RCS 137 Board Meeting 10 16 2025

001here. All right. So, we're good and we'll start in just a couple minutes. Everything should be right. >> Was a hit. My children shock >> really stood the test. >> Yeah, it's a good show. >> Oh, no, no, no. Thank you. So, I was thinking was thinking Well, it's not 6 o' Yeah, story, but I think [Music] I guess We're ready. >> I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Amen. John Brotherton Johnson >> here. Johnston >> here. >> Diana Mendoza. Nikki Pennet >> here. >> Deborah Sweat >> here. Robin B >> here. Okay. Action agenda. Additional corrections and modifications. >> Anybody have anything? >> Yes. I'd like to remove item 4B

002I believe it is um from the agenda to be discussed separately is the approval of bills chargers report and financial documents. >> Okay, >> that will be moved to item number five agenda wants to make the motion. >> Sorry. >> Yeah, I was about to say this is getting redundant. Does anybody want to make a motion? >> I'll make a motion. >> Second. >> I second. >> Okay. >> John Brotherton. >> Hi. >> Katie Johnston. >> Hi. >> Johnson. >> Hi. >> Robin Bond. >> Hi. >> Deborah Sweat. I >> Nikki Pett. I >> at this time we're going to move into public comments. Um, individuals wishing to speak during public comment must complete public comment form, which you got it. I think we got them all up here. Um, >> you didn't fill this

003out. You can still turn on. So, if you still want to talk >> in the in submit it to the board secretary prior to the start of the meeting. Members of the public may speak during this portion of the meeting. Comments are limited to five minutes. You have a timer on the screen to help you. Board members will not respond to public comments or questions during public comment. Should total public comments approach or exceed a cumulative time of 30 minutes, the board may suspend additional public comments until appropriately prior to the board in attending comments, but that will not be happening tonight because we have four people. >> First person is sorry, Sabrina Riviera. We Does it matter the order? >> No. Is there a specific one that you want to go first? >> Who

004are you? >> I'm Sh. >> Yep. >> Is this fine or? >> Yeah. Go ahead. >> Okay. So, good evening. My name is Shay Bennett and I am here on behalf of the Rantul family advocacy coalition. A group of parents, guardians, and community members who came together out of concern and love for our children. Our story begins with a few incidents that at the school that happened at the school will follow was even more troubling. There was a lack of communication, accountability, safety that many of our families have continued to experience. As a parent, we realized that want waiting for a change wasn't enough. We had to be part of it. So, we started standing outside the school each morning simply to make sure our childrens were safe and they entered the building. What began

005was just with just three moms grew quickly. Now, other parents, community members have joined us. Together, we are showing what community looks like. Families standing side by side for our kids. Through this process, we have formed the Randol Family Advocacy Coalition or RFAC. Our vision is simple, a safe, supportive, and united Ranchul where every child feels protected, respected, empowered to thrive. Number one goal to ensure every child and ranchel feels safe, supported and valued at school and to strengthen the relationship between family, school and community leaders through open communication and advocacy. Two vision a united Ranul community where families and school work together to protect every child, promote accountability and create a culture of respect, inclusion and understanding. Three, our mission, the Randol Family Advocacy Coalition, RFAC, empowers parents and families to take action and

006act a role in their students safety, well-being, and education. We work to advocate for safer schools, environments, stronger anti-bullying measures, encourage transparency, accountability within the school system, build bridges between parents, educators, and community leaders. educate families about policies, resources, and their rights. Promote unity, respect, collaboration across our community. Since forming this co coalition, we've been meeting weekly with both school board members and village board members to review the bully bully policy and to learn how to advocate more effectively. We are here not to fight against the school. We are here to work with them. Our goal is not to blame, but for progress. We want to be part of the solution, helping to create a safer school, stronger relationship, and more united community. We invite you, the board, to continue to partner with us, to

007listen to our concerns of the parents and students to work together on better communication and to make Ranul a model of collaboration between schools and family. Our children deserve nothing less than a community that protects them, believes in them, and stands beside them. Thank you for your time, your service, and your willingness to hear our voices. Together, we can make Grand Tool stronger. One child, one family, and one step at a time. >> Thank you very much. >> Is there a specific order? Can I uh Sabrina or >> Sorry. No, you >> And you're welcome to sit. I should have said that. >> Oh, >> yeah. Sorry. You seem like you wanted to see. >> You want to say what her name is? Terry Mack. >> Terry Matkins. >> Hi. Good evening everyone. Um, my

008name is Terry Mackkins. I have a child at JW Ader. I'm here because my child has been impacted by the bullying and aggressive behaviors that have been been occurring at school. This mistreatment has affected her and other kids in several ways. My daughter has personally refrained from joining a sports team to avoid conflict, which has also affected her confidence. This is important to me because our kids are our future and they deserve to go to school in a non-hostile environment. These types the types of bullying that's going on is physical, verbal, and cyber bullying that occur before, during, and after school and on school property. The cyber bullying is the worst in my opinion as is very hostile and natural and specific to certain individuals by name. My daughter was physically assaulted after a video

009was circulated on social media and has been asked to me at numerous locations to fight after making it clear that she has no intentions to fight back. The response from the school has been inconsistent and non-transparent. Why? What I mean by this is my daughter was asked to sit in the vehicle in the morning prior to school starting at until 8:27 to avoid interactions, which is okay, but at the same time, the kids that's doing the bullying do not have or to follow the same advice. They are allowed to roam freely on the school property and cause other disturbances. When at school, I want my child and all children to feel safe, secure, encouraged, and welcomed. I would like bullying incidents to be taken more seriously and followed up with the communication to parents in

010an urgent and focused manner. It's important that the district's policy is clearly defined and implemented in effectively. The changes that need to be that need to happen would need to somehow get more parent involvement andor activities for the children to do. I would like the kids to be able to come together by doing activities they enjoy. As a parent, I respectfully ask the board to prioritize student safety by enforcing strong measures to protect our children. Our children deserve an environment they can learn and grow in without the fear of intimidation and reforce without the fear of im sorry intimidation and reinforce adherency to the policy 7-180 among staff and administrators to en ensure protection to all of our students. Thank you. Thank you very much. I'll let you choose. This is >> I'm here because

011my child along with many others at JW is also experiencing bullying. This is personal to me as a parent and as an educator of a nearby district. Our child has experienced verbal bullying and threats, but we have also seen other students experience online and physical bullying as well. This is happening on school grounds in the halls, bathrooms, and classrooms at the bus stops and off school grounds. Responses from the school have come across as dismissive to many concerned families. As a result, our child has lost motivation in their schoolwork and has lost interest in going to school entirely. We feel unsupported by the school and unsafe sending our kids to school, even having to change their drop off and pick up routines. All children have the right to an education free from discrimination, harassment, and

012violence. The the district needs clear anti-bullying policies and procedures written in plain language that are easy for all families to follow and understand. This should eliminate barriers to reporting, creating a transparent, confidential reporting process for all with timely and proper followup. There should also be prompt, appropriate communication with families that includes written documentation to make clear and consistent records between school and home. Please show families that you take this issue seriously by providing time and space for families and the community to collaborate on schoolboard policies and decisions, adopting and implementing stronger policies to protect our children, and providing a public update on how you're putting our children's safety and education first. >> Thank you. >> And now Sabrina. >> Good evening. My name is Sabrina Rivera. My family moved to Randle from Arkansas this summer.

013We were all very excited and full of hope when joining our new community and school district. Before enrolling our children in East Lawn JWater in Randol Township High, I asked people representing each school about bullying and harassment. When I explained that we had this struggle and dealt with it in Arkansas, I assured that Randall City Schools would not tolerate bullying. My children would be safe and supported here. It's become apparent that JW Ader's anti-bullying policies and procedures are not being followed and that victims of bullying and harassment are being silenced. We've been advised by administrators at Ader to let staff do their job to stay silent during moments of harassment and simply report the bullying threats and hate speech that happens. If our students dare to speak for themselves or their peers by explaining to

014those who bully them that their words and actions are harmful, that their aggressor's words are racist, homophobic, transphobic, etc., then they and that they are in the wrong. We are then told our children are considered to be equally involved in negative back and forth commentary. This appears to be an intentional misrepresentation of how our students are reacting to harassment they are experiencing on campus. We are told the school uses restorative circles. We're informed that our child took part in one of these circles to address issues. We then observed that our student became more of a target and they have since expressed they feel effectively silenced by school administration while their aggressors continued to use hate speech with little or no consequence. Our student continues to hear a near constant stream of threats and harassment and

015no amount of reporting it has changed anything other than making our child feel less safe, less heard, and less supported within their school. For example, some of the threats that have been made by students involve the use of deadly weapons. And when reported, these threats have been waved off as jokes are considered indirect and therefore not taken seriously. This does not feel restorative or safe to our family. Previously, even in our hometown in Arkansas, the gun and bomb threats that we were aware of were being handled with a high level of concern and seriousness. There, parents were made aware, investigations were made, therapy was encouraged, resources were given, and a record of the each incident was made and submitted to the appropriate channels. I cannot understand why JW Ader would not want to take these

016threats just as seriously and why they would not want to put an end to such violent language being used within its walls. I worry that when children see they can get away with threats with little consequence, they may someday feel that they can act on these threats with little consequence. This is an injustice to all children at Ader because it doesn't teach accountability and it allows violence to thrive and be normalized within our community. Due to a lack of confidence in our school district, we no longer allow our children to be alone near the school because of ongoing hate speech and moblike threats of violence. We witness groups of children gathering to attack a single victim with no staff member stepping in until the damage has already been done. Family like families like ours are

017left feeling unheard, unsupported, and disrespected. My child was so excited to start at their new school, and now they feel apathetic, anxious, and depressed. They feel there's no longer a point in reporting aggression because it changes nothing. And we've personally realized Adator's administration seems to spin and reframe the situation via text and when requested a formal record of the event via email to protect their interest over the child being affected by aggressors. We have spoken to other families on both ends of this issue that have reflected the same concerns. So now we bring these issues to the board where our concerns and the concerns of our community cannot be simply dismissed. We ask that the district and other families come together to be a part of reconciling the issues we're seeing. We ask that you

018revise your bullying policy to include familyfriendly plain language so that guardians understand the policy and know the steps to take to protect their children. We're asking all reports of bullying, threats, and harassment, whether verbal or otherwise, be accurately recorded via written record without bias or opinion, and given to guardians of all parties involved, as well as to the parties responsible for investigation, data tracking, and reporting, as well as those responsible for addressing ongoing issues. I'm asking that staff and administration receive in-person and ongoing antibbias, anti-bullying, culturally aware, and up-to-date training. And I'm asking that families be given information on how restorative circles work and that guardians be given an equal voice in the restorative circle process. We're asking that if a student continues to be an aggressor after restorative circle has taken place, that there

019be set follow-up procedures to provide necessary resources to families of both the aggressor and the victim. And we are asking for complete transparency in who is responsible for investigating these instances of bullying, harassment, and hate speech where that data is collected and reported as data is important to clarify whether incidents are being accurately reported and reported and how it is affecting our district students academically. Thank you for your time. >> Thank you. >> Okay, thank you very much for your public comments. we will move on to the consent agenda. Um okay so let's go through item 4B was moved to uh five. So that will be noted on separately. Um in the personnel report I do want to highlight that we do have a recommendation for um the interim dean position um at East Lawn

020and that the administration is recommending um Emily Stratton. Sure hope I got the right person. and uh she is currently a social worker at uh East Lawn and is going to be helping in that kind of that dean role for until we have a new assistant principal and principal situation sorted out. Um there's no new donations and grants to share the uh I did share an email with the board previously about the next two items which would be the risk management plan and the attendance improvement plan. Um the risk management plan is to authorize spending from the torque fund which is uh a portion of the tax levy. Um so that should be updated. Uh there's not really any guidance on how frequently so nothing has been changed since the last timeated there's reauthorization of

021the attendance improvement plan and there's no changes uh to what was approved last year that does not require board approval uh but we've typically had it as an authorization. Um then the next two items uh in the intergovernmental agreement with Thomasboro is related to transportation for a student. Um and to be clear Thomasboro pays us for them to ride on a bus that we're already taking somewhere. So we're just kind of ride sharing to follow that. Um and then and we actually already have an IG in place with RTHS where we one of our students rides one of their buses but it does work both ways. Uh the IGA with Paxton Buckley Loa is related to employee benefits. We had one last week that I explained in more detail but it's essentially allowing spouses who

022have um those spouses work in a in the same insurance consortium where they're able to pull their benefits. So there's no cost to the district office. Any question is for me on the consent items. >> Okay. Can I get a motion to approve the consent agenda with the exception of 4B? >> I make a motion to approve the consent agenda with the exception of 4B. Um, I make a motion to approve the consent agenda items including personnel report as submitted stipulation that each individual is required to comply with all requirements to new hires as indicated in L1 statutes and RCS board policy and procedures including ratification of bills be paid by the finance for policy 4.5 with the exception of >> the ratification of bills prepaid by the finance. >> There you go. That would

023be the one exception. >> Okay. Can I get a second? >> Everyone knows what we're just >> Yes. Get a second. >> I'll second that. >> Johnson. >> I >> P it. >> Hi. >> Johnston. >> Hi. >> Deborah Sweat. >> Hi. >> Reli. Okay. Moving on to five. This is the discussion on um the removal removed item 40. >> Okay. I guess I'll take the lead on this. As I spoke with Dr. Woods earlier and I think I communicated with board president Vaughn. Um it's just an information learning process. In the bills, there was a uh check to be issued to uh for green card for two employees and I was trying to understand when the district and if there was a policy which I could not find. I was not able to reach

024anyone at ISBY or um ROE and I was actually referred to ICE was given ICE phone number to call to inquire which was interesting but we do not to see if there was a policy um that we could use to implement here and how active and involved are we going to be as a district in obtaining green cards for employees. there are other options and this is a $4,000 um expenditure and so that's why I wanted to discuss are we should we get involved in immigration issues green card visas and as I told Dr. was I have been involved and I've seen it for um higher education not 4K through um and so uh there's J1 visa there which is cheaper um and is this something that could be that should be initiated at the

025district level versus the individual employee should they be the ones in um applying for the necessary documentation to work in our district, we can support them with a strong letter guaranteeing employment etc. But should we move in this direction and if so we need to add policy and procedures on how this is done and either brought before the board or um in the future. So thoughts. So when you I'm just going to ask when you say policies can you clarify what you mean >> if there's procedures board policy manual >> in the or it can be uh a district policy uh that we have in place somewhere if it needs to be added to um personnel HR within the board policy we can add something. So, so are you envisioning kind of a in the

026short time after we talk today looking but more of a road map so to speak of this is what the district can do would do this is what the employee can do will do >> is that more what you're thinking so it's written out somewhere >> written out somewhere and that's why I brought it uh to the board it's not just my vision it's what we think needs to go in there and that's going to be something that's going to require a discussion, input, etc. >> So, are you saying that you don't want to pay for the green cards at all? I'm saying that is something we need to discuss and decide and if we do pay we are setting precedent for going forward. Now Dr. Woods did mention that there were a couple of

027uh Asian staff members that may be in the process and this might have been done historically. Uh he said he may not be able to answer those questions. So, uh, >> not tonight. I'm not >> not tonight. Okay, I'll clarify that. Not tonight. But I think it's something we need to either look at if we can withhold this payment. If you want to withhold this payment and this particular expenditure and u defer it until next month, um, that's fine with me. or we could go ahead and pay it as long as there's something on the table that we are going to address this. >> Is that the way you say it on the table? Because when you say on the table, I know that kicks off the whole thing. >> So, >> I think addressing

028it is is good and having the discussion is good, but I think the majority would decide whether or not >> Exactly. But it's it's good to have it on like we could have it as a discussion item on the >> Exactly. And that's what I'm saying that we down the road we discuss this and on the agenda and uh >> yeah, I'm happy to I shared this with you today too. um put something together because I think it would be helpful to know um how many of our employees are currently on work visas and what we're doing. Um we actually have pre the board's previously approved memorandum of understanding with our unions that allows so that's kind of the way it's come to the board in the past. It's >> um acknowledging that we are

029paying some of those costs. Um, I think what I want to be fair is to explain um that some of the costs are legally required to be paid by the employer and some have to be paid by the employee. Um, so just kind of I think giving you that information. Um, I don't have the exact number off the top of my head, but I want to say it's more than 15 of our employees full-time teachers right now that are on some type of visa. Um and just in general what we've done is uh all of them have started either on a J1 >> visa which is a the shortest term visa that we can do um and then some have started on the H1B. >> Yeah. When I first started doing this I want to

030say it's four or five years ago. I didn't know what any of these things meant. Um, and then where our interest I think as the district is they've come in on one of those short shorter term ones is that it I do think it's in our interest to get them to stay. They've come here and we know they're a good teacher. We want to keep them. Um, and these I would also say are all in positions where we cannot find a qualified candidate otherwise. That's an important distinction. And for the green card process, we cannot. So green card would give the employee permanent residency status. Okay? And uh in order to get a green I feel like I'm moving right to the presentation. Um but we would need to uh we have to legally establish

031that we cannot fill that position with a domestic. And so for most of these folks, they are in bilingual classrooms. Um that's where most of them I will say though what's in the bills to clarify is so because the board authorized me to enter into agreements that are under $25,000 I signed the agreement with the firm and they are doing the work already. Um so yes the board can say not to pay it but somehow we are obligated as a district to pay for what the work they've already done. Um, but I also don't necessarily think that I don't even necessarily think, Miss Sweat, what you're saying is you you don't want to move forward with this. You just want more information. >> More information. >> Yes. Okay. >> Okay. >> Yeah. I have a

032question. Do you know what um like if there would be some type of repercussion for us not being to then to the teacher >> or would I have no idea like I said I couldn't get any of my questions answered and like I said I could have uh could have completed the phone call but as soon as they said it was ICE I hung up. So uh so yeah so >> I say all of our international teachers have legal work authorization very that's why it costs so much money because we're giving it correctly >> and I thought that the J1 visa um was five years >> uh it I believe it can be occupied >> up to five years so it is kind of longer I think uh I'm not sure about the um H1B

033said this is a foreign area, but I did see that >> and wanted some clarification. >> And um in my in my opinion tonight, I think we should move forward with this specific individual payment because we've already initiated it. We've signed the contract. Um the employee, I'm assuming, knows that we're doing this. We can stop the process that if that's what the board wants, but what I was saying is at this point we we likely are obligated to pay for what we start at this doesn't mean we have to finish the process. That makes sense. >> Yeah. >> Okay. And I have no problem with that. I just want >> discussion policy um discussion uh if we want to implement and write policy and have it in our procedures going forward and how we're going

034to address this and bring it to the board's uh attention and not just let it be discovered. And I think that's fine. I'm not I'm not saying this just to be funny, but because right now if I get hit by a bus, it's all in my head. Um, so I'm the one who's doing all the immigration work with our with our teachers and so it does need to be uh I mean we're at a point where we've got enough that we've got to get a better system >> and that's all I've said. >> Thank you. That's good. Thank you for >> to the board so we understand what's really going on and why it's going on and how much we're paying and why we're paying it. >> So >> thank you. So, we'll make sure

035it gets on the agenda for future meetings. >> I'm getting there. I'm good. >> Um, okay. Can I please get a motion to approve the uh financial reports? I'll make the motion to approve the bill treasur report financial documents item 40. >> Thank you, Katie. Gonna have to make this one up. Nice second. Okay. Uh, Deborah SW >> I, >> John, I Johnston, I photo Johnson. >> I, >> Robin Bond, >> I. >> Thank you, Pebb. I >> Okay. >> The approval of the 2026 employee benefits plan. I wrote it out for you here, but um and Tom's here if you have any questions, but um just like the rest of the country, I think right now our insurance premiums are going up quite a lot. Um we are very fortunate that we were one

036of the founding members of the RMP, which is the Illinois Educators Risk Management Program. Um, and that has saved us a considerable amount of money over the years because essentially what we are is that if it was just us and that was just our 300 some almost 400 employees, the fluctuation year to year could be much greater because any one individual getting a catastrophic illness could drive up our clock. So we are in a pool uh I don't remember it's few thousand I think right now that are covered including RTHs um what other districts Prairie View Thomas um off my head I'm doing them LLO are Paxton are all part so it's a lot of we're actually one of the larger districts in the group but it's generally for smaller ones but even with that

037protection um you know we're seeing a 17.4% increase. We pay 91% of single employees. And what that means, and this was the scary number to me, is our budget is um what was it? Uh we're approaching 10% of our budget going towards healthcare costs. Um so that is it's we just don't have a lot of control over what happens with that increase. Um, we do pay 100% of single dental coverage. I will tell you it's not a Cadillac plan by any means. Um, it basically covers your um, >> your your twice a year checkups. Yeah. Um, but that's just for single that the first this is the first increase we've had in dental or vision um, in several years. Uh but even a 15% increase in our dental that amounts to I think the rough

038estimate I have is about $8,000. Oh, so it's such a small portion. Um and then life insurance there's no increase and uh we carry coverage for all of our employees. And for process, just so you know, we do review these with the associations in advance, but we we don't increasingly we have less flexibility um in terms of even shifting to different answers any questions. Anybody have anything you want to talk about benefits plans? And >> if you don't approve it, I don't know what happens. I get a motion to approve the play. >> Make a motion to approve the present. >> I'll second it. >> Johnson. >> Hi. >> John Brotherton. >> Hi. >> If you've had it, >> I de >> Johnston. >> Hi. >> Robin Vaughn. >> Hi. Okay. Approval of board protocols

039and uh board superintendent and expectations. Um those that don't know, we met last month in closed sessions um to review some of our board protocols and the interactions between the board and the superintendent. I don't have >> You don't have anything want to talk about that. >> Let's make a motion. >> Make a motion then. >> I like the motion approve the item. >> We get a second. >> Second. Robin Bond. >> Hi. >> John Brotherton. >> Hi. >> Phoebe Johnston. >> Hi. >> Order Johnson. >> Hi. >> Deborah Swat. >> Hi. >> Nikki Pett. >> Hi. Um, moving into discussion of board policy 7-180, prevention of and response to bully, bullying, intimidation, and harass. >> Um, and there were copies of the slide deck also for the public. They're over there. um for the

040members of the public. I I will start off by saying um the discussion and conversation tonight is among the board, but I would be happy to um meet with any of you individually or as a group um to kind of go over this and answer any questions you might have, but that's not tonight. So, we would have to set that up. I think hopefully you all know how to get a hold of me. Know how to get a hold of at least Terry. >> I got you on >> I can look you up. All right. And I do have your Okay. So, we're going to start off um looking at board policy 78. And I wanted to lead with the kind of the preamble policy, which is the uh bullying, intimidation, and harassment diminish, hold

041on, I've got to shrink something on my screen. a student's ability to learn and school's ability to educate, preventing students from engaging in these disruptive behaviors, and providing all students equal access to a safe, non-hostile learning environment are important district goals. So, this is already in board policy. This is I think of this as the mission statement of the bullying board policy. Um so the purpose of the presentation um is to provide the board an over with an overview of the policy and the requirements under the law. Um also to go through the district's policy aligned investigatory and documentation process which I definitely heard those were some of the questions that we had from the parents. um also make sure I'm sharing with you um how we we do feel we're providing transparency but obviously

042we can't um and data tracking and accountability and and what we are tracking and how that is tracked um ultimately I want to make sure the board understands how the school district meets its statutory obligations and I know you're going to have questions tonight so some key ideas from board policy 788. And I'll acknowledge that it is written by a lawyer. Board policy tends to be that way because it has to be legal. Um, and that doesn't necessarily make it friendly to someone else reading the policy. Um, bullying, intimidation, and harassment impede learning and are prohibited in all school context. So this is outlined in the policy that is in person and online and it can extend to off-campus if it causes a disruption to learning. Um year over a year ago it was the

043policy policy was updated based on the law to make sure it included more of these protected characteristics and that would include race, color, religion, section, national origin, disability, gender identity, sexual orientation, other distinguishing traits. I think the most recent one was that I it's not written out here but has to do with parental parenting status and that's to address students that may have children. Um so we don't have that fortunately. Um it also outlines cyber bullying. So keep in mind, you know, 10 years ago when the cyber bullying, I don't think would have been in a schoolboard policy because it wasn't so pro. Um, it also must include restorative measures, not just exclusionary discipline. Um, so that's kind of the the main idea of what's in the policy. And here is my flowchart. And so

044I I reviewed when we planned for the board meeting, I shared this with Nikki and Robin and they told me I needed to put the flowchart up front and I needed to add some stuff to it. So I feel like it's a little confusing, but what's probably more confusing is me explaining it without flowchart. All right. So this is uh essentially the overall process and me moving my hands does not show you on the screen. to say >> I know but I'll I see that. Um so we receive an initial report. Okay. And on and this is in the law and in policy is when we receive an initial report. The school has 24 hours to do a family notification. And that notification should go out to um anyone who was named specifically in the

045into the lane report. Um and now there are caveats to the 24-hour rule. Um but in general it's 24 hours and we're I think pretty good about meeting that. It's not necessarily easy if we get it on Sunday morning because the sun 24hour rule still applies. Okay. Um so within that first 24 hours though the school can will review the report and they may do a simple investigation. By simple investigation it that could be as simple as let's say Robin submitted a report. I might ask her, can you explain to me what happened because I don't understand based on what's written down on the report or what I got in the email or something. Um it's possible that right there at the start it will get referred to title nine. So if it is uh

046sexual harassment potentially or sex-based discrimination um it will go to title 9 and an interesting note here is before it would even be investigated and before any disciplinary action can be assigned. So if it goes to the title nine process that actually delays school's ability to take disciplinary measures. Um Allison is our lead title n person um for and does takes the lead on our investigations for title N. So as long as it's not so any report that comes in they come to me first. I read through them all uh and then I forward them to uh the administrators at the building and it goes to Tom Major for HR, Allison uh as the title N manager and then Jamie Roundtree because he's the one who tracks the reports. Um and what I say right

047away is does this have implications for Title N? Yes or no. If I say no, Allison's done. Okay. But if it's a yes, Allison takes over. Um if the other one would be is is there are there implications for racism free schools? Um so is it a racebased allegation? Um if that is involved then I also alert the staff to that because there's other reporting requirements that will need to happen uh based on that allegation. It's also possible after the initial report that administration can can outright say this is not bullying. So it doesn't need to go through the bullying investigation process and it would simply go to a regular disciplinary process. So and I do have some examples uh later in the presentation of this. And then so if after the initial review it

048is possibly bullying um we can't outright say it's title n we can't say this is definitely not bullying then it will go to a bullying investigation. Right? If it goes to a bullying investigation, we do not have to hold disciplinary and supportive measures until after we've investigated. Disciplinary and supportive measures can go in place uh immediately. So, we do not have to complete the investigation, make determinations before disciplinary measures or supportive measures would go into effect. Uh I forgot one part of my diagram here. Uh it is recommended, it is advised, it's not legally required, but we have 10 days to complete the bullying investigation once a bullying investigation or once we receive the initial report. So generally about 10 days to do that. Um we are usually much quicker than that. The longer we

049wait, further away we get uh the less reliable information is going to be. So do the bowling investigation and then we'll make a determination and the deter and I'm going to I have another slide about this step. So let's go forward one step. All right. So you have the bullying investigation and then you have the determination. So determination if it's bullying it's identified as bullying and then there would potentially be disciplinary and supportive measures. If it's not bullying, it's an important thing for me to point out, I think, but misconduct occurred, it doesn't matter that it wasn't identified as bullying. If there was still misconduct, then there could still be disciplinary and supportive measures. What does happen sometimes with bullying investigations is we say it's not bullying, but the reason is is because there's lack

050of sufficient evidence uh that the bullying occurred or that the misconduct occurred. Um and we're not a court system. We don't have to prove things beyond a reasonable doubt. We have to be reasonably certain. Uh but there are times when, you know, stories aren't consistent. we just don't have enough evidence to define it as bullying and we also potentially don't have enough evidence to assign disciplinary actions. So that's kind of the whole process and in a minute I'll go into the documentation and because throughout this whole process on this slide we've also been generating paperwork and there's some parent notifications that are uh happening as part of the process. Um so what in within board policy 780 180 there are some mandated administrative actions. Okay. And so one would be notification of all involved students

051within 24 hours. Um and that sometime most common it's going to be a phone call or if this the person leading the investigation has a they know they can like if I know I know I can contact moto by text. So, me telling Moto by text is considered sufficient notification. Um, but if we don't get you on the phone or we don't know you've gotten it, then there's a letter uh that could also go out, but that letter won't be received within 24 hours. It's oldfashioned mail. Um, so we'll try email, voicemail or email, phone call, text, all that. Um, and then there's 10 days for investigation. The process uh is supposed to include support personnel and in our case we we have social workers or counselors in all of our schools. Uh we have

052to consider restorative options. Um what I will say is um a a child who uh alleges that they are the victim of bullying cannot be required to participate in things like mediations or restorative options. It has to be voluntary on the part of the student. Um, anonymous reports are permitted, but what I will say is it that makes it much more difficult to investigate and makes it more difficult to assign any kind of disciplinary action. Um, unless we are able to talk directly with the victim. Um, there is also requirement in the policy that there is a bianual policy review and that is done every two years. It was done um most recently I think it was June press updates because there were um also I got I have to share with Isby that it's

053posted and that it's been approved. So the investigation and documentation process um the we do have an online or paper recording form. Uh it's available in English and Spanish. It does not have to be done on that form. Um however, I think I wrote this out. Written reporting is preferred. That's what I would always advise a parent or a student to do because what that is going to do is create a record that is for this the the person making the allegation. It creates so it automatically generates a kickback message to them so they have it documented. Um the other thing about the uh online reporting is that report goes directly to my office uh for the initial review. um and they and then there's a whole system that we have where I can pull

054up any of them that we um throw in that um an important part of 7180 is that it integrates a bunch of other policies. So the uniform grievance procedure, the racism free schools act and sexual harassment um are all integrated under this. So the reason this reporting form is called the bullying, aggressive behaviors and or sexual harassment reporting form is it comes in through one system and then it's a we have to consider as I said earlier is this title n is this sexual harassment. Um there's no difference in racism free schools act in terms of investigation and process. The difference is in what has to be reported at the end to the state. So those are the three policies listed uniform agreements procedure, racism free schools act and sexual harassment. Um so the kind

055of the flow this was in my flowchart so I won't go through all of it but as I said um one of the things that happens is there's an interview process and we actually uh do this pretty much for any disciplinary issue that comes up. There's an interview process where administration's going to talk to the kid who's alleged the victim. We're going to talk to the alleged offender um and uh any bystanders or witnesses that we're able to identify and that is all collected by the person who's doing investigation. Um we do have a consistent form that we use for that. Um, but what I will tell you is, you know, especially with if we're investigating first graders, it looks different, you know, what's documented, what's on the forms because first graders aren't real big

056on making written statements, right? So, um, so then the administration has to do make a finding and that's where they have to look at the evidence and make a determination is it bullying or not bullying. And then there are outcome letters. Um depending on the process which version of the letter uh it is a debt but what is stated in the outcome letter um will be a summary of the investigation. It cannot list out the students who were interviewed. Any of that is not in there. Um and then it will also list out what supportive measures were in place or what might be put in place and um what disciplinary action uh was put in place. Again, there's rules about student confidentiality. Um so the letters are different depending on uh the person involved. So

057the the person making the allegation gets certain information. The person who made the offender would have different information based on confidentiality. Copies of the reporting are sent to the district office for compliance and tracking. Currently that all goes to Mr. Roundtree who's also our non-discrimination coordinator. And then annually um all of that data is aggregated and uploaded into a system with ISBY and that is a new requirement under the racism free schools act. Um next I did want to clarify when I say things like supportive measures what does that mean? Um and when I say disciplinary measures what might that mean? Um, so in general, a supportive measure is a non-punitive step designed to help the victim and or someone or sometimes the alleged aggressor remain safe and or support. So some of the things

058that we do, and this is not an exhaustive list are listed out there. Um, you know, I know one thing I always did when I was at the building level was making sure that the student knew an adult. They could identify what adult I go to if there's an ongoing concern. Who is that safe adult? How do I report it? And making sure we have that in place because a lot of kids don't say, "Well, who would you tell?" And they just don't know. Um, so we want to make sure we've done that. And I call I call this uh I call it structured mediation. Sometimes it's referred to as restorative uh conversations or circles, things like that. But I refer to it here as structured. I want to take note here for everyone. The

059first one on the list is which is called a supportive measure is notifying the parent or guardian. But now look at the disciplinary measures. What's the first one on the list? Notifying the parent or guardian. So, um I think it depends on the kid and the family whether notifying the parent guardian is punitive or supportive. So, um I know if my wife gets a call from school, it's punitive. I we always have to go back to what was said like should our child be in trouble just because we got a call from school. Um but there's a range of administrative actions that can serve as consequence going from the lowest level which is uh notifying the parent or guardian of the concern um all the way up to expulsion from school. Um and as the

060board knows for our district that typically means uh we would only get to expulsion if uh a family refused placement at Rise Academy. Um and uh so it's been a while since we've had a formal expulsion. Um and even if we were to expel a student who refuse placement at RISE, the board could choose to place the student at rise as the as the expulsion. So um but we can go all the way up to that point. So, one of the questions I get asked a lot, and I actually had this question, one of the parents is here tonight is why don't we have a zero tolerance policy? So, I want to, this is where I know when I meet with some of the parents, I'm going to ask these questions. So, but border policy

061780 explicitly prohibits bullying. Stated in the policy, bullying is not permitted. Um, what I am always interested in hearing is when when folks say zero tolerance policy, what does that mean? Because in law, in Illinois law, we cannot have a zero tolerance policy. Okay, but I don't want folks to hear that and mean, well, that means you allow bullying. No. And bullying is prohibited. So, when I get into this, what does this mean for RCS? So yes, we have a zero tolerance policy in a sense that it prohibits bullying. But I think when most people say zero tolerance policy, that's not what we have because that would not be legal. So um for instance, if a child I get this a lot, when it a child is a bully, we they shouldn't be allowed to

062be at school or um they should be expelled or uh arrested, those kinds of things. we cannot actually have a policy or a practice that would automatically assign a consequence to a student. Um, e the only uh time where zero tolerance is allowable and discipline is uh a weapon. But even in that, it's not really a zero tolerance policy because it still requires a hearing before the board and the board has discretion on what the consequences in that case. So even though it says you will be expelled for two years for having a gun at school, it doesn't the way it actually plays out is that still has to be a hearing, there still has to be a process and the board doesn't have to issue to you. Um, fortunately, we've not had to do

063that at all. So, um, but I just wanted to make sure I kind of highlight that that there's definitely nothing happening where, uh, we as a school district are saying we allow bullying, but at the same time, when I'm asked, do we have zero tolerance policy? I can't say yes. Um, now there is a frequently asked questions website that we have available which is my attempt to put things in plain language for campus. So I'm always open to feedback uh on that. But um this was a thing I started probably at least 10 years ago even before I was here kind of responding to the common questions that I would get as a principal from families. Um and and and a lot of it too is actually so I could refer my own employees to

064it so that they would know okay when we when we talk about this is that bullying what should we do what should a parent do how do we report it things like that um but I have a new flowchart I need to add now to that because I made it for this presentation um so that is available uh on on our website. I share it so far this year. I've shared it twice uh with all um there's also a link on there that takes you to um what we're legally required to have posted about bullying. It's all on one page which includes information about Title 9 and training materials related to Title N. Okay. in my planning for this meeting. This slide came up in talking with staff and some parents. Um, and there's a

065link in the slide deck, but uh, if you go on to the board packet into the the description, the link is there if you want to find the article. It's an oldie but a goodie. Uh, it's from I think 2012 and that's from Psychology Today. Um, it's not a scientific piece or anything like that, but it's um talking about what often gets described as or reported as bullying and it talks about why it's important to make the distinctions. Um, I know that um this is language that is used at school level with our students. Okay. So, is it what happened to you? Was it rude? Right? And so, what is rude? saying or doing something that hurts someone else. And I think the big thing about rude kids do rude stuff all the time. Apparently

066I do rude things too according to my wife. Um so rudeness has to do with it hurts someone in some way but it's not intentional. So you don't even necessarily mean to do it, right? So when my daughter told me that uh the pimple on my face I needed to go to the doctor and get that checked out, I was kind of offended by that. But I think she was being serious, right? She's like, "No, I'm being serious, Dad." All right, I'm not going to wing any more examples. >> All right. Uh mean. That is when, and this happens a lot, and it definitely gets worse as kids hit young adolescence and they hit the middle school years. Fortunately, it gets better. Um this is when you purposely purposefully say or do something to hurt

067someone. Okay? So, I know it's going to hurt your feelings and I still do, right? So, that's mean. So, um what bullying is is it's intentionally aggressive behavior repeated over time that involves an imbalance of power. So, there's basically a threeprong test on whether it's bullying. And the thing I want to go back to and clarify, I could go back to my flowchart is mean and bullying and rude could all end up with disciplinary. Okay. Uh I would say hopefully rudeness isn't resulting in a kid getting in trouble at school. It might just be a talking to you about don't do that. But mean behavior does get disciplinary action. um what when I feel like when we we if we get to the point where we defined it as bullying and yes it's a true

068case of bullying there's a lot of other things that then need to start to come into place to support that student um so um next I have examples I thought about having an example and then you have to tell me if you think that bullying or not these are actually on the FAQ document on So these are these aren't real life examples that we get. These are old ones though. My daughter was being teased today because of her outfit. Another girl called my daughter ugly. Okay. Is this bullying behavior? So the simple answer is probably not. Okay. But we will get reports at the school level that this bullying. So this is an example of if a child says this to the administrator, administrator hears it, right? um the administrator probably isn't going to kick

069into gear and do a bullying report and a bullying investigation because on face value this is mean and rude behavior. Um but it could be as I said on here if the child has been teased by this girl in the past and there is a pattern of behavior it may be um and we would I would always say I would still fill out the bullying report. I would tell parent that way you've documented it, it's there. If it happens again, then we can say, "Yeah, it's already been reported." Um, so we're starting to create that documentation. Example two is another one. My son got into a fight today at school with another boy. The other boy had been calling good names. My son was up for himself. Okay. So, typically a fight is not bullying.

070A a fight, as I say, a fight is a fight and this would be managed as physical aggression behavior. There's going to be disciplinary consequences. There might even be supportive measures, but it's because it's a fight. Um, but I say have if there have been repeated physical conflicts between these students, it could be bullying. Um the name calling may have been bullying behavior if it has been repeated or ongoing but again whether we call it bullying or not we would still potentially have in this case we would have disciplinary actions. It's a fight. Um but and possible supportive measures put in place. Um example three. Um this is my gray area. So my son is regularly being called names by a group of other boys. They make fun of him because of his weight, his

071glasses, and because he is smart. This has been going on for several weeks in classes and in the hallways. This is your classic example of bowl game right here. Okay. Um, we haven't gotten to the point where it's physical, anything like that, but what you can see starts to happen to the the sun in this case, um, is it's starting to shut him down. start it's going to cause this child to start to withdraw. Um so this probably is bullying and needs to be fully investigated. It's it fits the definition. It's repeated behavior over time. Um and again the student and parent should be reporting this immediately to the school. That that's all I have for tonight. So that was a lot for you to all sit through. You're dawning big enough. question discussion. >>

072I have some questions. >> I do. >> Okay. >> Um first of all, uh if there is any way that the policy I know is legal e stuff, is there any way that it can be some of your explanations etc. be incorporated in the policy as reference or a link or something to this uh a more plain explanation be given in the policy. That would help considerably. Okay. Um and forgive me, I wrote a bunch of notes and I numbered them. That was item number two. Now I got to find item number three. Well, what was number one? >> Uh, number one, I just basically I was going to save it to the end. That's why I skipped it. I just wanted to thank these parents for coming this evening. Okay. And I really appreciate

073some of it. I had heard about I had been contacted by other parents and um have heard from some students about some things that were going on which was a great concern but thank you for coming forward. Um, second, what if you go back to your flowchart because I know you want to show that to us again. Um, >> I think it's too complicated. >> Okay. >> All right. >> What initiates a report? >> Okay. Good question. >> If a student goes to a teacher, where who has that responsibility? You said you like them in writing, but if a student during the course of the day goes to a teacher, an administrator, building administrator, whatever, where does the responsibility lie on generating that report? And I would say about half the reports we get through

074the system are generated by staff. >> Okay. Um, and so what is most common, so this is where staff training is important that they're actually familiar with the process and also what holding is because is again a lot of what gets reported is meanness and ludic um so yeah so um and sometimes kids do them all on their own even the little ones but um what I have done in the past and I know some do is we'll actually sit there with the student and fill it out together so that we are making a complete report. Um, a teacher does not need a student's permission to make the report anything like that. But just a parent coming in or a student coming in saying, "I'm being bullied," does not trigger a full report and a

075full investigation. >> Would any type of referral that is issued >> Yes. >> definitely trigger mean a discipline referral? >> Yes. Yes. I could. Yeah, for sure. And that that should come up, I would hope, in the investigation process when um Yeah, hopefully it would come up through the investigation process. We identify that there's an ongoing bullying issue. >> Okay. And again, in writing is preferable. >> Yes. But it's not the only way. >> It's not the only way. And but if it does come in another view form, you will make an attempt or building the administration will make an attempt to get it in writing. >> Yeah. And sometimes it will look like, you know, we'll get a report from say a parent and admin might even reach out to the parent and say,

076"Is this something that you want to do as a bullying report where we did the investigation?" It actually works that way for title nine in a lot of ways that we reach out to the family to say do you want it to be title nine or do you want it to just be regular discipline processing there's a lot more rules about it with title N um I did hear it mentioned this evening and it was mentioned to me uh when uh someone did reach out to me they felt that there was uh inconsistent and dismissive action and words and approach by staff when things are brought to their attention. Also, the fact that is there any way to ensure through training directives that building staff know the policy and the procedures because there's been some

077inconsistencies as far as that's concern as that's concerned. Excuse me, I am freezing and my teeth are chattering. Uh so I'm trying to get things out but um they have approached a staff member and they are told one thing then they go to another staff member a teacher whatever and they say something totally different. So as a district I think we need to be ensured that our staff is educated and knowledgeable of the policy. So there is mandatory training. Uh there's also mandatory trainings on things like implicit bias um that that do happen. >> Um training doesn't necessarily mean it always sticks, >> you know, but um >> and how often I know I I'll definitely follow with our principles, but this is something that um we review annually with all of our admin. So

078last year our admin training was not this would have been 24 was with the attorney because the the racism free schools act stuff was just coming in. Um and I don't mean to call it step but you know um and uh so that was brand new and there were some new reporting so we had to do a more in-depth training on it. Um and then it is something we would want to address uh at the building level with staff meeting things like that just make sure folks are on the same page. Do we track that? >> Track who's been trained. >> Yes. The the mandatory trainings are tracked. >> October 31st is the deadline. >> Yeah. >> And they're not done. >> Nope. >> You have a number? >> What? >> Of uh what percentage

079of the staff? >> Okay. >> I have two to do still. So I'm I'm not trying to bash. Linda signed me one recently that I didn't think the other one I just haven't done. Um, is there any way, um, and this is a thought because, uh, the concerned citizens dealt with the high school, um, their SRO does programming, educational programming, and is there any way or does our SRO do programming uh, regarding bullying, uh, harassment? not on those topics, but I have had uh recently some conversations with officer craft and uh Miss not Miss I don't know where to rank is officer reck um and uh about doing some things different right now >> good that was official um and uh so yeah so far this year what he's been focusing on most emergency operations

080procedures Well, >> he does do other things. >> Okay. >> But if this education component could be put in their job description, which I went to look for and couldn't find, but uh to see if it was in there and maybe uh they can uh he can. And but this bullying has not it's not something new. This has been going on um outside of school. Duncan uh Subway. I haven't heard of Subway occurring, but it's still Duncan. Duncan is consistent. >> Subway won't let the kids in. >> Well, and that's one of the things. Can we They have deemed Subway off limits. Is there any way that the school can put some measures in place? Um because I know what is it page 22 of the student handbook is about uh cyber bullying um and

081conduct cyber conduct and sometimes I've heard that we told that it happened off campus it didn't happen on our uh property so therefore we can't address it but if there is something in the handbook it can be addressed >> right so what that when we say we can't address it, I would clarify that we typically cannot assign disciplinary consequences for something that happens off campus, but it doesn't mean we can't do the other things that are at our disposal to try to resolve a problem. Um, and that does happen a lot because it does there's not a separation in the minds of students between home and school in terms of especially with phones um going back and forth. I will say I know RPD has been at Duncan uh this week just swinging through just

082to say hello but I guess nothing exciting's happening so far which is good news good news but yeah we so I would say the ability to assign disciplinary consequences for things that don't happen at all at school is very limited but there are other things we can do that are non-disiplined Can I just briefly? >> Yep. >> I just want to know if if a parent were to make a bullying complaint and it happened cyber bullying off campus and they brought you the students text messages, >> we would ask for that. >> Then we would have something that we could discipline. >> Yeah. So usually in order for us to take disciplinary action on cyber um one is is it causing a disruption at school. It's a harder thing to argue but uh we also

083look for things like are they actually making direct threats of it at school. Um things like that. That's what we're also if we can identify that content was created at school um that creates an opening for us to take this right. So like I made a video and it's clearly the hallway at a >> well >> no if it's not at school and that there's clear evidence that bullying is happening like repeat offenses we can't take any kind of action. I don't want to say we can't take I would say we uh >> like I know specifically some of my conversations with your staff is trying to find ways that we can creatively address it which could be disciplinary but we're what you have to do is create a lawyer would call it the nexus

084to school like what's the actual connection to school and the disruption happening in school and so yeah we're not completely limited on it it's just part like if it happens at school like a fight at the bus stop or a fight at school is a very quick case that we can take um a fight at Duncan we have taken this action but not because of the fight itself by itself but don't it's going to be for what spilled over into school continuation of what happens and um hate to say but I understand exactly what you're saying and I think in some of your reading actually say that. Um I would like to thank all of you guys too um for coming in and expressing yourself and I'm um with your what is it? RFC group.

085That's great. I'm glad you guys got something together and hopefully it it can help. Bullying is a very serious problem. It's not only at probably all the schools. We we hear what we hear and there's a lot of stuff that we don't hear. Um but I think um some of the things and since we're on the Duncan thing um if something happens at Duncan and then it crosses over to the school the kids will be disciplined for it and I know that for a fact. So that the school is doing. I do know that. um as of cyber bullying and things like that um I don't know the laws and rules on that or how they can you know go about stopping that other than like um Miss Bonnet said you know bringing in a

086text bringing in a video or something like that. I know um I think at the high school recording fights things like that um kids can kids can get disciplined for that. So sometimes kids don't even want to video when things are happening or even or even say anything because of the repercussions of then now I ratted you out now am I going to be bullied in or harassed or hurt or hit or whatever. So, um I think with what you guys are doing and if you guys keep putting the pressure on us as a board, pressure on us as a district, pressure on us as a school, I think um and we continue to work together to do the best we can to correct this problem. I think I think we're going in the right

087direction. So, you know, like I said, there's a lot of a lot of things um with the the samples that he showed us. You know, I'm thinking, is that bullying? Is that not bullying? Kids are kids. Kids talk about each other. They're friends. Sometimes friends are talking and then you hear friends talking one way to another friend, then all of a sudden somebody else jumps in, then all of a sudden it becomes a a issue. So, um those are things and I think some of the things that um Drs. Woods is saying about the training that some of the staff members are going to have to make sure that they understand without trying to just make everything negative and then all of a sudden you got a ton of kids getting suspended and or expelled

088for something that was really up to a certain point minor. But at the same time, we do want to catch and correct anything that is major or or that can escalate into something major. And I'm sure you wouldn't be here if some of the things that haven't happened to your children or your your your kids. So, it's not like I feel it's not like we're trying to undermine anything that you guys are saying because I'm right there with mark my word. I'm right there with you. Um, I just hope we can correct the problem before it gets out of hand and u it destroys our district as a whole. And with that is there because it takes a village and so are we collaborating with the other school district I know it's high school andor

089of the village to try to find some solution resolution uh best practices to help ease the bullying help ease the disruption in the community and businesses. Is that occurring or are we operating independently? And >> yeah, I would say there's uh very little collaboration on this topic. >> Okay. >> With the high school. >> Okay. Well, >> I hear >> there should be a meeting of the three Scots. Okay. >> How about how about with the police department? >> Yeah. So we've um we do with the SRO and then as I said I recently had some more conversation with uh the two C officer Craft and then supervisor. >> Okay. >> Well, just going to come back. Do you let everybody else get a chance to ask something? Yeah. I mean, I think one of

090the things that comes to mind is I kind of think maybe an easy win is, you know, finding a way to get plain language about what this is >> out to parents. >> I think that, you know, explaining what policy is, explaining like how you make that report if you're concerned. >> Um, and you know, we all know I really I love Parent Square. think it's great, but I also think that this could maybe be an opportunity to I don't know, go back to the old school, maybe send out like paper or something like have some plain language, put the link to your FAQs in there, put it on parent square as well, just so we can like get it in as many hands as possible. I know that sometimes I'm guilty of I get

091the parents grand email, I read it on the weekends, you know, like so um I think that sometimes it's challenging, you know, there sometimes seems like you have to send it a couple different ways for people to get that. So I kind of feel like that could be just an easy, you know, again, just so more people are aware of what it is. I think that's good. Another thing that came to mind and I have complicated feelings on this is can you remind me of the phone policies at they allowed to have >> that doesn't mean they don't have >> we we are still sneaky >> um complicated expectation is that it's off in your locker the reality is they're usually in their locker um but yeah There's no setting where they're openly supposed to

092be have using their phone. >> Okay. >> That's why when a fight does get recorded, it's a real problem at a because you weren't even supposed to have your phone, >> right? >> So, those are the immediate >> and I will say our elementary schools, most of the kids, there's just not as many kids with them. They turn them in in the office in most of our schools and they have like a little good discussion. Appreciate what's been said. Um, what I'm about to say is not meant as an excuse or anything, but um, and I want to do the best we can, the parents, everybody. But uh as a former educator teacher here in Ranchual um I know that we have good people here and I'm I'm optimistic that if there's a situation we

093can take care make this better for everybody. But u just my one little caveat I guess why I I do believe though that sometimes we become school becomes the last resort and um that's daunting that it all it seems sometimes to fall on us that we have to make all you know that we're the ones that have to make all the adjustment. ments and corrections and that that concerns me. But again, that's not what's our what we have to do is accept responsibility for the situation. We have to do the best we can. But thing that I still think that we have the finest people I've ever met as teachers, administrators, cooks, custodians, bus drivers, the whole works. And I just have faith that we will get through this. We will do what the best

094we can do. But um it just we just can't get enough. Excuse me. We just can't take care of we you know we have as you said what it's a village that's I'm glad these parents are here. I know they're concerned that's that's what I Oh good. Sorry. Um, I have lots of questions too. What does it mean if if they disrupt fun? >> That's subjective. So, >> subjective. >> What does that who decides that? >> Yeah. >> Is it the student deciding that? Is parent deciding that? Right. Is it the victim? >> I'm trying to come up with an example. open. >> Thanks for me. >> Let's say let's say um this they noticed their kid's phone and they noticed that they have been sending horrible text messages to their friends about another student.

095The other students aware of it. It's been on social media. They know all about it. Um the parents bring it in to the school because they want school to be aware that it's happening. This happened off campus. The victim knows about it. the victim. It's affecting their learning at school. It's affecting their ability. They don't want to come to school. Um, you know, they don't want to participate in, you know, extracurriculars. Their grades are falling, that sort of thing. At what point does the vict trigger some kind of discipline for the aggressive? I don't have a concrete answer for I don't it's it's as you said it's subjective when when do we get to that where it becomes a disparity. Well, I think that part I don't I don't know if that could be more

096clearly defined, but I think it's those types of things where people are like this is why I'm saying we need something more concrete because we don't um and then we were talking about meanness and rudeness and if a victim goes up to a teacher, but then I don't know if I want to explain this clearly. My head understands. Um but in the bullying definition, it says that it has to be repeated behavior. And if the victim is going to different teachers, then how is it documented as a repeat thing? >> Is it showing up as like a repeated offense which then makes it bullying? >> Yeah, I would I would hope. So Matt's a very junior high example, right? Because they elementary they're with the same person. >> Correct. >> Um so uh they should

097be talking with each other. They do have grade level meetings every day. Um where most every day they meet during those grade level meetings and they have an opportunity to talk about kids um and problems that they might be have during that time. >> I would say there's another thing that we need to make more concrete because maybe what they should be doing isn't what they are. Sure. Um, >> are you talking like minor behaviors or bullying behaviors? >> I'm talking about everything because even if it is minor, if the meanness and the rudeness is minor, but it's happening 20 different times a day, then that could be considered bullying behavior, I would think. >> Okay. >> But I don't know because >> but I think the same administrators getting the information. For example, there's

098administrators for each grade level pretty much. So each administrator is going to get the disciplinary if there is one you know other than a verbal verbal um let's say if there's multiple referrals >> for a student that's in eighth grade that same administrator is going to get it. They're going to be going, "Oh, okay. This person's been in in the same situation doing the same thing over and over and over and over." Right. >> And then it becomes that then you're right. then that should be more likely. >> But if they're just going if they're if Johnny's in science and he goes up to Miss Smith and says, "Hey, >> but it's not recorded, >> right?" And then they're like, "Oh, don't be mean to Johnny anymore." But then in math, they go up to

099Mr. Thomas and say, "Hey, so and so is picking on me." And Mr. Thomas is like, "Well, don't be mean to Johnny anymore." I mean, >> and then I just had a question. Like I said, you don't um you had said before that up to 10 days isn't legally required, but that's what we do. Is that what you mean by mandated? I mean, I know that the definition, but is that >> Well, I mean, there are situations where you might not be able to actually complete an investigation. That's really what >> So, a student might not be obvious. >> Yeah. So, Can we talk like how many days are we taking? I know we're taking less than 10, but approximately how long is it taking? When do we determine that the investigation is complete? Is

100it just when we've talked to everyone that we >> The investigation is not complete until it is submitted uh until those letters go out to the parent determination. I would say once it's submitted to Mr. But that's that's not as important as getting that communication out to the parent. Um the I mean it's really going to depend. Some of them are pretty quick depends on how many witnesses bystanders you have to interview. >> Just a couple um when you say that we have zero tolerance bullying, do we really mean that we just don't condone it? Maybe we can change if we have several challenging that we don't condone because >> and the policy says it's prohibited. >> Oh, okay. So, >> um and then the off-campus stuff it can disciplinary action can only happen if

101it's cyber bullying. Like, >> here's the thing. I guess we doing a lot of talking about off campus. We >> we just do not have the capacity to address everything that happens on campus when you think about it. So um and everything that happens on a kid's felt we there's no way we can actually manage addressing everything that comes to you need a lot more adults. >> Yeah. And I'm saying >> that it just it happened off campus and stays off campus. >> Yes. >> I'm not saying that it comes back because if it comes back to campus that's we can do something about but if it stays off campus >> we can still discipline. >> We wouldn't get all that stayed off campus. >> Okay. >> We don't go looking for trouble. Don't go

102look for trouble. it there's enough that walks through the door that um I know you had more questions. >> Well, I was just wondering um with the on and off campus issue, the park is basically off ca campus, but it's viewed uh viewable through the camera. And so I have known in the past that students have been disciplined because it's been caught on camera even though it's not on school property. So there's a gray area there as far as I'm concerned. Also, from what I'm hearing, the cyber bullying is carrying over into the schools um through uh and I'm not sure if they're doing it through their phones because these kids do have their phones on them during the course of the day. And they do they are able to see them and they can

103hear them. I learned that from my niece. They can hear the phone go off where we as older adults cannot. So their hearing is a lot better, but they are still using it to uh text and everything else during the course of school and planning or they use intermediaries to go and initiate um the bullying or the contact. They'll send someone to say somebody wants to fight you. Um so what are we doing? What measures? and also congregating. And it's not just JWater, it's the grade schools. Teachers are out there to supervise, staff's out there to supervise, but they're congregating themselves, conversing. So, we need to make sure that they're being more vigilant and moving around. If they see uh crowds gathering, they need to move around and interact. that also builds rapport and it

104also uh sets the tone because in our goals the vision and that's what I wanted to say the core values and beliefs it says here school climate behavior that we want to strengthen training for staff partner with the students emphasize empathy for students and staff and prioritize empathetic behavior among students and staff and so we need to work toward this with this problem that we're having. And part of that could be there are um committees um I don't know if they have been fully established yet. You've got the bulldog parent advisory uh parent group and I think the only thing listed so far is the district representative. There is also the parent teacher advisory committee and behavioral interventions committee. Nobody has been. >> We don't have that one up. >> I'm sorry. What? >> That

105one's definitely not started. >> Okay. Exactly. And I'm just saying that maybe we and this is working towards the engagement um with the community. Maybe we can involve a parent, a community member on this committee to help. >> Well, that's the is that the behavior along that way? That's slightly different >> identifying information >> that we would have to structure it. She said that there's sometimes the committees are looking at specific student data. So we would have to structure it differently depending on who's >> the parent teacher one that is community involvement. >> Is that the same one that I was on before? >> Okay. Can I ask a couple questions? >> All right. Be ready. Um, building off of what Miss Sweat said, um, drop off procedures in the morning. Is it possible to

106adjust them? I know how many staff do we have at during drop off. >> Is it possible that we open up small gym, the big gym, whatever? We funnel everybody into the gym rather than having them congregate outside. This also helps with bad weather when that when it's cold outside, the kids are in warm areas rather than standing outside freezing. And as long as they're in bleachers in, you know, seats and I think it's less it's a more controlled environment >> rather than having them congregate out front. staff have have an easier way to keep an eye on them. You're not missing something. Hopefully, that was just what I was gathering when SW was speaking. Can you please define title N? >> Oh, boy. Alison, get >> I might have to call >> and just

107explain the like the difference between our investigation and what title. >> Not a lot. >> Thank you. slim down. >> I'm going to defer to Alison. >> Slow it down just a little bit. We just >> Well, the Title N regulations just recently changed, right? So, they just reverted back to the 2020 regulations. So, what we're talking about is behavior that results in discrimination on the basis of sex. So could be, you know, if we have a report of a male student making inappropriate comments about a female student repeatedly. Um, for Title 9, it does have a threshold before it would title N investigation. And it under the 2020 regulations, it has to be severe and pervasive. So it has to a reasonable person has to assume that that's severe and pervasive meaning repeatedly 2024

108it was either or it's back to 2020 so it's both >> how long does a child die investigation >> it's very long it's very long I mean >> 10 days is out the window >> oh yeah know it there's no disciplinary days >> correct >> um will these slides to be posted online like on the website. >> They are already >> not on our website. They're on the board packet and I once I finished it today I post anticipating that someone would ask. >> Um and then just kind of building off a little bit if there's a series of you've identified it multiple times. Can you go into what the consequences of that are? >> Yeah. So I mean I've um >> I know we can >> it's going to be escalating consequences. what's going

109to happen. But there's a point at which you're taking disciplinary action literally just defining it as bullying. Um I've gone through one expulsion of a student who was expelled for bullying. It's actually a lot more complicated than say expelling a kid for a fight. If you're expelling a kid for a fight, you're just the board has to address the one in right. But when it's a bullying, we have to relook at everything to the process. So it just it's it's not as it's so usually what happens if there's a kid who might be a bullying bully doing a lot of there's something specific that they would do that would result in a more significant consequence outright. So like a physical fight or attack, a threat and not just the the meanness that's gone that's too

110far. >> Do we educate our students on what it means to be um you know emotionally bullying other students to be socially isolating other students? >> Yeah. I don't know that we're using we wouldn't use that language with all the kids but I don't think that's what you >> but um Yeah. Yeah. And so what we we have a program called Fly Five. That is our that's the curriculum that we use. I mean really when you look at it, it's all about how to be nice. That's what you're working on. Um and there are some specific bullying prevention strategies that we would be teaching students. The most basic one is uh encouraging students to I it's it's called stop, walk, and talk. Um is that are you telling the person who's doing the behavior to

111stop? Not all kids are comfortable saying that. So the idea is you say stop. Some kids skip that step because they're not comfortable. And then you walk away would be the next step. And then you tell an adult. Um, and so when a kid, so what I would always teach the staff is a kid comes to me and says, um, you know, Robin's bullying me, I would say, did you tell him to stop? And then that's that's the learning opportunity there, right? Did you tell him to stop? Okay. Did you walk? Kid bullying you. >> Did I go wrong? >> That's all right. >> You know, it is almost 95. No. Hey, sorry. I'm on Eastern time. Um and uh I'm not but um you know, so there is a coaching piece that adults can

112do with the kids. Um and but you have to teach kids those kinds of specific strategies how to respond to somebody's baby. And a lot of our kids Yeah. Yeah. And they're um and a lot of our kids the response to unwanted behavior is physical aggression. In response, immediate physical aggression. And and that's why, you know, when you see our discipline reports that there's that's one of the reasons we have physical aggression um is because that response for a lot of our kids and and a response that's allowable in their families is physical aggression for for some of our students. Um and so we've got to teach kids that that's not appropriate school behavior and what alternatives there are that. So I always stop, walk, and talk. I used to do that all the time

113and junior high gets made fun of me because they're like no way I'm gonna do this. This is stop and sign language that >> I just also wanted to say thank you to the parents for coming out today. >> Yes. Thank you. >> I know how important it is to you that address this. >> Been in your shoes. I get it. I know. Um, and we want to do thing we can to make sure that we're collaborating with you and working together to try and fix this problem. So, thank you for buying in and and working with us. >> And I know we could talk about selective. >> Yeah. >> I have one question that was uh brought up by a parent. Do we notify them not just about the bullying of the report etc.

114But do we notify them when we're interviewing their child? So they are their child has left. I think I need more information to your question. >> Well, if they were named specifically in a bully in complaint, you would inform the parent that they were named. But if you're interviewing other kids involved or may have been on the periphery of the incident to gather evidence and investigation, do you bring the parent in to sit with that child or notify them, we're interviewing your child, a minor? >> Okay. >> If the police are involved, yes, >> okay, >> but that's that's law at this point, right? Well, I didn't know whether or not it complied like they >> it was. >> So, as long as the police Sorry. >> So, as long as the police ain't involved,

115then it's legit legal to to interview kids. >> Yeah. They'll just be like, "It's not >> I'm just ask like a teacher talking to another student, right? >> Did you see?" >> That's what I thought. We will have space that will communicate that they don't want that to happen in the future and we will try to accommodate it. >> That's what >> legally we don't have to and it's not always correct, right? Um to >> there there could be a reason we have to talk to the child, right? >> I get that. But if there's I understand it's parents in some circumstances, but if my child is the one getting beat up and your child saw it, I would hope that it would be acceptable to talk to your child about it to understand what

116happened to my child. >> Yes. What >> Yeah, it's it's not a secret, but I also understand as a as a parent myself when I find out my daughter was in the principal's office talking to the principal, I want to know why. Um, so I mean we have no reason not. >> It's just again this is a capacity issue. >> We really don't have time to >> call everyone and let them know. >> Yeah. So, but it's definitely not a secret. >> Okay. >> You always know the kids who've never been in the office because they sometimes cry before they get >> in trouble. They're not in trouble. >> Tempation. Yeah. Okay. >> All right. Anybody else? >> So, I'm sorry, Dr. >> Okay. >> Um sound like I'm on my defensive head on tonight,

117but um they call my name by the sweat. I mean, got at the playground, but the teachers weren't teacher congregating >> and Yeah. Well, I you might have heard that. Uh I've experienced it at at least two schools doing playground duty just recently last year and uh being out with the teachers and they do confiscate but they are this is what they're doing. They're a little watching now. I'm really I might have my eyes over here and now they got somebody over there. I have not seen that situation at any extent of or you know kids get congregating or doing something the teachers are not they they take it very seriously >> and the li and we can always do better. >> Yes. >> Sure. >> I would say the lives of all of the

118adults are easier if they can stop. So there is an interest in they know they know who's out there. or you can like well sure they know who's where the potential could be. They're right there. >> That's also kind of a time for them to collaborate on who's having a bad day and what's going on. They're not they're not say well hey you know Susie last night I did I don't don't hear that >> or Miss Jones. Yeah it's always what's here. You know I don't hear too much that. It's they're they're talking and they're talking with teachers we and other staff. It's not just teachers. We've talked about athletes supervision versus just being present. Yeah. Right. And they >> you do have to remind adults sometimes. Nobody's perfect. >> But I I hate to

119have somebody think that oh teachers out there. I know I know that that's not the case. >> Thank you. Thank you uh Mr. Woods for the presentation. I hope that you all >> I will. >> If you got a few things that you didn't know, I will follow up. >> It'll be next week. >> Yeah. And if you have questions, please don't feel like be afraid to contact >> um trying to speed this up. >> I know information. >> All right. The only one I do want to do it, we have a celebration on here, which is item 11F that congratulations Ranchel City Schools School Board. You should be getting a certificate from IASB for uh recognition of uh school board governance. And what that means is we are you as a board are meeting

120the standards of IASB um in terms of um doing the things you're supposed to do the trainings uh implementing of policies. The one thing we did new this year was the actual new board member orientation and that is probably why we were able to get it this year. We did that in May when when this went so been doing that prior to that. Um, there's two annually required postings. These go up every year. Questions came up from the the association when I met with them uh Tuesday. The EIS administrator and teacher salary and benefits report. It's the one that lists everybody's salaries and benefits. Well, unbeknownst to me, it does not actually include all of our certified staff. Um so apparently that's always been the case but um what we have posted is what is

121generated through the state reporting system that we have post that certain positions like Miss Kaiser who's a speech therapist um speech therapists psychologists social workers instructional coaches are not uh in that report for some reason and you'll see some weird things in there like I think the junior high instructional coaches show up on the report now as uh what 10% employees because 10% of their data are classified as instructional. It's just so there's weird little things like that. Um anyway, TMI on that. Um new business, Mr. Johnson, stakeholder engagement. Oh, hey. I was um I brought that up um because I basically what we're talking about even with the with the bullying and and um the reason I brought that up was because um we have people that in the community that that I feel

122need to have more of a more of an input on decisions that are being made, not just us as a board because they are the ones that that you know they're the ones that basically pays the bills. They're the taxpayers. there once it where the income comes in and I think if we engage more as as a board with the community then we can give more input not only just out of the six seven heads that we got here but with the community sort of like with these um parents that came in and talked tonight got more information on what's really going on and how they're looking out John I'm I'm Mr. Mr. Brotherton, I'm just going to bring this up just a little bit. Um, on on the comment that you you said about

123some of the teachers and stuff, and you're probably right that was probably brought to somebody's attention, probably Mrs. Sweat's attention by by a community member. And you're right, we they might not be visually looking at something the way you look at it or Dr. woods look at it or even myself, you know, teachers, you know, they might see a bunch of teachers together and automatically say, "Look at them. They're not doing anything." Just like the photo that we got or someone had uh said was on uh Facebook or one of the social medias where there was a coach that was just sitting there on his phone and they're wondering why you sitting there paying this guy this much money and he's not coaching, teaching, doing nothing with our kids. So it's an it's always an

124assumption of somebody's what people think if it's right or wrong. So, you know, she was just bringing up a point that someone probably did bring you, >> but um I think um with with the stakeholders, with the people that that you know live in Ranul, the ones that you know um have the huge stake of having their kids that we're responsible for that we're supposed to be making sure is safe and or um you know, learning, doing what they're supposed to be doing. Um, I think more input from them would be more beneficial as a whole than anything. That's basically what I was trying to bring up. >> Isn't that the purpose of us? >> No, it's not to discredit us in any way. >> No, not discredit us, but isn't that the purpose of

125us? Like, aren't we supposed to be >> It is. It is. But >> representing them, >> but we don't get I don't think we put ourselves out there. Just my opinion. >> Yeah. I don't think we put ourselves out there enough to get any information and and listen to what people really want us to come in here and talk about sometimes. Not all the time because I know that there's ton of stuff that we got to go over anyways. And I'm not trying to add more stuff on to it, but getting more information from people in my opinion would give us a little bit more of an input to bring bring to the table, bring to YouTube, you know, and Dr. woods when you guys are making up the the agenda for the board is

126what I'm saying. >> I disagree or or I don't know how else to do it because I talk to as many people as I can talk to constant about stuff. You know what I mean? >> I mean so is but I do understand the need for us to talk to the community more but I don't know how else how to do that. I understand just >> I I don't know what more I can be involved in. I'm involved in youth group at church. I'm involved with this here. I try to do stuff with Tanya and the Carter Foundation. So, I'm just wondering what it is we can do as the seven of us >> outreach town halls. Um, I had heard that there may be uh community um meetings or town halls about the bullying,

127what um they can do as far as the businesses at the village level there. >> You know what I'm saying? Like I've seen us there. >> Yeah. And so if we're doing all that, >> but just bringing that feedback back to the board and sharing it and just being an active participant. I uh was part of a webinar that was titled are school boards out of touch with their constituents. Now it I think they need a second one. Okay. Because the first part of it was mostly data. I did not know that up until 1992 they kept data on school board members uh their backgrounds or education uh degreed uh political um affiliation etc. Um they had talked about how teachers unions influence boards and I did not know that it happened and they use

128Florida as a example the Santis and the shift in um teachers union influencing and putting their people on the board etc. Um, but then they got into the nitty-gritty and they were starting to before it was over talk about how we as school boards need to get back out into the community because the community will have input because our schools the status of our schools will base will help set the trajectory of our community. If our schools are not functioning, are not operating properly, kids are not being educated, we're having discipline issues, and correct me if I'm wrong, Dr. Woods. Um, you're not going to get people to move into our comm community, buy houses, build. They're going to build in these um and put their kids in these smaller towns, their schools. That's why

129these um what were they called? Um something about bed and breakfast communities have really started expanding. Um Muhammed Monaceel Fiser Gford. So, we've got to find out what our constituents, our stakeholders are looking for, what they desire, and then try to incorporate it with our district improvement plan, our curriculum and instruction plan. We, yes, we have some of the best here, educators, um, degreed individuals who are experts in this, but until we get the community and them together to see how we can implement things and make things better is something to look at. >> I understand that and I agree. But what I'm saying is >> because I see us out. So what else more can we do or to get the community to talk to us? They don't come to that's what I'm saying

130like what can I not saying that it doesn't need to be done. saying what more can we do or what can we >> as long as that conversation is happening and continues to happen and what's a failure but a try. Got to try something and we can go out and we can listen to individuals uh or get cornered in the grocery stores or out in parking lots and we try to bring some of that back. But if we have a better controlled environment, be more available. I know that these 5:30 uh meetings, but um meet and greets. >> Yeah. No, >> no, a lot of our board members are in the Diana's in the schools all the time. Moto, you go to sporting events. I go to sporting events. I mean, >> I go to

131sporting events. >> You go to sporting events. You guys did the bullying committee. I mean, >> I just leaving John out. John is in the in the schools every week >> all the time. Sorry, >> just completely leaving you out. >> We just have to find a way um and try something and just keep the conversation. Let people know even through watching this meeting uh in the minutes that we are approachable, we're accessible. Come talk to us. Let us know >> and email us. I know they have talents where we're like email us RCS. >> Yes. I think one of the >> the things that I have seen in the years improvement that we've consciously made as a school district I'm not referring to the school board. from the district, the teachers, the ministry, you

132know, people who have the fuel in the ground. They have I've seen a sea change in how we have approached trying trying to get more parent involved. I I you know, things they do that it just amazed me the things that we do. Now again we're we sort of how we go but I see that we are doing much better job of trying to integrate parents in what we're doing to buy in and that to me that was the the the the strongest teachers that I ever worked with they had this one that great qualities but the quality that they all had equal measure was the kids bought in. We want the parents to buy in and not say we're per, you know, you have to exactly say you bow down. No, please listen. We're

133all together. Let's get together. And I I see so much more of that than it used to be because before, oh, you know, just I don't see that today. I see I see the teachers wanting to get parents involved. They're done. I mean, I I hear them talking about that. So, and I and I see it just they talk about it. I see it. You know, are we perfect? No. But I I've seen a great improvement. So, I'm encouraged by that. I can do better. You can always do better. >> I'll shut up. >> No, you're fine. >> We talked about like in the past we've talked about other options like, you know, going to different schools, but like part of the thing is in wanting to be transparent, we want to have a space

134where we record, want to be able to broadcast. Um, in some ways like OMA is great, in some ways it does kind of limit. So I mean a town hall is great, but only two of us would be able. >> So I mean I think that it's worth talking about. Certainly it's just Yeah, >> it it's a complicated thing, but please email us. >> Yeah, I agree with Mr. Burlington. I think um things have changed quite a bit. I mean, we're constantly getting notifications from the schools about events they're having with with families. [Music] >> It was always the spring or the winners program and then your science are doing any get that information all the time. Let's move on. >> Speaking of those exciting things, >> I have a whole list of them share.

135Everyone would like to move on. >> Um, upcoming. So, we have several things coming up very soon. >> Uh, tomorrow is one of our biggest events that we have of the year. Um, and uh, it's open to the public. The big thing is it's a lot of good food. Most of it's homemade. Um so come and enjoy. Uh also another uh event for our families is they started doing this last year. We're uh this be the I think we're going to have at least two this year and these are essentially autism acceptance playdates. So they're sensory friendly. So this one is going to be next week at North View and they're short sensory friendly. Dress up if you want that kind of stuff. Trunk or treat. Uh family literacy night. And then of course everybody

136wants to come to the schoolboard meeting. Um that was sarcasm. Um I put on my notes bus accident update not remembering what I was going to talk about but I do. So following the bus accident we had a couple weeks ago which I want to clarify was uh the uh rearview mirror got clipped. That was the extent of our accident. So it got a lot of press coverage um for a clipped rearview mirror. But one of the things that we did was kind of a post accident debriefing with first student. Uh so it was Tom who was at the scene uh myself first student director and Darcy who does all of our transportation stuff behind the scenes. I think the biggest thing we saw from that event was how do we more quickly screen and

137track the kids that are there at the scene um when they're coming to school. It's very easy for us to do that. Uh this was an afterchool route and we haven't had an afterchool bus accident like that quite a long time. So we put some things in place for that. Um also highlight on next month's agenda uh the main topic will be presentation of school report cards. Um those are released October 30th. So you will be able to see them in advance, but then I'm going to have kind of a summary because it is different this year because they changed the cut scores. Um so it's harder to compare year to year right now. Uh and then the tenative tax levy what I had and I now I think we have closely >> and we

138need to read the whole thing. >> Sorry. >> Who wants to do that? >> Nobody. because we have multiple >> talking negative. >> It's my turn. >> We appreciate every time we talk. >> Yeah. The board will move to close session for the appointment employment compensation, discipline, performance or dismissal of specific employees, specific individuals who serve as independent contractors in a public body or leave council for the public body including hearing testimony on a complaint lodge against an employee specific individual who serve as independent contract recreational educational setting or volunteer the public body or against legal cons body determine its valility. Now I taught English and that's too long. Uh however, a meeting to consider increase in compensation to a specific employee of a public body that is subject to local government wage increase transparency

139act may not be closed and shall be open to the public and post and held in accordance with it. This act 5 Illinois 122C1. Sounds good. Is there a second? I can second that please. >> Okay. Moto Johnson. >> Hi. >> Pho Johnston. >> Hi. >> Sorry. >> Deborah Sweat. >> Hi. >> Robin Bond. >> Hi. >> John. Hi. >> Okay. Um, also just we're going to move to the small conference room and which is the one right there. So Tom will lead the way. I am going to pause the Everything's back on. >> Wants to make a motion to open. >> Yeah, >> you're up. >> I make the motion to adopt the resolution authorizing and approving to remedy to Elizabeth. >> I second that. >> Yes. >> Uh Robin Vaughn. >> Hi. John

140Brotherton I Johnston I >> Moto Johnson >> I >> Nikki Pettit I >> Deborah Sweat >> I get a motion to adjurnn. >> Make a motion to adjourn the meeting. >> I second. >> It's the voice vote. >> Oh voice vote. >> I thank you everyone. Yes, I did. inside of me. It was