001I know it was for that. Thank you. I hope we So nice. Yeah, I guess. Very touching. So I'll just sign here. That's my name. Stupid. Actually, what about the shoes? They're so fine. She needs Oh, my gosh. I'll find a time. Thank you. Thank you. You can put that right in one. Yeah, check it out. There we go. So That's right. I'll put that right in. Ready? Let's go. Yeah, sure that is. All right. Thank you. I just want to stand on my feet. Thank you. I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Is Dana here? John Brotherton. >> Here. Photo Johnson. >> Here. Katie Johnson. Here. Diana Mendoza. Vicky Pennet.
002>> Here. Deborah Sweat. Here. Robin Bond. Here. Okay. Actually, now the um agenda, any additions, corrections, or modifications? Ready? I'd like to um re- remove 6B because I need some more clarification on some of the things that's on there. Uh Which one 6B? 6B is the finance. Bills and treasury. Anyone else? Can I get a motion to Make a motion to approve the agenda um without 6B. Second that. All right. John Brotherton. Aye. Deborah Sweat. Aye. Katie Johnson. >> Aye. Vicky Pennet. Aye. Robin Bond. Aye. Photo Johnson. Aye. Special recognition. Hello. Hello. We didn't uh Miss Norwood, would you come up to the hot seat? Sorry. And we do have mics So This is Tierra Norwood. Hi. Hello. I think everybody on the board knows who she is, so uh Tonight we want to recognize
003someone our students and staff rely on every day, Miss Tierra Norwood. Miss Norwood serves as the lead secretary at J.W. Eater. She is often one of the first people students see when they need help. And earlier this year, that help made all the difference. In January, a student named Malachi, if anyone knows him, came into the office and quietly asked to call home. Miss Norwood noticed something wasn't quite right. He was hunched over and began rubbing his eyes. When she asked him to look at her, she saw that his face was visibly swollen. Without hesitation, Miss Norwood acted. She ran to retrieve the emergency EpiPen, directed others nearby to call 911, and the student's father, and quickly administered the EpiPen injection. Within moments, she had taken control of a life-threatening situation. In her many years
004at J.W. Eater, this was the first time she had ever needed to use an EpiPen, but when the moment came, when the moment came, her training, awareness, and calm under pressure made all the difference. Situations like this remind us that emergencies do not come with warnings. They require people who are paying attention, who are prepared, and who are willing to act. Miss Norwood did exactly that. Because of her quick thinking and decisive action, a student received the care he needed when it mattered most. Miss Norwood, on behalf of the Board of Education and the entire Rantoul schools community, thank you for your care, your professionalism, and your commitment to our students. We are proud to recognize you tonight. You make a difference. Miss Norwood. >> [laughter] >> And did you want to say anything, Tierra?
005Um She probably know how to >> [laughter] >> Um thank you all for recognizing me for you know, saving my student's life. I truly love working at Eater. I know I said earlier being at Eater for this year will be 11 years. Um I love Rantoul. I love the students. I treat them as if they were my own. And I love the new friend and staff and staff member that was in our building. We love you, Tierra. Thank you. We appreciate you. I was just now talking, we didn't think it's the first time anyone's had to use one at any school in our district. So we don't remember any other situations. All right. Uh I have one other recognition that kind of came across my desk yesterday. Um the Illinois School Board Association uh awarded
006the school board with um the award of School Board Governance. Um let me read the part that says this. This exclusive recognition stands as the highest honor IASB bestows upon a school board. Receiving this high honor denotes that your school board has consistently exhibited exceptional governance practices and upheld a commitment toward obtaining knowledge, skills, and skills necessary to effectively lead the district. From among a total of 850 public school dis- school boards, your board stands as one of only 42 boards to receive this notable 2026 distinction in Illinois. Award-winning school boards demonstrate effective governance practices over a 2-year period through participation in and support for school for board development programs and events. So uh board members, you have a little pin. I'm sure you'll wear it. And what does it say? It says "School board
007governance recognition." Uh it says "School Board Governance." Very creative. And they also sent us this sent to you all this plaque. So there you go. It's um and they want us to do more years cuz there's there's there's space to add years to it. So I would like to congratulate the board. Okay. Thank you for the plaque. >> Oh, yes, Miss Norwood, you can hold it up if you want. Thank you. That was >> [laughter] >> I just want you We want you up here all >> [laughter] >> the whole time. This is THE BEST RECOGNITION. >> [laughter] >> THANK YOU. BYE. OKAY. Now I remember the mic is here. We're going to move on to public comments. Did you want to read that? >> Yep, I'll read it. Uh members of the public are
008welcome to speak during the public comments section of the meeting only. Comments are limited to 5 minutes per speaker. Board members will not respond to comments or questions during this time, but they may follow up with speakers following the meeting. If the total time for public comments exceeds 30 minutes, the board may suspend further comments until later in the meeting. Speakers are asked to please conduct themselves with respect and civility towards others. Um I do want to take a moment to um acknowledge Miss Ray requested at the previous meeting for additional time, and that request has been granted because it was requested in advance. Um our first contestant for the evening is Rachel Palmer. Make sure to turn off the mic, okay? Good evening. My name is Rachel Palmer, and I'm a special education co-teacher
009in first grade at North View. I'm here tonight because at the February board meeting, I was taken aback with some comments Mrs. Pennet made. I quote, "Are we not vetting teachers correctly? I wonder if the teachers that we hire can handle the kids that we have. If we don't have the correct people to handle these kids, we are doing a disservice to these kids." End quote. I want to share some thoughts I agree with from Dr. Brad Johnson, an educator that I follow on Facebook. We don't have a classroom management problem. We have an emotional regulation crisis that teachers are being asked to handle. Somehow classroom management has turned into de-escalating trauma, supporting anxiety and depression, calming panic attacks, breaking up fights, being cursed at, threatened, and even assaulted, being the counselor, social worker, and
010crisis team. And at the same time, we removed the very things that actually help: recess, movement, art, play, and connection. Teachers aren't trained for this, and they shouldn't have to be. Classroom management was never meant to do all of this. It's about relationships, rules, routines, and responsibility. That's it. It was never designed to replace what families, communities, and systems failed to provide. And until we stop offloading every societal failure onto schools, teachers will keep drowning under expectations no human can meet. I share this I have three colleagues who I who have put their resignations in this week, and I'm sure more are coming. These are experienced teachers, two with over 20 years of experience, and the other with seven years of experience. We are losing good teachers because of this crisis. I want to acknowledge
011that while Mrs. Pettit made the previous comments I spoke about, she and Mr. Johnson also spoke that night about how the board needs to realize these problems are real, and we need to figure out how to support staff in dealing with this crisis. The work can't stop with just talking about this crisis. We need action. I urge you to keep these conversations happening, and put supports in place to support not only our students, but also our staff. I think the idea of the new MTSS behavior specialist is a start if utilized correctly. We can't keep telling teachers to document, document, and then get no help. We don't need any more people telling us what to do. We need more people helping us do it. Thank you very much. Thank you. Okay. Miss Rainey. Keep coming.
012>> Miss Rainey's going to get 10 minutes this evening as she requested in advance. Okay. So, I'm going to just go from where I left off. Somewhat. Okay, so I have an Excel spreadsheet that I'm still working on that I got um from ISBE.net website for 2013 to 2025 um salaries. And um there's other there's bonuses, there's retirement, and there's others, but I posed some questions to um Mr. Scott this morning. Lots of them and I'm going to probably have some more, too. I already got like three three or four more. Um but um what I'm trying to address is that um also, too, and I I said it last week, submissions are not 100% accurate. We need to work on that. We need to it's called check and checks and balances. Um they have
013they do have um a disclaimer saying that, you know, the the data accuracy, but I'm saying you don't have that many personnel. They need to verify it before they submit it, so it's accurate, so it's can be can be used because I'm using this, and if it's wrong, it's wrong, but it's it's going to give everyone the impression of what is there. Okay? So, I think that should be um addressed. And like um so, I want to I went in here, and like um based on the in the website at 2025, the teacher salaries are low, but someone made a comment last month, and I kind of agree with it, too. Um she um they are um their salaries are based on an average of of I guess the United States. The lowest being 52,331
014dollars and 50 cents according to this. The highest being 103,538 to 43. Um the admin, which includes assistant principal and principal and general admin man and anything that's other than a teacher. And the lowest salary was 36 I don't know why um it was for a principal, 36,417. The highest being 226, but that that I got from um another website, but it's 200 206,000 here I from ISBE. Uh 20 positions being paid 80,000 dollars um under 80,000 dollars is only one, and which is 5% is making under 80,000. I'm okay with this. 95% is making over 80,000. There is one person um that did not appear on the um Excel spreadsheet. So, I'm looking at I've addressed this to ISBE. I told them that what's being submitted is not correct. Um so, I'm hoping that
015they address that, too. Um I'm understanding that teachers are unionized Who are the union reps bargaining with for the teachers' salaries? No one needs an education to figure out that something is going on here. My career was in accounting. There's a lot going on here, and I'm concerned that there might maybe corruption in the schools and on the school board. I think it should be investigated. I think the rancho should be rancho should be made aware of the issue. Um I have made I have made um suggested budget cuts for admin only. I'm making sug- suggestions. Like taking furlough days cuz um out of this there's like 152,000 um for admin raises, and like 400 and something thousand for teachers. I think admin should take some furlough days um to where they and that's where
016they don't get paid for a day off. It happened at the U of I. It can happen in the schools, but you can't do it to teachers cuz they have to be there because they are teaching the kids. What time is it going? I've got to stop. Okay. Okay. You got 6 minutes left. >> Okay. Okay. So, um and I want to know who decides how much a person receives for a raise, and what is the justification for that raise? And I want this one answered by the school boards cuz you're approving them. You should know the budget. Um I would like to know for the school board to express the salary raises versus the need for the students to succeed such as teachers, teacher assistants, programs like care and rise and etc. I think
017the school board should visit the schools unannounced if possible, so and not identify themselves so they can see what what actually is going on in the schools because someone just says um it's been said that your your the grade the reading's going up. Proof is in the pudding, not in in not in paper. Finish. I think I think, you know, cuz I have a that same child that could not sound out or yeah, sound out you united and separated, and that child is in sixth grade. That's unacceptable. And I know the responsibility belongs to the students who need to be respectful and willing to learn, the parents who need to be back the teachers, but also the um their child if the child is in in the right. But if their child is in the
018wrong, they need to um accept that and do some kind of discipline with that child to at home. The teachers need to be backed by the students and build them up, and need to back the students up and build them up and encourage them. They should not play favorites. The school administration should back up the teachers and the students when appropriate, and should not play favorites. I don't know what's happening. I think um these can be eliminated I don't know what this is. Hang on. Um I know there are some parents who don't care, and actually state that. I also know that students and teachers can feel like no one cares, so they are already defeated psychologically. So, why even try? I suggest that the Ron Clark story, which I've suggested before, be watched by
019the teachers and the administration in all the schools. It is based on a true story about a teacher in Chicago school. This is based on a true story. I think it was in the Bronx, and how he really cared. He almost quit, but he didn't, and he has he has got successful kids learning. And if the parents don't care, then the community, the teachers, and the admin should care and do something. If the school cares, then the student will gain much. If the student sees that someone actually cares, then they have a greater chance of succeeding, and guess who they will give credit to? Not their parents. If their parents weren't behind them, they're not going to give them they're going to give them to the teachers and everyone at the school. If those on
020the school board are there because their child is there, but doesn't care about another child, then you shouldn't be on the school board. It should be one child at all the children. I like what you said. Where she you said No, it was um She left. She treats the kids like her own child. That's how it should be. And I want to know Yeah, I got it all. But um and then I was How much time do I have? 3 minutes. Okay. So, I've right now I went through and I got based on you said something about um percentages. Um in 2025, 126,000 raises I mean 126 raises were given. 4% raises, 106 were given to um 5% raises, one. 6% 6% five. 7% two. 8% four. 11% one. 13% two. 18% one. 22% and
02126 and that could be that a teacher got in a um a higher classification. I don't know. But my my problem is is I'd like you know when it was discovered that we had budget cuts to do because we have a over five $600,000 that we're giving raises to, but then we have 1.8 million dollars that we're doing cuts on. I don't understand it. What are you looking at? What are you looking at to give those raises? And the justification cuz I also showed the the scores. They they bottomed out and they have not gone up hardly. Even in 2025 I got it's not gone up that much. So, where's where's the justification for the raises? Especially $8,000 or $15,000 raise. That's what I want to know. And I'm going to be give um flying
022questions for the school board. And I know I only can ask what one person, but I'm going to copy you all on them on the responses so you all know what's going on. What's being said because it's everyone. Thank you. Thank you. Thank you. Thank you. Um up next is Mr. Bolden. Can I have the time she didn't use? I know she has some, but >> [laughter] >> Bolden five minutes because it was a requested in advance. All right. Oh. Good evening. Well, Ms. Ray, you covered some of the things that I wanted to speak about. But I have a few questions and I'm going to try to make those plain as possible. I want to go back to the equity law. I said annual. What happened to those results? Ms. Petty, you all I
023need to know what happened to the results for that. That need to be brought forward. Don't make something happen and then we don't know about it. It was done the board members said no. We need to know what happened to the results of. Give it to us. We need to know what happened with it. Also, um Ms. Rachel talked about I think I heard her say recess. Recess is a class room setting outside of the walls of the school. It teaches children how to get along with one another outside of the bricks and wood and mortar. When I was coming up a few weeks ago, on your report card that was a designation respecting the rights of others. If that was not right, then something was wrong. Period. If we are having since we are
024having recess for children, we need to know are they being respected or being respectful to their peers? Only two years ago I talked to Mr. Tranquino, former superintendent, the very problem we're still wrestling with. And that's literacy. Our children can't read. I keep saying this to you all. Our children can't read. And when our children cannot read, there's an embarrassment that's lying underneath because you're calling on Pinner to read all the time and you're calling on Vincent to read all the time and my hand is up and you never call on me, but when I do start to read, I'm embarrassed. We have literacy problems and that's going to be able to get rid of a lot of our bullying. It just does not stop with I'm bigger than he is and I'm going to
025beat him up or I'm cuter than she is, so I'm going to scratch her up. That's a literacy problem. And it's bad and I'm not saying it's specific to RCS 137 or 193, but it's a broad thing that's going on in the schools, in the homes and we need to really address that. As far as the money is concerned, money is not going to buy what we think it's buying. It's not happening. We're just throwing it. We're throwing it. And certainly not last. This is to human resources. This out in the community, there is something that's going on in this school with sexual harassment and you all better address You should be addressing it as soon as possible before it hits the media because once it hits, you're not going to stop it and it's
026going to go through and through and through and you're going to find out the person that's doing this and you all know who it is. It's been reported to you the person who's doing it has done it before. People are talking about it in the community. I didn't run to it. It's been done before at other places. So, we need to get that addressed as soon as possible. We don't need that type of attention to this district. The last thing I need to know is Ms. Ray addressed it these raises. How much can you all get out of us? Y'all say it's 5%. You don't have to bring it to us, but you take it up to the threshold and you're dropping back a couple steps and you're still voting it in. We cannot afford
027to keep giving away money. We can't keep can't do it. If we are at the bottom 1%, then we need to treat it like we're at the bottom 1%. We can't afford anymore. Thank you for your time and I am available. Thank you, sir. Um the last public comment for this evening is Holiday. I'll just reserve my till another time. Oh, okay. All right. Thank you, sir. Um okay. Moving on to the next item on the agenda is board superintendent comments. Um does anybody want to open up with any comments? Last month I tried to say what a good job we did, but I didn't have enough facts. So, I just wanted to restate it again. I have more facts this The person that um gave us a shout out was Jan Nick Neely and
028she's a volunteer with Southern Family CASA CASA. This The CASA is out there. um and she said, "I'm a court court-appointed special advocate for children who are in foster care and in at-risk homes. I make regular home visits, attend school conferences, and particular IEP meetings." Um and she was just saying how she really thought that our students did a wonderful job with making sure that the we advocated for the child. Which really impressed with the way that um we made sure that the teacher stayed with the child. So, that I just wanted to give extend a shout out. Oh, yes. I definitely wanted to say say something. Um I'm going to piggyback off pretty much everybody that talked, but um Ms. Palmer, thank you. You caught me off guard. I would have never thought that
029you would have came up and and said the things you said, but they're true. And that's what we needed to hear as a board. We need to hear the truth because these are things that I was actually going to say probably in a totally different way, but I thank you said it a little better than I cuz you're there. These teachers are speaking out. They're asking for help. And I'm feeling just like them now. As a board member, no matter how much I speak, no matter what I say, it goes in one ear and out the other, and I don't get in information back sometimes, or if I do get information, it's not information I want. That's exactly what I hear out the community. What's going on behind closed doors, what's being swept under the
030table. He said, she said. Just like Mr. Goldstein said. I haven't spoke to him. So, you know the information that he came with came from someone else. First of all, I want you guys to understand that. If he's getting that information, then other people in the community is getting that information. Just like the information that I get I hear on other issues that that I get, such as some of the ones that Tres Farmer brought up, some of the issues that Ms. Rita brought up. People want better. And if we keep closed on our ears to what they're saying and not doing nothing, you know, listening to us talking here and saying that we're wanting to help and wanting to do, that ain't right. We have to do something. We have to have action somehow,
031some way. And I think listening to some of us talk back there, I think that's what we want, and I think that's what we need to do. So, you know, like I said, I hope we we we're listening to what what these guys are saying. Um another thing, all the people that have issues, problems, and thing in this district, you need to come here. You need to speak. You need to tell us. We can't fix what we don't hear about. But what we hear about, we should fix. And like I'm not sure exactly who said this, it might have been Ms. Rita. If we're only here for our own chil- children, our own child, then we don't need to be on this board. And if you're only here because you're just wanting to be a
032board member to think you're something, you don't need to be on this board. Do something. Let's do something. That's it. What? Uh I have a few items. Um one of them is I just want to I posed a question about of the Rise Academy, the number of students, staff, etc. Dr. Woods did respond in email uh to me, but I wanted to make it public. Uh there are and please correct me if I'm wrong, there is one director, one social worker, one secretary, uh what is it? A 0.5 custodian, and 30 students. And he did break down uh the number per grade, and it's fifth grade through eighth grade um that are currently at Rise. And so, I just wanted to share that. He did um and I think information that is or questions that
033is asked here at the board meeting, it should be made public by us uh or Dr. Woods that he responded, what his response is, if the questions were public. Um that's just my feeling. Um the next item I'd like to bring up, again, I'm just tapping on the numeracy. I understand that Mr. Magor attended that as DHR I I don't know what capacity he attended uh the fall um premier or information gathering from the districts uh about the numeracy plans. I do understand there is um phase two of it out, which was mentioned. Uh I think they've wrapped up with um rolling it out for feedback. And so, I would recall that there is a June date. I think that's when they're going to maybe release the final plan. Uh Does Does anybody have any
034update on that? Is that the timeline you're looking at as well? Cuz I went to the ISBE website. I don't have an update for you. Okay. All right. Um and then we want to go back to the literacy. It has been brought up by a couple of uh people of this evening. I recall a teacher. It was uh COVID when school was back in session full-time. There was an initiative to focus on phonics to help improve literacy, and it was supposed to focus on 1 through 3rd grade. Um those kids now, that's been 3 years. Where are they at? They are what? They're fourth, fifth, sixth, seventh, eighth graders, and we're still having that problem. So, we keep rolling out initiatives every 2 to 3 years that don't seem to be effective or working. We
035and we can um after 5 months, we can say that there is personal growth, but what I I don't trust that metric, okay? What happened to these kids with the initiative of the phonics, the push phonics to teaching the read? They're still not reading. There is no guarantee with what we're doing now. And we seem to keep throwing new things out every 2 or 3 years. We've got to get some consistency, and it has to be across the board, and I think that's one of the issues because we are in different locations, our grade schools, four different schools. Not every school has been focused and operating in the same way, inconsistency. The same thing, and I'm going to lead that into discipline. I am not pleased at all with the discipline report and the numbers,
036and especially the grade level. I think I don't know what the issue is the from leadership, but the trend has gone downhill as far as our discipline issues we are dealing with. Uh social, emotional, and trauma issues, uh but discipline has not been handled, and you and I had a conversation, Dr. Woods, about that. There is no consistency. Uh schools are doing things different. Um discipline, I've noticed the trend before on the board, but as a community member, has been handled case by case instead of across the board with set rules applied all the time. We need to address this. Now, is this what this uh behavioral specialist is supposed to come in and do? Don't we already have two board-certified behavioral analysts in our district? I know uh according to what I was able
037to find out, there is one currently listed at East Lawn. At least that's what came up when I was looking. Not at East Lawn. Where? We have one in the district, and she's works at Pleasant Acres in North. Okay. So, split between PA and Northview. Okay. Um is there plans to bring in another one? We've had a vacancy all year. Okay. And you are filling it filling it. Correct. Now, we do have Is that on tonight's agenda? >> Yes, it is. So, not officially approved yet, but we do have Okay. quarter time Yeah, that's what I did come up when I was looking at a quarter time. Uh so, how in relation will these behavioral staff work with the proposed um that was one of my questions. That can be discussed later if you want.
038Um summer school, just to follow up again, and it's because I read an article. What is it? The Oswego school district? Parents are in an uproar because the students that have been assigned to summer school are all minority. And they're in an uproar, discrimination and targeting. So, I hope if you're not aware of it, you are now, can look into it, and I just hope that we don't end up with the same issue here, all of our summer school students are minorities. Okay. >> [clears throat] >> Can I ask a question? Do you know that they're all minorities? Are you saying you hope that all of the I hope that all of our students are not. Okay. But Oswego school district, yes, the community parents are in an uproar. I just read the article this
039week. Um >> [clears throat] >> I think that I've touched on everything I wanted to mention. Thank you. Ms. Rendon? I've got something. I wasn't able to make it to the makeup meeting in March, but there was a pretty cool opportunity for both Broad- at least Broad Meadow 4th grade to go to an ice hockey game. I need to mic. I can't hear you. Okay. There was a pretty cool uh field trip opportunity that Broadmeadow did where they went to go see ice hockey. Um, and that was a unique thing for me. I know for like some of the community volunteers who came, that was a new thing for them. And so, I think that exposing, you know, anyone to like a new experience, a different thing that they haven't seen is super cool. So,
040uh, I just wanted to say, you know, shout out to the teachers who are involved with that. I think that's a really great thing. Oh, were you? Yeah, it was a lot of fun. Yeah, it was really I've never been and I think that the kids really enjoyed it. Oh, yeah. Hockey is, you know, hockey. There's There's fights, there's intrigue, there's really fast skating. So, the kids seem to have a really good time and also like, you know, learning new rules of the game. So, um, anyway, I just thought that was really something really great. I think anytime again, you're exposed to a new thing, I think it's great. So, also, um, CASA, I think it's really wonderful that we have the Minutemen who support us. Um, I'm going to get it wrong, but uh,
041abolished. Something to do with, you know, the things that CASA helps with. Perfect. I didn't want to just blurt it. Um, having been intimately involved with CASA, um, they're a great organization and they really do have those kids' best interests at heart. So, anyway, just wanted to say thanks for having the Minutemen out and supporting them that way. Um, okay. Okay. Um, I do have a couple of things to say. Um, I want to touch on a couple things that Ms. Rainey said. Um, as far as visiting the schools, I am in the schools. Mr. Brotherton is routinely in the schools. I went and sat through with Mr. Roundtree the literacy engagement going on at Eastlawn. And, um, with our bilingual staff who like are amazing, by the way. And I got to witness the
042kids engaging in in literacy and learning. So, it is happening. And I encourage you to volunteer and go read with the children. That's an option for for parents in the community or um, members of the community. If you want to know what's going on in the schools, volunteer, go in, read with the kids. Um, there were parents there the day that I went and visited with the students, reading to students and engaging with students. Um, and as far as, um, emailing board members, I just want to clarify as I mentioned in our email, you can email us as a board, but you will only get responses back as an individual board member. We can't communicate in one mass email together or it'll be an OMA violation. So, you can email us all the same material,
043it'll just have to be communicated back and forth together individually. Um, and I do want to say, um, bouncing off of Katie here a minute, um, I believe Broadmeadow is still doing that morning shout out. Um, and I think that is an amazing thing our schools are doing. I really encourage our other schools to pick that up because it really shows the community support for our students. Feedback, um, the drumline was there and the flags. So, I mean, it was definitely a unique thing. I think again, exposure to like unique and exciting things. So, and to see where they can go someday when they, you know, get up in the grade schools. And then I do want to address something that, um, Mr. Johnson said. With sexual harassment, I want you to understand that this
044board takes it very, very seriously. But, we also have to address rumors, um, hearsay, innuendo, and we also have to have a fair process to determine what's going on. The the victim must be supported, but also the accused has a right to due process. That being said, if you are being harassed in our district or you know somebody who is being harassed in our district, I encourage you to please reach out to one of the board members, to the administration. Um, if you don't feel comfortable with that, reach out to me and I can I can help you, but I don't want you to ever feel like you don't have an option to talk to somebody. Um, but that [clears throat] being said, I just wanted to make sure that I delineate that we have
045to, as a board, give due process to any accused, and we also have to support any victim. And if you are aware of any victim or you are a victim, please let us know. And that's all I got. Hello. We, um, couple things for me that are starting out on the screen, but I'm pleased to share with uh, that RCS was awarded a $40,000 grant from the United Way of Champaign County. Um, I should have that in the donations portion of the agenda next month. These funds will support our after school programming throughout this calendar year, not school year. So, we have the money for the calendar year. And the investment will allow us to continue expanding opportunities for students beyond the school day in ways that support academic growth and enrichment. So, we're going
046to be using the funds, uh, a lot of it is going to go towards offsetting the costs that we're incurring right now for what we're doing at the youth center. Uh, so we're providing transportation and then we're also going to be able to, um, pay for some of the activities and materials and supplies that are being used for that program. And then whatever we have left, we'll use, uh, for after school programming next year. Um, Broadmeadow Family Math Fun Night. Broadmeadow's taking all the shout outs tonight. Um, I also It's called Fellas in the Front. That's what they do, okay? I also want to highlight an upcoming event at Broadmeadow on Monday, uh, Broadmeadow will host Family Math Fun Night from 5:30 to 7:00. This event is part of our ongoing partnership with University of
047Illinois, uh, and the College of Education specifically. Throughout the year, this collaboration has included activities such as math pen pals, student designed math stations, and classroom support from university students. Math Night is an example of that partnership in action, bringing hands-on engaging math experiences to our students and families while also supporting the development of, uh, future educators in the College of Ed. Teacher Appreciation Week is coming up. Uh, in Rantoul, Teacher Appreciation Week stands for all staff being celebrated, um, and that is May 4th through the 8th. Each of our schools has planned activities to recognize and celebrate staff throughout the week. From the district level, so if you want to know what the board is doing, here you go. From the district level, we'll be providing a nacho bar for staff on Tuesday, May
0485th, which is Cinco de Mayo, and we'll be closing out the week on Friday by treating our staff like royalty, get it, with Royal Donuts. Yeah, now they have a spot in Champaign, they're not just in Danville. Um, it's a small way to recognize the important work happening across the district. Um, I Engage Partnership event. Last Friday, I had the opportunity to participate in This experience is designed to connect university faculty with community partners that work supports partnerships. Uh, specifically, an example is what we're doing at Broadmeadow that kind of came in part out of that program. Um, and so, yeah, I was just that I think it's the fourth or fifth year straight we've participated in that and that is with Champaign and Urbana school districts. Only RCS is the only other school district
049that gets invited. So, I like to take that stage and, uh, sell, uh, some of the great things happening in Rantoul and Rantoul in general we talk about. Um, and they actually spent the afternoon, the faculty, in the village, uh, with, village, uh, officials and local businesses and kind of toured around the business aspects of Rantoul. Joint Annual Conference. We do not need to discuss this tonight, but Hannah told me I had to bring it up. This way I does, you know. Um, I'd like to prompt a brief discussion among you in the future regarding participation in the annual conference, um, in March when I recommended budget cuts, on those budget cuts, it was a recommended non-grant funded travel and conferences for one year. It's being, uh, suspended. Um, but the reservation process is starting.
050Uh, I think it's June 1st, so I know, um, we could continue to do it, maybe we scale it down where we're not sending, you know, if there's a couple board members that want to go, maybe it's just a couple board members that go instead of a whole lot of us like we did last year. So, that's something for the board to think about and maybe communicate with Robin, our board president, Bob. Excuse me. I think that's all I have. Oh, two things that I didn't have in my notes. Uh, Ms. Ray was referencing the annual employee information systems report that is on ISBE. Um, that report is accurate. Uh, the disclaimer on the ISBE website is that ISBE is not willing to say that every school district has submitted accurate data. I'm willing to
051say that we've submitted accurate data for our district. Um, if we find inaccurate data, we would correct it. Um, uh, to Mr. Goldstein, I will email you the uh, social equity working group executive summary that was presented to the board, I think in 2023. Um, so I don't think it's on the website anymore, but I should have that in my files and I will email that to you. Um, probably tomorrow. That's all I have. Can I add one event that didn't make the list? On the um, the 23rd of April, we have our autism acceptance celebration. It is at North View. Um, it is a free sensory-friendly event. We had a great turnout last time. Um, all our staff families are welcome. So, that's from 6:00 to 7:00 p.m. at North View. Thank you. I
052just want to step back real quick and say I didn't mean to imply that John and I are the only ones in the school because Katie and I were in the school together as well. Motors in the school all the time. Mickey's in the school and of course Diana's always in the schools. So, I mean, I didn't want to leave you out and if I have you feel offended, I apologize. Uh, six. Consent agenda items. Any discussion that you want to have on B? Do that after. Do it after approval? Okay. So, I was going to highlight or make a motion. You're good. Um, the There's two items on consent to bring attention to. Other personnel items does have uh, three-year contract for Al Studier. Please approve that. Thank you. She's right over there if
053you have questions. Um, so uh, that would be uh, continuation of her contract. Also, E is kind of an unusual one. Uh, approval of act- items no longer useful to the district. So, uh, Brian Deer has come in and you know, it's great when he you have someone who's highly competent coming in and he says, "Why do we have five sets of lawn mowing equipment when we only have one lawn mowing person?" Um, so uh, that's essentially what we're doing is we're scaling down our stock and then there is a plan He may have already started the process, but we're buying a larger mower so that uh, cuz most of what we mow is very large fields. So, uh, we need a new one and so this these these ones will go towards that. We're
054also looking at upgrading our snow removal equipment. Um, if you look at the document, you might see we have some very nice vintage tractors. I think they're from the '60s. They all work. They're in great condition, but they're really outdated for snow removal. They probably are great for plowing uh, a field, but uh, so we're actually we have those scheduled to be at one of the auctions coming up. Maybe 10 field, I don't remember. But uh, so that's all in the sale. So, we're planning to use the funds to buy some new equipment. More than you wanted to know about lawn equipment. >> [clears throat] >> So, just Yeah, so we were good. Minus the 6B. Which we've already done. That's right. Okay. Okay. Can we get a motion to approve the consent agenda? This
055is right here. Let me get my glasses. I'd like to make a motion to approve the consent agenda items including personnel report as submitted with the stipulation that each individual is required to comply with all requirements of for new hires as indicated in Illinois statutes and RCS board policy and procedures including ratification of bills to be paid by the finance manager under board policy 4.50. Is there a second? Second. Sorry. Um, John Brothers. Aye. Voter Johnson. Aye. Katie Johnson. Aye. Pete Bennett. Aye. Deborah Sweat. Aye. Robin Bonn. Aye. Number seven. Action discussion of possible Wait, do you want to do this We do that now. That's Let's do 6B. 6B is item seven. Yeah. Anything removed from consent agenda? Yes. Two comments 6B. Thank you. Um, I just have a few questions that I'm just
056kind of lost on. I noticed that we paid two law firms. The one I know for sure and one it kind of caught me off guard. I was just wondering, are we Are we paying why we're paying two different law firms X amount of money? And I don't I don't have the bills right in front of me, but I You are probably referring to uh, we actually have five law firms that total that I've had two FOIAs about law firms in the last month. So, that's why I know there's five. Um, so Robbins Schwartz is our primary legal counsel. Uh, Chapman Cutler we work with on our um, bonds. So, they do the abatements on the bonds and then there are three other small firms we work with on immigration-related issues for our employees. Yep.
057Thank you. Um, the other one uh, this one kind of The reason I'm asking this is because of the amount of money that that uh, we we play pay out a bill to Cole Wholesale and I noticed that John from reading um, what was on the I know the food I guess it's food supplies and different things. Um, and it's for basically the after school programs and and some of the other other programs, pre-K and stuff. Is that a Is that 41,000 a monthly bill all the time on top of any other bills that they have or or is that or is that a one-time bill? I'm just wondering. I got to look at the previous months to It shocked me. Yeah. So, if we're paying that much more on top of everything else for
058food food and supplies, that That kind of shocks me. I don't think 41,000 You're talking about for all of our food service? >> No, I know it's not for the all of the It's listed as after school programs. Yes, this this says we're you know, ask for after school program SBP and SLP uh, explore. Yeah, so most of that's also going to be reimbursable, if fully. Which I which I actually got that information before uh, because I did question someone that that uh, was knowledgeable to that information and I For example, my other question that I did not bring up because it was already explained to me was the mail. We're paying X 10,000 a month for mail. I don't know if that's per school or per district and and the person told me, "No,
059we get that reimbursed. That's automatic because everybody eats free." Yeah, all of our food purchases that are for the breakfast, lunch, or snack program. Snack is part of our explores program. All of those uh, purchases actually go through a bid process also. Um, and then when the district uh, so when I when that grant money from United Way comes in, we actually supplement the snacks after schools because they're not really enough food for the kids. So, that's some I'm not sure specifically what line items you're looking at, but I would not be surprised at 10,000 dollars a month for mail. No. I'm I'm not saying that's too much. I'm just saying, "Wow." Um, Would you like I can have Debbie come into the meeting before she retires and explain it. Um, no, I heard I
060heard she's hardcore, so No, she's She's a hard worker. I think she's doing her job. Um, another thing, this one here I definitely don't understand. We had Ram Two Auto Body repair what is a back fender of one of our vehicles. Is there a reason that ain't that wasn't paid by an insurance? Why did Why are we putting We would pay the deductible, but our deductibles are very high on our property. Seven grand? Well, Tom, I'm going to look at you. We have a $5,000 deductible that we carry. Really? I believe so. That's our policy. It was a plowing uh, during one of the winter storms. Okay. It was a plowing accident. There was more to it than just the vehicle. I'll share that. Like we had to have a basketball hoop repaired and yeah.
061Say basketball It was on the playground, I think. Yeah, so you know we have blacktop areas that that we do plow those. That was the same thing. Right. 6B. I I just realized I had a motion that read was to pay the bills. Right. So, you got to do that whole motion again for this. Just the bill. And I can explain it. I promised to myself to never read a motion that long again. Yeah, so that was our That's all we So now, yeah, I mean, technically it's just someone has it in front of them, want to say I can do it. Do you Do just the part about ratification of bills prepaid by finance manager? That part. Yeah. I make a motion to approve consent agenda item 6B which includes ratification of bills prepaid
062by finance manager under board policy 450. I second. Don Brotherton Aye. Voter Johnson >> Aye. Katie Johnston >> Aye. Vicky Peddy >> Aye. Deborah Sweat >> Aye. Robin Bond Aye. Okay, now we're over that fun. Let's move on to the approval of the regular board meeting calendar. Does anybody have any questions? Thank you. Okay. I'll kick it off. Ready? Um as outlined in your memo your typical third Thursday schedule presents up to four conflicts this year. Uh so I've provided two alternative options for the board's consideration. Uh one option is a second Thursday calendar and one is a third Tuesday calendar. So at this time, I'll turn it over to the board for any questions or discussion and respectfully request your consideration on the item. Um my preference would be the Thursday. Actually, I could
063do either or. So whatever um comes from either of you guys. Are you saying that you'd rather to keep it on Thursday since So you could just move to the second to the second one of the month instead of the third Thursday of the month. Personally, I think the reason It's not happy with me right now. Personally Okay. >> [laughter] >> Personally, I think the reason that I feel that way is because the public is um comfortable with us meeting on Thursdays. They're aware that we meet on Thursdays. And I think if we change that it might get confusing or disrupt something in the district. So that's just my personal opinion. Are you suggesting second Thursday? >> That's the third Thursday just for this year. I am. But note there are a lot of community
064meetings. Uh the village board regular uh board meeting is the second Tuesday and the high school board meeting is the second Monday of February. So that would be three meetings being two meetings that week being held. So just keep that in mind. Just as adding that. I'm fine with keeping it as is even with the conflicts. We can reschedule those just like uh don't we have to reschedule in May um because of eighth grade graduation night? So just move the four conflicts that we have now. That could be an option if it would just make it easier. >> You can one of the options is to keep it at the fourth Thursday with the alternative dates. For the dates when there's a conflict The third Thursday. Move it but on the four times, move it
065to the alternate date that I also put on there. I'm I'm fine with that one or the second Thursday. >> It is what we've been doing. It Right. And my reasoning is the same as yours. So keep it on the third Thursday with the alternate which means the next board meeting is actually May 14th, Thursday, May 14th. Okay. So the alternate would then be the second Thursday of the month. Let's just add that >> Generally what it is. Yeah, and it's all in there and we'll get it um posted. And you can So the what I learned is you can't change a regular meeting once it's approved without publishing it in the newspaper. So if we move the meeting where what Like what we did in March was we canceled the meeting and then had
066a special meeting. So that's the way around it. Um but we do want to stick to the regular day as much as possible. I think what happened in March was pretty unique. Okay. Sound good? Ready to move on? You got to make a motion and vote. I'm working on it. Um can we get a motion to vote on the um calendar as presented with the third Thursday being the regular board meeting um with the caveat that there will be uh four meetings that will be moved to the second Thursday of the month. That's you. There you go. Is there a second? >> I second. Mr. Johnson Deborah Sweat Don Brotherton >> Aye. Katie Johnston >> Aye. Vicky Peddy >> Aye. Voter Johnson Aye. Robin Bond Aye. Okay, next up action item approval of job description
067for the MTSS behavior specialist. So I don't have a presentation. I shared a lot last month. Um You're welcome. Um if you would like me to explain the position some, that's I'm happy to do that or we can you can just ask questions or you you could just vote. However you want I know you had questions though. I think it would be nice if you explain some. Second. Right. All right, so I'll go for it. I'll explain some. Um so over the past several years, the district has made significant progress in strengthening our instructional systems. So we talk a lot about systems, not programs. Uh particularly around literacy as that work has advanced, it is becoming increasingly clear that our behavioral systems must be just as coherent and aligned in order to fully support student
068learning and overall school climate. Um and as we've said and I think we've heard it tonight that currently behavioral supports vary across buildings in terms of expectations interventions and how we are using student data to make decisions. But we do have many strong practices in place um and but the lack of a unified system can lead to inconsistency and greater reliance on reactive responses. Um so the idea behind this position is to start to address that need by leading the development and implementation of a district-wide uh multi-tiered systems of support for behavior specifically. The focus of this role is again I I will use the word system Actually, I counted how many times I said systems in what I wrote down. At the systems level. So um and I'm going to use school jargon unfortunately,
069but the first thing is establishing clear tier one expectations and that means is it consistent and known to the child in the classroom what the expectations of the teacher are. Okay, and that seems like everybody should know that. Um but then is it consistent when I go from classroom to classroom in what the teachers expect. So when we talk about tier one systems, that's part of what we're talking about. Uh is every adult in the school know what the behavior expectations are in the cafeteria for our students. That was the example I used at East Lawn last about East Lawn last two only two weeks ago. So that's what we talk about when we say tier two tier one interventions. The next layer this person would focus on is what we call tier two interventions.
070This is for specifically around students who are struggling with behavior and what are the lower level interventions that we're going to put in place for kids. And right now we're talking maybe 15 20% of our students might need some types of tier two supports. So those types of supports right now in our district, they do vary based on who the social worker is, um what the say what the principal has of stronger background in. Um if they're doing tier two interventions, but they vary um where what we've done in reading is say, "Okay, if the student cannot decode the letter R." I and I am not a reading teacher, so that might not make any sense. But uh if a student can't decode the letter R this is what we do with that student. So
071we're defining those things in reading. We're not able to do that well with behavior, right? So and I will say behavior is a lot more complicated than reading. Okay? Um and then the biggest thing I think that we're looking to do is the tier three supports. We're talking now about uh should what should be in normal conditions less than 5% of our students. But think about it. 5% of 1,700 is it's half of 170 students. Okay, so that's 85. Okay, good. All right. Um and so that's still a lot of students with And now we're talking about students with uh more extreme behaviors. These are students who are likely suspended and removed from school multiple times. Um and they're not responding. Most people at the table and that table that I know, I'm assuming some
072of you out there, if your If a teacher told me my mom was going to get a call, that's all That fixed my behavior. Okay? And that works for 80 to 85% of our students. It's a I'm going to call home cuz I know if um um I just if I'm going to call Khalil's mom, I know that Khalil's mom is going to follow through and Khalil does not want me to call his mom. And that works for a lot of kids. For the kids that we they come before the board and we talk about, we're talking about kids that need a lot more serious support. And so you've got to have an expert who can go in uh and work on work directly with the classroom teacher and with the building principal. So we
073talk about something called a behavior service plan for student, right? Behavior support plan? So so close. A behavior support plan, okay? So when a student is at By the time they're at tier three, we're putting this in place. But that requires a level of knowledge and expertise. And what we struggle with is, you know, "Hey teacher, this is what you need to do in your classroom." And then the teacher says, "I don't even know what that means. Can someone come in and help me and model and and do those things?" So that's what we're trying to do. One person will not fix all of our behavior problems. Okay? So within this um so this is this is a person. Um what we're also looking at uh is how we're aligning some other things under that
074person. Um so that person will uh will probably shift an additional certified staff member. Um not adding staff, but shifting staff roles to work directly with that person. And one non-certified staff that has to be defined and where that would fall within that union as far as assistance. Also looking at how using the CARE staff to fall under that person. So right now, the CARE staff is one teacher, one TA. Um so trying to get a more coherent system, really focusing on K-5. I've been getting lots of questions. Why doesn't Mr. Henderson just do this? Um Mr. Henderson at the same time has to run uh full-time junior high program. Yes, it's 30 kids, but it's 30 kids that I will tell you would all probably fall in that tier three. That's who he's working
075with primarily. Um so Everyone's saying we need to try something, we need to do something different. And uh this is this the step that I'm proposing. Um I did mention in the job description Certainly feel like a presentation, isn't it? So um that it would be administrative. And the reason for it to be administrative is there are supervisory things that this person would need to do, like evaluating the staff that work directly with them. We also need this person to have authority uh when they are observing and working in a classroom um that their feedback matters just as much as the building principal's feedback matters. Um the um And so those In order to do those things, it is required that it's an administrator position. Uh I have said I'm not We're not adding a
076position to the district. My plan is is that we will hire internally um and shift roles, okay? Um So, I'll turn it over to you for discussion and questions. That's really what I was talking about. I'm I'm sure I'm not I I had a big presentation with flowcharts and I wanted to end by 7:00 and I think we're past that. I will say thank you for answering the question I posed last week. Was this going to be an external hire internal? Thank you for clarifying it this meeting. I'm just curious about the effectiveness. Now, supposedly, uh from what I the previous superintendent introduced conscious discipline. Is there any plans to roll this out and to get community and parent feedback on the plans or whatever this behavioral specialist, because it backfired because we can teach
077and have certain practices in our schools that the teachers follow, the administrators, etc. But when these kids go home, there's a different standard that they go by. And some of them have very lax discipline boundaries at home. Um they're in more of a trauma or social situation that requires them to be different. These kids don't know how to code switch. They don't know how to switch. And are we putting too much on these kids and even on our staff to try to teach and control this? Because it goes back to these teachers are really not trained. They are there to teach. And when you're going to spend maybe a quarter percent of your time dealing with discipline, trauma issues, social emotional learning issues, that cuts down the instruction time in the classroom. So I'm just
078wondering how effective this uh position is going to be and how it is going to be enforced and applied across the board equally and it is done in the school equally because I thought that's what they were supposed to be doing in the first place all this time. And it's not happening. No, I I would What we're trying to do is improve We are definitely trying to improve consistency. Um and one of the things we we struggle with at times too is the amount of mobility that we have within the district. So uh even though that that's why it really does I mean it We've been saying it, you've been saying it is we've got to We don't need all of our schools to be the same. But we need them to be the same,
079right? Like they can still have their identities, they can still have their unique ways of doing things. Um but we have to know there's a minimum standard that's expectation might be a better word that that is applied across the board. Um I agree with you completely and I was actually speaking with a member of the community before the meeting about this that if there was a way we I think our staff try extremely hard to engage our families uh not just when there's a behavior problem, but around behavior. Um and I mean I I'm able to go in and I'll get a parent call and I'll Okay, I'm going to check the communication log and I can see how much that teacher is reaching out and trying. Um Uh we see that our parents struggle,
080too. Um you know, [clears throat] one of the things we have to ask is I'll ask the parents and I know some of our other administrators are comfortable, like, does does little Johnny do this at home? Sorry, Mr. Ellington. Does he do this at home or is this just at school? And sometimes the parent needs help, too, right? And um but again, we're talking when we're talking about that, if we can get systems in place that 80 to 85% of our kids are really responding to, it's going to be a lot easier to work with the kids who aren't responding. And uh and I don't I actually don't think we're that far off on that. Okay? And I don't want anyone to hear everything I'm saying is like it's just crazy running in the hallway.
081Um I mean Eder is one of the most organized junior highs I've ever been in. Um and I inherited it that way. I did not make it that way. Um and uh and they still have problems, right? And um so one thing that is should be happening before the end of the school year is we will be convening the I forget the nice title for it, but the community family committee that reviews the uh behavior code. Um so that will be happening before the end of the school year. Um that's not capturing all that you just asked, though. I know. So. It's a start. Real quick. My question to this to this would be um Okay, we we're putting in a person that is supposed to go to pretty much every school and be equal
082with pretty much every principal on the school, just so we get the information and stuff. Um what are they going to be doing? I mean, how are they going to change the behavior of these kids? You said 80 to 85%. First of all, 80% of them, like you said, and I I pretty much agree with you. 80% of the kids, if you tell them you're going to call their parents, 80% probably will. Don't do that. I I I'm straightening up. Okay, let's just say 80%. Not saying that it's 80% total. Now, we're still talking about the 20% that's at this stage three or whatever level you want to put them at. So, that's what we're working with, right? So, we're talking about 20% of these kids. What would this person because these the teachers, the
083TAs, the people that's having con- contact with these kids are being bitten and hit and whatever else is going on with them, spit on, whatever they're doing. What makes a difference with somebody that you're already having the district that's going to come in and make it better? What what makes that mind change of a kid? I've already known you. I could care less about you. So, my question is is does he go to each school and try to teach someone how to talk to these kids, how to how to respond to these kids? That's part of it. You know, um are we going to go right back to the same thing? It's just a reporting thing. Well, put a person in there. He's res- he's coming back and giving us the report. This kid still
084ain't listening, you know, we can't do nothing about it. He's still biting. He's still biting. He's still doing whatever little Johnny does. Um so, are we putting in a job at a let's just say $100,000 job in for someone to come in and basically do the same damn on thing that's happening now? So, we have right and there it take it's going to take a lot of staff. And what I'm talking about is we have to work smarter, not harder. Right? We have we have the people in place. I'm not um I'm not talking about adding any positions into the district. We're talking about being able to redefine roles so that we are focusing on the things where we're going to be able to start to make bigger change. So, when you say how to
085talk to a kid, how to respond to a kid. So, that's something we do in responsive classroom training that our teachers have. But what we don't have is uh team of people or dedicated people, which is what we're trying to build here, that when a teacher's struggling with that that they go in and and work with them on that. But you know, there's it's two parts to it. Sometimes an outside person can come in and see how a student's behaving and um identify what's maybe causing that or triggering that with the student and make recommended changes. So, it goes both ways, right? It's how does the adult respond and react? Uh what do we put in place so that it's not a reaction? Um but yeah, it's as I said uh I threw it in
086there a little bit. I'm really envisioning this person primarily focusing at K5 next year. Um that is what our data tells us also um is that that's where we need to be. Um and uh and Ader already has a lot of systems in place. We already have Rise Academy in place, which is a pretty significant expenditure for us already. So, um what about pre-K? Well, pre-K always depends on who we get in pre-K for kids. So, this person might work in pre-K. They we haven't had much need to go into pre-K this year with this kind of support. Okay, um and I could be jumping the gun on this part of it. You said we're hiring a person. And then when you were explaining it, these people. Right. So, I anticipate that we'll have some
087job descriptions changed. Uh so, there would be again, different roles for people who already work for us. They would work under this person or with I I say under, it's with. They're working with the person, but that would be the supervisor. Um cuz whoever comes in, that person can't do it all alone. So, we're trying to build a team for that person. Okay, and I and I completely understood that part. Now, will these these people um also communicate to try to help some of the issues that we are having with the 20%? Yes. Uh with their parents. So, I there in a in a way I don't know that these people would be in that role of being the direct line of contact to the parent. It could be that >> Um >> [clears throat]
088>> yeah, but we have other folks who would be I mean, we're all other stuff that's coming is there they'll be a team at each school that of people who are already there, right? So, you're talking about social worker, uh some teachers, uh administrator who are a team that this team works with also. Um and it's it's the school-based folks that are most likely the ones working directly with the parent. Um Parent liaisons. Uh they already are, too, yeah. Parent liaisons. It would be under this and included. No, I I don't know. You don't >> I don't have the flowchart that built out. Um but the other thing is I want to clarify this is not special education. Okay? Um the hierarchy is this will fall under Mr. Rountree um and his leadership with uh
089so, he's already uh leading a lot of the work on multi-tiered systems of supports for our academics. And so, this would be the behavioral side. Now, um I just recall these articles I read. Um it was in Newsweek. Uh teachers warns families aren't parenting anymore. What's happening instead? It came out April 10th. Um and it's basically talking about what this caller was talking about. Um teachers and what they're dealing with and the level of responsibility put on them. Um and the teachers are very frustrated with it. And the point is go back to what I said, don't have the parent buy-in because the parents aren't practicing what we're putting forth in the school. So, you need their support and their buy-in. Also, we're dealing with a different mindset with generation Z. Z. Is it alpha
090and Z? Alpha and Z. Huh? Alpha and Z, the little ones. Okay, the little ones. Well, they're talking about the little ones and um yeah. Okay. But uh but Gen Z. These kids don't have the same level of empathy as previous generations. A lot of them they do not understand or care about consequences. So, they don't mind. Some of them are like, go ahead and call my parent or I don't care if I'm in detention. I don't care if I serve 10 of them. I don't care. And so, that's something that's different than what we are used to in our generation and what we dealt with school. And so, to me that's another dynamic and that's why I emphasize we are going to need a village to work through this. Community, parents, and we need
091their buy-in. And I know a lot of community members are afraid to even approach kids anymore these days if they see something going on in the community or even in the schools. So, I hope this is accomplishing what you hope it is going to be, but we just have to be realistic with it. Um and be prepared to switch paths if need be, but don't want to continue to build up the leadership in the school and we don't have the boots on the ground. Our staff in the classrooms, the teachers that are dealing with this. That's shortchanging them and and the kids. And that's what I'm afraid of. We've cut the budget some TA positions. Um para pros or whatever you want to call them, but they're the ones that are there on the front
092line. And we need to make sure we have the coverage in our schools. That's my opinion. My personal opinion, this thing does not like me. >> My personal opinion, I'm all for this. Okay, that's You want another one? No, I don't. I'll just yell really loud. >> I'll pick you up. Um I am all for this position. Uh I envision it [clears throat] being a lot like what we have going on with Mr. Rountree right now with the reading program and how it is almost like a hub and a spoke. The the hub is telling the spokes what to do. The hub is the expert. The hub has the knowledge that that all these little spokes don't necessarily either A have or need to have routinely. Like we don't need to expect our our teachers
093to be experts in neighbor sciences and you know, all of these social sciences and stuff when they're trying to be experts in teaching. But I think having this one central hub of staff members that are experts in this area um going out and providing supports for our staff members and saying like you said, going in the classroom, you're a fresh eyes. And you can see something that maybe the teacher can't see going on. And you you can explain, I noticed this where as the teacher might not have realized that. Um Personally, I think it's it's it's a good idea. Uh And I was around for conscious discipline and you're right, it didn't get sold very well. I was not on board with it. Uh Are we going to have an opt out? Like some of
094the parents now, I recall a parent at PA uh there was some discipline that took place and she did not want her child involved in it and so she opted out, I think. If you recall that, I think uh Yeah, okay. Are we going to have where parents can say, "No, I do not want my child involved in this type of discipline like they did with conscious discipline, restorative practices and blah blah blah." Can I just say one thing on that? >> Yeah, go ahead. I don't think the position is entirely built on discipline though. I think it's built more on um implementing supports. So if this student is having a meltdown in the class, you have somebody there that can pull the student out, talk to them, find out what's going on with them,
095maybe talk to the teacher after the event to explain, "This is how I handled it." That and maybe it's not and maybe there is there is a behavioral part to discipline practices, yes. But maybe it's more of a supportive role as well. That's That's my thing. >> just tell that she wants to say something. Go ahead. Uh You know, how much time do we have? [laughter] Uh She's taking notes. Um I have been here for quite a while. So we were just getting started with conscious discipline and if there is anything I can share about that is I wish it didn't have the word discipline in it because conscious discipline isn't a curriculum. It isn't um a program that we bought said we're doing. It is It is an approach to interacting with students. It
096is um the language that the adults use to teach the missing skill. So I think when when we were talking earlier about all the things that we're doing with reading when a child doesn't know how to read we think about what the missing skill is and we start there. Whether that's phonics, what right? When a child doesn't have the skills to behave appropriately in the classroom the past practice has been we discipline them. The word is punishment that we really mean there, right? We give them a punishment. And I thought you explained it very well. That worked for a long time for kids. It doesn't for a lot of kids. And what we're missing is the language and the consistency to teach the missing skills. You also mentioned that they're not learning those things at
097home or in the community and I would I'm going off on a tangent here. You might have I would kind of argue the point that you mentioned code switching. When we think about behavior in school, we see it all the time. If I come in your class and I can predict how you're going to respond to, you know, the words I use or you're consistent with the way you respond to me I learn what that expectation is and I behave one way in your room and then I go to Dr. Woods's room and I know he isn't going to be consistent, right? I can switch cuz I need the expectations of what I have learned consistently. Okay? That is not to say that our adults are responsible for the behavior that our our students are
098displaying. I think Rachel said it very well also. Teachers were not prepared and not trained to manage the level of um dysregulation that our students are experiencing. Um When our kids are dysregulated, they cannot access that part of their brain. They cannot, you know, think about, "Okay, how should I handle this? What's the appropriate language to use?" They're not there, right? They are heightened, they're upset. That's what conscious discipline was about. How do you help kids get out of that dysregulated state so you can teach them the missing skills. So conscious discipline gets a really bad rap and it's because of that darn word discipline. Okay? So I conscious discipline wasn't the problem and hasn't been the problem. It's all It's a system. It's a system issue that our teachers can't fix, that our parents
099can't fix alone, our schools can't fix. It's exactly what you said. It's everybody's. And I would also add that social media does a really good job of pitting teachers against parents and vice versa. Yep. And kids. And that's that's problematic. Right? And I better stop there cuz we're going to be here all night. I learned I should probably go teach helping kindergarten every year cuz when a kid in kindergarten is dysregulated and I say I'm going to call home that does not help. Did you know that? That sets them off more. And now I've got 20 minutes before I can calm them down and get them back in the classroom. So that's the stuff our our teachers are having to teachers and TAs in classrooms have to deal with that when you have one student
100doing that and you have 15 others in the room. Right? And that's that's hard. Mr. Ramshaw wants to chime in. Yeah, I also want to touch Alison said that kind of resonated with me. We're also generalizing behavior in one sense. Um and just like reading, there are those those there's there are actual behaviors of what the students are exhibiting. Remember, the behavior is is a reaction. It's the way students communicate. It's the way of communicating. So we have to understand that. But someone the specialist can come in and identify what the actual problem is. Maybe the student is struggling with you know, dealing with disappointment or um how to interact with other students or how to share or you know, deal with disappointment. I think the specific skills this this position this person in this
101position will help us look at information and data to find ways to identify how we address those specific cuz we're talking behavior. You guys are talking about the actionable part of the student is communicating. But before that, something happened that set that student off. So this person is going to help us recognize before, just like if a student doesn't know their uh letter sounds, they can't learn, right? CVC words and things like that. So those it's the same sort of pattern I'm looking for and this person can help us identify that because they understand the continuum of what the student needs before that where they're at and what they can work on next. So that's what we're really looking for. That That is all. Thank you. I'm not opposed to the position at all. I
102just say hoping that it can get us to where we can actually teach these kids to be successful. Can I just ask you a quick quick question? Okay, so for our tier two, tier three, those curriculum supports that we have in place, often times I I know that parents can be involved with that. Is that correct in like every case? I assume so, but can you maybe talk about that and like how parents can be a part of that so Generally speaking, before a child is in that tier three where they're getting that really individualized support, there is an expectation that a parent is notified and invited to be a part of that that team that meets. Yes. Obviously, before we even get to a tier two, the parents should be involved. We should be
103having meetings with parents. We should be bringing them in. Sometimes parents are coming in and observing their student in the classroom. All of those kind of traditional where do you start when addressing behavior, all of those things should still be in place. But yes, by the time they're in that third that third tier, the parent is a part of that official meeting and process. Okay. It's a good question. Question. I wonder if this is going to apply to our substitute teachers. Um And if they're going to get like the same uniform support across the board as our regular teacher. And I just used my nightmare situation when I was a substitute teacher and I had no clue what I was doing. And I got like no direction. I had three kids melt down in the
104classroom and I'm trying to be out in the hallway with one and trying to talk them through it and they're So I just From my personal experience, I would like to know how this is going to relate to substitute teachers. I have not given that a thought. I'm not I don't I'm not going to lie. But now it's in my mind. Alison might help me out here. Um one of the I mean the main goals of this position is creating systems and training and support and part of that is even if it's just a, you know, a session, you get hired as a sub and you're in a two or three hour session with this person just getting the basics of of behavior support. What does that look like in the classroom? I don't know
105any sub that could come in and and take three individual plans and read through it and implement it on their first day in the classroom. That's just not possible. Um but to have like a solid base of how how to respond and what are best practices and what do you do when you have three kids melting down? Who do you call? Who's going to come help you? What are the systems for you available when that happens? That's Proactive? Kind of like you're on your own little island today. Oh yeah, I will I usually do. Unfortunately. Um my my only comment being that um being on the board as long as I've been on the board, I have seen and maybe you know, I should preface by saying this could probably sound Pollyannish, but I have
106seen a definite improvement over the years. Um I think we have some really good teachers. I think we have some of the best administrators I've ever dealt with. Um does that mean there's no policy or no problems? Uh but I say this is a good step. I have faith in the people who are here who are going to implement this. They're going to say, "Oh, this is not working. Let's try this." Let's, you know, I um I guess what I you just I I I just have faith in the people we have here. I think we'll they will do the best they can and then of course you're going to monitor. That's our job. And if we hear feedback from parents, okay. But uh Let them Let us Let's Let's do this. Let's vote on
107this thing and approve it. And so I I think that things will fall out. Now, is it perfect? No, nothing's perfect. We're not perfect. We all have to plan. Um but I I say let's let's go this way. I I think that this will definitely help it. As a former teacher, I I I I did not and I've said this to to numerous people. They've heard this. I constantly say it. I don't know how you guys do it. I'm there. I see it. Uh other people see it, too. I think it's on me. But how what the stresses and challenges that these teachers, administrators, cooks, everybody have to deal with. And there has to be something done to help the people. I wish it could be more like it was years ago, but it can't
108be. We're dealing with so many other issues that I don't have to deal with. That's what I'm saying. I'd rather deal with these things. And so I say let's do this. I'd say let's let's and we we can adjust. We can do it We'll take input. We'll, you know, I I have faith in the rest of them. And um I say let's Sounds like you're ready to make a motion, right? >> [laughter] >> Let me finish what I'm talking about before I talk. They're all Um and I know I've learned more by listening than talking. And I'm not accusing, I'm just saying that. That's why I sit here. I want to learn. And I I I I think it's time. That's me. Well, I definitely think it's time. I mean, we have to do something
109and I'm not saying that. I I agree with Miss Webb. Um I'm definitely not opposed to this. I was just trying to look at more in depth on one thing that >> [clears throat] >> cuz I deal with kids all the time. My own as well as hundreds and hundreds of other kids. So, in my opinion, looking at the age age group we're talking about is almost like going back to to raising a baby. When when when babies act out, you may you might not spank them, but you know, you you tell them no. They understand the word no. So, they quit doing whatever you're telling them to do. So, with this with this program, we're going to have a a person that's going to come in and he's going to explain to these younger
110kids as well as the older kids, "No, we're not going to deal with that. We don't want you doing that." So, then we got to basically retrain their mind to understand right from wrong, good and bad. But we're not only dealing with that. We're dealing with mental health. We're dealing with parents that care less about what's going on. We're dealing with a lot of different emotions that's going on, you know, so one person for all the schools is not going to work. It's going to have to be one one person and I know you did say you're going to be putting a team together and that's that's great. But just like you said, if there's three kids in one classroom and you got one one teacher and maybe one TA and next thing you know,
111it's it's a shambles in there. Where does it go? What, you know, what what can we do as a district to try to correct this problem? I have faith in them, too. It's not it's not that I I feel that anything that we're going to try is not going to work. I'm saying all I'm asking was how is it going to work? That was my question. It wasn't nothing about do I believe it's going to work or do I have faith in the people that are working. You're right. We do have good people here. We're losing a bunch of good people because of this problem. People are resigning day in day out. More and more More and more I hear it in the street. I'm resigning. I'm out. I'm going to business. They can't handle
112it. So, you know, do we keep losing good people? Like Dr. Dr. Wood said, we can't even keep good people. We can't even get certain people in certain positions because nobody wants to come here and work. So, we have to figure out a way to try to make it better here. And that's what we're doing now. We're talking. We're discussing it. Had nothing to do with faith. Had nothing to do with um believing. It's We're discussing, trying to come up with a solution, trying to come up with something that may work, helping helping Mr. Rountree to kind of visualize, "You know what? Some of these board members are right. Maybe if we try this, maybe if we try that." Those things are why we're here. To try to make it better. So, hopefully we can
113do that. Maybe this sounds really simplistic, but we're basically looking at and what we have not done is setting expectations, boundaries, and consistency. Am I missing anything? Am I missing anything? Building capacity. >> Capacity. Okay. Okay. Education. Proactive and so reactive. So, some of the Those are the adjectives that we want to apply to this. So, we want the community, the parents to understand. And so good. Consistency. Start. Meeting. All right. I get a motion to pass approval of job description CSS behavior specialist. I make a motion to pass. >> [laughter] >> Second. Thank you. Let's vote. Uh Deborah Sweat. Aye. Nikki Padgett. Aye. Katie Johnston. >> Aye. Don Brotherton. >> Aye. Pedro Johnson. >> Aye. Robin Bond. Aye. Next step, approval of agreement for external evaluator 21st Century Learning. I want to just make
114a motion. I make a motion to approve Jenny for access to the motion to approve the external evaluator. I'll second it. Yeah, anybody else second? This is the grant uh that we just got. It's uh that is that was written in conjunction with the Village of Max Meadows. Okay. So, for the public to clarify, yes, I'm I don't have anything to present, but if we are required to have an external evaluator as part of the grant who is not affiliated with us. Okay. So, that's and but they also have to be knowledgeable enough of the grant and then this is common in grants. Uh For the past five years, uh for some reason it is we allowed Jenny to be the to do the internal external evaluator. Okay. They must have trusted her a lot.
115Well, this is something else that's out in the community of this uh this grant uh how it's going to be administered uh the target um student population, the locations, all of that is being discussed in the community. Even the fact that I believe that, you know, Miss Ferricks will be involved at the administrative portion of it is as it was floating out there is with the village. We're meeting next week to start working out details. Okay. Are there any parents involved in this? Right now, no. We So, the next step in the grant is kind of a different one. We wrote all this stuff to get the grant. Now, we have to write the grant. So, we're I which is not how most of our money is run. So, now we actually have to get
116the detailed plan together. So, really we're just I mean, our it's our first step meeting is next week. But, just uh meeting with Ed Jackie Cargo who Huntley uh who's uh kind of coordinating the three current buildings. Um and then uh I don't know everyone who's going to be there. But, it's this first step to know what are the things we've got have as kind of the the framework for it before we get into detailed program. Okay. I just commented. That's how it works. agency Most of our grants don't work that way. >> and then they write the budget narrative after they get the grant and then they rewrite the budget to adjust. Well, I was just thinking of this maybe of the rental family advocacy uh might want to get involved. I I think
117a role at at there's a point at which we're the village is planning that day-to-day programming and what will be of interest to kids and what parents might want. I think that's a probably good step for that piece to come in. Right now, we're just talking going to be talking about times, buses, you know, how's it going to get there and the more logistics type things are the first step. And this is going to be implemented for the fall? >> Yep. So, that's just that's not a lot of lot of time. Not at all. We don't always We never start Explorers on day one. We usually start at by the beginning of September. With this being a joint um venture with the village, who's responsible for the paying of the people there for the program?
118The village will be the employer. Uh again, we haven't sorted out all the details, but it's actually a lot easier for us if the village just village just invoices us. Um for uh the employees. And they're they're planning to hire I know they're going to hire lots of a lot of our staff because they have definitely brought up that with the community member that. So, both the village and the Genesis school board very well. And um He basically gave me a lot of information. Yeah, we're going to have a lot I'm just wondering where where we're standing and what you're going to tell. Yeah, so I think uh we haven't sorted out the details on that, but the it will be it's in our interest of the district that they are the village's employees because
119they're operating at a village facility. Um there's going to be greater flexibility in how folks are paid, how overtime rules would work, all those kinds of things. >> Um And I think that my impression at this point is the village wants to have more control over it. Um so, yeah, we are essentially the Some of our staff. Well, we we the money flows through us. And for the and so, the a lot of the accounting accountability comes to us. >> So, they pay me. If the village invoices us, for instance, there still has to be detailed receipts, who was working, all of that. But, instead of us having to process a separate payroll for for those people, the village would be writing the paycheck. So, we'll have some some employees if, by chance, be double
120dipping working both. Um I wouldn't call it double dipping because right now, our employees also work in Explorers. E- Exactly. And and um But, that's outside of the >> paid was also getting me Yeah, that information on that. >> What that happens outside of their work hours outside of I don't mean to talk over you. Oh, sorry. Go ahead. No, I you go. All right. I was just I was just telling you information that was given to me. Um But, go ahead. I'm I'm good. How was it going? >> it's a very it's a highly regulated system. comment. I did I did that because basically just working two jobs. Unfortunately, I think a lot of school employees work have to work multiple jobs. And it Uh and I think most of our teachers that work
121Explorers would tell you that. It's Like coaching, isn't it? Yeah. So, it's happening after school after their regular work hours. Will our facilities be RCS 137 will be down the sewer. Our facilities still be used because um I was conversation I had with uh someone with the village, there is not the capacity of the youth center to accommodate. So, they will what was stated, they would need another They were told by someone with the village they would need an equivalent two or three facilities to accommodate. So, I was wondering, are we still going to be using our gymnasium? >> I don't have any information on that. So, that's used to >> more. We think that bottom line would be more to keep up. We will have flexibility with the facilities. But, you know But, I
122don't know that I have no information to say that it's not going to be at the youth center. I'll find out. So, what? Fire code, there's capacity limit over there. youth center. And how many kids currently are in the after school program? It was in the report that was in your packet two months ago. I must have skipped over that. Don't remember. >> I I didn't I didn't I don't remember it either. Okay. Uh I think there it's designed to be 150 kids at each site. At each site, see. No, no, but this program is for 150 kids total. Total. Exactly. So, right now, we're operating three programs of Explorers. So, um this is only funding for one. And so, in the conversation one of the two that the youth center uh has a fee
123for kids who are not part of the after school. So, you have your youth center members coming in. And the facility is not that big. So, how are you going to keep our kids separated from members of the youth center because they run in and out, supervision, etc. So, it was kind of hard over there uh with the their summer programs. My daughter had participated for a couple of camps over there for a few years. And you didn't know sometimes who the youth center members were or the neighborhood kids versus the camp kids. So, just some of the things that's being discussed. Thank you. I will bring this up next week. Okay. Motion is called. Second. >> Motion has been made and I have a second. The second, we just need a vote. When the
124discussion's over. When? Let's vote. Thank you. Uh Deborah Sweat. I. Amy Johnston. I. Mark Robinson. I. Vicky Cutler. I. Yvonne Turner. Robert Johnston. I. Motion item. Approval of the retirement recognition book. I'll explain this first. I will explain. Um so, I did provide the board with a a memo on this also and it is in the packet public. Um looking for a way to uh consistent be consistent and equitable about how we honor employees for their years of service district. Um A lot of this comes from every year Hannah and I end up having this conversation, what should we do? And what we really like it to be is something more predictable and um consistent, really. Um and uh So, what I outlined are guidelines for how many years do you work in the district
125if we're going to do recognition. Some years we might have people that have only been here a year and, you know, we do the whole thing. Um so, we're saying it's 5 years uh minimum that we would go through the recognition based on years of service. There still be some personalization. Um this year we have officially at this point only two retirees. Um they happen to both be administrators. Uh Debbie Wolkoff and Lori Bednars. So, I gave examples to the board what that would look like, but um Years ago, it was when Hannah and I first started in 2018, it was a I was not superintendent. It was a clock, right? And we every employee had a clock. Nobody was questioning this, right? But, really a lot of people don't want a clock. Um so,
126then it became uh would you rather have a donation made to an organization of your choice? So, then how much should that be? Um and so, really we're just putting this in writing uh that uh it would be a minimum of a 100 and $100 gift uh a recognition which would be either they would have a selection of a clock or you have there's all these catalogs that come out. Or a donation to an organization of their choice. And then that's authorized by the board. And that's uh cleaner um all the way around. So, what it proposes is a minimum of $100, but $10 for each year of service to the district. And I did my math wrong uh Debbie Wilcox and I I did I did the number of years wrong there. So, someone
127like her would be a it would potentially be a much larger gift a large or a larger donation. It cannot be just a gift and then I brought that up this too. Like, we cannot go out and uh you know, buy them new seat covers for their cars, right? That That is not allowed. It has to kind of fall in that what you would think of as a traditional retirement gift of books, um plaques, things like that. Stuff people don't necessarily want. So, Just so the board swore I brought up to the uh superintendent this week um I thought that maybe that also, in addition to this, do like Why did you Did you turn it off? >> I She did. I did turn it off cuz I'm talking. Oh. I thought I was talking.
128No, you're not talking. Stop. Um Um I brought up, in addition to that, having like a picture a whole picture or just a picture of the employee and a little bio and we could put them on the wall somewhere here in the district office where the public walks by and they see like our memorial wall. Um he brought up maybe um having a plaque like an infinity plaque instead where each person just has a name their name put on the plaque. Hang it somewhere in the building um just as recognition in the building. Kind of like the board. The memorial. >> The board one we have. Yes. Right. Okay. Can we get a motion? I'll make a motion to approve the retirement recognition program. I second. John Brotherton. Aye. Photo Johnson. Aye. Katie Johnston. Aye.
129Vicky Fedder. Aye. Deborah Swat. Aye. Robin Bond. Aye. Lions. Yes, now we're moving. I am Um can I can I have an approval of contracts greater than 50,000? All right. I don't know how much we want on this. I I uh do want to acknowledge that typically when I started since we started doing the contracts of 50,000 or more, I've been posting uh what items are in it. Um so, this time I didn't have the Center for Responsive Schools on there. Um but it's okay. It's still within the agenda item and I just wanted to bring that up. The reason I'd like the board to act on it now is that uh Jamie really needs us Mr. Rountree really needs us to sign the contract so that the people will show up uh the last
130week of May and do the professional development. If we wait until May 14th, it's a little bit late for that. So, um we're looking at purchasing public address speakers. That's the first item. So, what do everybody remembers the old speaker that was in your classroom, right? Um that's what we're talking about here. Uh it's a clock speaker. Um we're upgrading those. We have lots of classrooms where they don't work. Uh so, it's a security issue and it does fall within Title IV. Um all of the PD the professional development that is paid for with So, that's a $92,000 item. It sounds like a lot, but it's broken out lots of different sessions. Uh that's all paid through our Title grant funds. Uh I didn't list specifically which one cuz we really we pull it out
131of a whole bunch of different pots to pay for both on those Title grant funds. But that's what those grants are for is professional development. So, that's it. Are there any questions? Does anyone want to make a motion? I'll make a motion to approve the items as presented. Miss Wyatt? We got a second. I second. Mr. Johnston. John Brotherton. Aye. Photo Johnson. Aye. Katie Johnston. Aye. Vicky Fedder. Aye. Deborah Swat. Aye. Robin Bond. Aye. Information items. I'm going to talk real quick item D and E. Uh we did the focus groups on uh March 20th. If um I got the information back and we met with my team. I There's an executive summary in your packet. Um I will be sending out some communications about it also uh to our families. Um and so, people
132know what kind of the next steps are in those sessions. Also, I always like to put this in your bit um it's the time of year where we're we are out recruiting and hiring for next year. So, our prospective employee document is in there. Uh that shows our salary ranges, our benefits package, uh those types of things are in. That's it for information items. There are no questions, Mr. Um I have a question. I just have a brief comment. Um I just wanted to make sure the public is aware that when you say it's in your packet, it's posted online Yes. on our website for the public to view in the public packet. Yes. It It's already available to them. Uh I'm On that one, I'm actually going to put out some information quickly getting
133to our parents. There's also another survey that just went out yesterday from the uh doing some other things to get feedback. All right. Close session. Can I get a motion to move to close session? Motion is moved to close session regarding the appointment This Friday for finance one of the special sitting of the board of trustees. I'll second. John Brotherton. Aye. Photo Johnson. Aye. Katie Johnston. Aye. Fedder. Aye. Deborah Swat. Aye. Robin Bond. Aye. There are no other items after this um close session, so We will not have anything in the meeting we don't have. Thank you for coming this evening. It's item But yeah, I'm still working. I'm just going to leave it right there. I'm going to ask you your full name right now. Vicky Fedder. All right. Because we're behind now. Yeah,
134it's all So, we're really out of time. All right. This is a bit You were on the board before You got to give me your full name. I was an educator for before I mean before Rachel. No. Okay. Yeah, I started off as the educator. Mr. I didn't say that. Both of my educators. Oh, banner. And West Aurora Wayne Township Oh. All right. Thanks for meeting me. Thanks for having me. Yep, it's off. And it's still recording and it's still