001Since 6 p.m., the board of education has been in close session to discuss self-evaluation practices and procedures or professional ethics when meeting uh with a representative of a statewide association of which the public body is a member. Discussion of minutes lawfully closed under the open meetings act whether for purposes of school board approval of the minutes or semianual review of the minutes as mandated by the act. the employment, 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 its validity. I will entertain a motion to come out of close session. >> So moved. >> Second. >> Motion has been moved and seconded. Please call the role. >> McMillan, >> I. >> Gerky, >> I. >> Blastic. >> I.
002>> Kelly Black. >> I Winsky. I >> Kush. >> I >> Cosminsky. >> I. >> The motion passes. We are in open session. Good evening and welcome to the Monday, October 20th, 2025 uh board of education meeting. Our mission is to empower students to develop a learner's mindset, develop adaptability, communicate effectively, think critically, and become global citizens. Please call the role. Miss Pen. Board members present this evening, Charles Kush, Christine Gerky, Melissa Kelly Black, Joe Kosminsky, Amanda McMillan, Holly Blastic, and Mark Winski. Student ambassadors present, Brooke Welsh, and Kajia Rafathula. >> Awesome. Well, please join the board of education and uh the neighbor knights who will be leading us in the pledge of allegiance this evening. practice. Good evening and thank you so much for having us here. I'm Erin Rodriguez, the proud principal of
003Neighbor Elementary and I have nine wonderful Knights ready to say the pledge. Their names are >> Harrison, Claire, Kelly, >> Ronan, >> and special announcement, happy birthday cards, >> Hudson, Addie, Aaron, >> Camille, >> and special guest >> Mr. M. >> And shout out to two teachers who also came in the back. I 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. We will have you stand right there, Mr. and Miss Rodriguez, if you join them up on the podium. There you go. We're going to have uh Mrs. Patton come around and take a quick picture. >> And then Okay, stay right there. We will invite any family, friends, fans, or paparazzi
004that are present that wish to come forward and take a closer photograph. You are welcome to do so. >> Keep smiling. Thank you, Neighbor Knights, for joining us this evening. Thank you to our families for being here tonight, Mr. Kush. >> So, since it doesn't happen often, very rarely. >> Sure. I know what you're going to say. >> I was gonna say, should we all sing happy birthday? >> Are you okay with that? >> You okay with that? >> Okay. >> All right. Ready? Happy birthday to you. Happy birthday dear. Happy birthday to you. [Applause] >> Thank you so much. >> Thank you. Okay. All right. what's left of the audience. Thank you for indulging us on that one. >> Okay. Uh item four, recognition. Item 4.01, good news. >> Okay. Yes, we do have
005uh quite a bit of good news. Okay. First, April 203 is proud to announce that Kennedy Junior High School has been recognized as a recipient of the 2025 Illinois Governor's Blue Ribbon Schools designation. This honor is a testament to the school's exemplary academic performance and commitment to educational excellence. Kennedy Junior High School is one of only 15 public schools in Illinois and one of just 28 overall to receive this inaugural statewide award. Recognition was officially launched and celebrated by Governor JB Pritzkar and the Illinois State Board of Education at an event honoring the state's exemplary educational institutions. Congratulations, Kennedy. [Applause] Last week, we officially cut the ribbon on the new addition at Ranchu Elementary. staff, students, families, community members, and even former staff members who promised me they'd join me in 50 years for the
006next 50 years uh to check out the new space. The addition includes four modern classrooms, new dedicated support spaces for student services like social work uh and e and a fantastic new multi-purpose room for school events. A huge thanks to everyone involved in the project. The facility is a long-term investment in our children, our staff, and the long-term success of the Ranchiew neighborhood. [Applause] On Friday, last week, we hosted our fourth annual Career Motivate event at the Neighborville Yard. This year, we connected 1,200 eighth graders with over 130 local business leaders for a day of hands-on immersion. Every student experienced interactive activities transforming abstract career concepts into tangible skills. A big thank you to everyone who put this event together and the businesses that volunteered their time to participate. [Applause] Oops. Neap Elementary. The Fort
007Payne chapter of the National Society of Daughters of the Revolution in Neapville rang the bell at Naper Elementary School on Constitution Day. The group is composed of volunteers who staff committees to support its local activities and through this work support the goals and objectives of the NSD. Steve Drebeck and Tony Ellison with the assistance of Karen Curran presented at the 2025 JF National User Conference in Denver, Colorado. JNU is the world's largest Apple IT professionals conference and gathering. Tony and Steve presented on the state of all things Apple in District 203, management of our 8,000 Apple devices and how we make it all work. This marks the first time the user support group has been able to showcase the great things it does in District 203 to a global audience. [Applause] lacing up those sneakers
008and pumping up those tires. Elementary schools across District 203 got moving for National Walk and Bike to School Day at the start of this month. It was a great day to get active, build community, and enjoy the beautiful weather on the way to class. [Applause] And finally, uh, school resource officer Kevin Maru, uh, of who works in 203 last week, uh, was at the neighborhood leadership for scouting breakfast. Officer Mary Hugh works at Lincoln Junior High School. Uh during the breakfast, he shared his scouting journey as well as the incredible impact he continues to make in our schools and community as an SRO. That's the good news. [Applause] All right, we have reached a point in our agenda for oh, sorry, item 4.02, almost forgot, student ambassador reports. All right, so which of you would
009like to go first? Okay, welcome. >> Good evening. My name is Brooke Welch. I am a senior. I am a member of National Honor Society where I'm the vice president. I am a member of top dog, senior board, black student leadership association, husky crew, I play varsity soccer, and I'm a student section leader of our dog pound. So, for our school report up to this point, we have had our homecoming dance where over 1,800 students attended. And overall, um, being a senior, I've had dances inside and outside. And student feedback really enjoyed the dance outside this year. The freshman and sophomore play as well as the fall choir concert also occurred. And marching band was competing for the first time in a few years. And the last competition was at Neville Central, and they placed
010third in their division. There was also the success picnic that hap that occurred and representation from almost every school and all grade levels was there. New and existing families were able to make connections with school staff as well as district leadership. Quite a few high school students um attended the v attended the event as well and all of which thoroughly enjoyed. Dog Pound has helped increase the number of students attending extracurricular activities this year significantly and participation across all grade levels has improved. Fall sports and activities all had their senior nights and girls cross country at April North one DVC. Upcoming this fall, we have the fall play in a few weeks. Boys soccer has had an undefeated season so far and they begin playoffs this week. This past weekend, football beat the number one
011team in the state. So, everyone was very excited about that. And they are projected to make the first round of playoffs. And finally, girls tennis is also heading into playoffs. >> I have to say, even Dr. Cohen was impressed and proud of the Neighborville North victory over Lincoln Way East, even though he has a daughter who's a student at Lincoln Way East. >> We were all very proud. >> Okay. Hi, I'm Cadia. Um, I'm al I'm also a senior. I go to Neighborville Central and um at Central I'm involved I'm involved at in our Muslim student association or Middle Eastern North African club and I'm also a student athletic trainer. So that's how I spend most of my time after school. Um okay so our fall main stage is about to take place. Miss Holmes
012it's coming up soon on the weekends. Um, we've also added some new PLTW classes and I'm actually taking human body systems, which is like more of a kinesiology course. It's really cool where um we're building mannequins from the bone up. So, we're adding their muscles together and then we're going to add skin. It's really really cool. Um, uh, cross town football is this Friday. Um [Laughter] um I'm not going to say too much as an athletic trainer, but it's I spent every single Friday this like this season on the sidelines with the football team and I've been there for every single practice. So I really hope something good comes out of it. Concert season will start next week. So starting next week, band, choir, ac cappella. Um, we also had our Young Hearts for Life
013ECG screenings a couple I think last week in our main gym. Uh, Girls Flag football had their first season and they were doing really, really well and were regional champions. Uh, girls golf had a really good season and so did boys golf. They were state qualifiers. Uh, tennis sectionals were Friday. Our soccer team is doing really well and is looking forward to going to playoffs. Our junior class council is spons sponsored an honor garden cleanup last week during fourth, fifth, and sixth period where we went out and cleaned our cleaned the honor garden for volunteer hours. Um, our math team is going off to state championship and is currently voting on team t-shirts. Um, our senior seniors, we are all in the heart of our college applications. Due dates in exactly two weeks. I'm a
014little scared, but it hopefully it goes well. Uh, we also have college visits in our park. So, every single day this week during each period, we have a different college coming and presenting. So, we can get passes and go see them and talk to the admissions counselors. October Fest has started. Today was flannel. Tomorrow we're dressing in fall colors. So if you dress up three out of five days of the week and you go to the Hawkwalk, you might earn a prize. So So um we also saw our first episode of our brand new Hawk TV in advisory this month and met some and we had some really good reviews on it. new and improved. Go watch it. It's really good. Uh, and several students in our software engineering and cyber security club were doing
015this whole thing in cyber security and AP physics too. They're getting new computers, Microsoft computers, and we're looking forward to their feedback on the differences between the pilot devices and the current Chromebooks we're using. So, yeah. Nice job both of you. Thank you for keeping us updated on what's going on at Central and at North Kada and Brooke. Thank you so much. Um, so you guys are more than welcome to stay, but if you need to dip out for studying or whatever, please don't. We won't we will not be insulted if you have other things you have to go do. So, but again, you're more than welcome to stay for as long as you'd like. All right. But thank you both for your reports. Okay, we have reached the point in our agenda for public
016comment. 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 individuals shall be limited to three minutes. If the individual is representing multiple individuals or a group, they shall be allowed to speak for five minutes. The board respectfully requests that speakers refrain from commenting about specific individuals. Um, do we have any slips of paper? No. Oh, okay. So, I do not have any slips of paper. Um, anyone in the audience wish to address the board? Seeing no hands. Okay, then that will conclude our public comment period. All right. Item number six, monthly reports. Um, listed there for your and loaded in for your uh review are a number of monthly reports. Any questions on any of the
017monthly reports? Melissa? >> Yes. Um, for the working cash and inner fund transfers, um, the working cash fund was decreased by $253,000. Um, why? >> Oops. Sorry. I was wondering uh the explanation for that and then if you want to >> Yeah. So you did send that question ahead and I appreciate that. So um Mr. Francis is at the U is at a conference. He did uh provide me with the information uh and his belief is that you're referencing not the working cash fund but the IMRF fund. Um and so we can dig into that a little bit more and provide you with that information. But I think just to make sure that we've got the right funds, the 253,000 that was IMRF fund. >> I believe it was working the working cash fund. But
018>> Mike and I will dig into that a little bit when he gets back then. But >> okay, it just again the fact that we've removed the cabinet members and I did send the questions ahead of time. This makes it very hard. Y >> I've over and over again said that it's hard for board members to make informed decisions if you don't have access to timely information. But if I can just really quick, the the working gash fund did not decrease by that much. It was the IMR fund. >> Okay. Um and does that need board approval or inner fund? >> Nope. >> Okay. Um my next question had to do with the tort immunity fund. >> Um as you know, I've sent that ahead of time and I am wondering um we are It's
019significant. There's been a It's off balance. We've spent a lot more than we have coming in. So, I was wondering why that was. >> Yep. So, thank you again for sending that question ahead of time as well. And I did provide a response to you and the board on that. Uh that July is when we experienced the majority of our expenses related to the tort fund due to our payment for uh insurance, the district's insurance. >> Okay. And then I just had follow-up questions. Um, have we had uh any more legal sitements or judgments? Has that changed since last year? >> Yeah, thank you again for sending that question ahead of time. And I also did provide a response to that one. Uh, and as well as legal costs overall. Um, we will have to
020compare those year-over-year. Um, but I can tell you that in a year when we bargain, um, especially in a more uh, difficult bar bargaining scenario, uh, our legal costs do, uh, tend to be higher during that year. So, I would expect that they're higher, but we'll be able to make that comparison and get back to the board. And again, I don't want to sound rude, but each meeting and outside of meetings, it's really hard and I take the time to be prepared for the meetings. I I can't get clear answers. Um, I understand if it's, you know, a one-off thing. So, I would appreciate moving forward if it's the problem has gotten worse versus better. Okay, that is all on the Treasury report that I have. >> Any other questions on any of the other
021reports from anyone? >> Also, go ahead. >> Um, looking at the insurance report, um, it this indicates a substantial monthly outflow. Um and it's declining so steeply our insurance fund that we won't be able to sustain it um with the funds we have allocated. Could you explain a little more about what's going on and what actions have been taken to rectify that? >> Yep. Um we have had as we talked about um in a recent board meeting in regard to investments um higher than typical expenses on some um more complicated medical issues. So our costs uh have gone up a little bit um and so in order to do that Mr. Francis at uh some point in the future if necessary uh to do an under fund transfer or to move money from one to
022another will have to come to the board to make that recommendation for board action. And then I sent also, were you able to get me the information? I asked for um prior year comparisons or claim trend data so the board can assess the sustainability. >> I did not see that question, but we were happy to get it for you. >> Okay. So again, that's later. >> We have it. >> Okay. >> Oh, yeah. It is there. >> Yes, it is. >> It's in the questions I responded to the board. >> Okay. So again, I don't have an answer. >> You have the answer. It's been sent to you. >> And what does it say? >> Let me pull it up, please. >> And what specifically was your question? Yeah. Well, if you look at the
023report that was sent to you, and we can post this in board docs as well. Uh you will see uh year-over-year comparisons as you've requested. >> So, can you tell me what you compared and does it have the claim trend data? I'm happy to respond to those questions if you if you're able to review it and then provide me some specific questions. But it's Mr. Bridges I I've got a Mr. If I can please. You have 42 uh slides that are provided to you that were shared with the health insurance committee meeting uh that was held on October 14th, 2025. And you'll see great detail uh of costs uh and things that are that are in there and that are tracked. So the information you've requested is there for you and has been provided to
024you. >> Okay. Um, I know that you uh keep track of when we send in. At what time did I did you put that in the report? Did we receive that? >> Uh, the report was sent to the board of threeish. >> Okay. Again, it's really hard as board prepares for a board meeting and also has work and other outside obligations for information to be extensive. 42 slides to review before a board meeting is quite extensive. Maybe next time if we could narrow it down to the specific question that would be appreciated. >> So I have a question about the question. Oh, actually um actually this is for Superintendent Bridges. I'll ask you. Um the that was a question that was provided in advance. Correct? >> Yep. >> What time did you receive that question?
025>> Was it today? >> It was today. One second, please. 12:15 p.m. >> Okay. And you responded >> as typical with the all of the board questions that are sent to the board and my target time is 3:00. Okay. >> So if there if there is a request by the board for any change in practice or timeline, we do have a self-evaluation coming up on Thursday when we're reviewing the board working together agreements and norms and perhaps that's a topic we could discuss then. So for now, I'm just going to follow standard practice. >> Just so I'm clear on the question that I asked you. You received the question. So, appreciate the fact the question came in ahead of time, but you received it today at roughly noon, a little later than noon, and you
026responded less than 4 hours later. >> Yep. >> Okay. And the there's plenty of detail in there. So, um I would encourage the rest of the board members to take a look at the information that superintendents provided uh and then provide um some um more specific questions that we may have because the question that was asked was may we have prior year comparisons and if you know if you look at the document that was sent um which we will post on board docs can we do that? >> I want to confirm with our with Mike and Meredith at this point. So, if we can and that there's no confidential information, we can do that. But all board members have the ability to review that because it's it's been provided to us. Um 42 slides worth
027of very very detailed information and so if there's concerns or questions from anyone on the board, we can make sure that we dive in deeper as necessary with specific questions. >> I have additional question. I have a comment and a question. Um just so it's known I have on numerous occasions asked I'm not sure I can understand that that's a big question to ask Mr. Mr. Bridges the day of that is our practice any answers at that time um again I would like to renew my request that we re-evaluate that um process because I don't think it serves any of us to have the best time to review gather and review the information within a timely manner to make decisions. So going on my next question is why did the ISDF CD investments dropped by
0281.3 million? Were funds liquidated to cover claims? >> Your question to me was why was the last CD investment dropped 1.8 millions or were funds liquidated to cover claims? That was your question and the answer that was provided is yes to cover claims. >> Okay. and and do we have concerns that this is so easy so early in the year that we're having this? How I guess as a board member, what adjustments are we making since we seem to be having more claims or higher claims besides liquidation? Is there anything else we plan to do to >> one, for example, the board has already approved new rates for next year? We're currently at open enrollment which will take effect in January. Will that how will that impact the will that in is it predicted does
029the data say we we'll have more claims less claims based upon the changes? >> Well, it's hard to predict claims. Um unfortunately we can't predict necessarily what claims are going to come in. I mean you get things like a an unknown illness an early child birth premature child birth things like that. You can't really necessarily predict those. Um, and so as necessary and as has previously been shared with the board by Mr. Francis, uh, funds would be transferred as necessary to cover those costs. >> Okay. Um, do we have concerns that I guess I'm not quite sure what caused the increase, but I do know just as a lay person that we have that medical expenses see seem to be increasing for everyone. And is that something that we're concerned about? >> We are monitoring
030that. We historically and continue to actually perform better than the industry trend in in insurance as a self-insured group. So often we often get from our adviserss and other in consultants that um we're actually performing much better. I think uh this past recent months we've seen unfortunately some more significant claims than typical. Um, yeah. I just I just want to make sure that as we move forward, that's a significant amount of money to go through and we've already liquidated those sums already that we as a board keep an eye on that. So, that's my only questions for um the reports. >> Okay. All of the reports or because you just talked about insurance, the other one. >> Um, all of the reports. >> Okay. Any other questions from anyone else on any other reports? Okay,
031seeing no questions, we will move to action by consent. Um, so Joe, you had bills and claims this time around. >> I did. >> There's a number. Did you get >> several to pull? We're going to do 7.01 first, which is the bills and claims uh on its own. Um, and before I make the motion, I just want to thank uh Michelle Swope. Uh we had a a great meeting on uh Friday afternoon. Um I I really uh appreciate the process of of being able to uh you know look through everything. Um ask a number of questions uh and and um every time I do this I I learn uh something new and and um I haven't had October in a long time uh if ever. and some of the things that come up in
032October like the Medicare quarterly charges and all all kinds of things that you you don't see all the time or that you have to pay the state $4 individually 25 times to relic license part of your fleet like all these things that that just kind of show up uh from time to time uh depending on what month uh you uh you you're in. Um, and a lot of the construction costs from the summer uh are rolled into October as well. So, um, you know, it's always interesting to see kind of what comes up on bills and claims and, uh, Michelle just knows so much like down to these minute details about uh, everything that goes in there. You know, answered all my questions uh, very clearly uh, very very well. Um so I appreciate uh
033her sitting down and and uh talking through things uh with me. Uh with that I will uh make the motion the motion. Um I move approval of warrant number 1071276 [Music] through 1072014 and uh warrant number 9 000000133. [Music] uh totaling 29,139,1623 for the period of September 23rd, 2025 to October 20, 2025. >> Second. >> Motion and a second have been heard. Please call the role, Miss Patton. >> Cuz >> I >> Kelly Black. >> Uh nay. >> McMillan. >> Hi. >> Winsky. >> Hi. >> Gerky. I >> Blastic >> I >> Kush >> I. The motion The motion passes. Um what's the next one? >> Um so we can do uh several of the uh items by consent. Uh move approval of 7.02 uh 7.07 7.08 and 7.09. >> Second. Oh, motion and second
034have been heard. Please call the ro. Mr. Ben. >> McMillan. >> Hi. >> Kusminsky. >> Hi. >> Blastic. >> Hi. >> Kush. >> I. >> Gerky. >> I. >> Kelly Black. >> I. >> Winsky. >> I. >> The motion passes. Next. >> Uh, next up we have um uh I move approval of item 7.03. Uh board meeting minutes. Do we need to pull those apart or together? >> If I may speak, I think you need Oh, those two you do not need to pull them apart. >> Okay. Uh, so I move approval of 7.03 the board meeting minutes. >> Second. >> Motion and a second have been heard. Please call the role. Mrs. P. >> Oh, well, I had a >> Oh, I thought you said they didn't. Oh, we need to pull them up.
035Okay. Discussion. You have questions? No, I'm just adding that again that um especially the closed door minutes that they need to be thorough enough. >> Those are those are the open ones. >> I believe that we put 7.04 in there. >> No, he said 7.03. >> Oh. Oh, I thought we combined them. Okay. I'm sorry. My mistake. >> No, by combined he meant the two dates because sometimes we have to separate. >> Oh, I see what you're saying. I'm sorry. I misunderstood that. I apologize. So are we. >> Okay. So the motion and second have been heard. Please call the ro. Mr. P. Okay. >> Kush. >> I. >> Kelly Black. >> I. >> Blastic. >> I. >> Winsky. >> I. >> Kazminsky. >> I. >> McMillan. >> I. >> Gerky. >> I. >> The
036motion passes. Item 7.04. >> Uh, move approval of item 7.04. Close session minutes from 9:22 and 106. >> Motion and second have been heard. Any discussion? question Melissa. >> Um I just want to reiterate as I do each time we do this is that um the minutes are to reflect whether we retain them or not. The purpose of the closed door minutes are to pro provide uh board members uh current and future with an understanding of what occurred. Um therefore the board minutes are supposed to say enough. They do not have to be verbatim, but they do need to be enough to understand what was said and what the conversation took place so that current say a board member is absent or in the future board members can reference back and understand why decisions were
037made or what information was considered. Um it's very difficult for board members if the information if the minutes are not thorough. They're not very helpful and useful for the purpose that they're intended. Also, I keep asking that all uh documents that are for consideration and discussed within the uh closed door minutes be attached. So again, there's a record so people can refer back and we all know what we're referencing. So there's no misunderstanding or confusion. We're all on the same page. So I will vote nay. >> Okay. Any other comments or questions about item 7.04? >> Okay. Please call the role. Mrs. Batten. >> Gerie. >> I. >> Blastic. >> Hi. >> Kazinsky. >> Hi. >> Kush. >> I. >> Winsky. >> I. >> McMillan. >> Hi. >> Kelly Black. >> Nay. The motion passes.
038Um, which one do we have left? I'm >> uh just uh 7.06. Uh move approval of 7.06 administrative and non-union compensation. >> Second. >> Motion and a second have been heard. Any discussion? >> Melissa. >> Um this is so the public knows what we're referencing. It is the administrative salary increase. Um it has been proposed that we increase it by 5% for all administrators. Um I guess my concern are um that when we do a blanket increase that um we remove that there's some type of merit involved. Um, for example, there's other options instead of giving a standard would be to maybe have a 3% base then 2% performance incentive. Um I think this is important that we have variances because we have a limited amount of money and the background experience of the administrators
039vary and this way you know we've lost some of our best and brightest administrators and this way we can put more resources into those that are most valuable. And not to say that those they maybe are not performing as well or have less experience that this gives an opportunity to have that discussion and it gives them incentive to improve but I don't want to dummy like remove that I I think there's something wrong with not rewarding. So basically if you do a good job or you do a bad job you get the same increase. And you know our administrators are our executives. They're important decisions and I think that their salaries should um reflect that. I have another comment or question if anyone else wants to go before it. >> Okay. Well, so yes, I
040would I would like to say something before that. Um it is my understanding that it is not a blanket. The 5% that you quote is an average and so it is a little bit different, but I'll ask Superintendent Bridges to speak to that. >> I wouldn't call it the average. I'd call it the typical. Um there are some that were um not every individual listed in this action item uh sees a 5% increase on their um previous number. For example, some staff were hired coming into this year uh with the expectation of what adjustments would be made for returning administrators. So it does vary. >> Other questions on that point? >> I >> Okay. Oh, >> sorry. Um how many uh my understanding was that there was only say two individuals that that varied for
041>> no that those were that had adjustments. There are I I don't have that number of others but as I said there are some individuals who were initially contracted as they came into the district is this their first year as an administrator of our assumption of what where salaries may land. So those employees are not seeing another 5% onto the salary they just signed for this year. They that's a smaller number. I don't know the exact number. It varies. >> I I I guess that's what I recall from our previous that it was two. If that had changed, it would be nice to know that or well then you could get that information to us would be helpful because like I said, my understanding it's two. If I'm wrong, I'm fine with that. It just
042helps if we have facts. What what is what is presented for board action this evening has been discussed at the previous two board meetings in close session under the exemption that allows conversation in regard to employee compensation. There have been no changes. >> Okay. Um >> other questions from the board before >> I do. >> Okay. >> Anyone? Okay. Melissa, go ahead. >> Okay. Okay. So, the next has to do with compensation and it has to do with the uh superintendent salary. Now, I have been asking and it's documented since June, I believe 20th, is the 16th or the 20th. I've sent numerous emails based upon the contract, the employment contract. Um the salary is his base salary, but there's information about the contract um of other payments on his behalf or benefits um days
043that were spent or paid back. The contract also states that that they'll if a record listing of days that Mr. Bridges was absent out of the district, we've never received any of that information. There's a lot of contract information that we're entitled to as board members and are important when we discuss compensation. Um, and there are actually 19. I can list them. Um, I'll read through them. Uh, Mr. Bridg's gross salary with annual increase since the current superintendent employment agreement was started on July 1st, 2022. >> Uh Melissa, I'm going to stop you there for a second. You did you did send 19. And yes, your your recollection of how long ago you sent them is true. They needed to be looked at. And uh I did send you a response back which I believe
044I copied all the board members on in terms of the items that we'll be able to move forward with as well as the items that um that will be available as long along with a timeline. So yes, there are a number of different items. >> If I may, Mr. Kush, >> please. >> Just a reminder to the board as well as members of the community, my contract since the very first day I was employed as superintendent here over 14 years ago is posted on the district website for reference. Nothing's being hidden. >> And in addition to that, didn't we a couple of weeks ago post the most recent which would include 2425. So the what your compensation, what you were paid as well as sick days, all that kind of stuff is is also listed.
045So um those items uh many of those items are um easily accessible by candidly anybody in the public in the public. Um and including your increase for this year which was 5%. Oh 3%. Oh okay. Yeah. Which is less than the average and it's on that report as well. Okay. Or not average. You said typical. So 3%. Okay. Um Melissa, another question. >> Um well I do find it concerning that I've been asking for this information since June. It is relevant to tonight's vote. It's also relevant as you know other discussions the board is having. So, and the fact that if you're saying that this information is accessible, I would like to be able to read my questions because this is not information that's accessible to the community and is included in the contract. So,
046this should all be public information. Do you object if I ask the questions that I asked in June and have on numerous occasions asked to be answered? >> I just want to state that we as a collective board came to agreement of what Mr. Bridg's compensation would be months ago during close session. Is that and that's what's being represented here. Correct. So this present just like a >> just just to clarify a point. It is not official until we vote on it. >> Right. So, >> there was discussion. Yes. But nothing is acted upon except in public and this is this is that time. >> Okay. >> So, what's listed on the list is what we are recommending and once we vote on it, assuming it passes, if it passes, then that will be what
047is official. >> Okay. Thanks for reminding me of what we did. >> Okay. >> Um, >> so let me just You said that you wanted to read each of your questions. Um >> yeah because I think it goes to >> so just the validity of the question >> ju just to be clear what I would suggest is that um once that information is all available then we because not all of it that you requested is information that is available to >> everyone no it is not and >> did I respond to um >> no >> so you're preventing me from responding and asking >> it's not a response you asked a question you said you said you wanted to read the Amanda pointed out a point a fact that there is >> I'm disputing it's
048a fact and if you let me say it then we could actually have a discussion. We can agree to disagree but let's say the facts. >> You you you stated your point of view. Amanda has stated her point of view. >> You said you wanted to read the questions. Ma was addressing that. I can say that the payments to the insurance retirement if I can teach health insurance >> reminder for the um for the board um the action item in place right now is only in regard to the base compensation and no other changes to any other terms of my contract any other administrator's contract or any non-union employees contract. We do this every year and I'm grateful that the board considers some occasionally to to to see an increase in my base salary. But
049the only thing that is for action and the only point that is of relevance is that base number that is posted in bordex. >> So what we're voting on is the base number. Okay, Joe. >> Yeah. Uh thank you for that uh reminder that clarification on on the um purpose of this uh item. Uh I move to call the question. >> So >> item has been called a question. We already have a motion. Uh oh, we already have a motion and a second. Correct. >> So I'm >> right. So calling the question would uh end discussion. It requires a second and it requires uh a vote of the board to move the uh discussion forward. So, we have a call to question. >> Please know that second. >> I was not. >> We have a
050call to question. >> Ask questions. >> We have a call to question and a second >> And a second. So, >> please call the roll, Mrs. Patton. Ju just to be clear, we're voting on the vot. Okay. Just want to make sure. >> Kush. >> Hi. >> Kelly Black. >> Nay. >> Blastic. >> Hi. >> Winsky. >> Hi. Kazminski >> I >> McMillan >> I >> Gerky >> I >> the motion passes um so that ends discussion on that topic we need to vote on the topic and there has already been a motion and second on that topic so please call the role for that Mrs. McMillan >> I >> Blastic >> I >> Gerky >> I >> Winsky >> I >> Kelly Black >> nay >> Kush >> I >> Kazminsky >> I >>
051the motion passes. Does that take care of all the items in number seven? Yes. Okay. Item number eight, written communication sorry communications. Item 8.01 written communications. Item 8.02 board of education reports. Does anyone on the board have a report to give relative to your committee assignments or any other activities that we may have participated in? Joe? Yeah. So, since our last board meeting, I had an opportunity to uh visit uh Nap Elementary, who is just here tonight, which is one of my adoptive schools. Uh really enjoyed the visit. got to attend a home and school meeting and uh I'm just amazed by how much the that the home and school does and how how many uh different activities there are uh throughout the year uh o over at Napil Elementary. Um really uh uh great
052community there. um a very engaged uh community there and uh really enjoyed the visit and I appreciate uh everybody for uh taking the time to uh to to meet and get to see uh you know classrooms at various levels. Um it it was a very enjoyable uh visit. Uh I I also want to uh make a shout out to uh everybody who put together the career motivate. It was such an impressive event. every year. It's just uh you really uh incredible to have so many uh uh businesses and the community come out and uh you know show the the wide range of jobs uh that are possible to uh eighth graders. Uh and you know it's way different than when we were all in middle school when you know maybe a parent came in and
053told you uh about their job uh on some random day. So really uh a great event and uh thanks to the district uh staff and and everybody who puts that together and the community uh who come out to uh support that. >> Okay, Mark. >> Thank you, Charles. Yeah, just a couple of things. I had the opportunity to uh go to Prairie Home and School meeting. uh they did a terrific job running the meeting and it was just so exciting to see the things that they're planning for the Christmas holidays uh for the kids. So, uh a lot of really good things going on there. Um, we're al I was also uh with with Amanda as well uh paving the way 35th anniversary for Endeavor Health uh Lyndon Oaks and it was just um really
054great to see what uh that organization has been providing in terms of mental health care uh to the community and hopefully uh that'll continue uh to be a service that they offer because it is so important. Um Madison Junior High School had a wonderful uh end of first trimester pep rally event uh where they recognized all the student athletes uh that had finished their uh competitions. Uh and it was also an opportunity to uh have the children uh the the students play games. Uh and then I really want to shout out to the principal Julie Scott and the assistant principles uh Mike uh Yadgurt and Maggie Boddani. uh they were uh uh willing to be uh silly sprayed uh by the students. Uh so I give them a lot of credit for for that. Um
055and the last thing I just want to follow up with what Joe said is the career motivate uh fair. Uh just incredible seeing uh the students going up to the different organizations asking questions, finding more about what these uh what it means to be in that organization. Um, and it's important too because the kids will be uh coming up with their high school selection uh of classes. So hopefully this may give them some ideas that they didn't previously have uh to uh try some different classes and see whether or not they they truly uh like the direction that they think they do. So, it's a a great opportunity for the kids to to really start thinking about things and in a way that's not forcing them into something uh but just giving them the opportunity
056to experiment and find out what they really like. Thank you. >> Awesome. >> Melissa, that's all you're going to do. >> Um I just wanted to highlight the motivate was an exciting experience. I would encourage anyone that has the opportunity to attend. I agree with how you describe the experience. Um, I want to thank Jackie Claremont. I know that she really strongarms some of those businesses, but she gets us a high. Uh, we have a lot of businesses, a lot of government organizations. We have a lot of diversity. It's amazing to see. Um, and the curriculum department that works with the students and the teachers that they ask good questions. Um, that was one thing in talking. I tried to go around to each table and thank the um business from for participating and giving
057this opportunity to our students and sharing their knowledge. And one thing that I heard from almost every table was that our students were so thoughtful. They had such wellthoughtout questions and that they were very polite. Um so I'm very proud of our students. I'm proud of our staff for this opportunity. Um, and again, it's a wonderful opportunity that our students have in our community to come together and support our students. Thank you, >> Amanda. >> Um, I also went with Joe. We went to the um let's see, sorry, the 11th annual DuPage County Elected Officials Breakfast um hosted by the Conservation Foundation. And it was really great to not only meet up with a bunch of colleagues throughout DuPage County um but also to learn more about the great work of the um conservation foundation
058and the various projects they're doing and how they're supporting our communities around um development around uh encouraging um getting back in touch with nature. And I don't remember the other part if Joe I don't know if you want to fill in for me but uh it was just really motivating to see how ingrained they are and how all pieces of government um really make an impact and can collaborate uh with this important organization. >> It was supporting food pantries >> and they they're doing amazing work in that uh avenue keeping fresh uh vegetables on the shelves. >> Nice. Very nice. Okay. Other board of education reports. Okay. Um we'll close that item out. Uh 8.03 president's report. So only two things I want to talk about. Just um as a reminder, we have a board
059self-evaluation meeting on Thursday. Um we've informed the community of that in in the past. Um it's an opportunity for us to get together with our IASB rep and talk about um how we operate as a board and uh so we're having that meeting on Thursday evening. So we'll be getting together there. The other thing I just wanted to echo what a couple of folks have already um stated about the um career motivate event. Uh it is a wonderful event. Um, uh, I'll echo something that Melissa mentioned, which was the conversation with the about the with the vendors and how great it was that, um, one of the questions that I also asked of the vendors was, "What have the conversations been like with the students? They're eighth graders, right? So, okay, are you, you know,
060were you surprised with some of the caliber of the questions?" And everyone was very impressed with the caliber of the questions that they had that they asked. Um the amount of preparation that the that the teachers obviously put them through to help them get ready to actually get the most out of the event. Um and go around and ask their different questions. And again, the caliber of the conversations um was uh was reported for the uh the the um the businesses that were there as very very high. So, uh, thanks to the community members, uh, and the businesses that supported it. Um, I believe we had a record number this year, the highest we've ever had. Uh, and thanks to, uh, Jackie and her team, uh, Jackie Claremont and her team for pulling that together
061and all the staff for preparing all the teachers, I'm sorry, the teachers and staff for preparing the students, uh, for that event and all of the logistics that it takes to to pull that event off. So, thanks everyone involved. Okay. Uh, item 8.04, 4 superintendent staff school report. >> Okay. Two uh reports that areformational in nature and then a third report that'll be a presentation. First one is the annual enrollment summary. Um I apologize to the board. There's a memo in there that I forgot to have Mrs. Patton load uh last week and that just addresses the class sizes. Um so first of all you see enrollments um enrollments are fairly close to where you know we do our best to project and uh I wish students came packaged in bundles of 22 uh all
062the time but they don't. Um and so you'll see some fluctuation and variance from time to time. Um overall um you know feeling good about where our enrollment is at this time. Uh and then in regard to class size, uh we are falling well within our aspirational range by board policy 632 of 20 to 30. Um there were some questions that were asked in regard to concern about um having room and having space. Um that is part of some of our next work now as we've kind of come through our 30-day enrollment uh and looking at where we may have some space issues. Um, our space issues are not necessarily caused by student enrollment overall, uh, but by the increased need of special types of programs that do take up space within our classrooms or
063within our schools. So, uh, overall, um, would we all love to see even smaller class sizes? Absolutely. Um, but we do fall well within the range as established by policy. Be happy to answer any questions. >> Uh, Superintendent Bridges, um, is this a memo to which you're referring that was in >> it just got put in today. >> Oh, oh, today. Okay. I was going to say I saw I remember seeing it earlier. Okay. Okay. So, but it is in there now. Okay. >> Okay. Questions from the board. >> Christine, >> just one question, Dan. And I I just thought about this now. Um I recall seeing or having a demographer here giving us a report, but I don't remember when that was in in my time here. Is that something we do like every
064five years? Like just remind me. >> We actually So, we work with that demography annually. Um and The initial contract and agreement with him was for him to come present the initial with the board, but then he works with Mike Francis as well as members of our um our level superintendents who oversee the the various levels on updating those projections annually by looking at things like live birth rate data in our in our area codes uh and those things. So it does it does get updated annually. >> Okay. So maybe >> we tend to fall correct. You probably had the very initial where Dr. Koffran was actually here. >> Yes. Okay. All right. Well re thanks for that. But I'm continually impressed with how these numbers um they're so close. So um thanks for the
065annual work that you're doing with him on on this issue. >> Other questions? Other questions? Melissa, >> I set my questions ahead of time. Um, one of the things that, um, is probably a weakness of our district, we have a lot of strengths, um, that we can be very proud of, but one of them has been, um, our achievement gaps, which continue to not show the progress that we want. So in regards to that um I did send ahead what are the average class sizes for subgroups like IEP English learners or lowincome students compared to the overall averages. >> Sure. Um and that is uh extremely difficult to answer because our students and it's the the response that I provided to the board earlier this afternoon who qualify as low income are are spread throughout
066the district in multiple classrooms. There's not a separate class for for students uh in that group. Uh same is true for students with IEPs as well as uh multi- language needs. They're all in general education classes. Students who are in sheltered types of classes uh would have significantly smaller class sizes uh in some cases, but those aren't necessarily departments that we track and our IEP base and and other things. A special education stealthcontained classroom uh in our district is typically not always typically 8 to 10 students per learning behavioral specialist. So we do uh look in those particular classes when we can to ensure that they are smaller >> ju just to reiterate that I heard you correctly. So those smaller you don't necessarily track those subgroups that are not integrated into the classroom. So
067if and that you're saying that it's typically 8 to 10 >> special education self-contained classes are typically 8 to 10 students per learning behavior specialist. Have we thought of adjusting those because we know that, you know, especially kids with the IEP having different learning, have we thought since our achievement gaps um have not been progressing as we like, have we thought about adjusting the staffing? >> Yeah, our special education department especially looks at that annually as part of our uh staffing projections. I but I if I recall correctly we didn't increase our our our employees versus last year we haven't increased it our special education employees when we went over th those reports we didn't actually increase >> again those are those are based off of IEPs um and the needs for those students to
068be supported so that is going to vary annually as students metriculate through our program exit out of their services, graduates, so on and so forth. >> Would it be possible moving forward that we do have those groups that have those achievement gaps that we do monitor their class sizes? >> Again, uh we work under the direction of board policy 632 as well as uh Isby and uh state level guidance regarding students with special education needs. So, we will continue to do so. And then leading to my next question, if somebody else doesn't have one, >> Amanda, >> um I'm wondering about uh trends, right? So that's kind of why I I asked a question. I think you answered it before we started about, you know, how we've seen um some schools have had drops in
069enrollment where others have had like a pretty significant increase. And I'm sure that the schools have capacity for it, but I'm just wondering if there's like uh if you're in engaged with like city council in regards to thinking about um any new development that might be coming in that might bring in more families to certain areas or not. Um just kind of thinking about future projections of that >> and >> yeah, >> you know, that's that's one thing because we haven't done like any redistricting. Not that I'm saying any but I just want to say like you know just kind of thinking about what might be in the future. >> So there's we we we do try to accomplish that through a variety of ways. For one we're members of the neighborville development partnership with
070that which advocates you know some on our behalf. I sit on the executive board which really gives us an insight into development that's both residential as well as commercial uh real estate development that that is coming into our community. So we have that sense. Uh we are starting to see some redevelopment and some development in some areas that um had not previously been on our radar. So that is an area we're going to look to re-engage a little differently. Um the city has some working groups that they that they use and we often get um especially if there's any kind of zoning variance or change that is going to be a part of the development a notification on this is what we're looking at and this is you know um what we would be considering
071things like that. So we are able to kind of project in that way. Um and as I said from an overall I mean we do have we are obviously the board recently approved and just ribbon cut uh in addition at ranchu because of capacity issues there. Overall I mean we are tight in some in some spaces. I I've shared with the board before we have to look at Riverwoods. Riverwoods has uh one of our last remaining mobiles and it's tight uh for sure. But, uh, if you remember kind of a little ways back when we talked about coming to the board, uh, finishing up facility assessment updates so we could kind of see what life, health, safety, and physical conditions we need to address. Uh, the five-year capital improvement plan, which is on, uh, for
072action this evening. Uh, knowing what that work was going to look like, one of our next steps then is to look in what other facility needs uh, we have. >> Mark and then Melissa. >> Yeah, thank you. I didn't I didn't put this question in before, but as Dan was talking, I was thinking about uh not just development, but having younger families move into Neighborville. How do we capture that information? Yeah. Um that one's a little bit trickier, right? in in terms of um you know when we look at um our projections and we're able to go pull from the Illinois Department of um health live birth data um we got a better projection right but families who are moving in that one is a little bit harder um and so part of what we
073try to do is communicate the importance of notification early to get enrollment so for example if a family is moving in say at the end of May we sure want them to be here as soon as they move in to help us uh with that >> and I guess the other thing is we will watch trend data in terms of where we're seeing a lot of real estate turnover. >> Melissa, go ahead. >> And along those lines, I know that our policy has a requirement that the board maintain a student teacher ratio favorable to student educational needs. How do we measure that to know if our class sizes are um favorable to the student? How do we measure that and track it? >> Yep. So, um, we, well, the memo that was created is off
074of a an internal operational document that we use that that identifies class size in every class at grade level. So, we have charts on how those go. Um, in terms of then, um, the best for educational purposes, uh, we use the board guidance on on staying within our range of 20 to 30. And so, that's really what identified and where we have opportunities perhaps. Uh, that's what we do. you'll see that the the ranges of class size by levels are are range from I think there was one at 16 all the way up to 28 and that's where I joked about wishing kids came bundled in packages of some small number so that it would be easy to section and group them um but then also uh well I wouldn't say space necessarily is a
075limiting issue u sometimes you know um depending on the number of students enrolled in a particular grade level at a particular school based on classrooms that are that actually exist will help determine whether we, you know, go on the the lower range or it's a little bit higher in our range. >> So, just for clarification, >> go ahead. >> Um, so if I'm right, so we don't necessarily connect or we don't measure student educational needs in relation to class size. The decision is based upon the board's recommended uh number. >> The board I can I can help with this. So, for example, at the high school level, I'll give you an example, see if this makes it a little bit more concrete. Once students complete the course selection process, I'll sit down with the assistant
076principles and principles of each building, North and Central, and go through course by course by course, and look at how many students have enrolled, what enrollment trends exist. because sometimes students will sign up for classes in large numbers in the spring, but then historically they'll start to metriculate to other courses by the fall. And we know what courses those are because those trends happen year-over-year. And we select an appropriate number of sections to try and keep class sizes to a reasonable level. Um, as as Mr. bridges said I wish that it was they came in nice easy bundles of 22 because sometimes we'll have 33 students sign up for a class and now we're compelled to offer uh you know classes where only maybe 15 or 16 students are in it because 33 was just
077too many for that particular space. Uh other time so if we have single section classes that have 28 students sign up for the course then 28's going to be the class size because 28's an appropriate number and we wouldn't cut that number in half. But that's something that I do with my principles, Allison does with hers, and Katie does with hers uh at each grade level for each uh for each section. So that that's an entire process. And so when we come to you with that staffing memo in the spring in March, it's reflective of the conclusion of that process and what we're recommending. >> Okay. So I appreciate that that ex explanation, more detailed explanation for how the enroll enrollment goes. I guess I'm talking back to when we set those numbers. There was
078extensive board conversations about um class size. I know other districts um make an effort to keep the class sizes smaller. A lot of the high performing ones, you'll see a lot of smaller class sizes. So, I thought that we had decided as a board that we were going to make that recommendation, but that we were going to monitor um how these class sizes that we were going to lay out this this uh number and then we were going to track student needs and achievement and growth so that we knew that these in fact were good numbers. >> Yeah. And if I can to the board, as you'll recall, we did have lengthy conversation around um our class size policy. Class-ize policy 632 is not an IASB press policy, model policy. It's a unique uh our
079own policy. It is not common uh that districts have uh classsiz policies. Uh there was a lot of conversation and this is really kind of the accountability uh step that was put into the board policy uh is that we would report back to the board on our average class sizes and you can see that a goal a number was set by policy 20 to 30 is the aspirational range uh and as as we said Mr. Dr. Cohen and I have said, you know, we we have to b do that based off actually the kids that are present, courses that are selected. Uh and in the memo, uh again, I acknowledge that that memo was loaded this morning. Uh you're seeing where that range is. So the average elementary class size right now in our district
080is 21.6. That doesn't mean every class is 21.6. Uh but that's our average at the middle school level for the core academic courses is 22.3 and also at the high school 22.3. So, as you can see, we're very very much down on the the lower end of our range. Uh, and and then in terms of just, you know, academic outcomes, your next board meeting, you're going to have a presentation uh based on our school report cards and then we can have additional conversations from there. >> Just again, just clarification. >> So, go ahead. again. So I had said that not only was it the class sizes that we wanted to report back, I believe our conversation included metrics or data confirming the effectiveness of the class sizes. Is that not something that we're we're doing
081to see if those class sizes actually are that that number is working for our students? >> Um can can you clarify when you say that that number is working? >> Okay. So class sizes you have to determine class sizes. We want our board policy states that we're going to maintain a student teacher ratio favorable to student educational needs. So how are we measuring that that's occurring? It sounds like we're not. We look at annual school improve school improvement plans. Uh and then also as I just indicated that at our next board meeting you'll have a presentation on our academic outcomes. So based on that, we'll be able to take a look and understand it and ask further questions if necessary to see if it's not if we if adjustment might need to be made. But
082as Superintendent Bridges pointed out again, uh the aspiration was 20 to 30, which correct me if I'm wrong, Superintendent Bridges, but is fairly low for a district our size. >> Uh I believe my colleagues uh in other districts would be fairly uh envious of our average class size. Again, I would always welcome smaller class sizes, but there's a lot of factors that have to go into play there. >> Okay, Joe. >> Yeah, I'm uh send this ahead and and just want to kind of ask it out of uh clarification for uh the community. Um I I had a question about where uh connections was on the list and um I I you gave a very good uh answer to that and I I like you to clarify that. >> Yeah, it's just it's it's really
083class sizes are so variable and fluctuate based on the needs of our kids and what types of support that they need. Um and so uh that number maintains very low. We have a number of kids that uh for example are only there a day or two a week as opposed to other times they're either in the workplace or um at um College of DuPage for example. So very hard to to maximize that but always based off the IP and we do our best to keep them as as low as we can. >> But you also said that the uh headcount is um is in with the high schools their home high schools. Uh is that understood? >> Okay. Okay. Seeing no other hands. Item 8.06. >> Yeah. 8.06. Simply for uh the board's information. Uh
084and you have just kind of share with you our budget calendar so you can begin to think about when you're going to see various reports coming before the board uh in regard to what will be the 2026 2027 uh budget. So again, no action item or anything here. Just kind of laying out the timeline for you. >> Any questions? >> Okay. Item 8.07. >> Okay. And we are gonna Sorry, there's my team uh checking on timing. So, we are going to invite uh team from our learning services team to come in and give the board an update on our multilingual programs here. So, let me just make sure we get them coming in. I hear footsteps. And I think they're getting closer and closer. Okay. So, I'll just provide an overview. This is just a
085information kind of an update uh for the board of education. And some of what I'm saying now may be a little bit repetitive uh as they get into the program. Uh but Jane Willard, our assistant superintendent for learning services uh with support and and majority of the presentation from Dr. Belgrero, our director of language acquisition, going to share with the board kind of an overview of our vision, expansion, and the implementation for our multilingual program. And she's going to kind of walk through our vision and mission uh as well as some of the work that is done is they're on their way. As the board will recall, um I can't remember the date, Marbel will give it to you. uh board approved uh transitioning to uh our junior high school and high school uh multilingual
086students returning to their home schools as opposed to magnet sites uh Jefferson and North uh had some really positive outcomes as a result of that and uh we look forward to sharing this update with you. Boy, I've been stretching, man. >> Okay, I've provided introductions. I've provided an overview. So, you're good to go as soon as you sit. >> I didn't do the presentation. All right, good evening. Tonight, Dr. Guerrero and myself are pleased to share an update on our district's comprehensive EC12 multilingual services. We will highlight the vision guiding this work, the progress of our high school multilingual expansion committee, and the steps ahead as we continue implementing our 202526 action plan. Our goal remains clear to ensure that every multilingual learner has equitable access to highquality instruction and opportunities to thrive. Tonight, our
087outcomes are to provide the board with an understanding of three key areas. First, our comprehensive EC12 multilingual services that we offer here in our district, the vision and purpose behind the high school multilingual learner expansion committee and our junior high work, and also the implementation updates and next steps as we continue to expand our supports and integration across all of our schools. Our vision is to be a learning environment where multilingual learners thrive and are seen for their true potential and success. Our mission is to educate, empower, and embrace every multilingual student by valuing their uniqueness and fostering success. In alignment with state best practices, we have shifted our terminology to an assetbased approach. Our students are now recognized through the lens of being multilingual, highlighting the value and strength of knowing more than one
088language. Across our district, we serve over 1,400 multilingual students. This includes 808 in early childhood, 204 at elementary, 257 at junior high, and 147 in high school. These numbers represent more than statistics. They represent the growing diversity of our community and our responsibility to ensure each student receives the language and academic supports they need to succeed. The numbers were actually a little bit different. EC 147 Elementary 180. So it's what's in the screen. Neighborville 203 provides comprehensive multilingual programming across early childhood through 12th grade and also beginning at our connections. Our goal is to ensure that every multilingual learner receives the academic and language support they need to thrive while also celebrating the ling linguistic and cultural diversity that enriches our schools. At the early childhood level, all of our educators hold an ESL certification
089and emit language development naturally into their daily instruction. This ensures that language learning happens with authentic, engaging experiences for our youngest students. We also have two designated classrooms that implement a transitional bilingual education model where instruction is primarily in Spanish about 80% with English integrated at 20%. This gradual approach allows children to build confidence in their home language while developing foundational English skills. And beyond those classrooms, every early childhood student benefits from embedded ESL support. This means language growth is intentional, fostered across all learning environments, not just specific programs. As students move into the elementary, our services expand to include co-taught and pullout models of instruction. In co-taught settings, the multilingual teacher and classroom teacher plan together so that language and content learning happens seamlessly side by side. For students in our Spanish transitional bilingual
090education program, native language instruction continues to play an important role as they build English proficiency. Families also have the option to apply for our dual language lottery, which is available in five of our elementary schools. In the dual language model, instruction transitions from Spanish to English across grades K through five with the goal of developing bilingualism, by literacy, and cross-cultural understanding. At the junior high level, our multilingual program are now available in all schools, an important milestone in our expansion efforts. In these programs, students participate in a cot English language arts block where multilingual teacher and the content area teacher collaborate to deliver rigorous languagerich instruction with grade level standards. Students are also have access to win which stands what I need multilingual course that can be taken a trimester or an entire year. These
091courses focus on speaking, listening, reading, and writing to accelerate language development and to ensure consistency across classrooms. Multilingual learners are placed on instructional teams trained by with multilingual strategies. This guarantees the language sensitive practices extend beyond ELA and into every core subject. At the high school level, multilingual programming is now available at Neighborville Central and Neighborville North. Thank you, Board of Education. Students are placed in leveled ESL courses based on their English language proficiency, and these courses meet the communication arts graduation requirements. In addition, students receive sheltered instruction and tutorial support in their content area courses. Many of these classes are co-art taught by both content and multilingual teachers, allowing students to fully engage in grade level curriculum with the necessary language supports in place. Our multilingual services span from our very earliest learners into
092the the learners that are leaving us at the end of our transitional program, ensuring continuity and progression along the way. Our K8 dual language program follows an 8020 model in English and Spanish building by literacy, bilingualism, and C cross-cultural competence. Illinois administrative code 20 or 228 states if 20 or more students at a school share the same home home language, which is in our case Spanish, the district must establish a TBE program for that language group at the school. In Neapville, we are currently offering a Spanish TBE program. And this program is available at five of our elementary schools and one junior high and continues into high school through coursework that supports bilingual proficiency and culminates in the opportunity for students to earn the Illinois Seal of Biiteracy. Students who speak other languages receive support
093in each of our buildings through a transitional program of instruction, TPI, which provides ESL strategies delivered in English rather than in the students native language, such as dual language. Multilingual students bring a diverse skill, perspective, and strengths. Their critical thinking, resilience, and global awareness enrich our schools. Our work centers on ensuring equitable access to tier one instruction, embedding SCUP strategies in classrooms, and honoring the heritage, language, and culture while supporting English proficiency in reading, writing, listening, and speaking. Our educators plan instruction using the WEDA standards to ensure language and content objectives are clear. We monitor student progress through multiple measures access map and progress to proficiency. This data guides instruction and ensures that language development supports academic growth across all content areas. Our multilingual leadership structure supports educators and students across all of our levels.
094The director of language acquisition, Dr. Guerrera, provides overall leadership and vision for this work. Our multilingual coordinators oversee programming at the elementary and secondary levels. Our dual language coordinator ensures vertical articulation and alignment across elementary and junior high. And finally, our multilingual teachers deliver instruction and department chairs facilitate communication and collaboration. Our teachers are wonderful and we could not do this work without our multilingual teachers. This layered structure ensures consistency and responsiveness across the entire district. In December 2023, the board approved the expansion of the multilingual programming to every school site in our district. This decision ensures equitable access, strengthens supports, aligns resources, and absolutely removes barriers, allowing our students to be served in their home schools where they feel most connected and supported. The expansion is occurring in three phases. Last year, 2024 25,
095our sixth graders received services in all of their junior high schools uh that brought them back to their home buildings. This year, 2526, our expansion continues to other junior high grades and begins at Neapville Central High School. And then next year, in 2627, our full integration of multilingual programming across all secondary schools will be complete. To guide this important work, we convened a diverse high school multilingual expansion committee, bringing together administrators, counselors, general and special educators, and multilingual specialists. This group purpose was to design equitable programming, align resources, and ensure multilingual students experience both academic and social success. The committee met for seven sessions organized around these three phases. Discovery, the learning and building a shared understanding, design, developing the pro the framework for expansion and deliver strategizing, implementation and sustainability. Throughout this process, members
096identified key focus areas essential for success of the program roll out. The six key focus areas include parent teacher and teacher teacher communication systems, student monitor and progress protocols, a newcomer protocol, content mapping and alignment, evaluation and improvement of current systems and the professional development and capacity building of staff. We're creating um a streamlined system for communication and family engagement. This includes multilingual communication tools, flexible conference scheduling, and culturally responsive practices. All designed to strengthen partnerships and ensure clear, consistent, and accessible communication. This year, the district has expanded its efforts to strengthen family communication by providing staff training on using AI translation tools and elevation communication features to deliver messages in family to families in preferred languages. Schools are now implementing consistent communication templates and multilingual resources to ensure clarity and personalization. Feedback for families
097indicate increased understanding and engagement. reflecting progress to towards equitable and accessible communication across all schools. We have also partnered with the communications department to select tools and strategies that enable all district stakeholders to effectively communicate with our families. Our focus on datadriven decisionmaking continues with expanded professional development on elevation, the WEDA framework and communication protocols. We are aligning data systems, improving progress monitoring and ensuring smooth transition from junior high to high school, all while strengthening strengthening family engagement and college career readiness counseling. This year, the district has provided professional development for staff, focus on effective communication protocols using elevation data to inform instruction, and implementing research-based instructional strategies. Additionally, Elevation has aligned with the WEDA 2020 framework to ensure that the language development supports grow academic growth and that the staff have the tools to
098monitor and respond to multilingual learners needs consistently. We will develop a structured newcomer protocol to improve how we welcome and support students new to the country. We will be working on prompt teacher notifications, pre-entry reviews of student information, leveraging multilingual staff for support, and fostering peer connections through a student ambassador ambassador program to ensure every newcomer feels valued and connected. This year, we are enhancing and streamlining the new student enrollment process by promptly notifying teachers through our multilingual data sheets and uploading student information to elevation, ensuring transparency and effective communication across all staff. We have also partnered with the en enrollment team to ensure that when a family indicates they speak another language at home parents receive information about the enrollment process and what to expect organized by grade level bands. Our curriculum work will
099embed a multilingual lens through all subjects. This includes alignment with the WEDA standards, incorporation of linguistic differentiation strategies, assess to assist access to assisted technology, and updates to our student information systems to ensure multilingual supports are visible and actionable across teams. This year we are aligning instruction to the state WEDA EL standards, embedding resources and strategies for linguistic differentiation and supporting learning by providing assessments in students native language when feasible. We've actively evaluated our current systems to improve alignment and eliminate barriers. This includes refining our MTSS to be linguistically responsive, increasing extracurricular engagement, and ensuring equitable access to programs like TCD and the bridge. We're building share responsibility across departments to continuously improve our support for multilingual learners. This year we are removing barriers that prevent student students from accessing special programs such as TCD
100and bridge and we have hired a dedicated teacher to provide targeted support for students in the bridge program. We have also partnered with TCD to provide resources and share professional learning, ensuring that our multilingual students receive consistent support across their campus experience. Our professional learning plan emphasizes recruitment, retention, and capacity building for multilingual education. We're investing in SCUP training, co-eing models, and leadership development. We're also expanding district design courses and crosswalks between SCUP and the Danielson framework to help administrators provide targeted feedback. All of this work is anchored in datadriven improvement, family voice, and external partnerships. Our instructional focus continues to integrate key tools and strategies, the SCAP, elevation, co-eing, and best practices for language targeted support. Together, these approaches ensure students have that equitable access to rigorous instruction while developing their academic English proficiency.
101We have so much to celebrate. Ongoing SCUP training for all staff students represent over 71 languages across our district. The reduce of services refusals and increase in um family satisfaction. full implementation of multilingual programming across all schools, creating stronger belonging and progress towards English proficiency, especially in our elementary grade levels. As we move forward, we'll create a junior high multilingual expansion committee. We'll continue with our SCIA professional learning for all staff. We will continue our partnership with expert Barb Marlor for ongoing coaching and consultation and embed multilingual supports directly into our curriculum maps to strengthen tier one instruction and access for all students. Together, these steps continue to build on our district's commitment to inclusive, highquality learning experience for every multilingual learner in our district. Before we open up for questions, I do want to
102give another shout out to Dr. Guerrero and her team for all the work they have done and how they have moved us quickly, briskfully, and high quality in the last, I would say, 18 months in this work. And they've done a great job at the building level, at the district level, at the classroom level, and there's lots of staff that we need to thank for this. So, we'll now open it up for questions. All right, questions from the board. Joe, >> yeah, thank you for the presentation. It's really great to see how much has been accomplished um in such a a short time. Um and I I asked this um in advance. Um and I I think you're kind of underelling yourselves a little bit. um that there in the data uh provided it says
103that there is about a third uh reduction in uh refusals of uh services. Um I asked you to parse that out a little bit. Uh what are the uh uh refusals look like in you know sixth and seventh grade where uh this has been fully integrated now. >> I've added some of those numbers in there but we've had one refusal in sixth grade and one refusal in seventh grade. That's incredible, right? And that's a metric that should >> most of our refusals this is really working. >> Yeah. Most of our refusals continue to be those students that had refused previously. We did attempt I reached out to the state and the state recommended us to reach all the families in regards to their consideration to agree to have services moving forward. Um unfortunately since they've
104had already declined they decided to just continue with that. But we did we sent notifications. I did a video with um different subtitles in their language just to make sure that they understood the services that they could now have access to in their home schools. Um but yeah, we've seen only a certain amount of students. >> Thank you for your work on this. It's really a great accomplishment. >> One thing I'll point out also is not just Dr. Guerrero, but her team, they personally call students, they personally call families, um translate everything to ensure that we miss no one, um not a family member, not a child, um when we talk about explaining our services, our rationale for why EL services, because many parents don't understand what that means. Um but they make I call
105it their the concier service um to our students and our parents takes a lot of time. >> Uh Amanda and then Mark, >> thank you so much. This is beautiful and I just am so proud to have you as part of our district like this um exceptional level of really consideration the multi levels looking at every single component bringing in uh focus groups of experts within our district to come up with this plan. It's it's just so thoughtful and we're already seeing such great results. Um, and you know, thank you. You know, that's fantastic. One of the things that I brought up in one of my questions in advance, and the reason why I'm bringing this up is because we are really concerned about achievement gaps, right? And so, our students that speak um multilanguages
106and are limited English proficiency uh or have uh limited English proficiency are ones that tend to struggle. But I, you know, uh, noticed that you were stating that they continue to take state assessments like the AR, the MAP and stuff like that. Um, what I w what I just wanted clarity on and you provided in the questions, but I wanted to share, you know, ask it openly so that others can understand is for students that have limited English proficiency and haven't moved on to the more uh, fully proficient or graduated to that What types of accommodations are provided to them to allow them more time? Because they're only offered in English. Is that correct? >> That's correct. >> Right. And so, are they offered like more time? Are they provided a translator to help them
107make sure they understand the question? Um, just curious uh if you can help explain that because that's one of our assessments that we look at. >> Yeah. Um, for access, no translation could be done because we're measuring their English language proficiency. For all other assessments, state assessments, we usually have the same typical ones. One of them is the word toward dictionary that they're entitled to receive in order to have that accommodation. Um, they have extended time as well. some of the um directions might be translated for the students in order for them to understand what's expected of them when answering the test questions. Um and then also small group setting at times when it's appropriate. Um just so that way they can have they don't feel awkward extending like with an extension of time to
108feel that they have that safe space for that. Um but as far as other accommodations, they're very limited to those overall >> and unfortunately at this time our um multi-learners are required to take those assessments. It's unfortunate um but they are required by the state of Illinois at this time. So we try and accommodate as best we can. >> Um but that's something that we're still working on with the state. >> Well, that makes sense and I'm glad that you're advocating. I mean, it's a a double-edged sword with assessments like that. You know, it's not >> it's an it's designed for a certain type of student, right? And we have to try to make sure that all students can >> try to do as best they can in that and reflect growth, right, at from
109wherever they start, especially for MAP, right? Um the other question I had uh that I asked in advance is uh it one of the things I love is you know expanding this to all the homeschools so that students can stay where they are and the um investment in the staff to be uh able to serve multilingual students. I was so impressed to see that the um and read every single teacher was multi- language certified. That's fantastic. Of course, I also was like, "Wow, 30% of the kids fall into this category in that school. That's that's incredible." Um, so with that, I know we have career 203 uh uh to support teachers and encourage them to get bricks to help them with the professional development and move different levels and stuff. And so, how does that
110fit into uh for teachers that are getting um trained to be able to provide services for uh students? This year we've provided them with a SCUP training. It's a one day in person and the rest is on Canvas. They either receive points or compensation regarding on where what their preference is. We've also created elevation which is a platform where we house all of information um break where teachers can also take that um over the course of three months and um be able to explore the strategies and understand like their own students as far as their levels and what are some of the supports that they can implement while adding some evidence of those supports into there. So creating kind of like our own house of all these examples in different content areas in which our
111teachers could relate to and say this is a curriculum I'm teaching and this is an example of it instead of looking elsewhere. So they have those two options for this year um where they can get either points or compensation. Shelley Nelson also reaches out to our universities around the area to look into ESL endorsements for our teachers, which that also then creates a brick that they can add to their um repertoire of professional learning and lane advancement. >> Mark, go ahead. >> Thank you, Charles. Uh, I think what you're doing is wonderful and it's so inclusive and it just blows me away when I think that people from all over the world want to come to Neighborville. >> I mean, that's just >> Yeah. >> very very impressive. Um, I just have a couple of
112questions to ask. Um, do you and maybe it's too early in this process. Um, but have because kids to me just seem like they can they can just soak up so much information and the younger they are they probably the easier it is for them to be bilingual. Do do you see or or do you expect that over time kids will just become so proficient in speaking their native language and English that they sort of graduate out of the program? Would you expect that to happen or do you expect that they would they would just continue with these programs for the uh for the duration of their their time in 203? Yeah, we do have a progress to proficiency exit rate. Um, we also have and track our students. So, progress to proficiency is they
113get their score and then they divide it around five years. Every year they're expected to grow like an amount. Um, and we track that because we want them to exit in those five to six years. Um, also our exit um rate in Neapville is much higher than the state. Um last year it was at 18% our state is at 6%. So you know our students are doing wonderful. Um we do plan in um well we do meet with our teachers and make goals based on their progress to proficiency. So we expect every school to be at 100%. And that is counting that you know it's divided among five years. So students must grow that percentage for that year. Um and you know we we consider that as our kind of met metrics to really engage
114in that English language development um as a district. So all of our teachers are really um looking at the trends and seeing which students are making that 100% and how can we replicate some of those interventions with the students that are not there yet. Oh, great. And the way I understand this is that even though we have 70 plus different languages that that people speak within the 203 district, we we can't provide teachers that speak all of those languages. So, can you just kind of give me some sense of some of the real examples of the challenges some of those kids um experience because they they're they're they're not proficient yet in English. the classes are maybe not in Russian or or uh Ukrainian. Um h how do you h could you give me a
115little bit more I guess uh uh put some more substance around it about how how you go about supporting these students? >> Yeah. So thanks to AI we have many opportunities to support our students. Um we have um shared with teachers the way that they can leverage AI to really adapt to student needs build in some student profiles in which you can target the language development of those students and then say what's appropriate as a scaffold right um level ones we tend to give more of that translation right because we want them to also engage moving into a multilingual lens instead of an English learner actually models that asset base, right? You can use your native language to build on to English. So, in a level one, we would translate some of the material in
116order for students to have access. Um, in a level two, we would do trans languaging, which means that certain aspects would be in their native language, but we would expect them to produce in English in order to build that English language development and for students to not over rely on that translation. you know, we still want them to acquire the language and hold them accountable for that in our safe space with giving them feedback and making sure that they're making that progress. For levels three and four, that's a little bit more of the academic language, vocabulary, and just that comprehension. So with our SCUP strategies, we make sure that we're breaking up breaking down some of the directions, some of the content in order for students to be able to gauge what's important and what's
117essential in those and really focusing on those um essential standards in order to really support the students. >> Great. And again, I I just think it's it's terrific that we provide this to our students. Um and uh it sounds like you you were doing a wonderful job. So thank you so much. >> Thank you. Melissa. >> Um, yeah, I agree with a lot of what my colleagues have said, but I do have to say, you know, it was a great report, but more importantly, the way you responded to everyone's questions, the amount of detail that you gave and the thoughtfulness is really I really appreciate that. Um, I feel like I understand I feel like you're very forthright with the information. You're explaining it. You understand it. Um, so thank you. I can't I can
118find nothing to critique. The only thing I can ask because I had a student recently ask me this in an event. Um, and I didn't know the answer. They were paired up. They were a language speaker and I guess they were paired up with another >> student, but what they kind of were noticing and this was more this was a high school student. They were saying that um they wondered she wondered how these students say like social events, dances, football games and all of that. How do you what efforts are made to include those students in those activities? especially maybe students that come from a smaller language group. Um, if you could help me with that answer, I appreciate it. >> That was definitely something that came up from our multilingual expansion committee. We talked
119about the efforts of like um reaching out to the students asking them why is it that they don't attend? Um, and we did create a survey near the end of the school year that we plan on sending, but some of it could be transportation. They have other they're supporting their families at home. Um I know that in the high school they are making um different committees or like different groups to reach out to other students with different languages and supporting and saying, "Hey, I'm going through the same thing. This is what we could do together." Um but we're still trying to identify the reason why they don't participate in many of the extracurricular activities. Um we don't want to make assumptions about that. Um, so we do plan on sending that survey over to solicit
120a little bit more information um, and really grow in that area. >> Again, I I just am so thankful you have such thoughtful responses, very detailed, and again that you've gone to the length your your group to call each family. I think that's essential um that it shows that the school cares when you reach out in that manner and it's builds those bonds. So, thank you. Other questions? >> Christine, >> maybe question sort of slashcomment. Um, so when we had the discussion about expanding the services to all the homeschools, that was very important for me. Um, and I'm super excited to see the refusal rate has come down. Are there any other barriers? what what do you need from us that would remove barriers to drop that number lower? >> Yeah, I think we're definitely
121heading the right direction. Um, part of what we found out as a team was that many of the families were under the assumption of when they grew up how English language services would be. Um, that's why as a group we decided to reach out to the families to explain the programming and explain exactly that your child is not being pulled out of tier one instruction. It's embedded and this is how we're supporting that English language development. Um, that was I think a huge part of why they were refusing services. The other part was not having the services in their home school, having to um bus a longer bus ride, you know, for their for their child and not being with their peers because they were in elementary school with all of their peers and then,
122you know, we were saying we're going to this junior high. Um like I said, you know, numbers have refusals have decreased and we're just so happy to see that. Um and that percentage that you saw was mainly for junior highs um was eighth grade. You know that was really hard to just u make sure even though every um new enrollment we are offering eighth grade services in their home school. Um we left and grandfathered in the current eighth graders at Jefferson. Um but aside from that any incoming eighth grader we are offering those services in their junior high. And then Amanda and I were on a same very similar wavelength with our questions and she got to some of mine. But the one thing I'm curious about and maybe this is again what can we
123do um when it comes to the assessments using my own experience when I've been fortunate to travel out of the country. the level of frustration I can feel when I'm just trying to get to from A to B and you know it might just be figuring out street names or whatnot. I I worry about the kids being frustrated during those assessments. So I know you mentioned that there's conversations all the time about this, but what can we do in our advocacy to help those students? like when we're at, you know, advocacy events and and whatnot, conferences, what tell us what we can do to help those kids in that way. >> What we could ask you to do is is be curious. Ask them why we're, you know, we're asking students, especially newcomers, for this
124assessment um to sit for this assessment because you're absolutely correct. they've already come. >> They're in a place that's not familiar and now they're sitting down taking something that that just doesn't feel good, right? No matter um if they come very very skilled in their own language. They may come very very skilled. Many of our kids do. Um they just don't know our code yet. So those are the things you can ask why. um advocate for us to think differently about how we assess our multilingual learners um in the state of Illinois. Um and I know that's not just an US problem, that is a state problem, but um we do our best to accommodate um make them feel seen, welcome, heard, um and calm during that time. So, we're doing our best, but just
125continue your advocacy. >> Thanks. Or on it. >> Yeah. Other questions? Holly? Well, >> it's really more of a comment than a question, but I really appreciated how you explained and defined what it means to be multilingual. Um, which seems a little in conflict with what those assessments are requiring, especially for newcomers. So, that information was really helpful to me to understand um what we're aiming for as a district and what our students are facing, you know, for example, a newcomer on those assessments. And I really what I appreciated from the presentation and all of your response to our questions, you mentioned family voice and recognizing barriers and it's just very clear that families have been a part of this process. They've been heard. They're continuing to be heard and included. Um, you know, from
126the committee and in all in in that outreach and explaining what multilingual is and it is different than maybe their past experiences. um that and the focus on barriers and then identifying barriers for social activities and maintaining community, not just the barriers on academics. I just wanted to say thank you for explaining that and um it's one thing to say something in a presentation, but you're really showing that you're implementing it and providing it to students and families and it's wonderful to see. Thank you. >> Could I build on that just briefly? Thank you for the glossery for the board members, the glossery of terms so you're familiar with all the different components that we're using. So, well done. >> Other questions? Okay, I will just uh wrap up then with um a couple comments
127of my own. Um mostly comments and and one question. One, again, multiple of my colleagues have said this, but thank you so much for all the work that you're doing. Uh the thoughtful approach um was very very excited to see the refusal rate drop as sharply as it did. Um that's phenomenal and that's really fast that that happened. And so um so thank you for that and thank you for the the foresight to u put those policies in place or those procedures in place that actually led to that. I was also very excited about the you know the called out newcomer protocol. Um you know you mentioned in there the peer-to-p peer connections that student I think that's phenomenal as well. Um so thank you for that. Thank you for um all the effort and
128energy going into that. The one question I had and I did I sent this I sent this ahead was um around um understanding maybe differences or increases in the sense of belonging that students might feel. I know it's kind of early on yet, but I was curious, is that something that um is um planning to be measured and you know in comparing to the students who may have refused services versus those who have not just understanding that a little bit potentially as a data point to sell the newcomers on, hey, this is why you might want to to do this. >> We're using panorama to track some of that. I think that the beginning of the school year shifting some of the students from one site to the other might have caused a little bit
129of anxiety and which was expected because everything that's new and different, you know, make us sad. Um we did um go to the buildings have discussions with families. I personally called families of students that were showcasing some discomfort or just you know that change was too much for them. Um had discussions, explain things to them. parents were on board. They were excited. They're like, "I understand it might be a a shift for them, but you know, I also know that they have their friends there." Um, it's taken a little bit of time, which was expected. Um, we recently had conversations about some of the students that had um those difficulties and they're doing very well. They're acclimating um to their environment. Um, as far as the ones that have refused services, um, we continue to
130monitor, right, um, through our MTSS. We want to make sure that they are still, um, if they have, um, shown any, um, during PLC's or during MTSS that they need those services. Um, we could reach out to the families and say, you know, we've noticed that they're not making growth in this area or they would benefit from our supports. Um, and that's something that our district has always done and we're just encouraging it and making sure that all stakeholders know that. Um, because we want our students to be successful and you know, and part of that is also their understanding of the services that they can receive. Um, but I think Panorama um, has done a great job in highlighting some of that in order for us to be able to then tackle it or
131have a plan in place to support. >> And one thing we also do is as they exit, we are we do continue to monitor. So just because they've exited, we don't say, "Okay, you're exited now. You now go forth." We absolutely continue to monitor. We have to by the state um guidelines, but also that's best practice. So we continue to keep our eye on. We know those students by standard and we watch and follow and if we see something that that they need, that's when they come into our MTSS pro process. >> Awesome. Well, again, thank you. Um great great progress. great program. Um, very well detailed. Excited about this. So, thank you both so much. >> Thank you. >> All right. >> Congratulations. >> All right. Item nine, discussion without action. Item 9.01, high
132school course recommendations. >> Okay. Um, every year we go through a collaborative multi-step process to uh review uh new high school courses that we'd like to introduce aligned to college and career readiness and post-secary pathways uh as well as any that we would run off the books. So this evening, Jane Willard, assistant superintendent for curriculum instruction, Steve Gerantine, assistant principal of curriculum instruction at Nepville Central, Kira McCann, assistant principal of curriculum instructional North are here uh to present those recommendations. Jane, >> good evening. And we are here again in our fall annual uh bringing courses to the board of education uh for your we're going to recommend for hope for your approval and also some of our uh courses that we will be retiring as well. Uh uh Kira and Steve will go over our
133process for how we determine our courses um to sunset, how we determine our courses to bring into the district and then also how we determine um our the process with our teachers and how we do this with them. So I'm going to turn it over to our assistant principles at the high schools. Turn it. >> Oh, I'm sorry. >> That's okay. >> Thank you. >> Tonight, we are proposing recommendations that are an outcome of cross town collaboration of administration, department chairs, and teachers in conjunction with learning services that has been taking place since February of 2023. As we've shared in the past, at the high school level, we use a course audit process to help define and streamline curricular offerings that best align with Illinois learning standards, industry trends, student interest, and post-secary preparation. This
134process ensures that we are providing students with rigorous courses that prepare them for the next course and chosen pathways, cross-curricular connections, reflect current trends and research, and provide high interest options for students in every content area. It is an expectation that the courses align to career pathways and post-secondary readiness. And it is worth noting that this process is done in the best interests of students and is also fiscally responsible as we look to offer courses based on student interest, employability, and industry demands. This year, our efforts have led to shifts designed to enhance the educational experience for our students in support of expanding our dual credit course offerings as well as the refinement of our IT pathway in programming and software development and progress towards a finance and business services pathway in hospitality. These recommendations
135reflect our ongoing commitment to maintaining a dynamic, relevant, and impactful curriculum aligned with our profile of our learner competencies. Dr. Dr. Geratino will share more about the specific corresponding course recommendations and removals listed in board docs. >> So the process that Kira just outlined uh has led us to the recommendation of three semester long courses and one fullyear course resulting resulting in the sun setting of five semester long courses. First introduction to hospitality and culinary arts will replace culinary arts and nutrition one. This new course expands the focus to include hospitality fundamentals, service and management alongside culinary skills, creating a stronger industry-line pathway that serves as an entry point for our hospitality and tourism pathway. Next, we're introducing blended software engineering, which will replace software engineering one and blended software engineering 2. By consolidating this
136content into one year-long class, students will explore advanced data structures, software engineering processes, and application development frameworks in the first semester, culminating in a second semester work-based learning experience where student teams will collaborate with stakeholders and develop software products. Finally, we're introducing English composition one and two, which will replace honors senior rhetoric and blended honors senior rhetoric. These courses align directly with college composition standards with comp one focusing on rhetoric, audience, and purpose in v various writing projects and comp 2 building on those skills through inquirydriven research projects and meaningful source integration. This ensures our students graduate with the advanced academic writing, research, and critical thinking skills needed for success in higher education. and we're pleased to note that both courses are eligible for dual credit through Cood. Collectively, we believe these updates will strengthen
137academic pathways, deepen student engagement, and enhance preparation for life after high school. We're happy to answer any questions you may have about these recommendations. >> Questions from the board. Amanda, >> I apologize. I did not send this in advance. This is just came to me as you're sharing. Um, overall really like the changes. Uh, they seem like basically just like upgrades to help align more like with the the career components. The only thing I was just wondering about uh with the hospitality and culinary arts, it makes sense why you're adding in more of that hospitality component, but what happens to the nutrition component? because I know that u food sciences and health and nutrition is um you know an area of study that that a lot of students are interested in. So did that that
138get tied up anywhere or brought in anywhere? You know what I mean? >> I think we're just trying to be very purposeful about taking what we already know is working very well, but also building in that hospitality component and allowing students to make course selections, let's say, after this option that we've just uh discussed um to see where areas of interest might lie beyond the initial entry point. So, it's it's still an area of focus knowing that the nutritional aspects is something that we want um especially our seniors who are moving on to uh things beyond high school that we've made some some shifts to our um existing offerings that have more of a nutritional focus to it. So, yes, that's still a a critical aspect for the work that we're doing. One thing that
139we have done um kind of similar for um probably about 14 years ago now when we had a standalone speech course, right? We embedded that within all of our English courses. So right now all of our culinary upgrades will in does include nutrition right along with that. So it's a great question. We want to make sure it's in every one of our classes. >> Joe Yeah. Um, first a couple of uh comments. Just I I really appreciate the uh thoughtfulness that goes into this process and and um the you know course enhancements that keep on uh that that uh you know keep coming through every year. um you know the the rhetoric to the English composition um you know when I'm advising freshmen at my university I'm seeing a lot of students coming in with
140the dual credit uh you know English one or English one and English two and you know having that uh being offered here I think is a great advantage um for the students um the the uh blended software engineering I do have a a question about this really looks like an amazing experience for the students. Um, what kinds of prerequisites are there for that course? And then is that something that they can take kind of in the middle of their high school career and they can uh kind of spin that into an internship or something later on? >> I was answering the first part, I'm sorry, the second part first. Yes, I think it's something that they definitely would be able to turn um into an internship experience knowing that we're building that work-based learning component
141into the second semester of it. Um in terms of the um prerequisites, I think what one of the things that we're trying to do with this course too is just open it to as many students as we possibly can um knowing that there's interest within this field. Um, so in terms of prerequisites, it's it's readily available and open to um, students of select grade levels. >> That's great. I I the access to something like this, I think, is really uh, really incredible uh, in a high school. So, thank you for your work on this. >> Holly, >> I apologize. I didn't send this in advance. Um, but to be eligible for for dual credit, what are the standards students need to meet so they can get that credit? Um, typically with the College of DuPage,
142there are a few parameters that are in place. It depends on the nature of the course. Sometimes it can be flexible, but typically the students are juniors or seniors. Um, there is sometimes a reading placement score that they can qualify with assessments that we give or in other measures. Um, and then it is an expectation if they enroll in the course that they enroll in the D dual credit component as well. in our courses must follow the syllabus and guidelines from COOD. So what we find is we look at before we even decide if we're going to take the dual credit, we'll say, "Okay, we have this composition course. Do you have something that would be possibly similar?" They'll send us their syllabi. we have to ensure that we um keep the rigor the same
143whether it's with COD or with an with a four-year university or another community college and then we also they look at our syllabi they look at our resources um and then they look at our assessments and they kind of sign off and say okay therefore you may we also do have to have in some um with COOD some of our math I would say has a little bit stricter guidelines when it comes to teacher certification than other um departments. So we will work through that as well. Um and so that there are some requirements that we must have in place. They just can't give us dual credit for any course. But our students are finding dual credit um is just as um meaningful when they go post-secary as AP because the portability is there. Um
144it's a transcript. Uh and so a little bit different than AP because at AP there are if we go out of state it some universities and colleges might say we we might not um take that but for our dual credit because it's a college transcript they take those. So it it's good return on your investment. >> Thank you. That was really enlightening. Other questions? >> Melissa, >> um I would like to thank you going on the dual credit. I think that that's a wonderful opportunity for the students. Um so talking to parents and students and having my own child do it. um and going to my son's a senior so I went to North's um presentation and I think that and your comments are important because I know that there was discussion with AP classes
145versus dual credit and I think that the leaning towards the dual credit is nice because I think that they transfer better than the a the AP courses there's still a place for AP classes but I think that this opens it up to so many more students I think it, you know, our parents enjoy it because this helps with finances down the line. It's very expensive these days. So, if they can get that under their belts and another thing I think it does is the students that take these courses, it allows them to feel like they can be successful beyond this. And I think sometimes there's students that might not think, you know, kids, and I know high school students wouldn't like that, a lot of times have that like if that image of if I'm
146smart or not, or maybe certain options aren't available to me. But I think as we broaden out those dual credit and kids take that and they realize they're taking a college level class, I think it's going to um make them feel like they have more options. I think it's going to make the transition to after, you know, if they decide to go on to a college or anything else that they realize that, you know, they have that potential. So, I I would really like to say thank you so much for doing more of the dual credit classes. >> So, um I I'll I'll build on that last comment. I you know, you know, you guys always have me at dual credit. That's I think that's phenomenal. Um, and uh, as uh, Melissa just pointed out,
147it's it's great because it helps to build confidence in the kids that they can succeed. And I think that's an excellent point. Um, the other thing that for me, it means that when they get when they're in college, that's one less thing that they are required to take. So, it frees up and gives them an opportunity to take other things. And so I just wanted to commend you guys on continuing to look at ways to have our kids earn um these credentials earlier on because it opens up so many doors for them. Not only the confidence build as Melissa mentioned, but then also the opportunity for them to explore other things and not have to worry about paying for that other you know and so it just is allows them to it's some more flexibility
148when they when they hit their college campuses for those who choose to go. Yeah. So great stuff. Any other uh comments questions? Looking for board approval of the November 3rd meeting. >> Thank you. Thank you. All right. Item 9.02 and Neighborville North High School scoreboard scoreboard proposal. >> Okay. There's a memorandum loaded in board docs from Dr. Cohen. Uh Dr. Cohen's bringing forward a recommendation on behalf of uh Neighborville North High School and the installation of two video scoreboards. Uh memorandum is in there. Dr. Cohen, uh any additional comments to make? >> I'll just entertain any questions. >> Okay, questions from the board. Mark. >> Yeah, thank you, Charles. Um one one thing I just kept on thinking about is that it seems, you know, we're getting this this asset from this company. I don't
149know if we need it or not, but you know, I don't know how good what we currently have is is is doing the job that it it should do. Um, but we're getting this asset. We're we're getting no money from it. Uh, unless we provide them with a reference and that reference, uh, agrees to advertise. And then this is for 10 or 15 years. So, it seems like it's a very long time. Um, but then as I thought about it, I said, "Well, how often is it getting used?" Um, do you have any idea how many hours a month this would be in place? Because then I can better understand the um the investment that the uh the scoreboard company is making in 203. >> It'd be in every athletic contest held in the contest
150gym. So this would be uh everything from a dance invitational uh the the show choir event potentially all the way through um you know every you know a freshman basketball game uh you know boys girls doesn't matter. So it would be used probably several days a week >> for several hours of time. >> Yeah. >> So and that just for >> multiple hours too. I mean I'm thinking about I was at Crosstown volleyball the other day. We've got JV, we've got varsity, we've got him. >> So given that there's going to be so many eyeballs, so to speak, on this display, shouldn't we be getting more in return? It it it just seems to me that, you know, we're we're we're getting Yes, we're getting a state-of-the-art today uh scoreboard, but it doesn't seem like
151we're getting any of the monetary benefits uh an income stream from it. the um another and it's not detailed exclusively in the memo is um they're also providing all the video editing software all the the programming that goes with the video boards. Uh so that ongoing licensing is also part of the deal. Um that the John Pereo describes as like the Ferrari of video board software which I am I about this much know about software for video boards. Um but the uh really we have a video board installed at Napil Central and these video boards are starting to pop up all across the DVC. Um this is an opportunity to get this you know probably what is well over 200,000 by the time you factor in the um licensing over the course of the time
152that we have the board plus the the boards themselves. Um, yes, they are going to make money on on the on the board, but they are also handling all of the rotation of the ads, all of the solicitation. All of that is done for us. It is a service. Uh, if we chose to go out on our own, let's say, and sell ads, we'd have to hire somebody to manage all of that, right? So, you know, there's there's a personnel cost to them to manage that behind the scenes part of the rotation of the ads. Uh, that's all taken care of by by schoolboard media. So, um, yes, there's there's could be a revenue stream that we're not able to capitalize on, but that is the that is the risk that they're, you know, that's
153the their reward for taking the risk of making this upfront investment. >> I'm not so confident that I want to be in the solicitation for of advertising business anyways, right? So, having them do it, I think, is a benefit. But then I think there's also a couple other things that I I I think are worth mentioning and it's not one of the things is noted in the memorandum. The Illinois High School Association has uh implemented a shot clock requirement uh in gymnasiums for high school basketball and so we already have to do electrical upgrading and scoreboard upgrade uh in order to be able to do that. So um to be able to get this at no cost to us other than some of the electrical work I think at a time when we've looked at
154our our financial situation and projection uh and thinking what are some alternative creative ways in which we can pay for some of our expenses so we can ensure that we're you know putting money more into the classroom and you know into other places I think is a benefit to us. Um so I I that's I I see your point. Um, but you know, we also don't want to be necessarily in the um, not a prof a for-profit, so to speak, right? So, >> got it. And I think you also mentioned that the uh, I think this was in a response to a question, the boosters at another school uh, that implemented this program. They got $7,000. >> So, this is preliminary there. It's another district that had both indoor and outdoor video boards with this
155company. Uh, and yeah, the their portion of what they referred was was pretty significant, but um that that may come at the initiation of the contract. I'm unfamiliar with that district's terms with schoolboard media. Uh, so I I don't want to speak too much about about a contract in another district, which I don't have all the details on. >> Got it. But as far as our boosters are concerned, they understand they have to bring advertisers to the table in order to get >> the 25%. >> Correct. Well, and really that the the check is going to be written to the school district. This is not a booster fundraiser. I want to make sure that that's um you know that that's said. Um certainly the boosters will be instrumental and you know the their school would
156be the one re receiving the benefit but that check comes back to the school district. >> Um you know if part of that check is just to offset the electrical costs of upgrading our scoreboards and the data lines have to be pulled. um you know part of that you know that those first couple checks will be to offset that cost to the district and it will truly be then u a a strong net positive for us from a financial lens. >> Scoreboards inside and outside have typically been something that our schools have asked the boosters to contribute to. So there's a a net positive for our boosters and not having to be asked to fund raise or to to install this cost. >> Got it. Thank you. Appreciate it. Um Melissa and then Amanda. >>
157Um I guess I want to echo some of Mark's concerns. Um I I would like to see I think some things are missing from the proposal. Um the condition like you mentioned of the scoreboards. You mentioned that there was uh a cost to upgrade the electrical work. It would be nice to have that included so we know what we're comparing financially. I mean, that could not be a relatively big expense necessarily, but again, just to have that data. Um, I'm going to say my concern about this is it reminds me of the parking meters in Chicago where the district the city sold it to outside for a long contract, basically gave it away and then they didn't reap the benefits and they were caught in the agreement. And so I have concerns. It does not
158seem to be financially. If this is valuable to them, then you know, should we just give that away? And then another comments that were made is, you know, we are getting into the advertising business if we do this. We're just not collecting the money. So, and we lose agency over what goes on there. And to be honest, I would rather see um you know, proposed other highlights of the district. Maybe we share information, maybe we highlight good things, success of the districts, maybe employees, students. There's a lot of things I'd like to see our public schools and when our students are in there that we stay focused on that we promote us that we don't give away and then make it an advertising that our students are essentially we're trapping our students in there to
159watch their advertising with no real benefit to us except for a scoreboard which we have and quite honestly we could I'm sure we could afford the upgrades. If I can really quick, thank you for your questions and um Dr. Cohen and I will work with John on answers or some of it at least in terms of terms of conditions and things like that. I just want to be clear about one thing that I said about not being in the advertising business. I don't want our staff to be in the solicitation of the vendors to be to be put. So that's the that extra manpower part. So that being said though, then there is board policy uh already in place in regard to the advertisement on what can and cannot which gives us the right of
160refusal on any particular. So we we do maintain a level of control over what advertisement it is on there. So >> just a clarification I I understand that was your intent but my belief is that we're still in the advertising business that we're splitting hairs. That's just a we can agree to disagree. >> Splitting hairs. I was just clarifying my comments. >> Okay. I'm just saying that you were referencing my comment and I meant it that by allowing to have those advertisements in there, we are quite actually in the advertising business. >> Amanda, >> my question was kind of around the advertisement, so I'm going to expand on it. Okay. Um, so you already answered the one that I had sent in advance, but so we do have oversight of what is allowed or not
161allowed, but do we know what they're targeting? Like are they going to be targeting local businesses or are they going to be targeting McDonald's or, you know, like corporate components? Um, and then are we allowed to add our own stuff kind of like what Melissa said in regards to pro um promoting our district and stuff like that as like kind of add-ins as well? Like are we allowed to include that for free? Um, so I'm just kind of curious about like what is the agreement around sharing the what's visible to our students if that makes sense? >> Yes. So there I think there are three parts of that question. I'll try and answer all three of them. Uh the first part as far as the advertising itself uh in speaking with the representative what they're
162looking for they're in advertising to this particular group people attending their their child's athletic event they're targeting family decision makers. So that's where you see some of the lists of some of the you know ones that Downers Grove is using like you know automotive dealerships or professional services like dentists uh you know things of that nature. So they're they're really targeting they're targeting parents with the advertising for things that parents would ordinarily you know buy for you know you know buy for their or purchase uh services for their students or maybe you know vehicles, insurance, things of that nature. Um there's an entire classification of of businesses they do not and will not pursue um because of the fact that every board policy you know one of the the policy u on advertising in section
1638 is pretty standard IASB policy. So everybody has a policy with regards to what advertising can be there. The third question about what students see when we use the video board for assemblies and things of that nature. The advertising is not there. This is will only be during extracurricular athletic events. So if we're having assemblies and they have a video, you know, somebody's got a, you know, student has a camera because they're, you know, putting it up on the video board like what, you know, like a relay racer and, you know, homecoming pep assembly, things of that nature. No advertising would be shown. And then finally, yes, we can put whatever we want on the video board. The advertising itself is just like a banner. If you've, you know, prior to video boards, you would
164oftentimes see scoreboards that just had solid static displays with advertising for, you know, this business or that business. Um, this is be a dynamic banner either at the top, the bottom, maybe on the side, but we can be controlling all of the content on the remainder of the screen. So, you know, if we wanted to advertise the upcoming, you know, fall play or we have, you know, next week is the pack the place for, you know, the cross town game, etc. that that's totally within our control. >> So, it's kind of like a >> just like if you were if you were if you were on a website, if you were let's say you were you were online reading the Chicago Tribune and there's a banner across the top advertising a particular company or service.
165>> Um, generally, you're not going to see your large corporations advertising in high school gymnasiums. It's usually going to be your small local businesses that are looking to try and contact that that particular audience. And that's what they're locked in for 15 years. >> 10. The reason like I'm just picturing like, oh man, you remember when we could do subscription services before their ads figured out how to get in there and those commercials like it was so great not having to watch commercials when I watched Hulu or whatever. And now they're everywhere. Even when you pay for it, it's so annoying. And so that's why I was just like wondering if like, okay, we're going to have to sit here before the game and watch a 15minute commercial by KMED. I don't know. I nothing
166against CarMED. Okay. Sorry. But I just wanted to just an example. >> Um you know that's all I want to be clear. Thank you. >> Yeah. And and really we bring that I bring this forward. This an opportunity that because this this particular company is expanding in our area. All three of the district 204 high schools have agreed. I do uh to do this and I think one my memory is failing me which one has been completed and the other two are in the process of being installed. Um downers has it. You know, by the time you add in the the actual installation of the board, not our cost of upgrading the electrical and data systems, but actually hanging the board, the lensure and the um the boards themselves, it's probably about $250,000 all in.
167Um we could be looking, you know, we could just ask because Central already has this technology for the board to take that money out of fund balance to try and create parity in the facility. we could let there be an you know that lack of equity to continue or we could you know this is just a creative way to try and find uh revenue which wouldn't you know that 250,000 could be directed then towards any number of the other projects that Melanie has. So um it's just a neat opportunity with you know to to jump in with some of these other districts around us. They're working with the same vendor. Um I was actually talking with Jackie Thornton today like you know what about central and what if the what if down the line the
168revenue that comes in because we are making refer you know making referrals what if that is significant could central participate and add you know another board to their gym I said well we can always you know discuss that if the board chooses to approve this and then if in a year or two we've decided that this is something we really like and it's working out well then we could talk about that but um no it just it's an option it's it's our recommend recommendation to upgrade the upgrade the gym at no cost to the district. So >> Holly >> um I share some of the concerns about you know I think we are a public educational institution and this is commercializing our students, our community members, our families as a commodity while they're sitting at
169a game. Um, and I'm concerned about the idea that it's we're selling another screen to be held captive to be watching another video more more time in our life. Um, and I have the similar thoughts because it was the same thing with the tollway and parking tickets. If you can make a profit off this, you know, maybe this isn't the best deal for us. Um, but I did note in your response to someone else's question, noting that the district reserves the right to reject, alter, or refuse any messaging from advertisers or sponsors. How would that work? like how do you envision that or do we have somewhere else with advertising where we do that kind of walk us through that process and how we do that and not being like content based restrictions we are
170public institution how we balance that >> it's really what's being written into the contract or what the the contract's been proposed is board policy our board policy on advertising inside of you know inside of our buildings for athletic events already contains that and so um because they work exclusively with school districts this this organization, they have that sort of standard ISB policy baked right into the into the contract. Um, so if there was a let's say let's say a business chose to reach out, but it's a business that has just terrible ratings maybe on uh on uh you know for their services, business better business bureau complaints, etc. You may decide no, we don't want to have that business advertising in our school as it would be seen as an endorsement of a business which
171may be controversial. We would have the right to pull that ad. So, is there an example of when we've done that or how that process how that comes to someone's attention or how they're reviewed so we could do that if necessary? >> I don't know of any, but what I can say is that the previous there was an agreement entered some time ago. I believe it was a little over 10 years ago at Neighborville North for their scores table and there was a display there and those ads have been managed by an outside company. This is not new to Neapville. Neighborville North has done this before without any sort of controversy. Um it has been something that's been uh you know the scores table is actually going to be retired very soon. It's sort of
172falling apart. Uh so we've reached the end of the useful life with that agreement. It was a different vendor. Uh however this is not without precedent. We have done this before. Uh and the scores table actually being a much lower value item than some of the video display boards uh that they're proposing to install. >> Melissa, another question. Yeah, I just want to reiterate it'd be good to see the actual numbers. Um, and then one of the other thoughts is, you know, there's not a pressing need to do this right now. And if it's just being initiated at other districts, it might be a good idea to actually see how it pans out and we can get ahead of those problems. And then I would like to see for the next meeting an actual contract
173of the co a c copy of the contract that has the specifics and the conditions so we know exactly what we're agreeing to. Also reviewing those contracts I think helps us to understand it might trigger us to ask questions or think of conditions that we haven't considered. So again before we agree to any contract I'd like to see exactly what the wording and the specifics are if you could provide that. Is that something you can provide? >> I haven't. Yes. >> Yeah. If you could provide that for us, I'd appreciate it. >> Thank you. >> Other questions, Joe? >> So, I I just want to get um uh clarification on a comment that was uh just made. Um if I understood a your previous comment uh going to the shot clock in and basketball uh
174we our current scoreboard does not have the capacity to to do that and we h we have to upgrade the scoreboard one way or another. Is that correct? >> Either that or purchase separate shot clocks themselves. It's the electric to be able to do that that's being need to be taken care of. So the the regardless the electric at a minimum has to be done no matter what. Okay. Um yeah. Um and I think uh I appreciate the um the the scorers table uh example. Um and you are there other places in the district that uh have similar uh sorts of uh advertising? I mean, I I'm I'm just kind of thinking about um you know, is this really are we really moving into new territory or is this just kind of uh you know,
175building on things that are already going on? And and maybe a banner is even less um kind of obtrusive than uh you know, an ad on a scores table. I don't know about advertising per se, but you know, we have we have exclusive agreements with any number of our vendors for, you know, for example, our beverage uh vendor requires that we serve certain beverages and we, you know, in our cafeterias once we sign that agreement um you know, whether it's Pepsi or Coke, etc., when when those change. So, we do have agreements with vendors that are similar to that, but I don't have a list readily available of what advertising agreements we have. other questions. Okay. Um I have a question and I kind of kind of sent this ahead but uh I'm going to
176modify the question slightly. Um and that is around uh and some of my other colleagues have already brought this up just the $152,000 plus I know other costs etc but that's the number I have so that's what I'm going to go with. Um, it seems like that's a really good deal for the advertiser because over 10 years that's $15,000 of advertising sales or that they have to make a year roughly, right? In order to recoup their investment. I'm just curious, do we have any idea how much revenue something like this generates in advertising sales given the the demographic, given the eyeballs, given the, you know, all of that stuff? What what that would look like, like the real estate that we have in our building, what that is actually objectively worth in terms of the
177amount of advertising revenue that would just generate. >> I don't um and that would I can't imagine that that would be something that would be constant. It could fluctuate. >> Um, you know, especially during, you know, if we you know, if all of a sudden there were an economic downturn, I could only imagine that they could be left, you know, still paying off video boards, maybe not seeing that revenue stream. I don't know. Understood. Uh my my other my other question is would it be possible to get some kind of a sense of you mentioned the scores table and there's a deal that's been ongoing for that. Just getting a sense from that vendor of how much revenue they generate. I mean the deal is a deal at this point, right? So there's no downside
178for them telling us how much they've generated from that. U just to get a sense of what does the market value that real estate at. Just to get a sense of are they getting a really good deal? Could we negotiate for more? get some kind of a you know lower percentage higher whatever um have them cover the cost so we don't have any costs at all electronic maintain whatever just to try to get a sense of benchmarking it to understand what that's that's worth >> I can work on that I'm not sure how readily available that information will be but I can look into it >> okay just that's just the thing that strikes me just looking at the number I'm like wonder if it doesn't sound like a lot of money so for them
179anyway okay other thoughts thoughts, other questions? Okay. All right. I assume this will come back next time for with action. Okay. Awesome. Thank All right. That is item nine. Here we go. All right. Okay. Item 10, uh, discussion with action. Uh, item 10.01, we have a censure resolution. So I have a couple comments to introduce the topic uh and then we'll um go into it from there. All right. So the item 10.01 is censure resolution. Uh the motion that we're going to take up this evening is to approve a resolution censoring one of our own board members. Before we take up the the motion, I want the public to know that the board has been working with the Illinois Association of School Board uh ISB for over two years. And this is the second censure
180resolution that we're acting on within this calendar year. Uh this particular board member has continued to refuse to adhere to board policies, the board agreements, the IASB code of conduct and principles of ethics applicable to all board members despite a series of progressive steps including the last censure resolution which was issued back in January and a subsequent private letter that was issued in April. These policies, agreements, and principles are more than words. They are the rules that we as a board must live by in order to ensure an environment in which the district students can thrive academically. All that we do as a board must have the success of our students at its core. And these rules are designed to keep us on track toward that objective. As the ISB will tell you, a school
181board as a body must ensure that all its members adhere to these rules. Again, we have tried for over two years to address this issue with this particular board member utilizing the tools and procedures prescribed by the IASB and contemplated in the Illinois school code and our policies. This resolution is another step within a progression of steps that a board must follow to correct the conduct of one of its own in order for the board to fulfill its fiduciary duties to this school district. We take up this notion with a heavy heart and regret the necessity of having to do so. However, we do so to fulfill our core objective of acting in the best interests of our students. So, with that, um, I will entertain a motion to approve the resolution censoring board member
182Kelly Black for unprofessional conduct detrimental to district 203. >> I move to approve item 10.01, the censure resolution. >> Second. A >> motion and a second have been heard. um discussion or questions. Melissa. >> Okay. First, I'm going to I did not find out about this till uh the agenda came out. There were no discussions prior to this regarding the censure. So, my comments are not as well founded like pulled together as much as I'd like to. I'm going to try to read the comments. Um, I'm sorry if it doesn't sound eloquent. Uh, I certainly did not expect when I decided to run for school board and volunteer my time for education, which I love in our community, that this would be occurring. Good evening. I would like to make a statement for the record
183regarding the proposed resolution to censure me. This resolution is procedurally improper, possibly legally unsound, and unconstitutional. It is not based on verified facts or due process, but rather it represents retaliation against me, an elected official, for exercising transparency and fulfilling my oversight duties. First, the resolution process lacked a fair due process and appears to be retaliatory. The proposed censure was drafted and circulated by Mr. Kush, Miss Girky, Mr. Bridges, and the board attorney without the knowledge or discussion with the whole board, violating Illinois school code that requires boards to act collectively. I was given no notice, no hearing, no opportunity for defense before the resolution was drafted and circulated, which violates the basic due process principles. Taking punitive action without fair procedure undermines both the law and the public trust. Furthermore, the document demonstrates that
184the board leadership in the board attorney had already determined willful violation prior any investigation or re rebuttal showing biased or retaliatory intent. Second, the board does not have the statutory authority to punish or remove an elected official. Under Illinois State School Code, only a court or the regional superintendent may remove a member for cause. I have heard no complaints or concerns from the regional office of education or any other governmental agency regarding the previous censor or other complaints. The board threatens removal under board policy 6260 is both misleading, possibly unlawful, and potentially defamatory. Third, I acted within my constitutional rights. Most of the allegations relate to my public statements, which I shared concerns about transparency, finances, and collective bargaining. Those are matters of public concern protected under the First Amendment in the Illinois Constitution. The
185Supreme Court has been clear. Elected officials cannot be punished for expressing dissent or speaking out on public issues. Transparency and oversight are not misconduct. They are my sworn duty to the taxpayers who elected me. Let us be clear. The district has no documentation documentation proving disclosure disclosure of confidential details regarding the district's use of disparagement and false comments. Disagreement and criticism do not constitute disparagement. The board has provided no evidence that my statements impacted negotiation outcomes. The public has a legitimate interest in the transparency surrounding the teacher contracts. So my remarks fall squarely within my fiduciary duty to taxpayers. My conduct aligns with the IASB's own code of contact clause to represent the entire community and ensure transparency of district district operations. Fourth, my fiduciary duty is to the public, not to preserve the administration's
186comfort. Board policy requires members to safeguard district assets and promote accountability. That means asking difficult questions about finances, data, and equity even when it makes others get uncomfortable. It is required of school board members. Again, the residents of this district elected me to to ask questions, to seek transparency, and to serve with integrity. Silencing elected officials for speaking truthfully does not build trust or unity. It erodess it. Therefore, I am requesting an independent investigation by the regional office of education or the Illinois State Board of Education to evaluate whether the board's repeated centers and unfounded accusations constitute retaliation under the Illinois whistleblower act, whether the board leadership engaged in the misuse of power by weaponizing censures and unfounded accusations to silence a dissenting elected official. I will not be intimidated out of fulfilling my oath
187of office and obligations to the residents of our district. Thank you. >> Other comments from the board? Amanda? >> I also prepared a statement. I chose to run for a seat on this board because I care deeply about the success of every student in our district. My goal has always been to support a school system that is transparent, inclusive, innovative, and committed to best practices. I believe in the power of public education and the responsibility we share as a as board members to uphold its integrity. Serving on this board is a privilege. It is designed to function as a unified body. Seven individuals bringing diverse perspectives to the table, engaging in respectful debate, and working collaboratively to guide the district forward. While our individual voices matter, our strength lies in the collective commitment to the
188district's mission. It is with a heavy heart that I express concern over the ongoing conduct of Miss Kelly Black. It appears that her approach to board service has increasingly centered on personal grievances rather than the broader needs of our students and community. Repeatedly, our meetings have been diverted by claims of unfair treatment and demands that fall outside of established protocols. These moments have shifted the focus away from students and district priorities and towards individual narratives that do not reflect the full picture. I want to acknowledge that every board member has the right to ask questions and seek clarity. However, when those efforts consistently result in public criticism of our superintendent, mischaracterizations of board processes, and the sharing of confidential information on social media, it becomes difficult to maintain the trust and cohesion necessary for effective
189governance. The suggestion that the board and superintendent are working to silence Miss Kelly Black is not supported by the reality of our meetings where she often dominates the conversation. The concern is not about silencing a voice. It's about ensuring that all voices, including those of our students, staff, and families, are heard and respected. I was particularly troubled by the public sharing of sensitive information during contract negotiations which was later echoed in public comment. These actions have real consequences and undermine the collective collaborative relationships we work so hard to build. Now, Miss Kelly Black has stated she will wear this censure with a badge of honor. I respectfully ask, what message does that send? Is it one of accountability and service or one of defiance and division? We must remember that our role is not about
190personal recognition. It's about stewardship and responsibility. Thank you. >> Other comments, Mark? >> No, thank you, Charles. And I I also have uh some written comments. Um this is not an easy moment for any of us. Uh, I want to start by acknowledging that I know Melissa personally and I appreciate the role she played in encouraging me to get involved and serve this community. That makes this vote even more difficult. But as board members, we have an obligation that extends beyond personal relationships. We are entrusted to uphold the standards and expectations that make this board effective and worthy of the public's confidence. When those standards are repeatedly disregarded, the board has a responsibility to act. This censure is not about differences in opinion or perspective. It's about conduct that undermines the board's ability to function
191and erodess trust in our work. I don't expect this action to change anyone's views. What it does is reaffirm our collective commitment to the norms and professionalism our community deserves. I hope that after this step, we can move forward, restore focus, and return to the work that matters most, supporting every student, educator, and family in our district. Thank you. >> Other comments, >> Joe? >> Yeah, I'll I'll just um make a few comments. Um, so I'm I'm disappointed that we're back in this position. Um, I I really hoped that uh there would be some changes after the January censure um and after the uh additional letter that uh went out um you know in in the uh intervening time. Um, and I'm disappointed that these uh Facebook posts and and uh things keep getting uh
192made um that violate the terms that were in that initial centure, the the uh asks that were in that initial uh centure in terms of modification of behavior. um especially when it came to things like uh you know some closed session business, collective bargaining and such. We were voted in by the community to handle the the the confidential business that needs to be done of the of the board, right? that there collective bargaining isn't a a public vote, right? The public voted us into and trusts us to be a voice for the community and to use our judgment in making those decisions uh behind closed doors when needed. Um so it it was really um uh disappointing and concerning to me um that this behavior has persisted and um I hope that you know we
193can move forward and uh you know find a more uh you know positive place to to uh go from here. Um, so yeah, I'm I'm disappointed that we're back here and um I I do support the uh central resolution uh a second time. >> Holly. >> Yes. So, as a new member of the board who wasn't here for the last centure, it was something I was aware of when I was running and something I hoped as a new member of the board, we might be in a situation where we'd have a reset um you know, two new people learning um building new relationships, being open to, you know, a new start for everyone. So, I'm disappointed um that this is where we're at. Um, two parts of the resolution that I really want to focus
194on and are my biggest concerns are when we're talking about duties of the board. A is respect taxpayers interests by serving as a faithful protector of the school district's assets and B is to take no private action that might compromise the board or administration and respect the confidential confidentiality of privileged information. So, especially around social media posts around collective bargaining at a time when the school year had started, there were concerns of a strike, stress for staff, stress for families and community members putting out information implying um facts about confidential information from close session. And that is confidential. The open meetings act applies to us. There are only certain exceptions that the general assembly has codified because the confidentiality is so extremely serious and so important to our fiduciary responsibility when we are negotiating a
195contract are with our largest union group and the most of our budget um is and labor expenses. So as fiduciaries for those expenses when we are negotiating that that is something we discuss in close session and to put out publicly at that time of heightened emotions for everyone information that as a board we cannot respond to to acknowledge or correct because in any way that kind of commentary is either confirming or denying confidential information puts us in a difficult place. And it also all of those kind of posts, they're in the eye of the beholder. So people reading it will read it in a way that was not intended by you or was not intended by us and can be harmful to the board um to the confidential information we hold into those negotiations. So
196that is why I'm deeply concerned um in this case it's the fiduciary responsibility and collective bargaining and the expenses in what we're in our relationships with the NUA. Um, but we are entrusted with extremely serious confidential information in all of our work. And to even allude to any of that content in a public social media post is why I'm so particularly concerned um, and will support this unure resolution. Christine, >> I prepared a statement also um to to read. When sitting at the board table, my thoughts, questions, and comments are always be on behalf of the community. Tonight, I want to emphasize that I am addressing all members of our community directly. Miriam Webster defines censure as a judgment involving condemnation, the act of condemning sternly an official reprimand. A censure does not mean that
197we, the board, are merely mad at our colleague has, as has been alleged. We are taking this highly unusual step a second time because the willful actions and behavior patterns of our colleague are egregious. Not only have previous poor behaviors continued, dulging confidential information that harms the district has now been added to that list. It is ironic that the words accountability and the term fiduciary duties are thrown about freely from this board member when it is clear that there is an unwillingness on her part to not adhere to our policies, oath of office, code of conduct, and board agreements. It seems if the board member doesn't like if the board member doesn't like the rules, those rules can be ignored. This is not a buffet. Take what you like, ignore what you don't. A board
198must commit to selfmonitoring. It is one of the six foundational principles of effective governance. We are continually reminded through all of our training and continuing education that we have to collectively and individually take full responsibility for board activity and behavior. Policy 5120, employee ethics, code of professional conduct, and conflict of interest, begins with, quote, "All district employees are expected to maintain high standards in their job performance, demonstrate integrity and honesty, be considerate and cooperative, and maintain professional and appropriate relationships with students, parents, guardians, staff members, and others." End quote. While we are not paid district employees, we must absolutely adhere to the ethics and code of conduct that our policy demands of our employees. Furthermore, we have the same high high expectations of our students. We cannot expect others to follow rules that we do
199not. Leaders do not lead from behind. Each of these actions has been a distraction. To be accused of being a bully is quite ironic given only one board member continues to disparrage this board and superintendent repeatedly on social media. Our level of governance is continually recognized by our state association and is viewed as an ideal for other boards. I do not I do not say this to be boastful. I say this because it appears some would have the community believe that this district is failing and that is simply not true. Neighborville 203 is not recognized locally at the state level and nationally because this board does not hold the superintendent and his dedicated staff accountable. To s suggest otherwise is essentially saying everyone has been duped and not able to see the truth. If the
200board is not holding the superintendent accountable, would our students achievement levels have been recovered from the pandemic? Would our students have a multitude of programs to explore? supports that help them achieve their goals. The board's goals are closely aligned with and reflective of our community's aspirations for our students. This community is smart. I ask them not to be distracted by those who seek to dislect from their own willful and continued poor behavior. I ask them to consider these two questions. Who is the one harming the district? Who is not serving our students? I will once again support the censure resolution before this board. It truly is my hope that the destructive pattern of behavior will cease and all of our attention can be focused on why we sit at this table and that is to
201prepare best prepare our students to achieve their dreams. >> Okay. Um I also have a document with comments. Um um I am disappointed and saddened that we find ourselves here again. We make many decisions as a board and while none are taken lightly, some are heavier than others. This one falls into that category for me. When we did this back in January, I was hopeful, optimistic even, that given the gravity of the situation, we would move on and never be here again. Unfortunately, the violations and detrimental behavior outlined in the prior censure have continued. Because of that, because we have a board member who continues to violate those directives, we find ourselves here yet again. In its foundational principles of good governance, the IASB states that one of a board's fundamental duties is to take
202responsibility for itself. That means addressing issues within our own membership and not shying away from holding ourselves and each other accountable. The ISB also makes it clear board members must abide by majority decisions of the board and when we disagree, we are to seek change through ethical constructive channels. I want to be clear. This is not about a difference of opinion. This is about the failure to seek change through ethical constructive channels when disagreeing. These guidelines are not optional. They are commitments we agree to when we took these seats. Our community and most importantly our students need to know that we will not turn a blind eye when these principles are violated. We will take the steps available to us to address these behaviors every time they arise because failure to act is complicity. It
203suggests it's okay when it most certainly is not. We do not undertake this action rationally but rationally as a necessary step to provide direction and correction. These behaviors undermine and distract from the work we are here to do. I'm in favor of taking appropriate constructive steps within our policies so these behaviors cease and so that we can return our full focus to the real work before us. So a motion and a second having been heard I will ask Mrs. Patton to call the role. >> Excuse me. I'm not allowed to respond. >> This is not a debate. Everyone has spoken. >> I would like to be on the record and say this illustrates. >> Please call the role. >> Exactly. Gerky, >> what I'm saying? >> I >> Kazinski >> I >> McMillan >> I
204>> Winsky >> I >> Kelly Black >> nay >> blastic >> I >> Kush >> I. The motion passes. Item 10.02 5-year facility improvement plan. >> Okay. At the October 6, 2025 meeting, director of buildings and grounds Melanie Brown and Assistant Superintendent for Leadership of School Services, Chuck Fry, shared with the board of education its five-year capital improvement plan. And at that um meeting, we indicated that uh we'd be seeking approval of the FY 2026 2027 um recommendations as presented. Uh any new information to share? No. Happy to answer any questions. Recommend the board approve uh the capital improvement plans present. Qu Mark, >> thank you. Charles, uh, just just have one question. I I I think we have not yet received the um assessment from White & Company for this particular building. So just
205from your information and and and your experience working on the building, is there anything that you have any particular concerns about for this headquarters building that is uh important for us to just understand in the next year's capital improvement plan? >> Um I did get a preliminary report. Um it's not quite finished yet, so it hasn't been shared. Um but uh there's nothing of concern in the next five years. We did replace uh the furnaces last year. Um so that would have been probably high on the list. Um but no, there's nothing that we would expect in the next 5 years for this building. >> Thank you, Melan. >> Other questions? >> Okay, I'll entertain a motion. We didn't do that. Move approval of item 10.02 5-year facility improvement plan. >> Second. >> Motion and
206second have been heard. Please call the role. Miss Patton. >> Kelly Black. >> I. >> Kush. >> I. >> Blastic. >> I. >> McMillan. >> I. >> Cuzinsky. >> Hi. >> Winsky. >> I. >> Gerky. >> I. >> The motion passes. Um item 10.03 it 5-year capital expense plan. So I will entertain a motion. for approval of that plan. >> Motion to approve item 10.03 IT5year capital expense plan. >> Second. >> Motion and a second have been heard. Questions? Seeing none, um, please call the role. Mrs. Patton >> Blastic, >> I. >> Winsky, >> I. >> Kelly Black, >> I. >> Cosminsky. I >> McMillan >> I >> Gerky >> I >> Kush >> I. >> The motion passes. Item 10.04 IASB resolutions delegate. >> Great. So we've discussed this at multiple board meetings and
207I my understanding at the last one we're going to go with all of the recommendations of the uh constitution committee and the delegate committee. Correct. So your only action required to take is to name your delegate. uh that was done initially uh as a part of board appointments. So what we would need is somebody move as presented. I will say what it should say. A motion that Melissa Kelly Black be appointed to the 2025 IASB delegate uh to the 2025 ISB delegate assembly on behalf of Neapville Community School District 203 and that the delegate be granted the authority to vote on the IASB resolutions at the 2025 delegate assembly solely in accordance with the consensus of the Neapville community which is a 203 board of education. Okay, I will entertain a motion. >> So moved.
208>> Second. >> Do we have to We have to specify. >> Do we have to Does the motion me to say what you said? >> I said it. >> Oh, got it. So move. Okay. I'll ask. Got it. Okay. Um Okay. Discussion. Am I to understand that this board just censured me for a second time and each read off a long list of complaints about me that were not substantiated substantiated? And now you are nominating me to represent our district at a statewide conference. >> Is that a question? >> I I guess I'm shocked as it I think it shows that there is a huge disconnect between what you say and how you act. Because if I were so Horrible. Such a that woman I think you referred to me as. If I may be
209wrong, go back and read it. But if I'm all these horrible things, why in the world you're proving my point? I'm not those or you wouldn't have nominated me to represent you. >> So, I have a comment on that, but if someone else would like to comment, >> I guess the way I look at it is we can bucket things. We're we're censuring your behavior in terms of publicly posting on uh social media um in violation of previous centuries. However, you are still a member of this board and we want you to participate as a member of this board and contribute positively as a member of this board. So, I I fully support you being our our delegate to the uh IASB uh uh Congress um to vote on this resolution on our behalf. >>
210Holly. >> Yeah. And I I want to build on that where I view the censure as it's an educational piece. It's a point of something that happened in the past. Um but I think we all want with good faith to go forward and hope that we can continue to you know for example when we do our ASB um work together we've had many moments where we successfully work as a board. I know personally there are points in time where you and I agree and I hope that despite the censure um of that specific behavior and um social media posts that this is an example of wanting to continue to build that relationship um giving opportunities to all the board members to serve and represent the board um and that I think this is a great
211opportunity to represent us to the entire state at the conference. Christine, >> uh, throughout all of the comments that were read, um, each of our comments, there was a a a a hope expressed that we could move forward. Um, so it is in good faith um, that I I do support you as our delegate um, hoping that um, this can be the turning of a page and you you have the ability to represent us um at our statewide conference. Awesome. >> So, just to clarify, you after just censoring me, saying how unprofessional, all of a sudden, a few minutes later, you have faith in me being able to be a good representation of our district as a delegate. Furthermore, I want to bring back that these comments about wanting to move forward. Well, then I
212have a question. After the board leadership, Mr. Bridges and the board attorney filed a criminal complaint without discussing it with the board, overreaching their authority, using taxpayer money to do a personal complaint for Mr. bridges which tend which the outcome was it was unfounded and in response to that before there was even an investigation I was stripped of my committees I was stripped of being able to have an adopt a school and when that was found out and made public that there it was unfounded I did not gain those back so that retribution kept stayed in place and now all of a sudden I can be. This is my problem with this board is there's a disconnect between what you say, what you value, what you believe, and what you state are facts and what's
213actually going on. This makes no sense. It just reinforces that apparently I can be stripped of other other uh board duties and I'm ironically accused of not doing fulfilling my board duties when they've been stripped of me and not given back when they were they that was unfounded. And now after being censured for all those horrible things, 5 minutes later I get to represent you. Interesting. >> Go ahead, Amanda. Go ahead. >> Would you prefer not to be? >> That's let me respond. You know what? I would like to be treated with respect. I think if you censure a person, I'm sorry I'm getting emotional, but if you censure a person, you need to have facts and you need to make it public to the people. You don't make accusations that are not founded. You
214provide the evidence. The first censure, you refuse to do that. You're not providing this public with anything that you have claimed in all your pretty little speeches. And you talk about wanting to work well. I would not let the superintendent send the police to your house the night before our board's self-evaluation and then when it comes out to be unfounded. I would not turn around and censure you and still penalize you. I would not do that to any of you and this is a slippery slope. So no, you should have to prove what you say. And I am working for this public and this is what I want the public to do. go back and watch those meetings because you want to know something. What infuriates me and boggles my mind is every single day
215I am approached by a community member or a staff member who says, "Thank you for asking those questions." Because they have overwhelmingly showed up in this boardroom and said, "We feel intimidated." And that is exactly the actions I see by this board and superintendent to make accusations unfounded, then turn around and go, "Well, we're making you delegate and representative after we just slandered you." Possibly slandered you allegedly and allegedly, you know, you say all these horrible things, but all anyone has to do is go back and watch those board meetings, see Mr. Kush cut me off. Watch today's meeting and see how I didn't even get a rebuttal. There is no interest in this board to get the facts. And where I bump heads with this board is when we talk about data and metrics
216and outcomes. I have heard over and over again, we trust the administration, but god forbid we actually talk about outcomes. Where's my apology for the accusations when the police showing up at my house? And it's being, you know what it's like to be on the front cover to be interrupted watching Netflix and you're on the front cover. If there was anything to this, the regional office of education would have acted or some other governmental agency. But I haven't broken broken any policies, any rules. This is about this board being mad at me and about intimidation. And if you think you are so right, let's have an investigation. But I can guarantee you, you'll never have an outside objective in investigation. And if we were to do that, that would actually get to it would actually
217straighten the situation and get to the truth and the facts and we could move on and then we could build unity. But don't talk about building unity with me when you lie and throw me under the bus. That's ridiculous. And you know what my message for those students out there is to stand up for your legal rights. If people accuse you something, make them prove it. And don't go around. So, you know, making such accusations without knowing and proving what you're able to do because you hurt reputations. Sounds like you got your rebuttal, but I asked you a specific question about Okay, I'm not going to move forward. Okay. Thank you. >> You have a comment? Go right ahead. Any other comments? Okay. So, I have a couple of things that I would like to
218specifically address. One, um, the central resolution with the lack of evidence that you claim is in it is in board docs. It's been loaded in once the resolution was passed. It is now a public document. And so, anyone who has access to it, including all the information that goes with it, is in there. That is part of the procedure. So, you get to see everything that's in there, which by the way, you've seen already. It's the same document that you got on Friday. >> And it lacks evidence. >> Okay. Well, it's there. The public can make that determination. So, you can try to convince them all you want, but they'll all get to see it for themselves and make their own mind up. Okay. About as transparent as it gets. That's one. Two. Um, you
219mentioned the idea of uh how could we make you the board delegate? One, I think that I the way the way I look at this is really simple. you were elected by this community, which means you have a right to be sitting in the seat you're sitting in, which means you have the opportunity to be able to represent this board. And I think that, you know, as evidence of this is not, oh, we're mad at you. You you um you we just uh appointed you. We had we had made that decision back when board assessments or board assignments were made. That was a decision that was made then. You didn't have the opportunity to do it before. And you know what? you should have the opportunity to do that. One does not have anything to
220do with the other. You know, I said in my comments, hopeful was optimistic because let's be clear, this is the second censure resolution. So after that, there were still things assigned. There was you were still assigned to do bills and claims. You were still assigned to do other board duties and you didn't and and at that time in January, you still had doctor board adoptive school assignments. So, so if you're saying that since you're equal, suddenly you're getting stripped of stuff, that's not that's not how that works. So, um, so that's that's that piece. I see them as very very separate things. You have a right to continue to do that. So, I will I will >> objective investigation on this matter. >> Melissa, can I finish? Objective investigation. You have um you can file
221a complaint with any governing body that you choose to and then they will do an independ independent investigation. that would be equivalent to ma maintaining a constructive means. So the question that you asked I would ask back of you. If you believe that half of the things you've accused the superintendent of, of me of, of this board of were true, you would have a fiduciary responsibility to file that claim on behalf of the community because you've claimed that assets have been mismanaged, things have been mis you as a an elected board member, that is your job to basically file that. So wait, I have I am you have let me finish. you have been you you have the ability to file that at any time. So this I'm calling for an independent you've had the
222ability to do that at any point. In fact, if you really believe the things that you believe, you have a responsibility to do it to follow those productive means. So I look forward to you filing whatever you feel believe you need to file and then let that take its course and then let a full investigation happen. You have the ability to do that. Nothing is stopping you. nothing is stopping you except you because you've always had the right to do that. >> So I have to defend a you don't have to prove your point. I have to defend. >> So you've you've made several accusations and so therefore if you if there if there's things that are being mismanaged you have a responsibility on behalf of the community. >> Just so you know I have
223reported these situations to the regional office of education. So it has >> I'm sorry. When did you do that? Do you have a date of when the investigation? No. are aware of this. No, Charles copied on the emails. >> Oh, you sent an email. That was not a formal that was not a formal complaint. According to the regional office of education, they have never received a formal complaint from you. I would love to see the documentation that said we've received your complaint because that's how they do it. If you you received the you re we've received your complaint and then they would follow up with myself, the superintendent to ask us to cooperate an investigation. That has not happened. So, I would love and I since you said it to the community, I'm sure they
224would love to see the documentation that you received after you filed the formal complaint. Not I sent an email to to the to the ROE to just say, "Hey, I have >> Mr. Kush, you're misunderstanding. It's on you to prove the case. Not for me to file when you violate my rights. I can do that. But to switch the argument and misdirect it is no, you need to make sure what you're doing is valid. >> Yeah. Okay. >> Can I call a point of order >> the or the topic was the IASB resolutions delegate? >> True. Good point. We can just I mean I can just ask Miss Patton to call a role, but if you should we do you want to do a motion a second to call a question? We can do that.
225Oh, sorry. Point of >> it was point of order. Um, >> so point of order upheld. >> Motion and a second were already made for the ISB resolutions. Delegate, >> I so I just I I do Amanda did have the same question that I had. Is if Melissa's not interested in doing this anymore, should we have somebody else ready to represent us? I I I'm just I feel like I'm not sure where we're at. >> So motion and second have been heard. If Melissa chooses to decline the nomination, that is well within her right. However, motion and second have already been heard. I suggest we vote on it and then at that point, she doesn't have to decide right now. She can always just let folks know, hey, I've thought about it, what have you,
226and then we can figure out what we need to do. Just if I can for the board's sake, you do have two additional meetings prior to um the joint annual conference. Um so if that if the change has to be made, Mrs. Patton will confirm registration dates for the assembly. And I have that for you at the November what's third meeting. >> Okay. Motion and second have been heard on this issue. Please call the role. Mrs. Bon, >> Kelly Black, abstain. Winski. I >> Gerky. >> I >> Kush. >> I >> McMillan. >> I >> Kazminsky. >> I >> Blastic. >> I. >> The motion passes. Okay. Item where's my agenda? Oh, there it is. Item 11, old business. We have no old business. Item 12, new business. We have no new business. Item 13,
227upcoming events. 13.01 schedule of events. >> Okay. The next board of education meeting is Monday, November 3rd, 2025, right here at 7 o'clock. Uh after that, we have November 17, 2025. And then just has been referenced, the joint annual conference is November 21, 22, and 23. And all board members have uh registered for that conference. >> Oh, Joe, question. >> Yeah, just a question. Uh it's been mentioned several times tonight uh that we have an upcoming board evaluation. Uh, does that need to go on the calendar? >> It doesn't need to, but we can add it just for record sake. >> Thank you. >> It's happening Thursday. >> If we could add those events, other events outside that so we have all of our events on one calendar, that would be helpful. >> Okay, other
228questions, comments. All right, item 14, adjournment. I'll entertain a motion to adjurnn. >> Motion to adjurnn. >> Second. >> Motion and a second and a third have been heard. Um, any discussion? >> Please call the RO. Mrs. Pen. >> Blastic. >> I. >> Kelly Black. >> I. >> Was >> I. >> Gerie. >> I. >> McMillan. >> Hi. >> Kazminsky. >> Hi. >> Kush. >> I. The motion passes. We are adjourned. Good evening and everyone get home safe.