001All right. >> Good evening. >> Oh, I always love it when people say it back. It's so wonderful. Okay. All right. Happy New Year everybody. Uh okay. I am going to call the Tuesday, January 20th. Oh, sorry. Since see new year since uh what time was it? 6 o'clock. 6:01 p.m. >> Since 6:01 p.m., the board of education has been in close session to discuss uh discussion of the minutes lawfully closed under the open meetings act, whether for purposes of the school board approval of the minutes or semiannual review of the minutes as mandated by the act. The appointment, employment, compensation, discipline, performance, or dismissal of specific employees or legal counsel, including hearing testimony on a complaint lodged against an employee or legal counsel to determine his validity and for collective bargaining or sorry, collective
002negotiating matters between the school board and its employees or their representatives or deliberations concerning salary schedules for one or more classes of employees. I will entertain a motion to come out of close session. >> So moved. >> Second. >> Motion and second have been heard. Please call the role. Mrs. Patton. >> McMillan. >> I. >> Gerie. >> I. Blastic. >> I. >> Kelly Black. >> I. >> Was >> I. >> Kush. >> I. >> Cosminsky. >> I. >> The motion passes. We are in open session. Good evening and welcome to the January 20th, 2026 board of education meeting for Neapville 203. Our mission is to empower students to develop a learner's mindset, demonstrate adaptability, communicate effectively, think critically, and become global citizens. Please call the role Mrs. Patton. Board members present this evening, Charles Kush,
003Christine Gerky, Melissa Kelly Black, Joe Kosinski, Amanda McMillan, Holly Blastic, and Mark Winski. Student ambassadors present, Luxa Kende, and Cadia Ra Rafathula. Awesome. All right. Please join the board of education in the pledge of allegiance. We are joined this evening by the Gallopin Mil Street Mustangs. >> Chairs go this way. >> Good evening. Thank you for welcoming us. We are the mighty Mil Street Mustangs. And with us today we have >> Ari Garcia, third grade, Kendy Corson, fifth grade. >> Catherine Connell, fourth grade, >> May Fox, fourth grade. >> And we're going to lead you in the pledge of allegiance. I pledge aliance 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. Thank you. Okay. Thank
004you to our friends from Mil Street for joining us this evening. We're going to stay right there. Mrs. Patton is going to take a picture of you. As soon as Mrs. patent is finished. If there are friends, family, fans wish to come forward and take a picture, you're welcome to do so. Stay right there. You're welcome to come a little bit closer. Get a good picture. >> Got lots of fans. Okay. Thanks, Mustangs, for kicking off our board meeting this evening. Appreciate you being here. Thank you for the uh family members who brought you. >> Oh, we got Okay. Recognition. Special Olympians. >> Okay. >> All right. Item number four, recognition of Special Olympians. >> Okay. So, this fall marked Neapville district 203's first year with a Special Olympics unified program. Your Special Olympics athletes
005competed side by side with their general education peers. The true definition of inclusion in sports. On Friday, November 21st, our Neighborville Team 203 fire special Olympics unified Cornwall program participated at its inaugural regional tournament hosted by Special Olympics Illinois at North Central College. We had athlete pairs from Neapville North, Neapville Central, and Connections participate this year, and we couldn't be more proud of not only the success of our participants, but even more so the relationships that have been built from this incredible inclusive opportunity for all students. We'd like to congratulate the coaches and athletes that participated in the regional event and highlight those who qualified for state series taking place in June down at Illinois State University. So, I'd like to invite our coaches to come forward with me to present certificates so that we
006can recognize our athletes. Hi everyone. I am Brandon Morardi. I am the Special Olympics athletic director here in 203. Um just a little bit background about Special Olympics. Cornhole was new to us this year. We also have basketball programs, bowling and track and field. So we welcome all students um from special education and the general ed education um population to join us as athletes and peer helpers. This year we had great success at a lot of peers and a lot of athletes participate. We got first place and we have had um each one of them got an award and it was a a success for being the first time. So, >> oh, I am Coach Anna. I always forget who I am. >> All right. Um, >> yes, that sounds good. >> Okay. >> Oh,
007Zack Bustard. Can we start lining them up at the door over there? >> Caitlyn Donner Der Zack Gillan Jax Gillan Ginley Ginley. I can't pronounce >> Michael McKay. Michael McKay. And there he is. >> Sammy Neil. Come on down. Come on, >> Sam. We don't bite. >> Tar Q. >> I don't want to butcher the name. >> T right here. Right here. >> Come over here. >> Bridget Shannon. Thomas Placket. >> That's amazing. Thomas Tan Singh, come on down. Tanish. Seed Tana, come on. >> Oh, yes. >> So, I'd like to present um this unified partner. A lot of our partners are in other uh extracurricular activities, so unfortunately couldn't make it tonight. Um, but Eli is one guy who's always making it and we appreciate Eli Alperson helping out this year. >> And then
008we have Brandon Morardi. He was a very great player with our students and our athletes. Maria Grimmaldo. Oh, that's my daughter. Congratulations to all of you. >> Can we squeeze everybody in so we can get a picture? >> Parents, please. Oh, >> this bridges. There you go. >> That was embarrassing. >> Can I say fish now? Congratulations to all. >> Thank you. >> That was awesome. Okay. Item five, public hearing driver's education waiver. So, at this time, uh, item 5.0 Also, at this time, I'd like to call to order a public hearing regarding Neighborville Community Unit School District 203's application for extension of the driver's education fee waiver. Um, the hearing will begin with comments by the administration and then the administration's comments will be followed by public comment. A signup form was available as
009you entered the building. Public comment will be made in the order of request to speak in the order that requests to speak were received. Individuals will be limited to three minutes. Um uh just to be clear, the public comment at this time is is strictly around the driver's education waiver. Uh there will be public comment for more general topics that will happen later in our agenda. Okay. >> Yep. >> So item 5.01, administrator's comments. >> Okay. Okay, so the Illinois school code allows school districts to charge up to $250 for the driver's education course fee. District desires to charge above that amount, they must make an application to state legislator for a waiver to the school code and hold a public meeting on that waiver for up to a 5-year period. A recommendation the board
010of education authorize administration to submit a driver education fee waiver application to the Illinois State Board of Education for 5 years through the year 2021. Mr. Francis, any additional comments at this time? We have background material provided for the board of education in board docs. >> No, just a clarification. I believe you said 2021 is 2031. >> Thank you. 2031. We're not going back in time. >> Okay. >> So, do I call for public comment? That works. >> Okay. All right. Do we have any public comment? So, item 5.02, public comment. Okay, seeing none, anyone in the audience want to address the board on this topic? Okay. All right. Item 5.03, Board of Education comments. >> Melissa, >> I actually have three questions. Number one, um I was wondering, do we use a company to
011provide our drivers? >> They're our employees. They are our employees. Okay. So then I actually have two questions. So the next one I noticed and I have received a couple of people asking me questions and I did not know the answer to this. So I don't know if you could help me. Um they wanted to know if you provide any um how should I say it? Do do we have classes, driver's education classes specifically designed for kids um that may have special needs? For example, I know the references I got were for kids with ADHD or executive functioning. And I know some of the um the other companies that provide services, some of them do have a different kind of course load, workbook. Um how do we handle those situations in our district? Um we
012would handle that in the same manner in which we handle any course for any of our students to have fun uh an IEP a 504 or any other documented um need for support. Uh and because it is one of our courses, it would be required that they be that be a part of that u delivery of instruction as well. >> Okay. And then I did think of a third question. Sorry. So I noticed that our prices were comparable to if you go uh privately. Um, how did we get the price determine our driver's education fees? >> Yeah. Yeah. So, actually just um our our course fee for driver's education is less uh than typical local um companies that we've been able to find their number. How did we get to that number? Our last waiver
013set a maximum at $400. And so, uh over time, we brought that up to the maximum amount of $400. Uh as you saw from the cost comparison that Mr. France has provided uh it doesn't come anywhere close to covering the cost of this course. Um it is required by the state board of education that we provide an option for that course but it's not a required course for students to take for graduation. So simply set it at the maximum allowable. Uh and as you saw in terms of compar comparable districts others that we could find data on um you'll see that many others also are doing the same thing. Thank you very much, >> Amanda. >> Yes, I sent a couple questions in advance. I just wanted to um um kind of ask them out
014loud and then also kind of get a um understanding. So, the first one I had was like kind of a breakdown of what the costs were for a driver's ed program. And um in the responses it was about uh 537,000ish dollars per year uh to offer driver's ed within our district. Is that correct? >> I just want to make sure I'm reading right. >> Yeah. Okay. >> Yeah. That summary is on the application on page three of the application on the attachment. It has the breakdown of the cost and the revenue that we received. >> Great. Um, oh, I'm sorry if I um missed that, but um so currently we're losing about um over almost $260,000 um from the program in regards to like our our fees aren't covering the cost, right? >> I would
015not necessarily phrase it as losing money, but we are supplementing the program with with local dollars to >> offer the program. >> Okay. Thank you. And so I guess my question then is uh by increasing the waiver to $500, would we u decrease that deficit in any way or do the expenses uh parallel that and it remain about the same? >> Well, there's two pieces to that. The the the waiver is asking allowing this board or a future board for the next five years to charge a fee of up to $500. Currently, we're charging 400. >> The fees are set on an annual basis. the fees for next year will be set next month by the board and the board at that time can decide what fee they want to set for driver's education. >>
016Yeah. I guess what I'm just really trying to get at here is by increasing the fee are we closing the gap at all? >> Yes. As again at the fiscal impact on the cover memo at the bottom there. It says up to approximately up $50,000 of additional revenue would be based on would would uh would be closing that gap if the fee was set at $500. >> Okay, so just narrowing it a little bit. Okay, great. Um, and then I guess you already answered this in regards to like u if we were to approve this tonight. Um, it doesn't mean that we have to approve the $500 and like um we could do incremental if we wanted to to get up to that or we could just go from $400 to $500 if we were
017to approve, but it doesn't mean that we have to, right? It just gives us that option if we were to approve that waiver tonight. The >> the the board can set whatever fee they want for driver's education. And this allows them to set a fee up to $500. >> Thank you for the clarification. >> Holly, >> I apologize. This is one I did not send ahead, but just looking at this, it came to mind. Um, looking at that breakdown, it looks like the state reimbursement has been at $84,000. Is that that's coming from that categorical category with transportation generally or is it separate? >> It's separate. uh driver's education is not considered a mandated categorical but u I I did provide some the board at least one question about how the reimbursement has been if
018you if you take took a look at that the state has been cutting the appropriation for driver's education I believe it was around 18 million a few years ago and now it's down to 10 well that was last year actually this year's appropriation went back up for the first time in six years it's up to 14 million so we are receiving Well, slightly higher amounts for driver's education than the last two or three years, but still less than we were receiving back in 2019. >> Okay, thank you. I think I was assuming it was kind of like our bus transportation and going down at the same rate. So, thank you for that clarification >> just for clarification. So, it's not a mandate mandated categorical in that time away, but we are required to provide. >>
019Correct. That's I was going to say so that I may I have used the word mandated in terms of being required by the state to offer a driver's education program but it's not a mandated categorical. >> Got it. >> That's right. >> But we are mandated to provide drivers. >> The terminology is just the way that the state board of education uh classifies various grants. >> Got it. Okay. Helpful. Other questions from the board? All right. Thank you. All right. So, um uh Okay. So, I need a motion to and a second to adjourn the public hearing. >> Move to close the public hearing. >> Second. >> Motion to second been heard. Please call the role. Miss Patton. >> Kelly Black. >> I. >> Winsky. >> I. >> Gerky. >> I. >> Kush. I >>
020McMillan >> I >> Kazinsky >> I >> Blastic >> I. >> The motion passes. The public hearing for the driver's education waiver is now closed. All right. Next item is item six, public hearing for the ASA waiver. ASA standing for annual statement of affairs. All right. Um, so now I would like to call to order the public hearing regarding Neighborville Community Unit School District 203's application for waiver of the newspaper publishing of the annual statement of affairs. Uh, the hearing will begin with comments from the administration. The administration's comments will be followed by public comment. A signup form was available as you entered the building. Public comment will be made in the order of the request to speak were received. Individuals will be limited to three minutes. Um again, public comment on at this time
021is strictly going to be limited to public comment around the annual statement of affairs waiver as opposed to um more broader topics which again will be uh held in a separate public comment later in the agenda for this meeting. Okay. So do we have any public comment admin comments first? >> Oh sorry my bad. Uh so then we'll begin with item 6.01 1 administrator comments. >> Okay. So, prior to this year, the school code required a statement of uh the affairs of the district be published annually in the newspaper prior to December 1 with certain district information for the fiscal year ending the previous June 30th. The district has regularly fully complied with all state notice requirements. uh recently adopted public act made several changes that requirement which including removal of several sections of the
022report uh that included duplicative information already reported to ISBY uh and or to the district website. Administration is recommending the board approve the application for waiver of the annual statement of affairs being published in the newspaper annually by December 1st. Uh you'll see this is a relatively new opportunity to apply for a waiver from a state requirement. Lyall, Indian Prairie or Planefield are some local districts that have currently uh received this waiver. We estimate annual savings of about $3,000. I will note again all of the information is publicly available on our website. Mr. Francis, any additional comments to make? >> Uh not that I can think of at this point. Be happy to take any questions. >> Okay. Uh now I'll take public comment. Um any slips of paper we proceed? Okay. No. Uh would
023anyone in the audience like to comment on this particular agenda item? Seeing no raised hands or anyone approaching the mic. All right. Um I will open it up to the board of education. So board of education comments um for item 6.03. Board of education comments for the ASA waiver. Amanda, >> just a comment. Um, I I know that it's like $3,000 for our district is very small amount of money, but it to me this is a great example of like some cost savings that's really easy to do, you know, because we're in compliance in other ways. So, I just um appreciate you all looking into this as an option. >> Okay. Other comments from the board? Melissa? Um, I have to say that my upon reading this, my first impression was the same as Amanda's.
024Then I had a couple of people from the community um, kind of give me some different perspectives. I guess the concerns were along the lines of that, yes, it's a a cost cutting of of possibly $3,000, which I understand what you're saying. it it it's not much, but um I don't like I said, my initial thoughts were to go along with that. But then um I was reminded that there's a lot of people in our community that do not regularly go to our website and seek out this information. We have a lot of seniors that still rely on a newspaper. Um there's an equity issue with um you know, do you have the technology? you have to be and they know how to use the internet to look up the information. You have to actively
025search it out and even know that's something that you have available to you. So if it's only posted on our website, it can really reduce the transparency for a part of the community. Um the other issue is it's not a lot of times if people if something is published in a newspaper it is searchable. So again, you increase the odds of somebody maybe finding this information where um navigating and going on our website and intentionally looking for it. Um so I see both sides of this issue. Um I just want to make sure um that we're looking at the equitable, you know, if it's equitable to everyone. Are we reaching everyone? A lot of times we think of our parents. Are we thinking of the seniors in different demographics within our community? So, I'd like
026to hear what the other board members think. >> Other comments from other board members? >> Holly? >> Um, so obviously not sent ahead. Um, I was just curious with budget and things we do post and have those at the library. Is this something that we'd be able to print and maybe ask about putting on display in that way where it'd be accessible without or is it too big for something like that? >> Just I know that's out of left field, but just thinking about that. I mean that's I mean we we we did talk briefly that if there was somebody who had didn't have access to be able to retrieve the information we could make it available here for them >> like they could come pick it up. Yeah. Thank you. >> Other comments? Oh,
027Melissa. >> Um actually I thought that was a interesting maybe um like I said I I the $3,000 saved appeals to me. Um, maybe we could do some type of enhanced communication like I don't know if we put it in our newsletter with a direct link, make it searchable from online. I can't say that. >> Now, we can certainly make sure it's added to the uh appropriate talk 203 or other community messaging that we send out with a link to where it is located on the website. >> And and maybe even too um this is not my forte. again maybe however we approach this that this enhanced communication is also posted or made made available for people maybe who don't have kids actively in the schools right now that it reaches them also uh if
028we do that I I would be for this other comments from other board members Okay. Uh, see, >> just for clarification, are we going to try to find >> a method, an enhanced way to communicate this for those that to address these equity concerns? >> Well, I'll just again a reminder, talk 203 is available for sign up for anybody in the community. It's not just limited to our parents. Granted, they're the ones that it's easier to communicate with them. Uh, but we'll we'll look for other ways that are that just don't replace the $3,000 for something else, another form of advertisement, but we can certainly um figure out ways to try to communicate. >> Uh, and just to throw this out there, I agree with you. It doesn't make sense if we just replace it
029with another means. I know that we even have some, you know, online groups for, you know, parents and community members. Maybe those are a good place. You can post stuff on Facebook, other places for free. So maybe those are things we can look at. But again, if the the administration is open to doing that, I'm happy to save $3,000. >> Okay. All right. Any other comments? Okay. All right. So, let's see. No public comments. All right. So, I need a motion and a second to adjourn the public hearing. >> Motion to close um the public hearing on the ASA waiver. >> Second. >> Motion and second have been heard. Please call the role. Miss Pen. >> Blastic. >> I. >> Kelly Black >> I. >> Winsky >> I. >> Gerie >> I. >> McMillan >>
030I. >> Cuz >> I >> Kush. >> I The motion passes. Okay. So, the public hearing on the annual statement of affairs is officially closed. Just for point of reference, you're like, "Well, you guys didn't vote on anything." That there's going to be action on that later in this meeting um somewhere in item number 13. No, 14. Yes. Okay. All right. So, now item number 7.01. Good news. >> Okay. Okay, we have a lot of good news to share with the community this evening. Joseph Andrew Senko, a 10th grade violinist at Navville North High School, has been named a scholarship winner in the prestigious Chicago Symphony Orchestra Young Artist Competition. This is a highly competitive program designed to identify top tier music talent. Scholarship winners receive financial support and professional development opportunities to help launch
031their musical careers. Jeffrey Sturgeon, Neapville North orchestra director, says Joseph's focus, curiosity, and commitment promise a bright future in music. Congratulations, Joseph. Kennedy Junior High School was one of only 28 schools in Illinois selected for the prestigious National Blue Ribbon Schools program designation before the program was discontinued. Illinois congressional leaders have introduced a resolution to officially honor those schools that earned the distinction for 2025. This resolution seeks to provide federal acknowledgement that the schools would have otherwise lost due to the program's cancellation. Historically, the blue ribbon designation is the highest federal honor a school can receive, highlighting academic excellence and success in closing student achievement gaps. Congratulations to Kennedy on that recognition. Ann Reed Early Childhood Center has been officially recognized as a top five of 2025 Daperville award winner in the preschool category. What
032makes this honor truly special is how it was earned. Unlike many awards that require an application or a fee, this ranking was awarded by business rate based entirely on verified data from Google reviews. This recognition is a direct result of the authentic feedback, ratings, and stories shared by you, our families. Congratulations, Annne Reed. All eight junior high first Lego League teams competed at the Illinois First Lego League qualifier held at Neapville North High School last month. Five of the teams will be advancing to the sectional tournament on Saturday, January 24th with the potential to advance further to the state tournament. Additionally, some of the qualifying teams received award recognition at the qualifier event. Congratulations to all of our teams. And then finally, we officially celebrated the ribbon cutting of our new priority care clinic with
033Marathon Health last month. While our staff has already been utilizing this great resource, it was wonderful to take a moment to thank the people who made it possible. Project was a true team effort. Huge thanks to Gretchian Gallios and Mike Francis for leading the charge and to our union partners from NESPA, NTA, NUMA, and NUA for their collaboration from day one. We're also grateful to our Marathon Health team for their dedication to keeping our district healthy. We're proud to provide a space that puts our staff first. Here's to many more years of wellness. That's it. >> All right. Lots of good news. That's great. Okay. Item 7.02, student ambassador reports. Okay. Who's going first? >> Here we go. All right. >> Is this far enough away? Okay, great. Good. >> Um, hello. Um, I'm so
034glad to be back this year. For those who remember me and for those who don't, my name is Luxa Kende and I'm officially a senior at Neighborville North. Uh finals last semester were really hard, but winter break was fun, although the weather wasn't as great. Uh with the start of the second semester, we had our eighth grade tours where the kids got to learn about course selection for next year and they also had their orientation on January 14th where their parents got to learn um more about the school and info they should know for their freshman for their kids freshman year. Along with the eighth graders learning about courses for the next year, our current students also got to meet with their counselors to finalize their courses for the next for the next year. I
035keep saying that. I'm so sorry. Um, it's also college acceptance season, so we're getting ready to say goodbye to some of our Huskys as they carry on our legacy into the world. Uh, in terms of sports, uh, Neighborville North hosted the first ever DVC cheer and dance event on January 15th. North's dance team won first place and they're on their way to Geneva for sectionals this weekend. Uh, North's pre-track season is wrapping up and they're getting ready for the official season which starts uh this Friday and I hope for we hope for a good season. Um, some upcoming news are our winter play, The Play That Goes Wrong, uh, has showings from January 30th to the 1st of February. I'm so excited for it. Uh, and our show choir also has their Clash of Sequins
036on February 14th, which is Valentine's Day. Good luck to them. Um, hi. I'm Cadia for everyone who like wasn't here in August. That was the last time I was here. Um, I'm so glad to be back and see everyone. Um, okay. Starting off as soon as we came back from winter break, we started springport signups and we've started having meetings for preseason of those sports and open gym and other informational meetings have started. Our boys bowling were DVC champions and um as we get back from winter break, lots of seniors have started to get their decision back and some have already committed and know where they're going. Um, and we also had eighth grade family night last week and we had apparently we had a really really good attendance and we had a lot of
037people show up. Um, all the different clubs and sports that were avail are available at NCHS were there and were and we had lots of students um, representing them. Um, last week chess BPA and speech also had their competitions. Team 203 fire um Special Olympics had a basketball game at Central last week and many of us came to support. We also have auditions for Theater Central's all school coffee house event this p this this past week which um will be very fun. Our ski and snowboard club spent this past long weekend at Chestnut Mountain with Mr. Danbomb. Um, and the week of February 2nd, we're having Hawk Week. So, we have many fun activities planned throughout the week, including something new called Sock Tag and Karaoke the night of January 4th. Um, yeah, and assemblies
038that week for Monday and Friday. Uh, December 19th, the last day before winter break, our wrestlers defeated Neighborville North in our home gym. And the attendance that night was really well which made for a really good event. I was there. It was it was really fun. Girls basketball also defeated uh Wanzi on January 15th. So now we are 900 in the conference play. And um on February 6th, we are very excited to induct the next class into the Neighborville Central Athletic Hall of Fame. And for that day, there is an assembly, a panel discussion for the current student athletes, a dinner, and a ceremony. Anyone's welcome to join in the little theater at 600 p.m. on the 6th. Um, and theater, there's a theater production at the end of February. Junior class council is organizing
039and running Cupid Grams during lunch periods starting from the end of January all the way till the 14th of February. And a lot of winter sports are ending their season. And yeah, that's all I have. Yeah, >> thank you both, Cadia and Luck. Thank you guys for sharing all the wonderful things that are happening at Central and North. Okay. All right. So now item eight, public comment. All right. We have reached the point in our agenda for public comment. The board of education welcomes comments from the public at its meetings. Citizens who wish to address the board of education should identify themselves by name. Comments by individual shall be limited to three minutes. If the individual is representing multiple individuals or group, they shall be allowed to speak for five minutes. The board respectfully requests
040that speakers refrain from commenting about specific individuals. Um, do we have any slips of paper? Okay. Would anybody in the audience like to address the board? Okay. All right. This will conclude our public comment period. Um I was going to say the superintendent of the board's designate, but since there was no public comment, but on matters Oh, there are matters that come in over the uh emails, right? We get those via emails. Oh, we didn't get any via email either. Okay. Must just be because it's so cold outside. Okay, got it. All right. Well, then this will conclude our public comment period. All right. Item nine, monthly reports. Oh yeah, incadian lux. Feel feel feel feel feel feel feel feel feel feel feel feel feel free to. Yes, lots of school things going on. So
041please by all means. All right. Um item nine, monthly reports. We have a number of monthly reports. Um does anyone have any questions on any of the monthly reports? So which one? >> Uh we can start. Yeah, with the Treasury report. >> Okay. So 9.01 Treasury report. Um, I'm just going to read the questions I sent ahead. So, um, I asked, can you provide a breakdown of the 322.3 million total fund balance indicating what portion is unassigned versus internally committed or reserved for known obligations later in the fiscal year? >> So, I'll share with the board that we did receive uh several questions that came in uh over the course of the day. um from a board member in regard to these that when you look at the questions require a little bit of research
042and and a little bit of time. And so when we look at our board agreements, um it it comes as a tasking staff by an individual board member. So we'll need direction from the board of education on if this is the priority on the the questions that were provided in regard to reports such as the treasury report, investors report, uh and the budget report. um because it's going to take our CFO and staff a considerable amount of time to provide responses to some of these questions. Some of these questions are also um addressed u by annually when we meet with adviserss from PTMA in regard to the board's investments. Um so I guess we'll ask the president to talk to the board and provide direction. >> Can I respond? >> So hang on. Commentary from
043the uh remaining board members. You spoke a moment ago, so we'll come back around. Anyone Christine? Oh, I thought you Sorry. Thought I saw your hand. Okay. All right. Melissa, >> my concern with this is equity issue. Um, one of the things as an elected official, I have the right to ask questions and by not allowing me to get answers. I'm fine with allowing time, but there's the transpar the transparency and the accountability and to basically it's quite obvious when we do these meetings I ask more questions than other people. Um, I represent a certain amount of people that do want questions answered. We each kind of do what we do as a a member, but I think there's been a lot where I've been targeted. So, I think for us to say now that
044answering questions are a pool of resources. It would be one thing if the comments were not relevant. These are very relevant. To say that you give the information once a year does not mean that t people do not want the answers more than once a year. I think that again if we want to build in a buffer to answering the questions or you want to answer some of these at the next meeting but to censor board members from answering question asking relevant questions is a huge concern of mine and it's goes into also equity of that we each have the chance to do the job as we see fit. >> Okay. So I I'll I'll respond just for a couple things. one, I do want to get some perspective from the other board members on
045some things. U what I heard the superintendent say was that um um a lot of these questions were received today, so I'm assuming that some of these questions there will be an opportunity to get some answers to. I did also hear the superintendent say that there is a significant amount of staff time uh and effort and energy to answer them in a short peri in a short relatively short time frame because there are some questions that do also receive answers such as investments when we have a periodic um report out from uh the investment advisors. Um he mentioned PMA is the is the name of our investment advisor group and so um we will have that. So that may shift the timing a little bit. I do think it would be more worthwhile to have
046the remaining board members take a look at the questions and then determine whether or not we want to spend the time, effort, energy and resources that require from the staff. So then it is more of a group decision on that front as opposed to um individuals because we do have to weigh what we're tasking staff with doing against the um collective value and need for that information. So, um, I would invite other board members to comment on that. Holly, please. >> Um, yeah, kind of following up on that. I think there was a lot to unpack in the emails and some of these are things that like when PMA was here, we asked some of those questions and we they're kind of built in throughout the year. Um, and other ones since they are maybe
047financial questions when the presentation on that specific program is coming on, it's maybe not the time where you've to ask the budget questions of those staff members. Um, so I want to take a little time to kind of think about which of these and where in the year we can ask them. I don't think all of them need to be with every single report, but um to think about when in the year when those topics come up, we can build them in. So that's kind I'm open to that and I just want to think on it a little more. >> Okay, Joe. >> Yeah, I think balance is a good uh way to put it, right? if you we can't be taking up all the time going back and digging through and putting together you
048know the same um analyses for every meeting. Um we have a board calendar things come up throughout the year um various you know analyses come up throughout the year. We have the um investment report three times a year I think. um you know so uh we we have a schedule for you know asking these questions and getting these answers and I I think that's a um very reasonable um you know for for getting information. I I feel like we're getting you know too much in the weeds if we're looking every month and and trying to do these deep dives every month into the the same uh the same issues. Okay, Amanda or Christine or Mark? Mark. >> Yeah, thank you, Charles. Um, I I agree that there's probably some questions that we can look at
049the calendar for the upcoming, you know, uh, year and and see when those are going to be discussed and go through them. The other thing I I just want to ask is if if we could make sure because I think you know there's there's a difference between governance and and and managing and I think some of the questions at least in my mind kind of blur that distinction and get more into how Mike Francis and his team may be doing something. And I I don't think that helps us from a a what we need to do in terms of governance. Um, so I I would ask if maybe you can if if you don't mind, Melissa, is is maybe looking at some of the questions and and and seeing if if if they uh fall
050into something that we can either look at at some point later in the year. Um, or if maybe, you know, they're they're more detailed than what we need to ask at this point in time. and and and get us to maybe a a uh more reasonable number of questions that could be more easily answered by the administration. >> Melissa, >> I I first want to say I appreciate that you're trying to find a way because I think that that's I'm open to that. Um I I do want to say that the investment reports those are during closed dooror meetings. So part of the process of having the monthly reports is to be able to ask those questions at an open meeting because it's a lot about transparency and accountability. Um, I can and and to
051give you a background is a lot of these questions are questions I've been asking over and over and have not gotten answers. But instead of going down that path and maybe in our conversations I know we meet for a selfboard evaluation I am open to finding a way or you said if this is going to go to this point that's fine. I think that's a much more equitable B. We're using rationale that if we can come with clear rationale and we apply it to everyone, it's not an equity issue and to meet halfway is fine with me. Um I I get that. Now, as far as some of those being operational, um, you may be able to give me an example, but I do know that, and I think from our other board self-evaluations, we've
052learned that, you know, and I think the book we're reading that school boarding is an art. The reason we also have a school board of seven people is we have seven different minds. So, and we represent different groups in our community. So, I know there's been some disagreement and I think we saw with we did a survey and it showed what did you think was micromanaging what did you think was operational what did you think was bored and there was a lot of confusion on that. So, as long as we're making headway on on getting that way, but in those where if we cite it and we're willing to work together and say, "Hey, this we feel this would be a more appropriate place or maybe these questions when I send these to ahead of
053time." Um, like I said, it could be delayed, we can think of an alternate way for some of these, some of these if somebody thinks it's operational because that's an opinion. I think that it's still fair enough. I think it and and the way I look at this is if I'm overreaching, it's going to be it's going to be evident to most people and it will reflect badly on me, which I certainly don't want. So, if I can ask questions, but because somebody thinks it's not oper operational doesn't mean it's not. So, and it doesn't mean it's not something that people in our community haven't asked about. So, so maybe I'm comfortable with some of these, you know, because I'm also not comfortable with having the monthly reports and no one's asking anything and that
054maybe we do need to be having conversations, especially as we're going on towards we're talking about having to amend the budget and increase it. We're talking about having a shortcom of money that makes these reports I'd like to see more robust conversation actually regarding them. um because that this is where the actual amount you know this is the specifics are where it's at as long as we're not oper operational. So when I ask the question just so you know I'm asking for the outcome accountability is on the top or the data because I'm not to be making the decisions but I need to as a board member my feeling is my fiduciary duty is to make sure we're asking the questions. So it doesn't mean and it and I also want to be clear if
055I ask a question does not presume it's being done wrong that there's anything I am asking it for accountability so I know um and that the public know >> Joe so I guess um I read the report slightly differently um I find them useful uh as status updates, right? I I it it lets me see kind of where we're at financially uh within the district every month. Um so I do ask questions sometimes about them. um but only when there's some you know big discrepancy that I I don't understand and and usually it's you know uh some funds that usually come in here didn't come in or you know that there's uh a good reason and I just yeah am curious about it but um I I think these are meant to be what they
056say they are they're reports they're they're a status check as to where we are and you know if we're not diverging wildly from the budgeted amounts and and and things, you know, um it's just kind of a check-in to to see that uh you know, we're we're on track um with our spend rate for the year. >> Christine, >> uh well, I I mean the monthly reports I I'm with Joe. These are status checks, you know, to look and and just see if there's any kind of weird, you know, spike in a graph line, um, or something that looks a miss that that I might just not understand. As far as the process of how we look at some of this information, I I would be willing to see if there's if I was understanding
057um Holly correctly, you know, maybe we can put some of this information at different points that's already within our calendar, our board calendar. Um, I'd be I think some of these topics might need to be addressed at our next um annual self-evaluation that we usually do around June. Um, where we look at our processes and see if the board has a desire to change anything. Um, and it might just be um we maybe we have to take a look at when when we send our questions into the superintendent. Maybe maybe we have to make our deadline earlier. Um because I I will say I see the emails and questions being sent at 1:00 in the afternoon the day of a board meeting. That's that's way too tight for staff. They're not just waiting for our
058questions to come in. They're aware that we're going to be sending questions over the weekend, but they are doing uh other things also. So, I I think that given that we're mid year, mid school year, um it's some things that we can think about, but we have to I'm not going to want to change our processes right now. Um without really getting down to what's going to work for staff and a timing issue, what information we as a board really need to have in order to do this. And I think we have to keep that in mind that this is a board of seven and consensus is how we go about um conducting our business. Um we have in our board agreements, we've taught we're taught this continually through um IASB is that one board
059member doesn't task the staff. um difference of opinion, factually, however we want to phrase it, we have to operate by a agreed upon set of rules. Um no one two people get to dictate how it's going to go, nor do they dictate how what information they presume another board member or other board members need. So that's that's where I'm at. We just have to um have a conversation as a board at the appropriate time which I believe is a self-evaluation where we can look at some of our processes. >> Melissa, >> uh something you said Christine really hit me that no board member should presume the information that another another board member needs to do their question. I think one of the things I've had a hard time and that I hear from a lot
060of the people in our community is that there is a tendency of this board to people have reached out. They want more information especially as we speak about changing that our financials. I understand that you each feel differently, but the idea of consensus I think a lot of times I feel on this board is about this is what we think. Yes, Joe, you're entitled to think what you want and go about your process the way you want. You know, Christine, same thing. The problem gets into and we can vote how we want. But the problem gets into when you start saying I don't feel I need this information so others can't or can't ask questions because our our job as the board is really to the board in my opinion this goes to showing the
061public what are we doing what do we know are we answering their questions financials is a huge part of what we do so to wait another year I'm not sure is good enough and it comes down to having the right to get the information and this board has has sometimes felt like we don't need it so the others don't. I think there should be a way I think that we're smart people can figure out a way that available can be more information can be available to the board members. There could be more questions asked and the community therefore gets more information. Now I'm hoping to doing it different ways but to shut down the ability to get information is a dangerous slippery slope. Okay. Yeah. Um, so I'm going to try to move us forward
062here a little bit. Um, I think that uh what I would propose in this situ situation, a number of questions were put out there. Um, and uh, what I would ask of Superintendent Bridges is if you'd be able to for the questions refer back to like the time frame normally just kind of remind us when on the calendar we would normally get some of that information. So then we can make a determination and then um, I would ask all of my fellow board members to look at the list of questions and then just try to determine whether or not we feel like some of that is something that we need to get prior to when we would normally get a report or not. and then we can come to a consensus conclusion. But I will
063just say that personally I didn't have the chance to review every single one of the questions that came through. So maybe there's some that in there that I would sign on for also, hey, let's get some more information on that sooner rather than later. But um I am of the frame of mind that um we do get these these reports. there are going to be questions that come up to Joe to Joe's point that um create uh you know if there's variances or things like that or something more acute that's happening um as opposed to something you know more chronic that's that's going on um which we get enough to me we get enough of the information on a periodic basis to learn and understand um kind of what's happening and then we'll have our
064occasional questions there but I would just ask if everyone could just take a look at the questions that came through um because I do believe that uh we need to if we're tasking staff with something as the superintendent has pointed out, we need to make sure that we're doing that by consensus and all agreeing because that's just the utilization of of district resources. And so I do think it's important that we um have a broad sense of agreement that it's worth the time, effort, and energy um at the time it's being asked for to to um to to utilize those resources in that way because we're supposed to be stewards of all the resources, not just money, but the people as well. So if everyone could take that as a homework assignment. Do I see
065that? That sounds like a good thought. Okay. >> I I'm fine with it. I just wanted to ask one question that I did think was pertinent and it was a followup to we've discussed this in the past. So, if I could ask that as as far as the um the medical dental fund and as far as we had discussed before that the concerns we had to liquidate some of the the investments for that. It appears as if we're still tracking that we're getting maybe more claims. We have more going out than coming in. So, has there have we addressed that and does it need to be addressed? Mr. Francis, >> are you asking if we're addressing the the need for additional liquidity or are we addressing how we can the actual claims that our employees
066are are having through the medical plan. >> Okay. before we talked about so it's kind of two frame like both of those questions are actually relevant so number one the question is when I had brought this up previously and we did have to liquidy some funds um we we were told that that was because we had some very big unusual claims come through is that correct >> that's correct that was a a portion of our our large claims yes and we haven't been completely reimbursed from our reinsurer for large claims at this point which is causing some additional strain on liquidity. Uh that being said, we are continuing to see monthly claims um as high as they've been in my seven years here. They they did go down to more what normal levels a month
067or so ago, but the the bill we just received was again in excess of $4 million. We are we started discussions today about liquidating more uh of the long-term assets to make to make the uh um to pay this bill because we need liquidity in the more liquidity in the health insurance fund. >> Okay. So in the questions I said ahead of time encompassed in there what were the I asked in the questions with the insurance fund investment and I mentioned this before a lot of our the funds that were in there are longer term hold funds that the liquidity is not necessarily there. We're having to you know sell things off and and it can be very difficult when you have to sell things off. you don't get to pick the timing of it.
068So, I guess my question would be number one, are we to expect maybe there's a new normal in the claims? And if so, besides if we have to sell something off right now, um, do we need to make more long-term planning versus going on the figures that maybe aren't relevant anymore? Then number two, as a board, I know we've held on Do we need to switch some of our do we need to talk to the investment portfolio look at it and maybe start when it's good opportune maybe pulling stuff out of longer term investments so it's more liquid so it's twofold like >> I started the conversations actually today with our investment advisors uh on on on ways to uh have more liquidity in the health fund. Um, I'm I'll be talking with them on
069Thursday morning with some options that they'll present to accomplish that. Um, I'm I'm at at at the point I'm at now is I'm not sure we need a long-term investments in the health fund. Um, that being said, is this the new norm? It's impossible to say. I certainly hope not. There's no statistically I I don't feel that it is, but I think um we'll have to watch it a couple more months and and and see. And if so, we'll the insurance committee will have to look at the offerings that we give our employees and uh we'll have to have some hard discussions about what we can do to either lower cost uh moving forward. >> Um okay. And then >> hang on. Can I >> Yeah. Yeah. >> Move that. All right. Joe, >> thanks.
070I just wanted to follow up on one of your your comments. Um you mentioned that we're still waiting for reimbursement on some of the um payouts that we've made. Do you do you have a ballpark on how much uh we're waiting on right now? >> Uh I don't have the number off the off the top of my head. I I will tell you that we've our our um our stop-loss insurance has moved back to Blue Cross starting on January 1st. And that from a timing perspective is going to be much better for us for because they will net any claims in excess of the aggregate stop loss right off the bill >> as opposed to our third party where we're waiting for them to process with Blue Cross and we're waiting on there's a few
071months lag on that. So from a timing perspective it's going to be better to be all in with Blue Cross moving forward which we are as of January 1. I guess at ballpark is are we looking at hundred thousand, couple million? >> Uh, no. I I don't want to say the exact number. It's more than a couple hundred thousand. >> Okay. >> But it's not millions. >> Okay. Thank you. >> Did you know >> just a follow? >> I have another question. Go ahead. >> So, as far as the claims, I know that this this is not my forte with the insurance claims and I know it's not yours. Who in a situation like this is there anyone that we work with are the insurance policy, the the group that we can see what the
072actuary what the numbers are as far as maybe looking at a future pattern of claims. >> Yeah. Our our um our consultants look at that on a monthly basis. We our insurance committee meets uh almost every month throughout the year and they look at the financial data. They present um trends uh in the industry um and look for patterns and and so on with this type of thing. I can tell you the last five months are really five or six months now are just really beyond what we've experienced since I've been in the school district. Now, it's my understanding that the the health fund did have some similar situations many years ago where the fund balance became pretty low. I mean, these things do cycle. Um, but I don't necessarily think it's part of it
073is the end of the year too when you when you I'm like for instance I'm on the high deductible plan. So people are on the high deductible plan if they've hit that deductible then lots of times they get some additional services towards the end of the year >> and then January 1 hits and everyone's deductible resets. And so we'll we'll we'll have to see how January turns out because January is usually a lower month. That being said, January is also the month with where the board contribution goes into the high deductible. There's a board offset for the high deductible uh employees and that hits this month also and that was about a million dollars and so that doesn't necessarily help with the the current liquidity issue that we have. So there's a there's a lot
074to this um this situation. We're looking at all aspects of it and um our consultants will will they're aware of this and they will they will look at this closely and and come with ideas and solutions moving forward. >> And along with that I have a question. We were just talking about you know some of these questions I ask people may not think is relevant. Can we say on like this issue, can I ask moving forward that when we get next report that we get a followup on the things we discussed on our next monthly reports when we look at the insurance that we get some kind of feedback on where we're at at that? Is that a reasonable request that Mike Francis is doing a lot of following? It sounds like you're doing a
075lot of work towards this that you're gathering a lot of information. We should have more information. Um, >> so if I can summarize what I think I heard you say. So, the conversation that's happening now around the specifically around the health fund and the medical dental bills and liquidity and all that kind of stuff, you're asking if that's that the next meeting. You're you're kind of, if I hear what you're saying correctly, you're pre-asking the question for next month right now. >> Yeah. I I'm asking for a follow-up on this that we just track it and that those questions you said you're going to follow up. It would be nice as a board member to know >> what specifically would you want me to follow up on? Like we present the the insurance report shows
076you each month what the the contributions have been and what the claims have been. I'm also giving you a preview of what the current month looks like. We can certainly do that again, but I I can't predict what any future month's claims will be. No, but you might be able to talk to the people you talk with and find out, like I said, instead of you or I guessing the amount of claims, see if there is a pattern. We can also see if it drops. >> Yeah, maybe that's uh if if the board would like an update on the health plan. Maybe that's something we could have our consultants come out and present to the board uh like they do with our health insurance committee. That's not >> I don't get the sense in Melissa,
077please correct me if I'm wrong here. Um and I know that you will. Um, I don't get the sense that that we're you're she's asking for something that complicated. Just more of a you made the statement that these bills have been kind of, you know, larger than normal. Are we starting to see them come back in or are they still out there? You know, just I think that's what you're asking more for, just kind of a >> So, hey, how's it looking? >> Yeah. Right. the bills that that's the one folded and the second fold of that is once you talk there might need to be a conversation about keeping some of the do we need to keep more liquidity do we need to move around some of our investments so we're able to sell
078things off if needed more readily >> I will I um am fully prepared to um handle that situation we we definitely need to do something we need more liquidity and we need more liquid liquidity before the next board meeting. So, I'm I'm informing the board now that something is going to be done with the long-term portfolio. When the when PTMA comes back in, we will we will discuss with the plan with the board what has happened between now and then and any future things that might need to happen regarding the long-term portfolio of the health insurance plan. >> Yeah, I would like to know get some feedback when you talk to them. you're going to be in conversations with them of getting, you know, some possible approaches they think to take and maybe again have
079that be a conversation we have when you get that information to report back to the board so that we kind of know what the situation is. >> We I can certainly update the board possibly at the next board meeting, but again, this is something that I need to act on. >> I understand that before the board meeting. No, I appreciate that. I'm trying to get ahead on I'm trying to find a way to get ahead. This has happened a couple times that we're, you know, we might need to start having a longer term plan. I just want to be a informed about where we stand their recommendations because I know as the board makes decisions about investments and holding on, I just like their feedback, especially if there's a possibility this could continue. >> So,
080if I can a couple things. So, so Mike has expressed to the board of education steps that he's got to take in his role as a chief school business official. Uh that is going to happen prior to the next board meeting. The second point of what you're asking which we typically um has allowed under the open meetings act is an exemption in close session meet with our adviserss regarding financial strategy and investment strategy specifically about the acquisition selling of certain securities, investments and things like that. And that's that's scheduled for April. And so that is still within the time frame of when we typically meet with them on their long-term strategy. But as Mr. Francis has said, in order to meet our obligations, we have to liquefy some of our long-term investments. That's more of
081a short-term uh what you're asking for is a more long-term approach, which is something that we'll do with our financial adviserss and Michael prepare them for that when they come next time. >> Um can't I >> Hang on, Christine. Okay, >> Dan, I think you you may have uh answered my question, but I want to make sure I heard you right. So, PTMA is scheduled to meet with us in April. >> I don't know that we've set an official date yet. We typically bring them twice per year about every six months. Last time they were met with the board of education, I believe was October, maybe the end of September. So, we're due sometime on how schedules align >> end of March or April. >> Okay. Thank you. Um just along those lines um like
082I said is you know that's great that if we can meet with them the end of March or April but I am just asking for if they pass anything long on to Mr. Francis things that we might want to consider before that meeting it would be nice if he could share it with us and I think that even this conversation the public knows where we're going with this. So just to give and then we can meet and actually go through more detailed at the meeting. >> Okay. Other questions or comments? Okay. All right. Um so that was item nine. We're now on item 10, uh action by consent. So I'm assuming some things will need to be pulled from that. >> Yes. If we can pull 10.01, 10.03, 10.04, 10.05, 10.06. >> So, we're pulling
0831 135. Sorry, 13456. >> 13456. Correct. >> Okay. So, I'll start with 9.01 and then I'll probably make them Sorry, 10. It used to be nine. Sorry. 10.01. Bills and claims. Um, so Christine and I tag team bills and claims this time around. Just wanted to say thanks to Michelle. Um, I think I had checks, you had pec cards. Um, so thanks to Michelle Swope as always. Very thorough in her um, uh, followup and follow through on that. Um, and so Christine, anything from you on that? >> No, just always pleasure to meet with Michelle, even if it's by email. >> So I will make a So I'll make the motion. I move approval of warrant number 1073014 through 10737077 and warrant numbers 9 there's the zeros through 900 0145 totaling 40,59,7946 for the period
084of December 16th 2025 to January 20 sorry January ruary 20th, 2026. >> Second. >> Motion and a second have been heard. Any discussion? Please call the role. Mrs. Patton. >> Oh, hold on. Actually, >> this is for next time. Moving on. >> Oh, got it. I was going to say I was going to say that and the ones that were already there. So, so, so, so and 10.02 adoption personnel report. Uh, 9.07, sorry. 10.07, thank you. 10.07 and 10.08. 08 as presented. >> If we could just >> I thought you said you wanted to pull >> I did pull but we pulled bills and claims. I I >> She wants to vote on that and >> Oh, you want to vote on that separately and then I Oh, sorry about that. >> All right. Yes.
085Okay. So then I'll amend my motion. Jesus. I may have to read it again. >> No. >> Okay. So 10.01. That's right. Motion in a second had been heard. Thank you. Okay. Please call the role. Mrs. Patton >> Husinski. I. >> Kelly Black. Nay >> McMillan >> I >> Binsky >> I >> Gerky >> I >> Blastic >> I >> Kush >> I The motion passes okay now I move to approve item 10.02 10.07 10.08 uh in the consent agenda as presented >> second >> motion and second have been heard any discussion please call the role Mrs. McMillan >> I >> Cosminsky >> I >> Blastic >> I >> Kush >> I >> Gerky >> I >> Kelly Black >> I >> Winsky >> I. >> The motion passes. Um okay. Item 9. I'm sorry.
08610.03. I need to just change these numbers on here because it's bothering me. Okay. Uh item 10.03. Um board meeting minutes from December 15, 2025. I move to appro approve item 10.03 the board meeting minutes from 12:15 2025 >> second >> motion and second have been heard any discussion >> okay please call the ropent >> Kush >> I >> Kelly Black >> abstain >> blastic >> I >> Winsky >> I >> Kazinsky >> I >> McMillan >> I >> Gerky >> I >> The motion passes item 10.04 04 close session minutes from um December 15, 2025. >> I move to approve item 10.04 closed minutes from 12:15, 2025. >> Second motion and second have been heard. Any discussion? >> Melissa. >> Um I just want to say that um I wish the closed door minutes
087were more comprehensive so not only people can look back if somebody is absent. I also think it's hard to see what's disclosed if we just give a general category. Some things have to be released to the public after they're no longer fall within the criteria with the open meetings act. And because they're not spelled out in the closed door minutes, there can be some confusion there. So, it would be helpful if we knew exactly what was being released versus just the category. So, I will be voting nay. Noted. Any other discussion? Okay. Motion and second have been heard. We've had discussion. >> Please call the role. Mrs. Patton. >> Gerky. >> I. >> Blastic. >> I. >> Kazinski. >> I. >> Kush. >> I. >> Winsky. >> I. >> McMillan. >> I. >> Kelly Black.
088>> Nay. >> The motion passes. Okay. Item 9.0. Oh, sorry. 10. Jeez Louise. Item 10.06. 06. Thank you, Amanda. >> Did we add 2005? Oh, okay. Sorry. 10.05 and a Neapville North High School edition. >> I move to approve item 10.05, the bid for the Neapville North edition. >> Second. >> Motion and a second have been heard. Any discussion? >> Oh, Melissa. Um, and I had had sent the information and questions and concerns ahead of time. Um, one of my concerns is, you know, when we this was presented in April of 2024. Um, it was approved on May 6th of 2024. Um, according to the financials and our situation now has sounds like it has changed. We are now looking at ways we have to cut money. We have concerns and as we did before,
089we took out our $3,000, but really our capital projects are lately some of our biggest expenses. So, when this was approved, we were just given a general actually have it here um that there would be additions. We had very general that there would be um improve, repurpose, and increase instructional spaces including creating a multi-purpose instructional space. And there's a list of them. Um my concern with this is again that we don't have an actual plan. Like when I say that to the public, that's as much as I know of what we're paying for. to me um I think we maybe should revisit this um and that we have specific plans that we know exactly what we're talking with and maybe there needs to be discussion as to back then uh again we were in a
090different financial situation. So, if I know we were talking not too long ago, correct me if I'm wrong, something about a $3 million shortfall and that that Dan's face, he's giving me face that might not be correct, but there was an amount that we're concerned. We're talking about amending our our budget. That's been mentioned several times lately. So, I think before we add and amend the budget, we might want to start looking at effective ways in capital projects. We've gone through quite a bit of money in capital projects. Um I'm I'm not sure what we're number one. So there's a couple issues. Number one, I think that if we vote on this that and we approve these contracts, yes, we have the bids, we have overall like paving or or certain, but we do not
091know what that looks like. And one of the things that return on investment that as a board member and as fiduciary duty is if we spend all that money, what's the perk we get out of that. When I look at bids and I look at just approving a contract for paving doesn't really tell me very much. Um, that's a practice I've had concerns about where maybe I'm I'm posing to my fellow board members maybe before we approve this, we should get those plans and maybe even ask for some is there any way to show can we look at those plans? What's an alternative? Is there possible ways of reducing what we're spending? If so, even what are the tradeoffs so I know instead of just each time we get a project like this, I get
092a big bubble overall but I don't get plans specifics so I can't tie that into how is that money being spent wisely to improve how is it we're taught with all our seminars IASB everything teaches us of like it's supposed to come down to the students so we we look at that in classroom if there's overcrowding if there's not places to meet those impact education instruction so there is value in that but when I vote on this I don't ever see what that value is and I don't really know what I'm voting for and if it comes down to voting for a plan open-ended big capital project that adds some nice perk but I later on have to adjust health care for staff or I have to adjust services for students. I have a concern
093is is Dan do you need something? question. >> So, I guess first I'd just like to ask my fellow board members, you know, do we want to see a plan and maybe come back next board meeting just with what are some possible cuts we can make and what what would we be sacrificing? >> Joe, so uh a couple of thoughts on that. Um first these are we're already budgeted in for this fiscal year. Um they're coming out of the fund balance not the operating budget. So uh these are one-time uh uh expenditures. Um the mobile units have already been taken out at North. So there's already uh you know that they're down classroom space this year. Um, and if I remember correctly, there were also some structural things that the uh addition will help to
094address um at Neapville North. So, uh I'm you know, we we've been aware of this for um almost a year now. Um and uh if we hold this up, it's just going to string the project out uh and potentially increase costs. You know, the engineering has been done. And the if we make changes now, we have to go back and redo all the engineering plans, the architectural things. Um I'm I'm comfortable with uh moving along with us. >> Christine, >> I'm comfortable moving on with this project. Uh Joe brings up the point that it was budgeted and I do um I do recall several conversations um where we did have a board member who has advocated for getting these bids in earlier and earlier so that we don't run into timing issues. We don't run
095into um uh maybe missing out um on placing orders for materials that we need and that's so that the projects are all in place when it is the optimal time for them to start based on student attendance times and whatnot. So, um, this has been budgeted. This the the conversations around Neapville North are not, um, we're not talking about fancy projects. The mobiles were way beyond, um, useful and quite frankly, I don't believe anyone thought that students should be in them any longer or they were in them longer than any of us would have preferred. Um, we're talking about um, the structural part. I believe it's the wait room. Um, student safety is at stake here. This isn't about some shiny new object that we think would be cool. Um, I'm I'm sorry if my
096frustration is coming through, but I believe that this timing of when we're getting these bids and the fact that this project was brought to us about a year and a half ago, May 2024. Um, th this is following what the board has expressed we would like to see going forward. They've staff has been responsive to the requests of this board when it comes to this project. So I don't see any reason to leave this on the table another meeting longer >> Amanda. >> Um I also uh know that there are you know blueprints, there's plans, there's you know they know exactly what they're going to do and what this is going to look like. So these bids are to fulfill that. It's not like they're just being like, "Okay, how much site can you give
097us?" You know what I mean? So um I um I believe, you know, this is budgeted. This is coming from um a a cost center that's designated for this that needs to be spent down. This is something that is u much needed was a high priority in our capital expenditures. So I also feel like we need to move forward with this tonight. Mark, >> thank you, Charles. Um, well, while I understand, uh, you know, the financial situation we're in right now, and we want to look at every dollar, um, I I think in response to one of the questions I sent earlier, um, pertaining to this particular project, these, and I think Christine touched on it, these are not nice to do. These are are things we need to do. um for student safety, for
098education purposes and whatnot. Um so while I understand the price tag and where we are today, that may make us pause, but I think these are for good things, good reasons that are are are needed for us to do. Um and as as was said already, this has been budgeted and this has been, you know, discussed back in 2024. Um, so I mean I I put faith and trust in in in in what has been done on this and uh I I like I said I understand you know definitely it gives someone pause and I that's why I asked that question. Uh but I think these are all for things that are going to benefit the students at the end of the day. Uh and we should move ahead with it. Holly. >> Um, so
099I want to follow up on that and thinking about, you know, that this is budgeted, um, and coming, these bids are coming in within what we are anticipating. And I hate kind of mixing up item agendas, but I like to compare it to 10.08, um, where bids came in above what we expected and it's recommended that we reject them. Um, and that's not the situation, correct, that we have with Neapville North Edition. So it's within. So for me that's that's kind of a crucial difference is that in evaluating these things getting the bids you are making recommendations that we are within the budget that we have and we've made for important plans and if it were out of that range we have the option like we have in 10.08 today to to reject those bids.
100>> Ollie uh Melissa and then Christine. I just want to reiterate first of all I am not saying we change it but I'm saying we should look at it and know the trade-off. I at least think we should see plans. Again when I go to the IASB conferences they do talk about that you know they even recommend that board members walk when you're doing the walkth through on them that we know that what you're getting. I'm not saying we don't spend that money, but it's part of my fiduciary duty is making sure that, you know, we're spending it wisely and that it's the option of what we can cut because it might be that if we're cutting safety, we're not going to do it. I am not going to cut anything that's going to negatively
101impact the instruction of students. I'm not going to do that. But I also, as a board member, are not tasked to just I don't want to use the word blind faith, but like that's part of this is to ask those questions. So I just want to reiterate that I think we are in agreement that we wouldn't want to do anything unsafe. We want to make sure that in structural we wouldn't want to compromise. Um going along with that the questions I said ahead of time that I want to know. So back in uh when this was approved for this project and for part of my understanding from reading the documents from back in the day is that there the work all to be done that there was a budget of we approved $32.9 million for
102this and that include the the turf, the tennis court, some of those other. Where are we on the budget, the overall budget? How much of this work has been completed out of that 32.9 million and where do we stand with this? Um we had the project split out. Um so the the overall approval was for the 32.9 million. The addition itself was 23.5. Um and we are really right on that right now um with the post bid um estimate and budget. Um the turf project um with the turf storm water management um the access road and certain other improvements around that area did come in um but we don't have final numbers yet but we are expecting it to be a little bit higher because the storm detention um area uh did cost a little
103bit more than than we had anticipated in the budget um that we had talked about in 2024. those numbers that we were given um were pro were even a little bit older than 2024 when we did our original estimate. Now I had I just got some good news that the numbers the total final numbers of the overall project um are going to be better than what we had expected. So I don't want to say exactly where we landed on that. Um but when we started designing the addition, we wanted to make sure that we were able to do the addition that we needed for that space without kind of punishing the addition for for the turf portion of the project. Okay. So along with this, one of the things like I said these are general
104as a board member I don't know is it reasonable for them I would like to receive if we're doing this exactly what I don't know like I said some of these are just structural improvements I don't know the specifics of those. So it also helps me to not only just have the bids of even breaking down those projects if this is for the new rooms. I'm not saying that we don't have instructional space that we should have stayed in those trailers. It's not what I'm But it would be helpful to know how much we're spending for each and what those even are instead of just a general idea that they're structural issues. It helps me to know and then it helps me as we go forward to know what we tackled didn't tackle. So, is
105that a reasonable request to get a list of these specific projects? So, I will let the superintendent answer that question, but then do you want to answer that? >> Yeah. Well, I Well, I'd simply respond by saying that the board of education approved boot forward with this project back in May of 2024 with an estimated project cost on what uh the board is asked to approve tonight at $23.5 million. The board was recently provided an update that identified that our numbers right now are coming in below that 23.5, very close yet below. Also included in that update that the board of education received were renderings that were provided. Now, that was done as kind of a sense of have the Yes, they were. >> They're right here. And that's not >> No, you're not looking
106at the right thing. You're absolutely not looking at the right thing. You were providing an update that was sent to the board of education uh on Saturday the 17th. Now, now that's where we get into kind of the operational role versus the governance role. The governance role was to say yes we approve step one you to move forward with this administration begin the work with the architect consultants uh project managers construction managers on the development of the specifics within that project the board has already said the what the administration's job is to say the how we're going to do it the additional uh kind of a check and balance and governance role that the board of education has is exactly what's happening tonight you have bids that are coming into you for several components within
107that project. The board of education absolutely has the right to vote no for this. Um, but what was done and what's being presented to you for approval this evening was within the scope of what had been previously approved by the board of education. So, Mr. Kush, I'd recommend you move forward. >> I'm going to respond. >> First of all, you've spoken a number of times on this issue, so I'm going to we're going to share time. We always do that. That's fine. >> And so, Christine is going to go. Um, so Superintendent Bridges hit on a a point that I wanted to bring up and that's that we did have an update this weekend based on concerning this project um was the last piece of the update I believe that was included. Um, but we
108have been updated on this continually. There's nothing new about this project being presented to us other than an itemized list of what the bids are right now that they're looking at. whatever and forgive me I'm not trying to be flippant but bid package one two three that's the only thing that is different if you will that we are actually seeing I guess line items for this project which follows suit first you decide you want to do a big project then you start getting into the more specifics of it the board is not in the dark on any of this I I I will argue this point with any individual at this point in time and again I for forgive my my frustration right now. There's nothing in the dark about this project. And it is
109so disingenuous once again for anyone to suggest that the public believe that we don't know what we're doing. And that's all I'm going to say on this topic. I'm not going to argue about it. But I will not let the public believe that we are not doing our job up here and that administration somehow just keeps getting won over on us. That has to stop. >> Joe. >> Yeah. I I also just want to uh thank Melanie and her team for continually uh you looking at uh ways to to add efficiency and sustainability elements to these uh projects. Um part of the bid was for um uh some uh more efficient HVAC equipment that that's going to save approximately $4,200 a year um and uh you know fair amount of carbon dioxide emissions. So um
110I I also want to thank you for uh continuing to uh look at uh those aspects as you uh you know bring these bids to us. Go ahead, Melissa. >> All I'm going to say is I want to remind my fellow board members of our commitment to treat each other with respect. Although our superintendent or other, you know, Christine may get upset. That does not help the board attitude. And and and Dan making microaggressions does not help. I'm asking that we practice good governance. We're we're we're drifting. First of all, we do practice good governance. We get awarded for our good governance. So regardless of the notion that somehow we're not third parties who are not any of us up here have have agreed that we are practicing good governance. So we have an independent
111third party who has decided upon that. So with that um okay >> you were going to call a question. Well there we go. I was going to preempt your calling on the question and just say we've we've motioned and seconded. Um, I think it's pretty clear where folks are going to land. So, let's just go ahead and vote. Please call the RO. Mrs. Patton. >> Kush. >> I. >> McMillan. >> I. >> Kazminsky. >> I. >> Kelly Black. >> Nay. >> Blastic. >> I. >> Winsky. >> I. >> Gerie. >> I. >> The motion passes. Okay. Item 11. Pop. 10 point. Do we have We didn't. Oh, we just did 10.05. Okay. So, >> 10.06. >> Neighborville Central ver High School vertical lift. >> I make a motion to approve item 10.06. Uh, the bid
112for NCS vertical lift. >> Second. >> Motion and second have been heard. Any discussion? Melissa? >> Um, I had sent it ahead of time. Um I just had a couple of questions with the vertical lift. Do we need this to be ADA compliant? >> That's correct. We have um currently a student a student student um that uh is not able to access the cardio space at Neighborville Central and this is a solution to provide um accessible cardio space for them. >> Um thank you. My next question was what were the alternative solutions? Were there could you move the car? Like what were some of the possible solutions you looked at? >> There were several spaces in the building that we looked at. We in fact looked at several ways to get into the current cardio
113space. Um but if you've been anywhere in that space, it's all old aloves and hallways um in the original part of the building. So um that was a difficult one um to be able to accommodate. We did look at the gymnastics space to see uh because that's where the current elevator is, but that is being used for gymnastics. So, that doesn't quite work. So, we uh tried to find other spaces where we could uh create a a an alternative uh cardio space and the mezzanine uh in the gym was uh the one that looked to be the most accessible for us to do that. >> Thank you. And I'm glad to see again this seems like it's a student participation. So, I'm fine with this. >> Okay. Any other uh discussion? Okay. Please call the
114role. Mrs. Patton. Oh, actually, sorry. I'm going to be my own worst enemy here. All right. Now, I just wanted to um take this opportunity to um I I think that the example that you just gave or the conversation that we just had is a perfect example of um the thoughtfulness that you guys put into this in terms of looking at different alternatives, coming up with different solutions, recognizing that student has to come first and we have to figure out what we're doing and uh and then finding ways to do it in ways that are cost- effective um and that work within the current architecture and some of the constraints that we have. So, um, you didn't specifically say all of that in your answer, but it was all covered in your answer. So, thank
115you. Okay, that please call romant >> I. >> Blastic. >> I, >> Gerky. >> I, >> Winsky. >> I, >> Kelly Black. >> Hi. >> Kush. >> Hi. >> Cosminsky. >> Hi. >> The motion passes. Any other items in item 10? Are we done? No. >> Okay. Okay. So, 11.11 policy consent agenda item 11.01. 1 policy consent agenda. >> Motion to approve item 11.01 policy consent agenda. >> Second. >> A motion and a second have been heard. Any discussion? >> Melissa. >> Uh I just wanted to uh thank you Dr. Cohen. Um this is the first time we've done a consent agenda. Um that we've done the consent agenda for the press release. >> Well, maybe it's since I've been on the board that might not be. Oh, I mean that we do it separately.
116I'm not sure why. Anyways, this is the first time that I've seen that we've separated the press release that you went through. I feel like you heard the last time we had a meeting and I had a lot of questions. Um, I think that by doing it this way, I appreciate it. It took down the amount of work I had to do comparing the past with the present. Um, you I like that you separated it so the stuff that we can get off the board right away and not consider. So I I appreciate it. >> All credit to Mrs. Patton for keeping me in line with this one. >> Uh, well, Mrs. Patton, thank you for keeping them in line. So that's it. >> Any other discussion? I will I will echo I thought the
117memo was very well organized and well done and just um felt while we have done policy consent agendas before I do think the way it was organized and handled this time around was very nice and efficient and very clean and made it really easy to understand exactly what was happening or more specifically what wasn't happening so that's good yeah good stuff okay motion and second have been heard any other discussion please call the role miss pen >> McMillan >> I blastic >> I Winsky. >> Hi, >> Gerky. >> Hi, >> Kush. >> I >> Kazminsky. >> Hi, >> Kelly Black. >> I >> The motion passes. >> Okay. Item 12, communications. Uh, item 12.01, written communications. Uh, item 12.02, Board of Education reports. Any board members have any reports to give in the context of
118their duties as board members? So, Amanda and then Joe. Yeah. Um, happy new year everyone. Um, I most recently will talk about some of the things I got to attend. Uh, one was the home and school meeting for Kennedy Junior High, which is my adoptive school. really appreciated being able to have an opportunity to uh speak with the parents and you know um help understand uh you know the different things we do as board members and uh also want to congratulate them on a really successful um start of the school fundraiser that they had there. So um in addition to the the blue ribbon. So that was a great opportunity. Um, additionally, yesterday morning I joined several board members um that at the Dwage County Dr. Martin Luther King uh Junior uh breakfast uh at
119Jory Lane. Um I'm sure others will talk about it, but I found it to be an incredibly moving ceremony um and really good reflection about um the life and legacy of Dr. Martin Luther King and other and and you know a contribution to the thousands of other advocates that sacrificed so much to help us um gain some really important civil rights. Uh we heard from um Dorothy Counts uh Scoggins who at 15 uh was the first person to integrate a school in North Carolina. um and just her bravery and her um strength and then also her ability to forgive um was really powerful and it's just a really great reminder um as we continue to uh fight and advocate for rights of all people um today. So that's my report. Thank you. >> Thank you.
120Joe. >> Yeah. Um I appreciate the invitation to the Washington uh home and school meeting um on the day of the open uh orientation um that was referenced previously. Um a lot of discussion about the moving on ceremony uh at Washington. So it was uh kind of uh uh fun to sit in and hear um what's going on. Um yeah, especially uh since that's uh the school that my kids all went through. So it's kind of that that reminiscent of uh those moving on ceremonies. >> Awesome. Very good. Mark, >> thank you, Charles. Uh yeah, I just want to say um uh this past month I visited Elmwood and Central with uh Dan. Uh we met with the principles and tooured the facility. So it's always good, uh to do that. and um get your
121impression of the building. Um also um Prairie Elementary, I attended their home and school and one thing Prairie Elementary does and I I didn't bring it up uh in previous discussions, but they always try to bring somebody from the school, from the district into the home and school meeting so that they can educate themselves on some of what's going on. Uh, and this past month they had uh I want to do a shout out for the school resource officer uh Neil Desmond who attended uh and he provided a little background about himself and the SRO program within the Neapville Police Department and and what role they actually do uh within our our our school district. So, it was really good to hear from him and and and the great job that they're doing and how
122they're helping keep our not only our kids safe, but also building those relationships with the kids to prevent them from uh making bad choices. So, uh I just want to call him out as well. Thank you, >> Christine. >> Uh just one thing to report um and it's uh uh tagging on with what Amanda said, the um Martin Luther King Jr. breakfast, unity breakfast yesterday morning was um it's it has been a great event and it's it's fairly new and each year you can see um the evolution and it's it's just it's gone from like really good to like really really good. They're they're doing a fantastic job with that event. Um and I find that that breakfast is it's nice. It's the beginning of a new year. It provides um good reflection on um
123the message that um Dr. King uh brought to us all and that we continue continue to be inspired by. Um but I also find it to be a good um reset in remembering um what service means. So, but it was nice to be there with my colleagues uh yesterday morning. It was a chilly morning, but it was it was still great to be there. Yeah. Melissa I also went to the unity breakfast and I concur with what my fellow board member said. Um to give a little more insight into this is a a breakfast and it is based a lot of the the attend people in attendance are are all it a lot of them are related to different government groups and uh organizations that are you know do a lot for our community in
124DuPage. Um So, one of the very nice things about this, it is a unity breakfast, but it is a nonpartisan. It is opportunity, and I think that's really welcome these days for everyone to get together and and at least we can agree on the importance of remembering to respect one another and remembering to the intrinsic value of each person. and that at the end of the day, we need to all work together to make it to give each person an opportunity. We all benefit when the people in our community blossom. Thank you. >> Okay. Any other board of education reports? >> Okay, seeing none, um, president's report. So, I have a couple things to talk about. One would be the, uh, home and school meeting. I had the opportunity to attend the home and school
125president's meeting um back in well earlier this month um which uh it's always great uh to see all the different things and all different activities that are happening um in our schools uh from the home and school organization. They do a wonderful job um you know providing additional arms and legs and uh to to really turn our you know to help build the community within our schools. Um I also had the opportunity to attend the NEF meeting um in in Christine's place. Um and again that organization is doing some wonderful things. They talked about um the RISE program. They talked about they they gave some wonderful case study examples of um some of the impact that um the RISE program is bringing uh in terms of the the impact of students. Obviously, they didn't give
126us the names of the real the actual names of students, but they really talked about how some of the uh the interventions and some of the not not interventions, but some of the supports that are being provided through that program um have really helped um kids with uh not only sense of belonging, but then also uh helping them turn some things around academically. So, that was wonderful to hear some of that. Um and I was the fourth mystery board member who was at the uh DuPage County MLK. And I'll just concur with what Melissa and Christine and Amanda all said that it's a it's a wonderful event. Um and uh the the organizers have done a wonderful job and that event has continued to evolve. And so uh it's uh something that uh it's important
127um not only from the unity perspective, not only from bringing together different community organizations and representatives from those, but then also um just recognizing the contributions of you know a very powerful and impactful uh civil rights leader and just making sure that uh that dream does not uh that that dream which has still not fully been realized continues to uh evolve and move forward. So, it's just it's great to to get everyone together and the music is always good, too. So, it's always a good thing. Um, the last thing I wanted to talk about really quickly is um the so uh as mentioned earlier in the agenda, I did have the opportunity to do uh bills and claims this month. Um, wonderful process. Still enjoy that process. Um, I do want to just address the
128um there's been a lot we've probably talked about bills and claims more than more than we probably need to, but um but I just there's some things I just want to make sure that we talk about uh from a community perspective um and some context and some background around a lot of discussions around bills and claims uh in that process. Uh and the my thought here is um because it was something that I did is uh in my um capacity as a board member, I thought it'd be important to just clarify a few things about the process itself. Um you know, there's been a lot of talk about the process. Uh and unfortunately there's been some misleading information that's been shared about uh that that can potentially create some confusion and potentially create the impression
129that there is something improper about the process because we as a district might do it differently than a different district um or that um uh yeah and there have been some implications that somehow the process is is not a proper or that process is an improper one. But I'd like to reassure the community and ensure assure the community that the process is a sound process. Um that in fact was uh referred to um as a as an extra layer as an extra step as a positive process by our auditor when um the representative from the auditing firm that the firm that does our audit which gave us uh you know flying colors and we passed the audit with flying colors. that individual when they were talking about the audit spoke about the bills and claims
130process um as a as a as a great practice uh and then something as an extra step um that we as a district do um that is uh and he talked about it very positively um and if anybody wants to reference that it was the November 17th board of education meeting and around the topic where we talked about um auditing um and there's also been some questions um that that because a lot of the some questions have been raised about the process Um, we've gotten an opinion from a law firm uh that also indicates the process is sound and that it does not in any way put any individual board members at risk um as has been implied by some of the information that has been put out there. Um and um the last thing
131is that it has also been implied that uh that somehow the our our finance group or whatever is not properly coding items and so that's why the bills and claims process is not a good process. Well, again, the bills and claims process is an excellent process and having gone through it several times, I can tell you that they do exactly do all the coding um as pertains to the ISB. And I actually asked Michelle So to share something with me that I can share and um if anyone has interest in looking at I can, but we've been through this process. So all the codes, so this is a an example of a packet that you go through in bills and claims. You go through and you look at the things and you spot check them
132and you ask Michelle to kind of say, "Hey, what do you got?" Michelle has a little file cabinet that's got probably about 10,000 10 to 15,000 pieces of paper in it. And this is just an example of one from one check. So we have about 1,300 actual things that go through bills and claims. If you look at the number of line items, each one this this has about 30 pages in it right now. So they vary in size. Some are like five or six pages, some are like 30 pages, some are like 45 pages. Um, so she's got a little file cabinet comes out and you can ask her about any individual check, any single one, and she go pull this out. It's got all the little code numbers on it. It's got a copy
133of the check on the front, who signed off on it, what department is from, every single code number you could ever want to know. All that information is is is available. And um, Mikey, I just want to continue to commend you and your team. They do a phenomenal job um in terms of putting things together and making sure that all of the items that we have um are properly coded. All the expenses that we have are appropriate expenses and um you know that is not only a wonderful team you have but obviously from um the leadership that you bring to that. So I just wanted to again share some facts with the community about that. Um the aforementioned letter from our attorney is loaded into board docs. Um it is in the public section of
134board doc. So if anybody wants to take a look at that they can. Um I reference the time stamp and the information from our auditor. So that is all in there. Um so if anybody wants to see that they're able to do that. So any implication that somehow we are not complying with any guidelines here or somehow we're doing unound things or what have you. Any implication to to that is simply false. Um we have several evidence from pieces of evidence from several experts and uh not only has ISB commended us but ISB gave us the uh top possible rating uh that you possibly could uh in terms of our financial health. We got a four out of four. So um I think that should hopefully um put the issue to bed. Of course, if
135there's uh any questions from community members, they can reach out and uh any of the information that I shared this evening uh is available to be shared as well. >> I would like to respond. >> This is not this is not >> that's because you're censoring because >> No, I'm not censoring you. This is not >> present. You present your information. You won't let me present my >> item. We we we are past the point agenda. You gave a board of education report. I gave a present. >> Deal with it like this. Mr. Bridges or Mr. >> First of all, I'm not Mr. Bridges. That's Mr. Bridges. Well, >> we look very different in case you hadn't noticed. >> Um, okay. So, I'm moving on to item. It's not sarcasm, it's the truth. So, I'm
136moving on to item >> I will post on my website >> 11.03 >> on my Facebook. >> Sorry. 11.03. >> Superintendent staff school report >> item 11.05 student success platform MTSS update. >> Great. Thank you. This is a a report really that stemmed from input from board of education members um last oh over the summer going into the fall in terms of preparation for our board calendar for the year. Um board members expressed an interest in receiving an update from our team on our multi-ter system of support and how we're providing uh interventions and extensions and support for kids over the the course of their academic behavioral social needs across uh over the year. Uh this is a team effort beyond just uh the cabinet and district administration into the buildings um and really working
137with uh our educators on on providing these supports for kids. So we have a team this evening here to present. I'm going to turn it over to Missy McKenney, our assistant superintendent for student services to kick us off. She'll introduce the rest of our team who is here to present. Um and we're excited to share this information with you. So Missy, >> thank you. Good evening. Tonight, we will provide an update on our implementation of MTSS, share information on the student success platform approved by the board of education, and provide building examples of MTSS in action. We are excited to be joined by building administrators Kim Fricky and Lindsay Lindsey Haymon and learning services project managers Kim Burke and Kelly Talaga. You can go to the next slide. We are incredibly grateful for the work
138of each building MTSS leadership team. It is their work that has allowed positive impact for students throughout the implementation of the MTSS process. This slide shows each building's MTSSE leadership team. We want to specifically acknowledge the dedication and hard work of Dr. Dr. Kelly Talaga and Miss Kim Burke, both with us here tonight, as they have been integral to the implementation of MTSS throughout our entire district. Throughout the implementation of our MTSS framework, the district began our efforts on ensuring that this system is both responsive and adaptive, providing tailored academic and social emotional interventions to meet the diverse needs of every student. Through consistent assessments, our educators are equipped to closely monitor student progress, which supports the strategic planning and adaptation of instruction for students at all performance levels. This collective and collaborative effort is
139fundamental to our commitment to take responsibility for the academic and social emotional growth and achievement of all students, fostering an environment where each learner has the opportunity to thrive. MTSS is a robust and flexible framework providing appropriate instruction and support that is strengthbased and student- centered. It targets the development of academic, social, emotional, and behavioral skills using evidence-based interventions and values the cultural and ethnic diversity within our school community. It is a continuum of supports integrated and datadriven designed to improve outcomes for all students and guide our daily educational practices with a strong emphasis on results. Importantly, MTSS is not a rigid set of cut scores, nor is it solely for students with or without disabilities. Our district is fully aligned with the regulations and expectations set forth by the Illinois State Board of Education.
140Our practices adhere to the tiered process of school support that emphasizes scientific evidence and research-based interventions and collaborative decisionmaking involving parents ensuring compliance with both state and federal laws regarding the education of children with disabilities. Our core focus within the MTSS framework is to begin with a strong tier one instruction which is foundational for both academic and social emotional learning. By ensuring that our curriculum is guaranteed guaranteed and viable, we prioritize highquality instruction that minimizes the need for more targeted or intensive supports. This approach is deeply rooted in the principles of inclusivity, ensuring that all students have access to the curriculum, are represented within it, and can participate meaningfully. We aim for high outcomes for every student, recognizing that a robust tier 1 curriculum sets the stage for fewer interventions and a stronger, more cohesive
141environment. Our commitment is to deliver an inclusive educational experience that fosters both academic excellence and behavioral well-being for our students. As part of our school improvement framework, MTSS serves as a key structure for ensuring all students receive the support they need to succeed. The tiered model is grounded in equity and ensures that our instructional practices are responsive to student data and aligned to continuous improvement efforts. At tier one, every student receives access to core instruction that is aligned to grade level standards. Teachers differentiate within this instruction to meet the varied needs of all learners in the classroom. If students require additional support, they move into tier 2. This con includes continued access to core instruction plus targeted small groupoup interventions. These are designed to address specific skill gaps or reinforce reinforce concepts not yet mastered.
142When students need more intensive individualized support, they receive tier three interventions. These are often delivered one-on-one with increased frequency and duration. At this level, we carefully monitor progress to ensure the intervention is working and adjust based on data. Our goal is to make tier 1 so strong and inclusive that fewer students require these additional layers. But when they do, the supports are responsive, are fluid, and tailored to each student's need. Our MTSS journey in regards to behavior, social emotional learning, and attendance over the past two years for all levels has focused on shifting towards a more proactive tier one model by leveraging the data within our student success platform. All certified staff have engaged in professional learning regarding the platform's capabilities. While our schools are at different stages of this transition, we are collectively moving
143towards several key milestones. We began with the systemic gap audits to identify where universal supports require reinforcement across our schools. While each building is approaching this work in ways that reflect its unique context and needs, all school teams are strengthening their tier one systems by deepening their focus on the four C's: consistency, clarity, concern, and communication. Building level behavior data is being used to inform staff conversations and guide targeted professional learning with the shared goal of strengthening staff capacity to support student learning and clearly communicate expectations in those focus areas. We are applying this same intentionality to attendance monitoring by integrating the student success platform with infinite campus. We are in refining our ability to initiate early family outreach at the first sign of a student trending toward chronic absenteeism or chronic truency. As a
144reminder, in Illinois, the Illinois State Board of Education establishes the definitions and accountability thresholds for absenteeism and truency, including when absences become a legally defined concern requiring intervention by the school. Districts are required to align their procedures, communications, and intervention protocols to these state determined standards and reporting expectations. The student success platform allows us to view attendance, belonging, behavior, and academic data simultaneously, revealing how challenges in one area may have effects in others. Finally, we are evolving our accountability through restorative practices and datadriven PLC's, professional learning communities where teams are establishing the practice of reviewing behavior data with the same rigor as academic metrics. We recognize that our teams are still refining these practices and this ongoing dedication ensures our framework remains responsive to the needs of every student. Currently at all levels, we are
145systemizing our tier 2 interventions to better align behavior, social, emotional, and attendance supports within the MTSS framework. While our buildings are at various stages of this transition, we are collectively moving towards a model centered on precision and skill acquisition by the students. Central to this work is the establishment of specialized tier 2 leadership teams. These sub teams of administrators and mental health experts meet regularly to oversee targeted supports and ensure our interventions are effective. A key outcome of this leadership is the launch of behaviormies. These empower students through proactive skill building in areas like social skills, motivation, civility, ensuring that our support is instructional rather than just reactive. To ensure consistency across the district, we have implemented a standardized intervention menu with the student success platform. Every intervention now has defined smart goals and clear
146entry and exit criteria. By leveraging this platform, we can identify the unique story behind a student's behavior and match them with precision to the specific academy or support they need. We are applying this same datadriven rigor to attendance by utilizing specific triggers such as the 15 to 19% absence threshold. We can initiate formal tier 2 attendance plans and partner with families early. We recognize that our teams are refining these practices, but this shift ensures that our tier 2 systems provide the right support for the right student at the right time. Our district's school-based structures are fundamental to the effective implementation of MTSS. Each school is equipped with professional learning communities, instructional support teams, and school improvement teams. All dedicated to reviewing student data, planning interventions, and monitoring progress that lead to meeting their school improvement
147goals. Our classroom teachers, specialists, and support staff are responsible for providing tier 2 and tier three interventions which are crafted from classroom and grade level data using research-based strategies to ensure the efficacy of these interventions. They are continuously monitored through classroom and universal assessments with student progress regularly reviewed to determine if modifications to the intervention plans are necessary. Building lever building leaders will establish consistent MTSS procedures and data entry protocols to facilitate regular review meetings focused on evaluating intervention effectiveness and engaging families. Concurrently, all staff will utilize the student success platform to track and re revise tier 2 and three interventions while leveraging comprehensive data to drive informed instructional decisions across the school. A strong MTSS framework is foundational to our in school our school improvement efforts and ensures that every student receives the right
148support at the right time based on the data we have and ongoing reflection. This year we have created outcomes for leaders and all staff to ensure our efforts are aligned across the district. Building leaders are responsible for establishing consistent MTSS procedures that align with schoolwide goals. This includes leading regular data meetings, refining intervention tracking systems, and partnering with families to ensure transparency and shared ownership of student growth. Staff are expected to use the student success platform to monitor tier 2 and three interventions and to make instructional decisions using comprehensive academic behavior and data. These roles support continuous improvement by turning data into action and ensuring that the interventions we implement are targeted, equitable, and effective. MTSS isn't separate from school improvement. It's how we do the work of improving outcomes for all students. The student
149success platform is a vital enhancement to our district's MTSS framework, streamlining how we read, interpret, and leverage student data to inform instruction. The platform unifies holistic student data, enabling teams to identify learning gaps and respond to barriers to accessing education using timely, targeted supports. This ensures that teachers and specialists are working from consistent shared information that supports efficient collaboration around student needs. An additional strength of student success is that allows us to view trends across grades, across teams, and through tra transitions to school levels, strengthening continuity of support. All reports within student success can be disagregated, fortifying the connection between equity f focused decisionmaking and MTSS for district and school leaders. The platform establishes a consistent process for identifying student needs while supporting implementation of strategies and ongoing progress monitoring. It also allows leaders to
150examine the fidelity of interventions and identify high impact strategies that are closing gaps for students. For school staff, student success streamlines streamlines MTSS meetings, intervention monitoring, and ongoing survey of impact, allowing more time to focus on instruction and student support. In this way, student success is not just a data tool. It's the infrastructure that allows MTSS to operate consistently, equitably, and effectively across our district. We are going to show you a few examples of the type of information district and school staff members utilize within the platform. The student overview tile shows a quick snapshot of a school's overall academic attendance, behavior, and data. The color coding is meant to be an early warning system to alert staff members about possible student needs. Under the student overview tile on the slide, there is an example of
151the tiered report which shows the number of students at each tier. This is helpful to consider if our tier 1 is meeting students needs since the MTSS framework suggests that at least 80% of students should have their instructional needs met in tier 1. Ideally, there wouldn't be more than 5% of students who would need tier 3 interventions. Once students have plans, school leadership team members can use the intervention plan dashboard to determine the progress students are making within tier 2 and tier 3. It is easy to see the number of students making progress or needing more support. Staff members can also check the data about the effectiveness of specific strategies. This allows staff within a school and across the district to compare information on the best strategies to meet students needs. When creating an intervention
152plan, staff members collaborate to create a smart goal addressing the students area of need. Next, staff select interventions from a district-wide library of evidence and researchbased strategies available to all educators. Each strategy includes a clear description, targeted skills, and aligned tier of support. Then there is discussion about the progress monitoring method, frequency, and duration of the intervention. Most interventions are designed to be re-evaluated in 6 to 8 weeks, depending on the students goal. The platform is designed for team members to collaborate and contribute to the plan by entering shared progress monitoring data and detailed notes when students skills are observed in the general classroom or intervention settings. The district's MTSS work is fundamentally grounded in the school improvement plans, providing a consistent framework across the all district junior highs while allowing us the flexibility to
153refine our approach for our specific student needs. Building on the functionality of the student success platform that Kelly just reviewed, assistant principal Lindseay Haymon and I would like to focus on how these tools translate into Jefferson's MTSS school-based structures. At Jefferson, our work with the student success platform has progressed intentionally over the past couple years to strengthen how we identify and support student needs. In the 24-25 school year, we focused on building a strong foundation through training. All educators were trained to use the platform. They learned how to review tier one data, identify trends across student groups, and monitor progress over time. After learning how to use the platform, teams engaged with it regularly. We set clear expectations for entering intervention and progress monitoring data. This was an important shift. We moved away from separate
154and formal discussions and began using a collective datadriven process. In the 2526 school year, our focus shifted from training to implementation. We established consistent procedures and clear structures across the school. We introduced regular data review meetings that provide educators with access to both historical data from previous years and current student data. These meetings help educators and leaders evaluate their instruction and interventions, identify trends, and set clear goals. This year is helping staff use data efficiently and make timely decisions for students. Looking ahead to the next year, 2627 school year, our focus will be refinement. All educators will use the platform to consistently track and adjust tier 2 and tier 3 interventions. We will review the intervention strategies currently in use and refine a school specific menu of resources. This will strengthen our ability to respond
155effectively at every level of intervention. This slide illustrates how the student success platform gives educators a shared comprehensive view of student cohorts across the school or the district. Instead of looking at students in isolation or utilizing multiple resources and systems, all educators can now conduct a universal data dive. This allows them to see all student measures in one space to note trends, determine target areas, and filter based on those target areas. For example, this graphic shows a team filtering for the 2526 school year to find students who are at risk in both academics and attendance. When teams filter, they get a refined list. In this case, it narrowed it down a group of 886 students down to 14 who match those specific attributes. Uh, this shared access allows teams to independently and effectively identify which
156students need a coordinated response before determining those next steps. Once we have identified students to focus on, this slide highlights how teams use multiple data sources to guide individual decisions. Rather than having a narrow focus, teams review a whole child data picture with historical information, which includes attendance data to track both long-term and recent trends, reading and math assessment data to review longitudinal growth on NWA MAP and IER scores, and SEAL survey data. Educators can review the survey to determine strengths and opportunities for growth. In this case, we see a student growing favorably in both teacher student relationships and sense of belonging. There are additional data measures available which include but are not limited to access CBM and fastbridge. By looking at the full data picture, teams can identify trends more objectively and ensure decisions
157are consistent across classrooms. This image shows how specific interventions and progress monitoring are tracked within the platform. Once a student support plan is in place, teams can clearly see the strategy being used such as tier 2 win literacy curriculum, the monitoring method, CBM reading, and the timeline for completion. For instance, this intervention was entered on August 14th, 2025 and monitored weekly through November 6, 2025. With this access, we can respond quickly to student needs using real-time data by adjusting interventions if they are not producing results. This view also provides continuity as students move from one team to the next. Ultimately, these monitoring tools lead to positive outcomes for students. As seen in the NWA MAP reading growth chart, the student score of 215 now places them in the 45th percentile, demonstrating clear evidence-based progress after
158the intervention. Overall, the student success platform has strengthened how we live out the district's MTSS core principles at Jefferson. Collaboration has significantly improved. All educators can now view the same student interventions, data, and notes in one location. This shared access allows teams to better understand the whole child both academically and social emotionally. In the past, teams often relied on separate systems to gather this information. Now collaboration is more efficient, timely, and student- centered. The student success platform re reinforces inclusiveness and equity. Another district MTSS priority teams use multiple measures of data to identify student needs which allow educators to consider a broader picture of each student. We've also noticed how the platform has strengthened responsiveness and accountability within our MTSS framework. Teams use real time data and research-based interventions to respond quickly to student needs
159and consistently monitor progress. This allows for more targeted and meaningful interventions and ensures accountability across late grade levels as students advance. The student success platform has helped us align daily practice with the district MTSS values through a shared access informed decisionmaking and coordinated support for all students. While we have highlighted the impacts of MTSS at the junior high level, specifically at Jefferson, it is important to remember that this framework is a consistent K12 commitment across all of Neighborville 203. to see how this looks for our younger learners aligned to the new literacy curriculum that was approved in April of 25. This next video showcases the elementary experience and the specific ways our teams implement the MTSS process to ensure every student succeeds. Sorry about that. As we conclude our presentation, we want to emphasize the
160the success factors that are in place and guide our MTSS practices to achieve optimal results. We have established collaborative team structures such as professional learning communities, instructional support teams, and school improvement teams, which are essential for effective problem solving and decision-making. Regular progress monitoring allows us to adjust interventions dynamically and assess the effectiveness of our MTSS framework continuously. Furthermore, integrating academic and behavioral supports addresses the holistic needs of each child while implementing culturally responsive practices ensures that our interventions consider the diverse backgrounds of all students. Robust data systems will underpin our decision-making, providing a solid foundation for targeted interventions and professional development tailored to enhance the capabilities of our educators in applying evidence-based practices and data analysis. Lastly, by developing a clear tiered system of supports and fostering a culture of continuous improvement, we will
161remain responsive to stakeholder feedback and adapt based on evolving educational best practices. Together, these factors will ensure that our MTSS framework not only meets the current needs of our students and staff, but also evolves to meet future challenges effectively. At this time, we're happy to take your questions. >> Thank you for your presentation. Questions from the board. Joe, >> first just I just want to thank you for your uh very comprehensive overview uh of the MTSS system. It's really uh great to kind of watch the evolution of this uh over the years. I know there was some setbacks during COVID and everything and it's been great to see it um you know kind of get to uh where it is right now. Um uh I noted that there are um you know kind of systems
162and and things that are are district uh wide and and uniform um and processes which is you know I think very beneficial but also there's that ability for individual schools to address uh certain things. So, um yeah, I I think uh I really appreciate the implementation uh of the MTSS uh system. Um one thing that uh I'm uh kind of responding to something that um that was brought up that I I hadn't thought about before um was uh that there's a a comment that the schools are kind of at different uh points in the implementation uh right now. Um, so if we look at the uh Jefferson uh implementation, it looks like it's pretty fully rolled out and uh you know that now it's at a point where there's going to be evaluation tweaking and
163and such. Um so if we think about that as kind of a call call it a benchmark or something. Um yeah, kind of where are other schools relative to that and and where would we when would we expect to see kind of that full uh roll out and implementation? >> An outcome is that um all schools have the capacity to be utilizing the system fully by the end of this school year. Um with uh that was the goal full implementation by levels. there is some variation especially if we're developing additional mies because we're really trying to look at the intervention menu look at our active data um is there something we're missing does something need to be developed um or found so I would say um you know next school year will continue to be
164a goal you'll see this I'm sure in school improvement plans as actions but uh we'll be utilizing this um you know it takes a few years three three to five years to really fully see the change so I would say we're at like 1.5 in this new process but um you know Jefferson has done you know a great job and but has as has many of our schools um in developing that and that is something that um you know in terms of accountability that is something that cabinet members look at regularly and then work with like the district MTSS team if there's pockets of need profession additional professional learning staffing uh we watch the student data closely right that's part of our job um and so um you know we'll continue to to watch that.
165So, everyone should be in a pretty good shape by the end. >> Yeah. Thank you for all your work on this. >> I think the only thing I would add to add to that is um while we're at different places in schools, every building is implementing, you know, to, you know, some extent and we're very aligned that K8 and um just there is implementation at every building. >> Sure. Thank you, >> Amanda. I want to use an analogy to make sure I'm kind of understanding this. So when uh I go to like uh my healthc care provider um they have like a whole computer system with a history of all my data, right? And then if they make referrals like to a dermatologist or whatever, they can pull up the same data, but they have
166a specialization. And so that would be kind of like the tier two of like that kind of specialization. If there was something more severe, then that would be like a tier three. But all the systems look at it and all the doctors can access that data. So um they don't have to restart and I don't have to share all of my history with them, right? So this is kind of like the educational component of that, right? where you have all the kids are on this system receiving kind of like tier one intervention. And if there are like red flags that the data will flag of like maybe they missed the mark on this lesson and we might need to revisit it or maybe there's just a few students that we need to kind of like
167have more of a focus on to make sure that we're emphasizing that that learning or it could be behavioral components. um and then kind of help uh the school as a whole and then also it follows a kid as they transition to junior high and then high school and so you can kind of see um a more comprehensive look of that. Is that kind of like a good analogy? >> That's a great analogy. Uh and yes, it's great. And I think one of the things that um has been is going to be most beneficial is that transition piece that you talked about um is that being able to you know for different levels to have that information and be able to keep moving forward with students as opposed to a new team kind of relearning
168um everything about a student. I think my only question and this I know this is really new, right? But I had one of those kids. I loved them all so much, right? But let's just say elementary, they were a big handful, right? And then in junior high, they got a little bit better and high school, they're doing great, right? They just needed to mature a little bit. And I don't want that stigma of like what happened in elementary to follow them into junior high without having kind of like a fresh start, right? So, how do you prevent things like that from happening? >> Um, you know, I don't want to speak for you guys, but I think our staff knows that about students. You know, I think, um, you know, we're able to look at
169the data and, you know, provide supports that are needed, but I think we also know and love students for who they are. And I think that's really the beauty of being able to look at students holistically within this process and looking at the the whole student. >> And I guess my uh one other question, I'm sorry to um bring this in advance, but just like you're I'm a auditory learner, right? Um is how is this going to shape kind of like our engagement with families, especially when it comes to like parent teacher conferences and things like that? Uh, I think it, you know, I think our staff is already having good conversations with parents and having some data with that. I think utilizing this program allows for more data. Uh, it allows to just enhance
170those conversations that teachers are already having. >> I was just going to build off of the first question. And I think the concerns were around discipline specifically if it was um you know like exclusive exclusionary discipline in their career. Not all staff even if they're the teachers know the details of the events of the past if that makes sense. So a lot of that information is held in admin notes or confidential notes or they wouldn't be able to see they might see that there was an exclusionary event but they wouldn't be able to see the all the details of that from three or four years ago. So there is that piece um to that. I'll take that just one step further. There's a transition to high school from 8th grade. Um we have meetings uh
171I have meetings regular with the deans of intervention and they do a really nice job of identifying eighth graders. You mentioned maturing but of identifying eighth graders that would be at risk in the transition to high school. I believe I put this in the answers to board questions. there is a specific set of entrance criteria that they use this platform along with some of the more tra you you know some of our more traditional IC and some of our other student information systems to identify students um may need a little extra supports that they start off high school on the right foot is a double-edged sword when you're looking at at student data longitudinally um but we want to make sure that students need that support in the transition that it's there >> so I
172I also want to commend um Kennedy because uh when I went to there for the adoptive school, they were having like the morning they were having their admin meeting and they were all looking at the data, you know, and I was like, "Oh, this is what you guys do. Okay, this is cool." You know, so I could see I could see it in real uh practice. So, um I commend them and I I think I did send this uh kind of in advance, but I'm sure this has to be changing the culture of how teachers and admin and schools are engaging with each other around students. And so, um and that's always a double-edged sword, right? You know what I mean? Like there's like advantages to that and there's also struggles and things that are
173um difficult. So I I I I think I worded it in regards to kind of like what are we learning about as we're piloting this, you know, of things that are going really well and also things that like we're going to have to make tweaks here. We have to kind of like adjust. There's been plenty in the process. Uh ongoing feedback too from staff has been key. Um to your point exactly, we are collaborating more and there are more individuals at that table, but it is an efficient process. We are working through agendas and how to prepare and pro like place a student on an agenda prepare for that meeting before inviting other members considering other vention interventions that are in place. But I will say in the past right often initiated with a concern
174or a lagging skill that we want to target and not necessarily considering the other factors for a student. And so when you pull up this dashboard you get a good sense of what does attendance look like? any prior interventions that have been logged or are they're already receiving behavior academics, uh, classroom, district, state testing. So, you get a true snapshot of the student, where they're at in real time and the best ways to respond in that moment. That does mean more individuals at the table and you are looking at a lot more data which can take you down different pathways but I think in the end it puts us in the direction of doing something that is most meaningful for the student to target that area and as we see with all interventions right we
175monitor we progress monitor we evaluate and then we pivot if we aren't seeing the growth we're looking for and so that is you know a process and we learn as we go and I know Lindsay mentioned that really the focus for next year is honing in on the interventions that we know we are more likely to implement based on behaviors and what we see at the junior high level. So that's a lot of the work if we don't have specific students to discuss of how we're tweaking and preparing our menu of interventions so that when we are in need we already have a list that we've refined and tailored to Jefferson specific and our tier one approaches. >> Yeah, we do have the video. Would you like to watch it? >> Oh, that'd be great.
176Let's watch Let's watch a little video. >> Thank you. >> It all starts with data. We then identify these students and then create goals for these students for interventions. And during this time, we look for if they are reaching their smart goals that we set up for them at the beginning of the intervention. the combination of our new resource um HMH and also the MTSS process has been really successful here at Kingsley School. And I think part of the reason why it's so successful is that all of us as instructors have many more resources and ways that we can gather data to help show us what students need. every student who falls within a certain area. We're looking at those students to make sure that we're giving equitable support um that we're not missing anybody
177and we're having those conversations about what they need. What I'm doing in in intervention helps them transfer their learning into what they're learning in the classroom. And so it's really important for teachers to know what students are working on in intervention. It's really important for me as a specialist to know what the students are working on in the classroom. and so we can bridge that gap to help them in their overall learning throughout the year. >> So if you need a little extra support, you're moving into a tier 2 intervention. If th that's not working and we're monitoring it and that's not the thing that you need, we might have you move to a higher level of intensive need, which is a tier three. The goal is is that our tier three students will move
178down to tier two and our tier two students will move down to tier one because we collaborate as um teachers and specialists and admin and we really know our students and when we are able to work together it's not your student or my student, it's our student. >> Sometimes parents also can bring concerns to the table. So usually parents will communicate with the classroom teacher that they have a concern about their child and at that time then we all come together as a team and this is where our student success platform also comes um in handy because we then look at all of the students data and we bring the parent in and also they get to see their child's data as well and be part of the collaboration as a team. we've seen success
179with students and so it's really exciting to see because I'm showing I can show parents and I can show teachers that she's meeting these goals. She needs less support from me and more time in the classroom. >> Other questions from the board? >> Melissa, >> hi. Thank you. So, I do want to say that I think that was a wonderful report. Um, it really went over the process um of what's going on and I think not only for the board to see the big changes made, but also for the people at home, that communication piece. Um, originally I was like, oh, the data is missing. But I understand that this is kind of a new path and we we are finding a way to collect that data. Um, a couple of the questions that I
180had, um, I know previously one of my concerns with the MTSS was that we kind of had I had asked about the equity piece and so I know this it works MTS works that you give screeners to the students and it kind of is to flag those. Are the screeners the same at every school? Like do all elementary schools have the same, junior highs have the same and high schools? Well, to start, that's why we have NWA MAP for K8 and then at the high school as needed. So, that is our overall first screener, right? So, we're going to go with that. And then as far as working groups, all of our specialist groups, so for example, our reading specialist, math specialists come together to determine what other screeners would they need to use. But
181is there I guess before in the past one of the concerns I've heard expressed was that if we're not using the same criteria one child might qualify at one school and might not at the other. I know that we're using the MAP. Do we use I AR too? Yes. So I think Lindsay and Kim said it well that we're looking at all the data. So we look at NWA map, we use AIR, we use classroom assessment data. So all schools are using the same data to be able to make those decisions. >> Well, okay. So this is I know you're using a lot, but sometimes we have to like classroom assessments are hard because they're subjective. like it you can't compare apple to apple but like I know parents want to know again I guess
182the question to sum it more down is are there going to be the same screeners at the schools so we make sure that it's consistently across the board the other reason not only do we want it for equity piece my other concern is this one of the things I'm very excited about is the ability for board reports to include some more of this information that some of those a answers as we make decisions and we really want to see those achievement gaps close. This gives us a lot more insight into what we're doing right and wrong. So going back to that, so it's important from a point of evaluating if our MTS system from a higher level from the the lens of a schoolboard member, I need outcome. What you all did was operational. Great.
183I don't get into that. I don't tell you how to do your job, but mine is the outcome, that data. So I need the data to be consistent across the system. So I guess that goes back to will we use the same screeners at at junior high, elementary, and high school. >> So the within the MTSS process too, we're looking at academics, behavior, social, emotional learning, and um attendance. So there are screeners or um percentages of miss school that would trigger or red flag the school and that's consistent across because it's aligned to what the state expectations are. For behavior, we look at the number of minor referrals, number of re uh major referrals or exclusionary data. That that's similar practices and in terms of that across the levels. When we look at sense of
184belonging, we're looking at the panorama results, five essential results, we can see all of that per student response. Um, next to the attendance, next to the academic data, you know, we can see access for our multilingual learners. We can see I so a year-long state assessment. We can see NWA map which is the three time a year benchmark. We can see their current grades. And so when you have that picture, if you had my name up there, you could see how I'm doing in all those areas. Often we can see if there is an issue. So uh or any uh area for support um or we can see things that have really grown over time. We're trying to put uh a lot of um focus on where are we seeing growth um and interventions that
185have worked with our students. So um all students or all staff have access to the same screeners, the same resources, the same professional learning. They pick what they believe the student needs, right? The team meets um to decide because what I need might be different than what Kelly needs and the the screener or the intervention differentiates based on that. though we do have the same and then I think for you measuring it as a board I would emphasize um the importance of really looking at the school improvement goals which I'll have subgroup and demographic performance datas um and you're looking at how the school is doing as a whole uh part of my job and other cabinet members and then building administrators are to really focus in on the school usage or um the school
186documentation and accountability how is the MTSS process going if we're not meeting our school improvement goals and that's a conversation that we're going to be tracking and we utilize a system like the student success platform to do that on a regular basis if that makes sense. >> Okay. So to give you a little bit of the background I have had the opportunity to go to conferences and meet and talk and have extensive conversations with the individuals that created this for the state of Illinois and the whole system. So I have somewhat so it is I have to say I do still express a concern. Um, I think all that information co can go into deciding interventions, but my understanding is that we definitely want one of the main goals in developing MTSS was that we
187have consistency in screening and catching those students. So, that would be something I have concerns about. And as a board member, again, it goes back to I understand what you think I might look at, but as we look at those achievement gaps to really again, we need it to be standardized and there to be fidelity with it. So that might be something a conversation because again that's hard for parents. The other part I wanted to ask about is that um Okay, so I sent these ahead, but one thing I think you mentioned that I had a question about that I liked was um you mentioned that as you went through that you could do an intervention. Um you had a list of interventions you could choose from. One of my concerns with having that in
188as a parent at say IEP, which it's different but somewhat similar in And then as a a previous teacher who sat in as a teacher aspect of this is the intervent interventions to kids will a lot of times be very unique to the individual. So my concern is that there's just a list of interventions and you punch it in. But did I hear you say that you can customize them? >> Yeah. So actually the platform has interventions attached to specific skill sets you might target, but you will always look at the student and their specific needs and tailor that so it makes the most sense for them. So, yes, when I say a menu, right, there's a a plethora of resources and interventions we can pull from, but we really want to target what works
189specifically for our students at Jefferson with tier one supports we already have in place, PBIS systems we already have in place to enhance, right, the supports we provide them. So yes, I I think when we have time, right, because we're >> during the school year, we're trying to support students right now, but when we do have the time, we're really trying to refine that list so that we can be more efficient with teasing out what we know has worked in the past. Doesn't mean it will work for every student, but it helps us be more efficient with that. >> And then actually, we have another question. Finish. >> Well, you've been going for a little bit. I'll come back to you. Okay. Go ahead. just as more of a comment and um kind of thinking
190of the analogy um the doctor's analogy um a long time ago I had been asked if funds were not a consideration what's one thing I'd want for every student and I answered that with an IEP like if every student could have an IEP I just what what would that look like and I feel like this is sort of that where you have all this information about every student and it can be tailored the instruction can be tailored to make sure they're all getting exactly what they need. Is that am I is I mean you can tell me if my thinking is off on that. Um I know it's not an IEP. One of my kids had an IEP. I know it's a lot different, but it just feels like it's approaching that um every student
191is going to we're going to do our very best to give that student what they need at any moment in time for any length of time. I think that last part is 100% true that we're going to do anything we can to help a student that is in need. And that's what this process helps us do, this platform allows us to do is to um find those areas of need quicker and be able to make sure that we are wrapping around students and giving them the interventions that they need. So um similar to an IP in the sense that they're getting um you know extra you know a little extra when needed um but different in the sense that it's um just a little boost you know not that really that uh intense uh specialized
192instruction. Thanks. And I I just remember when we approved this using this platform, I had just I was most excited about everybody that works with the students can see what the student is doing, has done, and whatnot. And so I'm happy to see early on it's working as I thought it would, at least the way I understood it would. So, thank you, >> Holly. Um, so I didn't send this one ahead, but the video and Amanda's question about parent teacher conferences kind of came to mind. What like what are some examples of how we can or are currently sharing this information with parents? Um, and are there some additional ways kind of you're looking to in the future as it's implemented sharing this specifically with parents or the broader data with the community? >> It's
193such a great important question. Um the interventions can be put into PDF format um very quickly and easily. Um our teachers love the ease of use of this system and that's one of the features. So um depending on what is happening in those kit conversations for individual students that PDF is sent home with the information um updating parents and of course we always include parents in those conversations and those planning meetings when concerns do arise. So it's a collaborative effort. And then like in terms of attendance or behavior, behavior is ongoing obviously monitored by the team, but the building uh ha buildings have a behavior focused team where they're reviewing uh data and what it's showing us as maybe the top three minor referrals, any major referrals, right? And those are responsive then uh with
194parent communication. We would always hope. Um and then attendance. We have like common thresholds of um and every school has attendance teams that review attendance on a weekly and monthly basis to talk about supports the students may need. How are they progressing towards their goal? Oh, they've slipped. Oh, look at that. Like they've had an awesome month. Like let's send home like we have good newsletters. We have ones of areas of concern setting up uh meetings. So we have common expectations um across the buildings on when we do need to make sure we have reached out like minimums. You always hope for more but like to ensure that there is that consistency which is one of the four C's that we've talked about is that consistency and communication about the process and what's going on
195with their student is a focus. And I think in terms of parent teacher conferences, I know that's on people's mind because it's coming up. And um we're going to be it's easy to really zoom like look into what students do we need to prioritize our time with at this point in the year as well. Um so you staff can look at or admin can look at 886 students or 985 at Kennedy and say, you know what, we really need to make sure that we put our prime attention on these families and then we can expand out if if time allows. But um at this time of the year, we're really utilizing the data to make sure that no student falls through that crack um that we are hoping for. And so having a system like
196this really helps us monitor that a little more efficiently. Just one follow, I love that you included the good newsletter because it's one thing to get the information and and like be flagged of what's going on and get instructions on things to help with at home or what's going on, but that it includes a good newsletter. I love that that's included. Awesome. >> Um, so going back to I was asking about Okay, so one of the questions that I have is that you mentioned that you re-evaluate six to eight weeks, right? So, I had a question on that because I know again the purpose of the MTSS is to be very flexible to do that that live. That's I love that the data is available live um so that you can make timely adjustments because
197the whole goal kind of the MTS was so that kids get more timely service because our kids while it might seem like a long time that they're in school, it's really not. if they go a year without services, you know, they're they're behind for the next group. So, on that, I get a lot of feedback from parents with kids with needs and they have concerns about kids and I'm referencing more IEP. I know this does both, but I'm just saying the concern is there and how are we gonna address it with the MTSS, but a lot of times they feel like um if we do six to eight weeks, I know there's parents that complain their kids go year after year don't get their IEP goal. Well, we might be using a process, but in
198my opinion, that shouldn't happen. And each time they don't reach that goal, we've set them back. not only that they didn't reach that goal, they're behind the curve. So, do we have some type of goal of how long we expect the kids because if if we're truly using this with fidelity, we should get the kids, we should be adapting. Do we have a set goal of the time that we will allow a kid to be on the system at that level? >> So, I think a couple things first. Um, you know, while um, you know, the MTSS platform, you know, is is a newer implementation, um, that does not mean students have not been receiving services and supports. Students in our district have been receiving services and supports um, as needed. This is just a
199new platform that we're utilizing to track the data for that. Um, you know, I also want to, you know, you know, be sure we do not have students that are not making progress towards IEP goals for years, multiple years in a row. Um, >> oh, we do not. Um, but I will, um, um, Kelly, you wanted to answer this part. >> I was just going to add that when we say six to eight weeks, it's to make sure that we are implementing the strategy well and have that time with the student. Progress monitoring means we are looking at their student the students data every week. Every single week there is student data. So sometimes a student needs we had one who needed a two-eek boost and was back in tier one. Um, and sometimes just
200needs that reteing. So we I feel like our staff is exceptional at responding to students needs in the moment. >> So go going back though to follow up with that is again the system was set up to have these cut offs or these time breaks. So do we have a consistent that we've used say they're in tier one? Do we have a time frame that we say we've done this for x amount? And that way there's that equity piece that we go they need to go up the tier because because that's really we're made to flow. That's why we have the tiers. So do we have consistency across the board that we say a child doesn't get to stay on tier one? Do we have a cut off for that? So the platform doesn't have
201defined weeks. It is um expected that we are meeting the students goal. So we talked about the smart goal for what the students need is. So whether it's academic, behavior, social, emotional, there are different time frames related to that. So we can make sure that we are setting what we think will be a reasonable goal for that student to meet as far as a time frame and then check in along the way to to ensure that that student is meeting that goal. And I think part of the reason we have that smart goal for each student is that the purpose of this is to be individualized for that student need. And so, you know, we want to have that flexibility to look at what that individual student needs. Um, you know, looking at if we
202have a a standard benchmark for every student that would take us away from that goal of individualization. And so that is why we have the continued data and we continue to monitor that. Um and I do think back in the uh presentation on that slide seven I think gives some more information on like when we go from one tier to the next as you mentioned earlier. >> No it has like kind of it doesn't have a exact cut off for the kids an expectation for all of us to know it's working. For example like I said one of the biggest things I hear about I I understand but I advocate for the community and and and I hear a lot about parents feeling that, you know, like I said, with the IEPs or with 504s
203and the reality of today's situation is that I I think we have wonderful teachers, wonderful special ed, but I know from talking to some of the staff, they have large case loads. This is really hard. And you made one comment. There was a comment about, you know, this time of year we're going to decide what students we allocate those sources to. So I guess that's the reality of the situation is that we have limited funds or limited I don't want to make sure I want to make sure that we're not having kids stay. Like is one year to be on the same to have the same issue and be a child at tier one. Is that acceptable? I feel like we need to have criteria and goals saying this is the expectation for everyone because
204I think that's really what the MTS system is supposed to be about is that there are definitive points that we all know that it's time to move a tier that and and that's something I think we probably should look at because otherwise we have a promise with no goal outcome and that's where as a school board member I I don't look at the process like that's great, do all your stuff, but I need those cut offs. I need the consistency for the people because that's what they want. >> Yeah. And I, you know, I hear that feedback and we take that back, but as I said, we don't have cut offs because we our goal is to keep it individualized for students. But, um, you know, we can take that feedback back. >> Yeah. >>
205Amanda, >> and oh, I just had one last question if I could. >> I started it already, actually. >> How do you allocate which students? You had mentioned it's the end of the year. What criteria do you realize? You said you're going to choose some students and pour more resources into them. How do you make that decision? >> I mean, I think that goes along with the answers we've already given for multiple of the questions where it really is based on student need, the data that we have and responding to the data that we have for students and how they're responding to the interventions that we're providing for them. >> That's right, >> Amanda. So, I've been listening to your questions and trying to get to the core of what you're trying to ask. And
206so, I'm going to again use my interpretation and see if you guys if I'm on track. We already have standards for all students. Like tier one is our ISB standards of where every student should be in regards to um each curricula what they should be gaining. You know, in elementary it's 1, two, three, zero, whatever. Um in high school, junior high, it's like graded, you know. Um and so that's kind of like the tier one is like kind of like where standard education should be across the board, right? And then you have the other factors where it's just like accumulating all the data like so attendance we want kids to show up right we don't want them to go over like 10% missing or whatever. Um and then for um discipline if you know some
207kids are acting out we can cue that a little bit higher to be like is there something going on reach out to family to have interventions that kind of stuff. So the standards are the same. It's just you bringing all the data to one place instead of looking at it a bunch of different places to be able to make sure that the kids are kind of on track where we expect them to be standardized or if um they uh maybe something's going on and they need a little bit more support in that area, right? You know, so it's like the standards aren't the same. the standards are the same, you know, like so why I don't understand like what you're trying to and and I don't need to go back and I don't really want
208to debate, but I'm just trying to state that >> clarify like what I mean >> what you're saying is just like grades like in education we have to have like you know cut off there like your doctor like you are giving the example we have to have certain criteria we have to have something that we say to categorize it and the purpose of this is to make sure we have set criteria. >> Well, that's what I'm I'm clarifying. The set criteria is what we already >> So, we have right tier one is universal. It's expectations for all students. When students are we take standardized assessments and different local assessments that show us if the students are meeting the expectations of the standards. If they're not like on IR or MAP or a local assessment, then
209it's going to flag them an intervention or support is needed. So the universal we do have lots of standards for us to measure how students are doing across the board. Um and then we provide interventions for those who are not performing at the grade level expectation that's set by somebody else not those of us sitting in the room. >> So I'm just going to going to just ask if if we've been talking about this for a long long time. So are we kind of ready to move? I know that the hour is becoming late and it's a it's a topic we've talked about a lot. So just going to look at my fellow board members here and say and there's no action required on this. So it's it's an update. So I'm going look around
210and just kind of still okay. So >> I would just say the one comment like Amanda just to simplify it further would be if each school has the same. So yes, what I was trying to get to with my questioning earlier was just like say your child at one school on the MAP test got a certain score and your child got that like maybe a different school would have a different cutoff or a different perspective and your child would get help and maybe his child wouldn't get help. So I'm just asking that those cut offs that are flagged in the system if they're the same at all schools. When we're deciding if a student's going to get reading or math intervention, we have common criteria or cutoff scores that are taken into consideration and then
211the whole child is looked at. So, uh, right right now we're looking at staffing. We look at the number of students who need tier 2 and tier three support. If there are more students that need that support as staff, we have to change our staffing for that building to make sure that all the students at that school get intervention. Just because they have more doesn't mean they should have uh less services and the staff spread out thin. So that is something that we look at on on a regular basis. We do have a common criteria we discuss with our math specialists, our reading specialists. And then from there with the building leadership teams, the IST, they might decide like actually that student doesn't need that. It's not really an academic performance issue. This is more
212of an attendance. There's a behavior. There's something else going on and they're like we shouldn't we should not put them in an intervention at this point. So um we do have common criteria for the teams to collaborate around at all levels. >> Okay. Okay. Thank you. Is it pressing pressing? You sure? Okay. All right. Thank you guys. Appreciate the uh update and report. All right. Very good. Robust discussion. All right. Um what do we have next? >> 1301 press policy update 120. >> Oh yeah, there you go. Thank you. 1301 press policy update 120. >> Okay. contained in discussion without action are the remainder of policies and press policies update 120. Uh Dr. Cohen has also prepared a memo relative to those um with the recommendations from administration on unadopt don't adopt or table. Um
213one thing I realized today because a board member sent to me questions that were sent back in December that Dr. Cole was able to answer um is our a memo that we t typically tend to attach to this. So, we'll put those questions on there with the responses. Um, but we're scheduled for action at the next meeting. Um, open it up to any questions board members have about any of the individual policies and I guess go from there. >> Questions from the board. >> Okay. So, you said it's coming back for action next time >> and we'll have a list of questions that were submitted. >> Okay. And so, any questions that come up in the inter? >> Yeah. Add to that. Okay. All right. That's item. Uh so then item was there >> 1401
214>> discussion with action. Okay. So these are the two waivers we have 130 sorry 1401 and 1402 the two waivers from earlier today. So um I will entertain a motion on 1301 driver's education waiver. >> Motion to approve 1401 >> driver's education waiver. >> Second motion and second have been heard. Any discussion? Okay, please call the role. Miss Smith. >> Gerky. >> I. >> Cuzinski >> I. >> McMillan. >> I. >> Winsky. >> I. >> Kelly Black. >> I. >> Blastic. >> I. >> Kush. >> I. Motion passes. Item 14.02. Uh, ASA waiver. I'll entertain a motion. >> Motion to approve item 1402. ASA waiver. >> Second. Motion and a second have been heard. Any discussion? Seeing none, please call the role. Mrs. Patton. >> Kelly Black. >> I. >> Kush. >> I. >> Blastic.
215>> I. >> McMillan. >> I. >> Kusminsky. >> I. >> Winsky. >> I. >> Gerky. >> I. >> Uh, the motion passes. Okay. Item what are we on? 15. Old business. We have no old business. Item 16, new business. We have no new business. Item 17, upcoming events. Item 17.01, uh, schedule of events. >> February, we return to our normal schedule of two meetings, uh, per month, uh, with one exception. Uh, the second meeting of the month, which is typically on the 3rd Monday, will be held on February 17th due to the observance of President's Day on the 16th. So, next board meeting is February 2nd. Following meeting is February 17th. >> All right. And last, but certainly not least, item 18, adjournment. I will entertain a motion to adjurnn. >> I move to adjurnn.
216>> Second. >> Motion has been moved and seconded. Any discussion? >> Okay. Please call the role. Miss Ben. >> Blastic. >> I. >> Winsky. >> I. >> Kelly Black. >> I. >> Kazinski. >> I. >> McMillan. >> I. >> Gerky. I. >> Kush. >> I. The motion passes. We are adjourned. Everyone get home safely.