure that we keep up with the necessarily uh safety cleaning no i we our cleaning protocols were able to do even if we were back in all five days okay i was just wondering based on the fact that this covet was anything like that taken into account no we're able to do all of our cleaning okay that's not a factor in sam has hello okay uh is there a visual somewhere in this presentation that shows what the monday will look like yeah we're getting there okay so hey quick question i know we either talked about it or retreating emails i don't remember which this past week we talked about still allowing a choice for remote my only concern with that is if we do which is a great thing if we get 90 percent of the kids back a traditional classroom is going to have three kids two kids online and 18 in the classroom what's an experience like for the two kids by themselves at home versus requiring everybody back in the classroom i mean at 33 it's a little and now with the ab splits it's a little bit different it's a little more balanced for teaching at an 80 or 90 to i mean i'm just worried about that those remote learners are really going to struggle with that model uh and as i indicated earlier though that's the amount that are opting into that i expect that we're going to have students that between quarantining or isolating because they're close contacts now that they won't be choosing full remote but will need to end up there for a period of time because of contact tracing so we need to keep that program robust enough because we could have students in and out of it because of contact racing yeah i just think that that i mean it's human nature if you've got 18 kids in front of you you have two on the computer where you're going to focus your time not by any i think we're gonna have to really make a conscious effort either in those virtual support hours or somehow that we don't forget about those that have chosen to be back especially if it is a 90 10 relationship i'm just i'm a little worried about that and and we've seen that the other direction now because even though we have two thirds of our students back we have some classrooms with 16 students in it and some classrooms with three right so in those settings the teachers have had to make sure that the in-person students are getting the experience that they need while the majority of the students are remote it's going to be just the opposite here so it's going to be a lot for our teachers to have to juggle all this as it has been all year is there any any metrics or anything that would point us to be requiring 100 back in in person no they're without the medical exemptions well i mean essentially are there i mean at what level because ideally we're 100 in school ideally without this at what point do we say that we're okay enough for that 100 percent back in school so we have to deal with the 10 to 15 percent that might feel or might get left out i would say coming into next school year if we're still sitting where we are now that would be the appropriate time because by then uh both isb well isb will have their protocols for determining if somebody has a medical reason to be fully exempt and then our attorneys will have the opportunity to vet that and make sure that we're we're doing that process appropriately at this point there's no clear guidance as to what would even qualify for that so you know and you know we'd have to wait for that to be determined before we you know you're working your way closer to the end of the school year at this point you know and are we going to get to the point where it's three weeks four weeks left in the school year and you're going to tell everybody you have to come back no questions asked you know at that point i don't know you know if it's if it's worth it i just wanted to raise that concern i appreciate your point you know just the idea that there's probably some point at which you know there's there's so few at home you're opting for that there's there's probably a point at which you go we need to you know and hopefully this would be worked out over the summer and how to deal with all that and yeah but we've been in that flux all year like i said there are some classrooms where students and teachers alike have said there's not enough students here what's the point of being in person right so this could flip and be the other way it's our job to make sure that all students are getting served in in either of those settings hopefully with the increased participation though that we're it seems to be indicated here that we're we're we're starting to lean more towards into the comet more students encourages more students and i think that that's that's probably going to impact yeah it'll snowball into yeah in a given year prior to colvin what percentage did we have of students who remained homebound but still received services from a very small number very small number gonna come under two no more than two under five i i couldn't speak to it right i mean there is a possibility it ebbs and flows especially with when you factor in both physical and mental reasons for mental health reasons for someone to be home bound it can fluctuate greatly but there is a percentage in a non-covered year that would mean the whole year absolutely and it's not it's not a small number it's it's no it's a big it's got digits oh yeah it's double definitely double digits and they would have responded no they would have responded no on the survey that you wouldn't you know they wouldn't be coming back no matter what no it's not i'm not talking about the survey i'm just trying to get a baseline for prior to covet how many students would be home anyway and it'd be really hard to save right now rick because one of the big reasons that we are seeing for students wanting to stay home during covit is related to anxiety and mental health and so that's directly related to kovid being present in society so that could naturally drive those numbers higher this year because of it but yeah take cove it out there still is a number who struggle with their idea of school and and need that homebound service correct we're always providing whether they're homebound or hospitalized right you know any number of those things we're providing resources to students learning in an alternative setting than uh in every year yeah just that number i would anticipate would be higher this year even in a good year yes out covet there is a percentage right principal percentage that are not in school on a day-to-day basis because of situations absolutely every year actually the board has added resources over the years to make sure that we're helping those students and serving them appropriately yes yeah okay all right all right so we've been through this but i just you know i wanted to get it on one slide what were those key factors is we selected a model so we keep saying bring get as many kids back as possible we already have one of the highest in-person rates in the area and i anticipate that more will choose to return return this way lunch was a major factor in determining the schedule and i'll get into all the variables i think on the next slide on lunch but just to review lunch is much different than when we think of lunch before when we had kids talking about coming back to lunch periods they're envisioning the socialization time that they had in the past and that is not if you look at the guidelines what we're talking about in a lunch period okay we're talking about six feet apart we're talking about assigned seats we're talking they're all facing one direction there's limited talking because they have their masks off as i mentioned before 37 percent of students 27 of families are not comfortable with lunch at school we talked about the preferences and then other factors in this model are that feedback has strongly encouraged a consistent schedule throughout the week so you'll see this factor in a couple of ways in the upcoming slides and how monday and tuesday and friday fit together so i'm going to get into the details but i just want to give you these kind of overarching ideas that are going to set up these things and hank are you going to explain what lunch means yeah okay so i won't ask my question right here so the slide you've all been waiting for lunch so we have decided administratively a common lunch is not a feasible option at this time if we return in the spring or in the spring if we return in the fall under the exact same guidelines with the new commons and our outdoor eating spaces that will be achievable but right now it's not if we look at right now at south high which is our biggest building right now it has the smallest cafeteria space due to construction it also does not have an auditorium due to construction so there's very little area in the common lunchroom space to bring students in probably 220 230 is our maximum under those safety guidelines of six feet apart all facing one direction when you if we were returning 80 percent of 2 800 students start adding up the number of lunch periods when you take 220 at a time you start to end up with nine to 12 lunch periods depending on how many return in a regular school day we have six so it gets to be very difficult to to put students in spaces and i've heard field house gyms those kinds of things but those spaces are occupied by students returning for those curricular areas plus you have hygiene needs you need to get food there food allergies you have a whole bunch of complex moving parts for if you do those things i've heard people say put students in lunch in classrooms and eat then you still have the same supervision hygiene food allergy supervision pieces that go into eating in those spaces as well for the all of those reasons we're recommending for this spring that we just focus on getting students back to school all students inviting them back every day working through the logistics of lunch by removing lunch you remove you shorten the school day by one hour naturally because you remove that lunch study as i mentioned earlier that would put us at the end of the day at 2 30.
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this does allow us to go to that six foot distancing the example here at oe as you came in and saw all of the chairs separated in the big area out there we can have 165 students at a time and lunches do go two through two periods so that would be 330 students we could have here in the cafeteria and if you look at the number of for fourth period lunch of this is just our in-person students combined this isn't all of our students 440 then 384 we do not have space to be able to do that with those pieces um that is probably why when you think about like plainfield they're going to five half days without lunch 204 is going to five hour days um without lunch uh and looking at that so that's why we have option one and option two but it does not have a full day going on to talk about junior high very similar that our current option is four days with five days of five hours of in person starting april 7th having the student support time option two almost exact to the high school level it would be changing to five days so now that wednesday would be an in-person option this also could start april 7th have that student support time and some changes for transportation but we would be able to do that by april 7th similar data looking at junior high and what lunch spaces would look like we currently have lunch tables and that's the first column of how many students we could get in we could bring desks from other schools and bring those pieces in and then we would get to the numbers there in the middle column you can see by school the number of current in-person students of where we would need to be and that is much higher than what we would be at that capacity for the six foot social distancing then if we get to elementary option one is no change from what we are currently doing with the four half days of in person with one half day of combined remote instruction with in-person students and then if we go to option two which also could be available by april 7th is to switch to five half days of in-person instruction this would require a schedule change for our elementary students currently they are doing both all students in person and remote in the afternoon this would bring it excuse me to the morning and this would require that our remote students be live streamed into our classroom instruction if you recall at march 1st this is option c that we had talked about back then then it is possible by to go to a five full day of in-person instruction it would be a very large change from our original plan i have the highlighted date up there because that would not be possible until april 19th because it would be a dis different dismissal time lunch could be served with six foot distancing we would need to hire some additional staff to supervise at some schools some of our elementary schools are up at 85 percent capacity of in-person and having all of those students in the lunchroom even with six foot social distinct is not possible but we could spread some of that out our remote instruction would be live streamed k through five there would be no student support time or designated teacher time for remote students at early childhood we have option one which is currently what we're having option two we could go to five days of in-person instruction for both our am sessions and our pm sessions again that could start april 7th our self-contained special education programs those programs are already five days a week during phase three we would not suggest any changes for eva transition and goal eva and goal would not change however transition because of now the three foot social distancing we would be able to move to four days a week of in person with wednesday being community based instruction alternating between a and b groups so now what i'd like to do is go back and start at high school and talk about if there are questions or discussions and we'll go through each level yes my first question is that this doesn't look like a very big change from what had been approved at the last meeting why was this not recommended that time right so one of the reasons that we did not go with having five days is we wanted our remote students to be able to have one day a week that they would have the same experience as all their peers and be communi in a part of a community in that class at the high school level and we still had 40 and still have 40 percent of our students in that remote piece and that allows everybody to participate in that similar way also at that time there was state guidance that it needed to be very equal between remote and in-person instruction so this will not be the same experience for remote students as they would have with what is currently approved they would be it would be different because they would still just be live streaming in every day where wednesday is everybody is remote and it has a little piece so there is a change it's not depending on the student i can already hear other students saying yes mrs dalquis that was a dramatic change but it's not a change to the schedule it's not a schedule change it might have an impact change was there something in there about planning time or was that at elementary that was elementary the high school teachers are already teaching all of their schedules it would just be whether students were in person in front of them or not questions on high school does the does the time at the end of the day provide students with enough support time so i guess some students would say yes some teachers would say yes some teachers and students would say no it's not enough time with those pieces definitely we currently have more of our remote students using that support time than the in-person piece and when we had met on the committees prior to this and talking about which of the options to bring forward and talk about for march 1st there was a definite demand to have that student support time to be able to follow up in small groups with students so i guess my concern at a high school level is that kids are able to maybe just sign in and pop in if that makes sense like for me like you know here's my here's my zoom information you can pop in anytime during this hour and a half and i'll help you i don't care which class it is so i guess my concern with this would be in the high school and i do support five days a week and i do support that extra time at the end of the day for particularly for the kids who are at home learning but for me it's less about lunch and more about the rest of the kids so i guess my only concern is that the high school has the expectation that it's that it's not a you have to sign up at this time for this appointment my expectation would be from from this level and as a teacher myself that it's just open and any kid can come yes there are there are both invitations and then there are very highly recommended invitations and even if kids aren't highly recommended they might feel a need to come that they just haven't expressed and that's i think what i'm hearing i think so for me what i have found is that well i won't go see that teacher because they told me i had to make an appointment yeah i just need this question answered right like this one i'm trying to avoid like it's hard enough to connect with school when you're online learning right i want i want it to just be hey you know what can you just help me figure out this problem i got it from here so that's my concern at the high school level and a little bit at the junior high too okay i i want to jump back for a half second because as we have all learned um over the last year there's a lot of different phraseology that's used right so let's jump back to the the six foot rule around lunch and no masks is that a law rule recommendation uh where is it how was that written when we got that instruction so it's written as guidelines okay to be followed so then i'll two-part question this so then how do we and i'm not asking you because it is not your job to be an expert on what other districts are doing but when we read about district 203 in school for potentially six to seven hours a day or any of the other districts many of them are high school districts right uh glenbard et cetera et cetera so then how is a district like those which is similar size and has similar size buildings and student populations and in-person attendance rates is is there something specific as to why they can offer lunch in school and we're saying we can't i know that prior to this there were some school districts that were only doing the three foot social distancing i don't know if that is the case as they're still going to do that now that the state has come out with saying that if you're going to take your mass off you need to be six foot apart i believe that some of the high school districts that i've talked to they're doing that do have an open campus for lunch that a lot of students are leaving and doing those pieces i i know that there are other districts that are close by that are similar size that are not doing the lunch piece so we could inquire and find out i know that there are some districts that are still putting together their plans for after ibph guidelines too i would just argue why why would we ask our administrators to spend the kind of time when we have guidelines i i can't imagine why we wouldn't want to follow state recommendations on what will keep our kids and staff safe because we want to open the schools up and we want to know how to do that safely safely and we want to know if others which is why you have guidelines other schools have found a way to do it i'm not a i'm not saying it's acceptable for us to just say well we ca we tried and we can't no that we still need to work on this so we serve lunch and we have an hour at the end of the day for kids at west so the kids are in for say that again we so at west high we serve lunch but we also have that hour and what 15 minutes maybe hour hour and a half i can't i'm off eight hours so it all loops together for me but we still have that time at the end of the day for any kid who needs help hillary clinton clarifying question is are your kids going to school every day in high school at west yes right now we're five days a week but it's 50 50.
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however that is the exact same time that the elementary schools are releasing their students we need to do our bus runs either before or after they do so that moves us back to the 130 point to make everything work to get in the four block classes and make that all work and make it all run without a lunch period in place um i think i covered everything in here questions about the common lunch what's what's the detriment oh i'm sorry terry was first okay um i understand that um you know we're not gonna have lunch but we're gonna have snacks uh are those snacks things that people bring into the building or are we gonna be servicing the snack ability i i guess the food service so that you know a student can buy a snack is that part of the whole no students would bring their own free or reduced lunch we would have a process to provide them to them in advance like they pick up their snacks for the week and then be able to bring them okay so they would bring an apple yeah correct that i'm just throwing this out okay now we can do that because our students will be in i have a slide on snacks next oh um that's all right that's right let me did i let me cover lunch and then we'll get to stack in a second did you like did you have a snack question i had a lunch question all right but my lunch question was what what do we if we're trying to weigh the pros and cons right what are the what's the negative to not having lunch i mean it may seem like a obvious sort of question the huge negative is that it shortens the school day right if we had the lunch period then we could stay till 320.
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so we have ab groups so my biggest classroom is 20 kids my smallest classroom is 14. but i mean they're having a board meeting tonight too i see them writing on the wall so for me what i'm going to look at is i want our kids to be safe i want our staff to be safe when i'm looking at the three to six foot when i was reading it there was a clarification that was made between staff members that had been vaccinated and staff members that had not been vaccinated and that staff members who had not been vaccinated should continue to maintain the six foot distancing is that something that is i don't even know where to begin to tackle that um because where do we fall in what we can require an employee to disclose um looking for a little bit of guidance on that i'm not sure where that comes from either and my suggestion our suggestion has been if you can give every staff member a six foot bubble that is the best course and that way you avoid even asking the question and getting into the potential ada issues that are raised if you require staff members to tell you if they have been vaccinated because we cannot have that we can't right we can't require anything i don't think no we can't require nor can we inquire well employers can mandate vaccines employers can ask if they have a legitimate reason to do so but it comes with risks and downsides of what do you use that information for and so if it's possible i don't think having teachers be in that six foot bubble at the front of the classes making or breaking your recommendations right is that correct correct i'm i'll just i'm just going to echo what lori said is um that um we have guidance from experts um and i'd like to follow that guidance is as best as we can in relation to um you know our safety and our students safety and our staff safety and so um you know i'm not interested in making any changes necessarily um to our original approved plan and i'm not interested in exploring more about how we're able to potentially do do launch it's just not something that i will entertain as a yes vote i have a quick question that's not necessarily specifically high school related it's maybe more a question for teresa [Music] with the change in recommendation being going from recommending six foot to three to six feet that dr smarlin like you had mentioned earlier that's actually what we kind of knew that we were going to be doing that anyway we had already said with our approval of phase three that we were not going to be able to have the six foot distancing in every single classroom but we would do the best we could um so one might say we were actually ahead of the game on that one since we approved that one the day before this came out um i just had my question is about um quarantining and contact tracing so i took my saturday and read through multiple times the new guidelines and i have some questions so it said in there that quarantining is still required for close exposure to a confirmed case within six feet of the confirmed case for a cumulative period of 15 minutes over 24 hours and not fully vaccinated so i think i remember at the beginning of the school year that that 15 minutes was it was 15 minutes in that lock at one time at one time but now that cumulative has been out for several months has it awesome yep okay so i should be keeping track of how long i'm around each person so four minutes here and five minutes right my question is it's fine the three to six feet the three feet didn't change this at all this is still six feet correct yeah and that's discussed in the guidance as a consideration as you put kids closer together obviously the quarantine numbers an opportunity for quarantine increases because that didn't change from six feet right and what are our current quarantining rules so let's say i was in spanish class with you know and i'm only four feet from the two people in front of me and two people on all four sides so and you test positive and i test positive on a tuesday i was in class with them on monday so i'm home quarantining for 14 days 10 10 days for you and 14 for your close contacts from the time from that monday from their third time of the last exposure to a known case so you as a case are defined um the day that you're tested that's when your 10 date that's day zero of your 10 days but we go back 48 hours for contact tracing purposes because you were technically contagious at that point and then so anyone that had contact with you within that six foot bubble for a cumulative total of 15 minutes quarantines for 14 days from the date of last exposure so if they were last with you in class on monday that's their day zero and then they go up 14 days from that point that's why we have so many sitting charts so many sitting chats yeah that's why we do have seating charts in every classroom and the bus so you can do the contact tracing but as in that scenario that you just described so if you just went through seven different classes that could be you know seven times four or five around you for that one exposure but that's i think that's that's the answer to the question that you're asking right is this for this it didn't change three to six it's correct still lessons it allows for closer yeah except for like faith discussed except for when masks are removed the guidance is very clear and that that is non-negotiable when masks are removed it's still a minimum of six feet so if i'm in spanish class and they're only four feet away but we're all wearing masks do they have to quarantine the people that were less than six feet from you do if you're positive if we're at lunch and we're three feet away from each other and everyone has their masks off is it still just the people within six feet of me six feet of you yes but but we would not be in a position at this point to seat people three feet away from each other without a mask on under the mandate it requires six right thank you yep [Music] so for the high school option two we're adding the the fifth day which is excellent and it sounds like we're not reducing anything or taking anything away from those in high school that have chosen the remote option is that correct we're actually just having fewer students participating in remote throughout the week on that particular wednesday correct so they would it would be another day of live streaming in as opposed to having the teacher's full attention on all students remotely well i think lori had asked the question matt of why we this wasn't recommended last time to do five days and they said the wednesday is really more for just social emotional okay so the remote students feel like they're part of the classroom because on the wednesdays everyone's engaging online together and that's what i wanted to confirm that's the difference it's just that there's not as many kids in that remote well everybody's remote on wednesday so we're still at 41 of our students that are looking for fully remote learning at the high school level that it it actually has gone down about four percent um for remote but it's gone i'm gonna get the ups and downs around because i'm looking at the hybrid instruction in person so when we reverse it 37 we're remote in phase one uh phase two 45 and this is 41 so there's more than in phase one um but 41 of our students is still kind of a lot to me at high school we're looking at i mean we're talking about in real numbers how many how many enrollees in each high school around 2800 so if we're looking at all right so that's 5200 um 520 about would be 10 times 4 would be about 2 000 maybe that are remote um that's 2 000 kids that now won't have interaction time with the other half of their class and they haven't gotten the same kind of instruction because they've been remote while they were live streaming so there wasn't as much interaction is that what the point had been with because this was a big deal when we changed it from five back to four um so i want to make sure that we're understanding this distinction and is this a big deal and and why and what does this mean to to who lori i would add that i've talked to several parents whose kids are in sports either in the spring or coming up in this new summer season that their children plan to actually stay remote during their sports season because of the quarantining rules okay they signed up to be in person but don't plan to attend in person until after their sports season is over or will go in person until their sports season starts and then they'll move back to remote because they don't want to take the chance of i i get it and at the same time it's i i have to make the comment that like if if you're worried about quarantining i would be worried about your sports not just the school quarantining you but your sports quarantining you so that that is a different perspective than i have so thank you for sharing it so and i know faith probably glory kind of asked i think a question and we haven't given her a chance to respond um i everything that we discussed when we had our other vote on the phase that we're you know we're going to be moving into um it seems it seems to me none of the um updated guidance really we this just offers opening us up to not further conversation just puts an option to under here that was already an option when we were look you know when we were first discussing this that we decided not to do for for various for various reasons i just don't see how the updated guidance and looking at our option one and looking at our option two is there's nothing here that tells me that it makes the updated guidance makes a difference we're just discussing other options now right because can we just write doors for five days and who's for foreign well i mean that's not at this moment we're going to go through the junior high in the elementary we we can do it by school though she wants to do it by level by level that's what i'm saying yeah all right i i'm just i'm just trying to understand because when i saw the updated guidance i thought well we already knew we weren't doing the social dispensing at six feet right for all of our students we weren't able to offer that we were able to say that so what really changes is the capacity like the 50 capacity piece which helps us out a little bit with lunch but not fully you know we still aren't able to get to what we really kind of need to to be able to maintain safety as it is recommended so i i'm just not seeing i i'm do not i'm not devaluing the the idea of a fifth day of in-person school for students i'm sure that that is really impactful the pros and the cons that we discussed before for me have not changed and i think that the administration and teachers recommendation around that wednesday time for cohesion cohesiveness related to our remote learners is is still really important and while the state may be coming out with a less of an emphasis on guidance of having an equitable educational experience for remote learners versus in-person learners does not mean that i think that it shouldn't be a major consideration for us as a board i agree with heather same we're we're a district that just created a board advisory committee for equity and we're talking about adding student voice into our board level discussions it feels wrong to not consider equity in this kind of discussion also as mrs morgan had said there's a lot of different kinds of diversity in learners and there is no way to get the perfect fit for everyone but you know we need to do the best we can to provide an equitable education in my opinion and to say a little bit more on that lori i think that it being social workers week last week dr sparlin that we need to make sure that the district is reaching out to the kids that are struggling the kids that are depressed the kids that we have evidence that they are having a really hard time and through whatever means we can do that i think it's important to the parents and the kids to to do our best right i talked to three social workers this weekend and they told me that they typically get somewhere in the neighborhood of 15 as in this practice 15 to 17 kids a month they're getting 30 to 40 a month and it's because they're not in school and and that's why i'm so adamant about us getting back to five days a week of full-time school i can appreciate that opinion any other questions about high school junior high any questions i would imagine that would largely be the same as for high school if there's nothing you want to ask there let's move to elementary where i think this is the most i have a question on junior high all right so i will so the argument for high school right now 59 of kids for high school is pretty indicative of all the emails i think we've all been getting like it's pretty split but look at the junior high the majority of junior high i mean i'm looking at the junior high and the elementary numbers of people that want their kids in school in phase three and well that's given the phase three that they know so from as you know with the emails we get there's a lot of people that chose that based on what they had you can't you can't translate one to the other necessarily um so i would just caution against a direct correlation between what they were specifically asked versus what we're assuming when we were phase one we were still a majority of people i mean i think i think it's our job too as a board to recognize that a majority of people myself included see the benefit of being in five days i think that in normal times that's absolutely the case what i'm seeing what i know that i'm teaching you're teaching on i can't i don't think that anybody here in this room would argue that five days a week in person is not the best way for students to learn by golly we have enough financial situations here if it we thought it was a good idea we might have used that at some point in our past as a financial savings if it were the best thing for students to be remote we didn't we didn't so what i'm going to go back to is strictly that we have gotten these recommendations we have guidance from the state and these are professionals and it's just my opinion and you get to have yours and everyone gets to have their own thing and i think that's one of the things that we've had on this board is a wide array of representation because there is just that big an array in our community so i would caution against saying that uh what are we at with junior high it's going in person for the hybrid instruction with the as approved march 1st so that how many junior high kids have we got about a thousand school times five yes about the same so again we're at 32 percent even with this 32 percent of that is what 1500 kids i don't know i don't know if i'm willing to give up those 1500 kids having an opportunity to act interact with their classmates at elementary we're looking at 27 percent how many elementary kids that we got we've got about six to eight hundred thirteen schools six thousand six thousand ish so six hundred times three eighteen hundred kids we're talking we're still talking about thousands of kids this isn't an overwhelming mandate to throw away guidelines this is that our community is still trying to decide in each household what will work best for their kids and so i think the fact that that's reflected in different opinions here is entirely appropriate but what we need to do is come to a consensus on if this change and if these guidelines mean that as a board we make a decision as a group of seven people on which way to go do you know what i mean okay so elementary i don't necessarily sorry it's ruth i don't necessarily have any questions i do have a several lot of questions written down here more just of a comment you mentioned some rough numbers and i understand 73 that look that's a big number and i and i understand the desire for for families to have their kids in school full-time i i get it however that does not mean that i'm okay with the option of to please this group these people to put these in-person students in a full day five days a week is telling five six seven-year-olds even ten-year-olds well you're gonna just be live streaming your classroom every day that is you guys i i will ask a question of our educational professionals who have taken child growth and development classes i would assume is that developmentally appropriate to have a kid sit in front of us we know how hard remote learning is now when they're engaging with a teacher yeah yeah and i will just say that that is one of my biggest objections with this particular change is that the live streaming in elementary school is not a productive uh way to do it and i think what we're doing if we vote for that is pretending that that's going to work out it's it's very hard just with zoom and i know that that's with you yeah and i know that that's what other surrounding districts are doing and i think it's terrible yeah i don't think it's appropriate and i am not i cannot in good conscience vote to do that as much as i do want these kids in school full-time i do but i cannot so is it is there not a way to get elementary kids and not necessarily even for a whole day but more than two and a half hours or three hours yeah if there's a way to do that please i mean i like i but if there were i mean this is what i asked mrs dahlquist at our meeting in february when she presented these options and i asked her is this the best we can do is the best we can do right now our district our resources our staff levels our families our everything is this the best that we can do to provide the most equitable education to all of our kids including our in-person students so here's where i struggle is at the junior high and high school level i can get five hours but at the elementary level where i think i think it all starts and is the most important we're getting two and a half and now cut out the beginning of the day and the end of the day so really you're only getting two hours so if i could talk a little bit about those different options um and i'm a former elementary teacher uh and uh elementary principal myself if you looked at starting the day at 8 40 and going to 140 it'd have to go a little bit later to work into the buses but we you can go up to five hours without the lunch piece we've talked about that but to have elementary students when we were way back in the initial steps thinking about going six and a half hours without lunch we said that's not an okay option by the time you tack on a bus ride there and a bus ride back a common question as you know everybody's like well why can't you just have it be four hours then wouldn't that be awesome yes that would be great we have to with our transportation our buses run a high school route a junior high and an elementary route and you have to have 40 to 50 minutes in between all of those different routes so that our buses can be maximized to run all of those different pieces so each puzzle piece of elementary junior high in high school has to nest or be adjacent to each other to be able to do that and this is the maximum amount of minutes given our junior high and high school five hour time to be able to do that don has run numbers with me more times than she would care to admit um as we have attempted to find more minutes i would love to find one and i i appreciate that but i feel like we're being held hostage by bus schedules busing has always been the biggest consideration now i mean i'm telling you the only time that bussing wasn't a consideration in my 30 years of education is when i worked at a school where everybody walked and that's it busing believe it or not is a huge consideration in education it's a big deal getting kids to and from school takes a lot of time a lot of logistics and because we don't have a lot of money we don't run a lot of buses so you have to get everybody on these tight routes and you have to get them in and out i watch these folks do their jobs it's not easy i think they do the best they can but that is the truth of our three levels that they depend on each other to get those buses in and out and we've seen what happens when it goes wrong we had a time when we were switching the bus situation i i think you were on the board back then and it wasn't happening and it was awful because kids were sitting at their stops i was teaching in the district at that time kids in elementary school were standing at their steps for 40 minutes in the cold in the winter we can't do that even though it'll be warmer i get that you got to have a system of transportation that works and it's got to work with everybody doing their part would we be able to have access to more buses via lease i mean obviously there would be greater cost would that even be a feasible solution for us aren't we paying christy what was it 40 we're already paying for special ed buses that are we are paying a certain amount anyway for the days and for calls and those are for the existing routes that will run on that remote learning day i'm just saying if we wanted to make transportation not be the issue yeah could we how how do we would that be a feasible issue because transportation you have to get the kids to school if you want them to go to school and we have to provide transportation just with the money the money well obviously the money involved but is it even with that is it even possible at this stage in the year no you can't we we would be leasing buses right now soon i see dawn shaking her head please no no no no no they'll laugh at me no they wouldn't laugh at you but and even if we could they would say no it's higher than bus drivers and we have a difficult time now uh finding that staff as do our contract providers have difficulty finding staff so this is a true impediment it's a true what is it you know how that's called where it's a roadblock kind of thing in the middle it's a it's a funnel it's a stopping point um that if we could broaden that which we can't is what i'm hearing that would change things but is i i mean obviously two and a half hours is not enough in a regular instructional day there's a lot that goes on in elementary besides instruction do you know i feel like have we talked about this i i have asked to see how so in the mornings when they're in person they're getting their basic instruction in reading writing math what else those are science and some social emotional and some social emotional correct in a typical normal school day how much less how many fewer minutes are they receiving in those core subjects that they're having in person and then the remote kids are having directly with their teachers in the afternoon is it similar is it significantly less it's it's slightly less um for math um than it is in a regular traditional day a normal school right um and it is fairly typical for the reading and the writing piece as it's composed you know combined now as it would be during a regular day um science and social studies is really where we're you know especially social studies and we're embedding some of that into our reading instructions so that we're still getting some of those themes and those concepts and using reading time to address that um some of the time if you you know lengthen the day there is typical things that are lost for lunch recess the all the specials things were doing remote instead of taking that time to do those pieces there's also some classroom procedure bathroom breaks those kind of things that happen more frequently the longer that you you know have that piece but it is still some loss of academic time compared to usual it's not that if you're going to be here though for six hours that it's six hours of academic time for an elementary student thanks okay but there's no science sciences videos and concepts that have been put through it's not direct instruction from the teacher but there is we've gone through and cataloged and used a lot of the great videos that go along with our curriculum to demonstrate experiments to do those pieces so it is not direct instruction but i would say that there is science instruction it's just asynchronous and on their own time does anyone else have any questions about elementary anything on early childhood self-contained eva transition goal mike oh go ahead have they told the teachers again no so one question i would have about transition moving to four days a week and you'd said that that six foot still applies we know that with some of our higher medical need classes there is currently a lot more involvement with a student that's already within the six foot distance because of those students needs i get that you can have the three to six feet but how does that apply again with the the staffing and that vaccination piece versus the non-vaccination piece and with students um the the same number of staff theoretically now having twice as many students with the higher needs at the same time while trying to maintain that social distance so transition is one of them i know that um swanson had just said hey did you talk to the teachers we did not pull all committees together since this guidance was released last week but the transition principle was in conversation with a lot of his staff about what should we do now because we were right on the edge of whether we wanted to combine students or not and that staff and the principal believe that now since we can do those pieces that they can still do that safely just like we would do that at junior higher high school that those numbers can now be combined so there was an opportunity to talk to the staff and the principal because it's such a smaller building and they share my it's in the building correct as our edm goal correct and they already were going to the five days right i do have a quick question that about the transition um i know a lot of our special education students a lot of things that i hear is that change is very difficult for them would the same thing apply to the students in the transition program or is this something that would be more beneficial you said you spoke to the staff right they're they're they're very excited about having this opportunity to bring those special needs students in more into this time but the six foot distancing was giving them quite a bit of pause before that so now they are saying with the new guidance this is something that they would like to do it will impact some of the students that they've only been coming you know two days and having it now be four days plus the community instruction but that is something that they wanted to move forward with thank you do you have room the kind of feeling that i'm getting is that there's not a lot of support to move forward with the change to the plan going forward but is there room in any of the buildings in any of the schedules to bring in any other at-risk students into the building we've heard stories of kids that um are epileptic that are just really truly just not making it i mean can we bring in 40 kids throughout the district that just really need to be in the if we're talking about our self-contained programs at all they're already at that point of coming in every day if you're talking about other students um we will be at four days for junior high in high school we're already at four days for elementary so i would want to know which of those classes if they're just if they're a resource student or their general education to come in for that fifth day when no other students were present i'm not sure that that would be helpful for them to do that so if there are students that are identifying as that need i would have them call us or the building to talk through what their individual needs are i mean so so the conversation is open if we have students that are at home they don't fall into some of the self-contained rooms already they're they're they're a high need they're a high risk we know they're out there right we know that there are kids that are out there can we provide any more instruction times for these kids in instruction time for them to be the only student that comes in for their eight classes that day i don't know that i would advise that that they would be the only in person so maybe the better question is what kinds of support can be offered to everest kids with the additional student support time and making sure that that's there or having some of our resource staff or our interventionists reach out to those students for the time that they're not in person instruction and provide either that one-to-one contact or additional academic support those are things that are already available to do that if you're talking about limiting screen time we'd really like them to come in person if they're not already coming in person and are able to do that or put them in school five days a week put them in school five days a week um any other questions no i haven't well if before we before we move on to it um and when we're looking at our reaction items um will this idea of the transition if well could we pull out transition as it well could we implement the transition move without implementing other other did you say you already did that i i think that they had already the transition will move they kind of operate this is our 18 to 22 year old students that have received certificates of completion of high school um but i mean or combining the av groups because right now are they alternating a b groups they have not been coming in for wednesday-based instruction yet that would be an ad no no are they coming in in an a group they're they're two days and two days so now we would be coming in with both a and b groups combined what mrs meyer is asking is can you implement one piece of these changes without all of the others and i think that would apply at any level is that something that could happen so here's what i would like to avoid okay and i'm going to attack onto this because i i wonder if it's not the same phase two we had this great plan we voted on it it was great a week later or a meeting later oh wait we can't do xyz peace and we said fine okay we get it but that's it and then a week later we had another one that had to change and same thing so i get real concerned when we have voted on march 1st for this dr sparlin has said this is what we're doing for the rest of this year the guidance has changed but my understanding is that it's only changed enough that it actually puts what we voted on within the guidelines is the change worth what's gained is the stress of the the the system the stability of the system as we talked about the stability the speed the i can't remember what the third one was openness yeah openness thank you is is that a stress that our system our district can can handle and i guess i would argue two things one if it can i i really would like to see that have been what had been recommended but since it wasn't and i know you were thinking about that i'm wondering if it's just the three to six feet or if there's a system stability that you're looking at here if you look at the difference to go to four to date four days to five days at junior high in high school it's really looking at what i think we need to do for our remote students and whether that fifth day of change of upsetting that and i know everybody's getting lots of emails from um students as well as parents and the right decision for one family is the not the right decision for another family and trying to weigh out whether we need to go to another change to be able to provide that fifth day i have and i'm sure you do too that social emotional piece once they're in for four days and have that connection is there more damage of social emotional to have another change and not have our in and not have our remote students that or is the social emotional piece to having five days of in person depending on the family depending on the student the answer is different when [Music] you bring this to us what are are you recommending or are you bringing it to us as information that we can consider i guess that i i want to know what the people that do this for a living think is best for our district our system our kids well can i i want to ask why why we're having this why is this on the agenda tonight oh is it did administration recommend that we put this on the agenda no they had the possibility a board member recommended that we put it on the agenda okay so these are options that we asked you to come to us with um to consider the new guidance so we already got their recommendations we already got their recommendations so has your recommendation changed um i'm wondering yeah looking at this information based on board member input is that the answer to that or well no a board member requested it be added to an agenda item so it was added as an agenda item okay so my only question now and i'm being honest is what is your question to faith based on that is is is this what if you is this what you think we ought to do to make another change or do you think that that what you recommended a couple weeks ago is well and actually that's not what you recommended a couple weeks ago but what we voted on a couple weeks ago is what is which one would you pick i guess i can't answer ask more plainly than that sure and i know that that's a really hard spot to pitch in it is and i know there's 18 000 kids that's the job i started a lot of a lot of different right a lot of different needs as you'd said right i would lead us toward option two and here's why i don't think it's a dramatic change from four days to five days one of the big changes for me personally is we were asking before for families to kind of go against the guidelines of what is three to six foot and make a choice of going against what the idph guidelines said or in-person instruction they no longer have to go against what the idph guidelines are saying to be able to choose in person and i think that made a difference for me on what that why now it's okay to push harder for that piece and to get us to the five days one of the other pieces that i wish we would have had more information on five six weeks ago when we were planning this is the status of our devices and to know how remote instruction of simultaneously doing both of these things were working out and it was still quite an experiment um at that point we hadn't even entered into some of the in-person instruction at that time for junior high in high school i continue to be really worried about our remote students but i feel good that we have our student support time on what that would look like and we still are not asking them to not that we use zoom but to zoom in or to live stream for a full day it's still that shortened amount of peace it's not an additional screen time and i at high school and junior high and that option two but that was not an easy decision to come to and then for elementary in elementary is even harder i i know that there are people that are really vying for option three but option three with doing uh live simultaneous instruction as a former elementary educator and i know there are other districts that are doing that i don't see option three as being something i can support this would be the option between option one and two if going option two causes the most change for our elementary schedule from going to am to pm and those pieces but as you know this is plan c that we talked about a while ago this was an option that we went to if we are trying to bring more in-person instruction especially if we're going to five days a week at junior high in high school i'm of the mindset that we should try to do that at elementary too and go to option two but i know that i've we've gone through and caused so much change to families and to community members and how all of this looks i know that that is very very difficult and this requires a flip on those pieces and we're getting emails both please get us five days please let us stay the same and the elementary piece causes the most disruption in those times it does so when you presented this to us a few meetings ago you'd had this flip to have live the fifth day in the morning instead of the afternoon or is it in the afternoon you know what i mean do you remember that one right so there's there's that one that you didn't recommend then you recommended a few weeks ago no change um to elementary and at that point you had said that that was because so they don't live stream and they are teaching in the morning and afternoon and teachers do need time to prepare both of those things right and they still would need that time this is combining everybody to do simultaneous in-person and remote in the morning as opposed to simultaneously all remote in the afternoon so it still builds in that time for teachers but it is more in-person time and at the point a few meetings ago you'd thought that that while if you could do it over that's probably how you'd do it you had set yeah in the morning um you'd said that you didn't feel that the benefit was going to outweigh the stress in the system that it would put at the elementary level so can you help us out there as the push to get more to in person to go to what we would need to do this allows us to do that we also have to set all of our devices to get to more in-person instruction we've also received all of the devices that we hadn't gotten yet from our original piece which allows us to do some more of this in a better fashion than where we were two weeks ago but do you think um and i'm just wondering so and i hear what you're saying and i think it makes it's very all very logical it is a little bit of a you know departure from what we were talking about before so we would have elementary school teach we would have our elementary teachers k-5 live streaming wednesday from teaching in the classroom live streaming to there's the remote learners on on wednesday mornings only is that correct right okay so what so are you so what kind of um investment in and i'm not saying that it's not worth it i'm saying what kind of investment in time training potentially equipment use i mean i know we have our new devices but sometimes other equipment's needed would um staff time to monitor maybe live streaming with a kindergarten class um would be needed to be able to do live streaming for one morning a week at the elementary level do you right is it a significant investment or there's not an investment in new devices there would be a lot of investment in helping teachers know how to do that setting up procedures on how to do that certainly other other districts are watching or what that would do at the upper grades i would suggest that we use things like digital community ambassadors where you have some students that take turns watching for the chat you know doing those pieces it is not ideal and it will be less for our students on wednesdays that are our remote students trying to find the balance between the importance of getting our kids in for in person now that we're building more and more toward that and also still doing what's right for our remote and this students april 7th leaves like what eight to ten wednesdays at the end of the day we're talking about less than ten weeks less than that it's around six wednesdays after that it's not it's not a lot of additional wednesdays i i appreciate you i appreciate you i appreciate your candor but that's what we need to know we need to know if this is what you're seeing at the level that you're working at this project that you think is what we can do that you think would be best for our kids and and this wednesday option i mean wednesdays we've heard numerous times it's kind of in my house wednesday isn't a intense school day with with what's happening online so if option two gets our students those that choose to be in the building for that fifth day and remote learners are live streaming in at least there's actually a class going on there's the additional math and social studies and and some some actually core subjects that are occurring on that fifth day well that's happening on the fifth day but they're all doing it together in the afternoon for two and a half hours correct sometimes you get you get a fifth day of people in kids in the building in the classroom that is a great option here it's it's a great option for some and an option for others here's some maybe hopefully final thoughts for me we voted to approve this phase three plan and we said this is it no more changes and i appreciate that a board member wanted to discuss it again there was some new guidance in my opinion the guidance is not a significant change not significant enough that it would allow us to come five days a week full time in person which is what everybody wants and we are planning to do that the next school year i feel like we need to say listen we we made a choice we told you this was our final choice dr sparlin communicated to our families this is it no more changes i feel like we need to stick with that and so i do not think that we should make any more changes but that's my opinion you know i i can't say it as a board member but i believe i heard you say it that next year five days in person that's what is going what barring anything happening from borrowing governance about what it is still in the documentation hold on it is important to note that these requirements are subject to change pursuant to changing public health conditions and subsequent updated public health guidance including when regions are subject to additional resurgence mitigations school leaders should remain alert for any updates and everybody needs to remember that it depends on your behavior sorry sorry but the goal is to not carry through scenarios like this into august i feel like i mean i would like to be able to send you guys a board and say i'm going to sit here and stay this is getting us through the end of the school year this is not how i want to start august 15th if i were sitting at this board beyond april that's what i would i would say and i just hope that's the goal i mean and i think the community wants people wants to hear that is our goal august 15th 16th where that first day of school is going to be that is what the current sitting board members that's your goal that you don't expect anything different right i'm just going to make sure it's it's stated guys let's just take there is a lot of confusion i i would hope that everyone is doing their part to lessen the confusion what i heard dr sparlin say in his comments tonight were that they've started their four committees working on this five full days a week in the fall i have not heard anything different from anyone in our district anywhere other than five full days a week in the fall so i'm a little confused why there's confusion but again i also am way more involved on a daily basis than an average community so so i would lighten this maybe open a whole another door um you said there's committee work to move forward to open up what what new committees need to be formed to do a standard return to school in august so one of the things that and we've been setting the agendas and most of the meetings all start this week when we bring all of our elementary students back we need to look at interventions and approaches differently than what we had in the past we need to really assign what are the essential standards that we need to make sure students got from the year before that we need to look at different assessments that we might be able to use i'm anticipating that the elementary committee for example will say we're not going to start hard fast with these are all the students that are interventions but let's go and build up and do some review time see where people are at and then start those special speed pieces when we look at the social emotional connections and learning and what that needs to look like we will have had some students that have not had school behaviors for a year or more and that needs to be addressed when we look at those pieces there are some great things that we have learned during remote learning on how to do professional development and how to post things in google classroom and keep things going for students that are out or hospitalized and we don't want to when i met with the principals we talked it back to the future like yes we want to get back but we wanted we don't want to just go back to the things that we things were we want to go back to the future with some of our learnings and the future needs of our students so there is quite a bit of work that needs to be done in order to rethink a school year when we come off of covid from from these pieces part of that also is to look at what does a remote option look like but the the students that need the remote piece will be very smaller in number and as some of the guidelines that comes out it can be limited to just those families that need that for health reasons and starting off the year knowing this is you could designate at the elementary levels for example remote teachers and not have anybody trying to do both so faith i hear you talking about things this sounds like at an elementary level are you anticipating this at the junior high and high school levels as well yes so if you look especially at classes such as math or even sometimes science that are more sequential we will have some students that have made all the progress that they needed to we will have some students that are behind what are the essential things that you need to make sure you learned in algebra that we recoup during geometry even though you might not need them right away in geometry by the time you get to algebra 2 there are huge holes so we'll have to make sure that we you know look through on what those pieces would look like when you look at our world languages and some of our students have really struggled with keeping up world language remotely how will we go back and make sure that they're at where they need to be to be able to do those pieces the social emotional connection is huge where people just in able to converse other than through our devices and to be able to have a discussion with face to face and to be able to get up and do public speaking that isn't through zoom there are a lot of things that we our students not by any fault of their own have not had a great opportunity to do for the last year that we need to make sure we give them those opportunities before they move out of our system or on to the next year so that's for next year um that's what planning phases you're in now um [Music] what does changing our plans at this point do to those plans for junior high and high school there it will be an adjustment to wednesday but it wednesday will now look like monday tuesday thursday and friday so well you have less anything it's really just the equity it's the equity piece for what that looks like at the junior high at the high school at elementary it is requiring them to think differently again about how they teach because now they're having to teach simultaneously in person and remote and i feel like i'm always asking a lot of our elementary staff this year if we kept wednesday the same as monday tuesday thursday friday without flipping it would that be better it right now they're not ever our elementary staff are never having to teach simultaneously our in-person and remote students that moving to this would require them to do that so it's not just a flipping of am or pm it's combining those two groups i'm maybe i'm not understanding yeah i'm just wondering if if wednesday looks just like monday tuesday thursday friday so instead of they don't have the remote teaching in the afternoon so the the amount of planning time to be able to do that right now contractually gets really really tight on what that would look like um and for some classes we would now not have the contractual amount of break time and planning time for our elementary teachers to do that all right so is there anything else anyone needs to ask about the information on this before we move into uh an action item so approving a approve or not approve a revised phase iii learning plan as discussed what what action item is this approving and we'll all have different thoughts on whether or not we want to vote for that or not but we got to vote for or against something so we need to pick what that would be i'm hearing faith say option two for junior high high school would be the new phase three and uh and it is important to note that those students haven't already started phase three this would just be a new phase you would have to send out a new survey we when we talked about this we didn't think we would we would allow students and families that need to make that choice just to call their school um and make that adjustment but not put out an entire i would need to communicate out put a video out do all of those things but if you've already said that four days of in person is good for your family we're assuming that you would probably want to do five days so i would just assume that in person understand where you're going with that that was a lot of effort and a lot of communication that went out with that survey and we'd need to communicate it all again and parents could still make the choice but yeah i gotcha okay so i just because it's 1003.
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but from an academic standpoint curricular standpoint what are we sacrificing by not having lunch i don't believe at this point that we're sacrificing much i think that what we're looking at right now with the block schedule and you're going to see in a second those are 70 minute blocks for 70 minutes we've heard consistently from students that 80 minutes is too long they'd like to see those shorter so we get the four 70-minute blocks in in a day that meets the instructional needs of students for that day plus you know then they go home and have their lunch period many school districts in illinois four seventy minute blocks plus the lunch period is a full school day all right we have an unusually s long school day for high schools in illinois i'm not saying it shouldn't be and i like our schedule i'm just saying that if you stack together lunch and 470 minute blocks you're matching a lot of high schools in illinois and across the country so i don't think we're missing out on anything instructionally especially when we add back in the resource time and we add back in the office hours the teachers have been offering individually to students all year i think between all of those we have all the mechanisms we need to end the school year strong academically maybe rick i don't know maybe you want to speak to this or i was going to wait till he got to the schedule and talk about the hybrid schedule i was going to wait and ask next direction okay okay i was just you know it's the slide 29 and it proposes the schedule got it all right well i know we've had you know we've had um uh commentary from the public uh in person and in view you know via emails and such a lot of people saying hey you know we need uh we need a normal day and uh we need you know we should be having lunch too and if that's the only thing that's you know and i'm i'm trying to weigh this uh if we're really not losing anything by not having lunch but it makes more people feel comfortable about being here then you know that seems to be the way to go tonight i think you know what we are losing is obviously uh that full day like what we used to have but i've heard from folks that we're losing lunch that social time the kids have each day that's not what this is that's what this is times of covid this lunch is not a social period right now it is you go to your individual assigned spot your little six foot box you consume your lunch and then you put your mask back on and go back to class it isn't lunch like we think of lunch in high school you know where it's this time where students get to be together and socialize and mix and kind of you know blow off steam together and that that's not what this would be um hank before covet what was a not counting resource period what was the lunch time because i think it was like 20 some minutes yeah yeah just over 20.
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so um and we could talk about this until the cows come home but we still need to decide what this action item looks like i think the cows are already home though um do you want to do it by level not really um so option two all the way down was what i heard from faith is is this what if you are going to vote for this is that what you would be voting for who are you asking lori the board as a whole so each we have to decide on things so that means we need to make a decision on if you're going to vote for some change what what change would would you want to vote for um because yet again there were in that wonderful position where you might vote no for a different reason than the person next to you um but at some point we have to have four votes for something either to change things or not change things so if you were going to vote to change things i think that what i'm hearing the major difference in is those who would like to vote for any change and those who would not like to vote for a change at this point um so i would ask why don't we just vote uh junior high high school together phase phase phase two as recommended yes or no and if it's no then we stick with the plan we adopted to the last meeting and if it's yes then we go to the recommended option two as presented tonight and then for the elementary we would do the same thing the option there is what two versus three so why wouldn't we just vote option two across right across the board that's what i'm saying so i think that i'm hearing that more voices that are interested in this and correct me if i'm wrong but that we would make one action item and that item would be to approve option two of a revised phase three learning plan would be the action item okay i think that captures it most accurately yes and i'm gonna say one more time too thank you to faith because you have a pretty surround like you have a very split board and i appreciate that you gave your honest opinion yeah absolutely that's a really important thing for everybody to hear yes um and we we need to have that information and i appreciate that and we'll own it as a board so yeah for sure whether you approve or disapprove of our decision you should email the board not necessarily administrators that's right we have asked to do this once again i'm just saying no well i mean we've asked for the responsibility to make decisions about this this year um and so we do need to take responsibility for all those decisions but that means that as a board we need to come to a decision also so i would think that that moves us nicely into item 10.1 whenever you have the wording one moment please thank you very much and while we're waiting on that then i'll just make a comment that i would prefer at the elementary level option three but it sounds like i'm the only one at the table that believes in it so are we gonna again we're voting on option one or option two no we're voting we're either voting yes on option two or no on option two and voting option one is what we currently have so voting no means staying with what we voted on last time and voting yes means the option to present it tonight okay thank you for clarifying you guys i make a motion to approve option two of the revised phase three learning plan as discussed second mrs swanson aye mrs doyle no miss morgan no mrs croner no mr bauman aye mrs moyer no mr lightfoot aye motion fails 3-4 will be remaining with the phase three as approved march 1st through the end of the year you ready item 5.2 or excuse me 10.2 approval bills for payment any thoughts can i have a motion to approve please i make a motion to authorize the payment of bills in the amount of 4 million hundred and twenty seven thousand seven hundred and sixty seventy six dollars and seventy four cents as presented second mrs corner hi mr lightfoot aye mrs moyer aye ms morgan aye mrs swanson aye mr storyal aye mr bauman aye motion passes seven zero item 10.3 rejecting the driver's ed vehicle bid i make a motion to reject the driver's education vehicle bid as discussed and presented second miss morgan aye mrs croner aye mrs doyle aye mrs swanson aye mr bowman aye mr lightfoot aye mrs moyer aye motion passes seven zero item 10.4 approval of the mou i make a motion to approve the mou with the oswego education association as presented second mr lightfoot aye ms morgan aye mrs doyle aye mrs swanson aye mr bowman aye mrs moyer aye mrs croner aye motion passes 7-0 item 10.5 i make a motion to approve the resolution authorizing dismissal and non-reemployment of first-year probationary teachers as presented second mrs doyle hi miss morgan hi mr lightfoot hi mrs moyer hi this is corner hi mrs swanson aye mr bowman aye motion passes 7-0 item 10.6 i make a motion to approve the resolution authorizing dismissal and non-reemployment of second-year probationary teachers as presented second mr lightfoot aye ms morgan aye mr bowman aye mrs moyer hi mrs corner i'm mrs swanson mrs doyle aye motion passes 7-0 item 10.7 i make a motion to approve the resolution authorizing dismissal and non-reemployment of probationary part-time teachers and teachers hired under a temporary contract as presented second mrs moyer aye mr lightfoot hi miss morgan hi mrs swanson aye mrs cloner aye mrs doyle aye mr bauman aye motion passes seven zero item 10.8 there is no action to be taken at this time item 10.9 i make a motion to approve the personnel report as presented second mrs doyle aye ms morgan aye mr lightfoot aye mrs moyer aye mrs cloner aye mrs swanson aye mr bowman aye motion passes 7-0 item 10.10 i make a motion to approve the 2021-22 administrator contracts as discussed and presented second mrs corner uh mr lightfoot aye mrs moyer aye mr family aye mrs swanson and mrs doyle aye ms morgan aye motion passes seven zero item 11.1 motion to adjourn i make a motion to adjourn second all in favor
⚗ AI-reconstructed · cite from original above