01/21/2026 Regular Board Meeting

001We're going to call this meeting to order. >> January 21st, 2026, regular meeting of the board of education at 6:01 p.m. Uh, Secretary, if I could please have a roll call. >> Sure. David Shepard, >> present. >> Lauren Dowin, >> present. >> Dr. Michael Thomas, >> present. >> Denise Jones. >> Rachel Maroquin, present. O'Neal Gray >> here >> and Michael >> pres are present. >> Excellent. If you could all stand and join me in the pledge of allegiance, please to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. If the board could please review the agenda in front of them and provide a vote or excuse me, a first and a second motion for

002a vote to approve. >> Motion to approve the agenda. >> Excellent. Is there a second? >> Second. >> Very good. Roll call, please. >> Dr. Michael Thomas, >> yes. >> O'Neal Gray, >> yes. >> David Shepard, >> yes. >> Rachel Marquin, yes. Denise Jones, >> yes. >> Lauren Dowin, >> Michael, >> one. >> All right. Right. At this time, we will go into staff reports. Dr. Woodland, please take it away. >> Yes. So, my first report for this evening is from DA Architect Firm, and we have Ed Wright with us this evening. So, the goal of his presentation is to provide us with some essential considerations regarding Central Middle School. So, as you're aware, at our most recent board meeting and in December, the month of December, we made a decision to no longer put

003anything on the ballot for March of 26. As a result, I thought it would be a high priority for our architect firm to give us a high picture overview of some of our priorities at Central specifically, as well as go through some costs associated with them. I am not making any recommendations tonight. I would be then recommending that we take it to our facilities committee which would be comprised of Rachel and Michael and then we further bring a recommendation to the board thereafter. Um and obviously Ed is here as our expert and is going to continue in that discussion. So please feel free to ask him any questions that you have regarding these recommendations. >> Thank you Ed for coming. >> Thank you Dr. Woodland. Good to see everybody. Um, I will try not to

004get too far in the weeds on this, but uh, just as a reminder, we had done a facility assessment going through all of your buildings and just looking at the conditions of infrastructure. And that was really broken up into different categories. Sort of the 0 to five should be on your very near radar, 5 to 10, 10 to 15, 15 plus. So, we went back through looked at the zero to five and it's been a couple years since we've done it. So, some other things have moved into that category just by nature of time. Um, but this list is representative of those items and then a couple other items that we had had discussions with the administration about. So, because it's a shorter list, I will go through it line by line and feel free

005to ask any questions as we get through it. So, the first one really has to do with mechanical, electrical, and plumbing. Uh, big projects there really consist of some unit vent replacements which are on the lower level and on the second floor. Um, those were replaced last in 1996. Those typically have about a 30 maybe 40year lifespan if they're taken care of well, but generally that 30-year mark is about where we are and they should be on the radar. Um, that's not to say they're going to fail tomorrow. It's not to say they're going to fail in two years, but they're coming just by nature of their age. So, they should be on your radar of something to deal with so that they don't fail and then you're stuck having to do an emergency. Uh,

006in addition to that, the boilers, those are original to the building. So, those were done in my cheat sheet here. uh 74. So those typically have about a 50-year lifespan, which is where we're at now. Um the unfortunate part are newer boilers that are more efficient generally have a shorter lifespan. They're more like 20. So you trade out a 50-year piece of equipment for something that's going to be more efficient and you're only going to get 20 years out of it. But um that is something that should be on the radar as well. You're looking at around 150,000. I'm sorry, that's in that 3.8 number at the top there. Uh looking at some changes to the main office. There's just a lot of difficulty with temperature control in there the way it's set up. So

007you have hot spots, cold spots, and it's hard to make everyone happy. So that's looking at reworking that. Um for the multi-purpose room looking at right now, it just provides uh heat. The ventilation is done through exhaust, so it's not truly ventilating. So that would ventilate heat and provide air conditioning as part of that piece as well. um looking at going to LED light fixtures throughout the building. That's just going to help brighten the space. It's going to help with efficiency. So, you're going to spend less money on energy. And there's some grants to help with that. It wouldn't offset it entirely, but there could be some funds to come back and it would certainly make the spaces look a little bit better just by giving some better lighting. Um and then there's some hot

008water storage tank replacement as part of that mechanical number. So, those are the big mechanical, electrical, plumbing projects. Are there any questions on that before I kind of go down the line here? All right. Uh, one thing I will add, obviously you can see that's not the entire building. A lot of the equipment was done in that 2014 15 vintage, some some in 2020ish realm. So, you're in good shape there. And you probably got about another 20 years left on that equipment. It will come due, but it's not like you're going to do this and then five years from now everything else starts going. So, you do have some life on that. that is a good thing for that for those pieces of equipment. Uh that's similar to your roof. So there's only really one

009small roof area that's uh pretty dated. It's well past the useful life. It's on the south end of the building. Uh that would be the one we look at. The rest of them are of that similar vintage to the mechanical equipment. So in those 14, 15, 16 years, you guys seem to have done a good amount of work at that building. Kind of get these pieces up to up to date. So those again, if you did this roof, you probably have another 15 to 20 years left on the remaining roofs. And you can always patch roofs and stretch them along a little bit, but again, eventually they become due. Uh we also asked to look at some things that help with ADA within the building. So the elevator, having issues with the elevator going down,

010uh it's of an age right now where you're experiencing a lot of trouble with it. Elevator goes down and you can't get someone up to an upper floor. that that's kind of a problem for somebody that needs elevator access. So, we've done a couple of these over the last few years. We're looking about 400,000 for that work. That's been pretty consistent. Uh the number that's putting in a new cab, that's refinishing it. That's new pulleys, motors, that's the whole thing. You just really keep the shaft. So, that that's what we anticipate for that. Uh jumping ahead uh the ADA ramp, just trying to get ADA circulation at grade [snorts] where we have some half levels. So looking at also doing a ramp somewhere near the library. I don't have a cost for that right now

011because we really haven't defined what that looks like. So if that's something you were interested in, we would go back and do some layout concepts and put together numbers for that. Um going back above the third floor, there were just a couple rooms where there needs to be some carpet replacement. It's pretty dated. It's fraying. Can become a tripping hazard. Relatively small, lowhanging fruit in the grand scheme of the other projects, but something that we'd recommend being addressed. And then lastly, the life safety, which was also part of the assessment. Uh life safety reports are done every 10 years. You're generally trying to complete the lower item or the more immediate items in the first five. Technically, you're supposed to complete all of it over a 10ear span. I do not know a single district

012who's ever done that. Um but that's that's what it says. There's no real enforcement committee on that, but that's that is what the the law states for that. Those items typically consist of doors. Door doesn't have a closer. Uh it's not closing the way it should. It doesn't have its fire rating any longer. The tag came off or we can't tell that it was ever properly rated. That's probably 70 to 80% of it. The rest of it is, you know, small wall penetration here, a trip hazard there, things like that. They're they're not immediate threats to the safety of kids. They're there's something that should be looked at. They're more preventative. If there were a fire, um it's not to say they won't perform. they just they're not going to perform. It's not going to

013last two hours. It might last an hour kind of thing if that makes sense. >> So all of that in putting a contingency on there just for not sure when this might be bid. Uh none of this has actually been designed yet about 15%. Uh we're looking about 4.9 million plus the on and m at another 500. So about 5.5 million in total for all of that work which again doesn't have to be done at one time. wouldn't actually expect you to do it all at one time. You'd probably stagger that just for less disruption to the school. >> Any questions? >> Yeah. >> All right. [clears throat] >> So, in addition to having some of this ready for our facilities committee meeting, >> I'd really love to task DLA with coming to us at

014that meeting with some revised new central cost outs. >> Okay. I feel like what we talked about last month was that none of us are really ready to like walk away and let that initiative die. But I do think that listening to the taxpayer and listening to the surveys is important as [cough] well. And I think that there's a needle to thread in there that is addressing the most pressing issue to this district which is that middle school. And so if we've prioritized that and focused that, that could knock out a big chunk of that number that was so unpalatable to people certainly by focusing only on the middle school and not the the elementary schools. But I still feel like that $74.9 million number, I'm going to task you guys with trying to figure

015out the most blood you can squeeze out of that for us. >> Okay? >> Because if I'm going to bring something forward, I really need to feel like we've got a clean conscience on like, hey, we listened to you. It was too expensive. This is a different number. is a different ask. Um, and maybe we can find a way to make that that tax bill hit something that's a little bit more palatable to people. >> Okay. Couple questions on my end regard that. So, >> um, and I'm not going to hold you to it. Is there a target number in mind? And and why I asked that >> is we we did compress one time already, which doesn't mean we can't continue to do so. Yeah. Um, there may be some things we need to

016go back and revisit with administration and staff about are there further things we can reduce? We're adding classrooms. Do we really need as many classrooms? Like there for significant reduction, it's probably going to be square footage reduction and in order to do that then we need to pull things out. >> And so knowing what we're targeting, if there is a target, >> yeah, >> helps us work to that goal. I will give you a target and I want you to understand that it's going to be lower. [laughter] >> Don't your hand, >> but I'm I'm willing to be flexible on it because I do think that like I'm going to be aggressive with low, but I want to see if we can look at 55 million. >> Okay. And I know it's aggressive, >> but

017I believe in setting this as an aggressive number. I think they'll set the right mindset for trying to get that number lower. um with the understanding that like that may not be attainable. So I'm not going to like sit down in that meeting and you're like, "Hey, we did everything we could and it's, you know, X." >> Sure. >> And I will bring you back a $55 million project. It may not be a project you want to do. >> Yeah. >> But we will show you what that looks like and we'll show you iterations thereof. So it it won't be a this is it. We can give you versions of if you cut this, you can get this. you cut this and then some tough decisions might happen but then at least your community also

018knows >> what's what that ask actually means. >> I think that's a great idea. >> Okay. >> So that is for >> I also feel like I heard from the community like we don't want to lose programming but I will give an example. So when I'm picturing the renderings, it may not have been necessary to have the historical society or to have the additional track or to have the stepped learning case even though I loved it. >> And so because of that, like are there other infrastructure ideas that would also reduce cost? >> Of course. And >> like maybe we were looking at a Mercedes and we need to look at a Kia. [laughter] And >> I mean we can go with a Toyota. And I guess the reason I say it's square footage, the

019material cost, I mean, there's different ways we can build it, but they're not going to shave, right? >> We're we're already being pretty responsible with that. But, >> uh, to your point, we'll we'll look at versions of that. Um, >> I I would like to think about it in a way that you don't paint yourself into a corner either, that maybe you can squeeze it down with the possibility of doing an addition later. >> Maybe maybe create a second phase. Maybe. >> Yeah. So, we'll look at a few versions because larger spaces, larger gym, st learning st those types of things aren't easily added later. Yeah. >> Where maybe a small wing is with certain components. But we'll we'll explore all options and give you give you guys some choices. >> Great. >> Be great.

020Thank you. >> When is that next meeting? >> Oh, [laughter] um, tomorrow. Um, we can email you with a date so you have specific >> about a month. Yeah. And we can time it to your work as well. I mean, I don't think there's anything pressing that the facilities committee needs to tackle at this time. So, >> Oh, and we we have some ideas because we've thought about it as we were going through it. Hey, this can be something different, but we wanted to give you all they ask to start. So, >> I have a little bit of a head start on it, but a month should be plenty of time. Wonderful. And then in terms of these recommendations, um obviously we are going to take this to a facilities committee, but uh Jim Hennessy

021and his team along with central admin are really they do have concerns with the elevator in terms of student safety. And so I would just like to open that up to the board in terms of discussion if there's anything else you would like to add when you review the list. Does everyone understand why the elevator would be a student safety concern? Okay, great. If >> I could add one to that, I I do want to spend a little more time with Jim and his team as we look at those mechanical projects. >> Sure. >> Uh a unit vent, if that goes out, you can usually get a repair on it and get it running. It impacts one room. >> Okay. >> 50 boiler, um that goes and it goes, that's the heart. That's what feeds

022all the heat to all the rooms. >> Okay. >> That's problematic. Not to say you can't repair it, but that that fails, you're done. Okay. >> versus just one room. >> That's great information. And can we use health life safety funding for that? >> Yes. >> Okay. >> We we may have to do an amendment. I can't remember where that fell in the >> if it was put in life safety or just on and M because you you can classify it differently, but either way. Yes. >> Okay. Great. Thank you, Ed. >> No problem. >> Anything else? >> What about carpeting? If we end up having to replace things, do we have to use carpet? You do not. >> I was just wondering. I mean, I just really dislike carpeting in a school. Yeah. >>

023Like in classrooms. I mean, >> there are some different products that we have now that are sort of hybrids that we could share that it has the acoustics and the softness of a carpet, but >> it's not like a loop. It's it's sort of flocked. So, you can actually run a wet back. It has solid backing, so if you have spills, it doesn't create mold. So, there are a number of different for sure. >> Yeah. We don't want mold. No. I'm just asking, can we use some kind of other colorful paint? You know, like the prison beige, you know, the project beige, you know, in the school is it's it's just depressing. I mean, can some pallets, some spring color, something just something that >> makes you feel good as you walk in the school,

024you know? >> We we absolutely can. And if you tell me who makes that decision, we'll work with them. >> [laughter] >> Paint might be the hardest decision that we come across in our every single person has a different thought on paint, but yes, we can absolutely add color. >> Great. Great. Thank you so much. >> You guys have a great evening. >> Thanks. You too. >> All right. My next report is from Amanda regarding our district belonging update. Speaking of DLA, we tried to well, we did do culture night at CMS so that families can walk the halls and see how tight it was. And there were actually families that were like, "Wow, these hallways are tight." And I was like, "Yeah, it is [laughter] strategic." Um, but speaking of culture night, we changed

025the date this year and made it December 4th. Um, which turned out to be a good time because in the previous year we did it in February. Um, we had performing groups. We had families and staff host tables. Um, there were activity rooms. Um, and a bunch of different cultures and countries were represented that night. So, we had India, Korea, Japan, Greece, Mexi, Mexico, Austria, USA, India again, uh, Mexico, Poland, Peru, Philippines, [clears throat] um, African-American, Germany, Italy, and there was like even more than that. So, it was a melting pot of an event. So, pretty successful and we're looking forward to having it again next year. Um, our next district-wide event is coming up and that's for Black History. Um, that celebration's happening February 19th at Southeast at 6 PM. A big thank you

026to Dr. Woodland, Dr. Banick, Jenny Coleman, Julie Kelly, Alli Banks, and Brooke Kandra who are helping um put this event together. So, the event is going to consist of performances. Um and then we actually uh reached out to our very own Evergreen Park blackowned businesses for them to come out and host a table for them to pass out information so community members that come can support those black businesses. Um, we're also going to have uh black history. So, the kids at CMS are working on putting that together along with artwork displays uh representing black joy. And then we're going to have bites to eat and that'll be the night. So hopefully the invitation is open to obviously board members, staff, students, and families. >> Okay, cool. >> Forward to it. The culture night was fantastic.

027>> Outstanding. Yeah, just really great event and I think it shows the potential for these types of events to bring the community into our schools. Not just to give them little snippets of like how the hallways are too small and inadequate, but also I I just think that that's how you cultivate the type of culture that we want to have here is, you know, making the schools a gathering point and making them >> it's it's one of the institutions in our community where like so many of us touch it, but we don't really like interact with each other when we do it. >> Yeah. And it's just a great opportunity to do that, to actually like have time to to hang out like the the programming that you guys added to the beginning of it

028this year. I was just like so I had such a good time just watching everybody do their thing and >> it was a really great event. >> Yeah. >> Bringing the quadrants together. >> There you go. >> Yeah. Awesome. Thank you, Amanda. >> All right, Dr. Carlson. [clears throat] So January 6th um was our first day back from winter break and we had an institute day which is not always you know what everyone wants to do and learn on that day but we had some really great um things for for all staff in the morning um specifically. So Amanda um we kind of split into our elementary and our middle school and kind of ran some different sessions. So Amanda did keys to belonging um first which there are eight keys to belonging um that

029she really rolled out to to all staff um and that is to ensure that students feel welcomed, invited, present, accepted, known, supported, befriended and involved. Um and so she spoke on on all of those. Um I did a session um with both on success criteria. We've done a lot of work on identifying our priority standards and from there identifying learning targets within our classrooms for our daily lessons um and then moving into success criteria. So really how students can use that success criteria to um self assess on how they are doing in relation to becoming um mastering that standard. So um we talked about that and then our PE teachers worked on CPR training that day. Um then also in the morning, our special ed um teachers had a training with Terry Angler um really

030on IEP writing and um and present levels and things like that, just the legalities of all those things. And then Cindy Roman did uh a training for our pair of professionals on supporting students with complex needs. Um so rotating through all of those in the morning. Then in the afternoon um they teachers went back to their buildings and we had staff meetings and then they also even had a little bit of time at the end of the day to prepare for students that are coming the next day. So it was a busy day but a lot of good good work was done. >> Anybody? Yes. >> I'm sorry. >> Yes. Go ahead. >> As part of the CPR training, is it just CPR? Is it first aid training? I'm specifically thinking of like our uh

031defibrillators around the buildings and and who gets trained on that stuff. >> It's C it's C it's with the fire department. So it's CPR and um first aid so it's all like our health staff and um I think our gym teachers all participated because they were off this two years. Um they typically do the um the nurses do the defiill training and um the followup and maintenance that's needed for at the beginning of staff. >> Okay, >> that makes sense. >> Yeah. Just want to make sure we always have that in mind. >> Yes. Yes. >> Anything else on our TI day? All right. I think we have Angela next possibly. Yes. >> With Evergreen Reeds. Wait a minute. Build up the surprise here. Um, so I'm Angela Iverson. I'm the district librarian. Um, and

032I oversee Evergreen Reed, which started in 2017. It's our district-wide read um where we encourage students, staff, and community members to read the same book. Um we do a lot of activities in the school and then have a few outside after school hours for families. Um this year the students and staff voted on three I sent out three book trailers, three different titles, and they had a chance to vote and choose what book we will be reading. So, we had 134 students and staff vote and they chose Sorry about the uh ad here. I'm sorry, guys. I don't know how to [laughter] >> something useful. [music] At least it wasn't an embarrassing. >> [music] [music] >> Okay, so this is Tax. It's kind of a bittersweet story about a boy and his and a fox

033that he adopts. episode was made possible by IKEA. >> Copy. >> Thank you. >> Um, I encourage you to read it and then pass it along. So whether outside of your family, um, someone else in the neighborhood in one of the free libraries that we have throughout Evergreen, um, that's that's the goal that these books kind of get passed along to our community. Um, and we'll be doing activities inside the school. Last year we had kids read um the chapters and then we sent them out to the school so that the kids could watch other students read the chapters and that was a really nice way to kind of get them involved as well. >> That's our book for this year. >> Thank you. Thanks. >> Is there usually some sort of board giving around

034There is and I was looking on the agenda and there's nothing to approve. >> Okay. >> So, we can circle back around next month. Do we normally give a board donation for evergreen read Sonia? >> Um, yes, sometimes, but I'm not sure. I would have to check what month. >> Okay. So, we could do it next month. >> Okay. And we do buy books. Um, we buy these books to have in all of the different buildings. We keep them in the office in case there are students that need the books. Um, we do provide some to each of the buildings. >> And just really quickly, [clears throat] Angela, you always choose such terrific books for this. I feel like I always end up reading them to my kids. Last year, you did The Wild Robot,

035and I've been going through that series with my daughter over the last year. We're on The Wild Robot Protects. >> Yeah, it's very good. >> Well, I've heard really great things about this one. >> Looking forward to it as well. >> Y All right, so next up, we have our winter um growth and achievement update. So, we're excited to share this with you. So, we'll go through each of the buildings. Um, I wanted to just give you a brief overview. Do you want to the next one? Yeah. Um, so we're sharing out on MClass reading, which is K to2. Um, we did give MClass math this year as well. It was the first time our K to2 students took it this fall. Um, it was it was the first time we took it on a

036new on [clears throat] a new system. So, we did see great growth in in December, but we think that some of that was probably indicative of it just being new for them um when they took it in September. So, we don't feel super confident in that uh yet, but we're excited uh about what it will tell us in the future. Um we also have star rating and star math growth that will or that will share for grades three to eight. So, a little bit about proficiency versus student growth. Talked about this before. Proficiency is how well students perform in relation to a fixed target. So, how well they're doing in relation to proficiency on their grade level standards. So, we're going to share that out from fall to winter. um where our proficiency levels were

037in the fall versus where they are right now. And then we'll also share out on average student growth, which is how well students perform in relation to their academically similar peers. So we really look for an SGP of 50, which is which is average growth, which means that student is performing um at the range of their 50th percentile for students that were scoring similarly at the prior test. So, um, a student that's in the 96th percentile is really, um, equated to other students that were performing that well previously. Um, so they will also, um, share out on that median growth. Um, and who's up first? Northwest. Dr. So, with our growth, first of all, thank you to our teachers. they did they've did a phenomenal job this this year in terms of growth. Um kindergarten

038saw some really good growth as well as first grade saw some really good growth as you can see with 90% meeting the the growth targets. Um we did a lot of focus on those early literacy skills and just really infusing those into the curriculum for this school year. in terms of second grade. Uh so with a 34% what we noticed is second grade there's a new test that's introduced called the maze which is uh where they it's a reading comprehension test and what we've come to realize is that students were not as familiar with how to take it. So we just have to find more ways to incorporate like practice with that in terms of um with that. So we saw some good growth in some of the other subject areas that they they test

039for that. Uh so with uh in terms of star reading uh so we have the the district goal of 50 SGP so fourth grade was super close and everybody else met or exceeded that which is which is great. Our teachers worked really hard this year in terms of our win time which is what I need time. I'm really looking at those student growth the student scores figuring out like what they need to focus on and putting some of those things into place. fourth grade. What we realized is with the curriculum, we need to focus a little bit more with there's not as much fiction for the first semester for fourth grade. So, we're looking at how can we incorporate more fiction into that wind time and other things like that. So, we can I mean,

040we're almost right there, but just to get a little bit higher with that. Then math. I'm really really excited about math that we had some really good growth if you look in terms of achievement and we also had some good growth in terms of uh the scores with third, fourth and fifth grade. Um, so we've been doing a lot in terms of uh looking at how we use our exit tickets and putting into place more practice with students or pulling small groups at the end of our math blocks to ensure that students are getting that the help that they need in addition to the win time that we have as well too. So with the next slide, it's just kind of our plans for improvement. So in terms of culture, we've uh realized that um

041when we set goals with students, they do better on these assessments. So we've been trying to do that with the students. And then this year, one of the the school goals is working with families around healthy use of technology. So we've noticed attention spans kind of decreasing a little bit over the course and students coming in with like less communication and less skills that they need. So we've been really um working with families this year to introduce the topic of technology, healthy use of technology and even sharing with them like a technology template they could use about how to use it with their students as well too. In terms of curriculum, uh once again, we've created plans with the wind time, kind of what we talked about like with the maze assessment, just finding and

042making sure that our curriculum matches what's on the assessments. And if not, finding ways that we can practice it with the students and really working on one of the areas that we need to a little bit more focus on is with fluency. Just finding more times for students to practice just fluently reading and and giving them more opportunities to do so. In addition, we've uh just at the last um staff meeting in January, we looked at writing standards and exemplars just to make sure that teachers are aware of like where students are supposed to be and giving them those student exemplars to show them um the type of writing they should be expecting and how they can meet it. And then we're continuing we have we call it SWAT teams which are quick intensive skill-based

043interventions for students that are like on the bubble to kind of push that growth and move it forward as well as utilizing interventions and homework help. Any questions? >> Thank you. Thank you, >> Dr. Good evening. >> Um, so I will say that we were glad this was the middle of the year and not the end of the year. Um [clears throat] we have spent a lot of time looking at this data the last two weeks, three weeks. Um and it was a little frustrating overall in terms of what we saw. And I think that's because our teachers are working extremely hard in the classroom. We are seeing high quality tier one instruction. We're prioritizing win time. We're doing everything we've been asked to do. And yet we didn't see um correlation consistently across the

044board. And so we've kind of really looked at why did that happen? So, for example, in kindergarten, you see a decrease in achievement. Um, I will say that our kindergarten, so we had a schedule for testing. We have a SWAT team that tests the class and they were ahead of schedule. We have a new coach, so she just was trying to be helpful. She grabbed our kindergarten, the first kindergarten class, tested them, and then the next one. Um, so it was a day before they were planned to test. One of our teachers was at a curriculum meeting here, wasn't even in the building, and then our other teacher was like at a bathroom break, so didn't have time to like prep her students, talk about how this is a timed assessment doing your best. And

045those little things do matter. And so, um, we do take accountability for that and we will do on on the end of the year make sure that we're sticking to our schedule, but that's like a small thing. We also weren't intentionally practicing um so we when with our win time we weren't intentionally practicing some of these assessments which we've now learned is something that we just need to do. So, for example, in kindergarten, we do an ESGI assessment as well, and our kids are meeting growth, but we would expect they know their letters, they know their sounds, yet um during the MCL class um letter naming subtest, um 25% of our students were below the 10th percentile because we didn't practice doing that rapidly. We didn't practice that test. And so um thankfully I learned

046a lot from Carrie, Matt and Scott in terms of like how to better utilize that win time so that we are seeing um the results on our you know um MClass assessment. I will say first grade you do see a big jump in achievement. So that was a celebration 16 points and then in terms of um that second grade um the 68% meeting growth was a celebration um with second grade. In terms of star, again, as Matt said, um we do see some jumps in achievement here, 20 percentage points in third, um 14 in fourth, and then six in um fifth grade. So, that was good to see increases across the board there. Um that growth again, we're looking for 50 or above. So, a celebration in third grade, and then we're close in fourth

047and fifth. Um but obviously at the end of the year, we want to see that growth over 50. Um for math um we do see again um jumps in third and fourth grade in terms of um 18 percentage points in third, 11 and fourth. Um and then kind of just say the same in fifth. Um and so we've been having conversations with we are departmentalized for the first time in fifth grade. So we're moving during win time and changing those groups. So really prioritizing um you know that that win time and what each student needs to be um successful um has been just the focus moving forward. So again the SGPS are um third and fourth over 50 and then fifth grade close at that 49. So in terms of culture just continued um we've

048always [laughter] really been um focused on involve family. So, one of the things we want to do not only continue to have family events at school, but also we want um to engage parents more in supporting our students. And so, helping um kind of giving more direct feedback to parents of how to support their child. So, in each grade level, we've been talking about that as well of like these are some specific things you can help your child. Um so, not just this is what we're learning this week and like a teacher newsletter, but really direct, you know, like Matt said, working on fluency, like read this passage. It will take you 2 minutes a day, but this will help us. Um, we continue to have whole school assemblies um with PBS, but also with

049just building positive school culture. Um, student council. Um, we've really looked at having student council um the officers meet more regularly with administration [clears throat] just to hear more student voice and decision- making. Um, for all schoolwide um kind of priorities, we we kind of run things past them and get their their thoughts on things. we've been doing um having students set goals around um benchmark data. So especially um third, fourth, and fifth with STAR, they look at what is their goal, they write that down, they talk about it. Um so continuing to do that, and then um just our teacher leadership team. our our building leadership team really um I will say was was disappointed when they looked at this data because I think they know the hard work that we're doing and how

050we've been really focused on our learning walks and we provided professional development and so to not see um kind of the results fully um has really caused us to take a deeper look. So, um, then in terms of just next steps, again, we've been focused on wind time all year. Um, but I think I got to like listening to Matt, um, you know, I I've gotten some ideas of how we can even maximize that time even more. Um, again, just more feedback to teachers. We've really been trying to have more learning walks, more administration, like informal observations, but like we really value um feedback that just consistent feedback um as often as possible to teachers I think really helps them. Um finding ways to to ensure that the curriculum matches the assessment. That's what I

051was kind of saying with the MC class. Even though we're seeing like with our kindergarteners, we're doing well on all of our common assessments um in line with the rest of the district. So um again just intentionally practicing some of those assessments that will um help us with that benchmark testing. We have after school targeted skills groups in first through fifth grade. So again looking at that middle of the year data um these are small targeted groups. There's four or five kids um in some of those groups really working with you know a teacher on reading comprehension. Um so thankfully our teachers are willing to you know stay after school to do that. Um and then we've really looked at MTSS this year looking at the interventions that we have in place. um the fidelity

052of those interventions and just making sure that we have the right intervention for the right student. >> Thank you. >> Thanks. >> Hello everybody. >> Um I mean like everybody else uh we're certainly proud of our staff for the work that they're putting in. Um and just that cohesive approach um you know really makes a huge difference. Um in the in the primary grades a lot of strong growth um you see that in the SGP and and the achievement data. We always look at you know how many kids were meeting and exceeding at the beginning of the year and then the middle of [clears throat] the year and the end of the year and you want that number to grow up to go up every single time. And so um our our our K12 teachers

053um have have really been working hard in targeting. I think what's nice about the MC class is you get a a very more like it's it's a much more concrete idea of the skill deficits that a child may have. Um and it's a it's easier to attack that in win time. Um and some middle of the year data meetings with uh all of our staff over the past couple of weeks and um just being really intentional. Okay, there's these five different probes, which is the one we need to focus on first and then second and then third. So in a systematic way, we can continue to see that growth. um because we want the numbers to also look good at the end of the year. Uh for reading um similar uh a really strong uh

054growth in in achievement numbers uh going up in in almost every category. Um I think uh we talk about this in math as well. Um paying more attention to some of the sequencing in the curriculum and understanding you know what's been covered and what hasn't been covered. Um, in some of those, uh, middle of the year data meetings, um, some of the standards that our students scored low on in fourth grade were things that hadn't been addressed yet in the curriculum. Um, but we can't use that an excuse. We have to figure out how we can at least expose our students to some of these things. I think geometry is a very [cough] common thing that comes up in math class. Um, that that typically gets taught at the end of the year, but our

055kids are still need to be exposed to that and they're still going to be tested on it in March. And so being creative with our time and intentional with our time um to make sure that they um you know have access to that throughout the course of the year and not just in module six or seven so to speak. >> Um and and so you you definitely saw that in in reading or in math uh in in fourth grade. Um even though the achievement numbers went up, there was some lower growth due to some of the scores and those specific standards um that our kids may have not been exposed to that kids that like scoring kids were exposed to. So, how do we attack that in a in a more intentional way? But obviously

056the meet exceed number um strong. We just want to make sure that all of our kids are growing um as fast or faster than than similar students. So, our action plan um obviously we want to celebrate the success that the data is strong. Um we increased student proficiency and had higher than average growth in 16 out of the 18 categories. Um we already have a plan for those two where we fell short and then the other 16 to continue that growth. Um, win time is is going to be incredibly important. Um, as we as we shift to, okay, hey, we didn't do so well on this exit ticket this morning. Um, we're going to use some of win time for that, but then also what does the data say towards the specific skill deficits and

057using that time that's outside of our core block um to really hone in and focus. Um we have uh just a a new coach this year, Julie Oconor, has done a tremendous job just diving right in um engaging our staff in coaching cycles, attacking problems of practice. She puts out a newsletter, offers before school coffee sessions, has done PDF staff meetings. She's really done a a tremendous job um helping teachers uh focus on the things that they feel that they need. Um and so just appreciative of that as well. Um and Cindy Roman's in the back. We had a a a meeting the other day um to to help support some of that win time stuff. How are we going to track the data? How are we going to ensure that that kids are um

058you know growing before we even get out of the meeting? Cindy's already got the spreadsheet prepared that we're going to use and and and and was making binders for for teachers the other day. It's a team effort um on that piece. And so that goes in line also with our targeted after school skills groups. We'll have our benchmarking meetings here at the beginning of February. Um and then we'll send out uh invitations to some of those skills group that take place after school um the the following week. Uh as far as culture goes, uh student leadership. Um this came up at the strategic planning meeting the other night and just increasing student voice. We're excited about um the work that our PBIS team has done. Um getting into classrooms, giving presentations to their peers. We're

059trying to enhance their uh responsibilities. they're going to take a bigger leadership role um at our uh PBIS assemblies in the in the in the near future. Um and then student council uh as well, whether it's raising money for a local organization or putting on a wacky Wednesday spirit day today. Um and so uh having those kids be uh connected to their younger peers um uh is just such a strong thing. It helps build a really cohesive uh school culture um which we know has a really positive impact. Uh, and then being intentional with our behavioral expectations, um, is something we're continuing to do. Uh, recognizing those that are doing the right thing, catch them being good. Um, stressing the importance of being in school, uh, and and having, you know, taking advantage of can't

060take advantage of wind time if you're not in the building. Um, and so, uh, uh, Laura Sullivan's done a great job always on the phone calling parents that are above that threshold. um just checking in and she always does it in such a positive way and in the interest of our kids um to make sure that they're there so that we can get them in front of the amazing teachers that we have. So >> thanks. >> Hello. Good evening everyone. >> Hi. >> How are you? >> Good. Okay. So, want to start off with our um MC class data um as you can see um besides first grade, which I'm going to um allude to and talk to a little bit. Um we did see some nice achievement um some nice growth in K1 um

061and then so I'll emphasize on second grade. So, first grade and second grade we are TBE students are included in this data as well. They are tested in both English and Spanish. So um first grade though most about 80% of their day is in Spanish but they are tested in English. So um they made tremendous growth like you'll see but they're not yet achieving and meeting and exceeding on on on the English test. Their Spanish data which I should have included and I can send you a se separate slide um is amazing. So they're meeting all their goals there. Um same thing with second grade. So second grade it kind of goes uh transitions to about um 70% uh 6040 in English Spanish. So they are transitioning students transitional bilingual education um from Spanish to

062English. So sometimes we see some dips in our numbers. Um but overall we are thrilled with our um TBE students and their achievement that they're um making here at Northeast School. So that's just a little bit about MClass. Um and then next slide for star reading. Um we made some great jumps in uh third and fourth grade. Um I put the number I talked to Jen in the beginning of the year. You know I start wanted to see numbers at Northeast. This is my sixth year here. I wanted to see start seeing numbers in the 60s because we were kind of lingering around the 40s and the 50s for the last couple years. And so we're starting to see those. And I'm going to talk to you about um why I feel like that is

063happening. But I put the um pressure on my staff this year and um so we're really thrilled right now with the outcomes and how things are going. Um and our growth for third, fourth, and fifth grade in reading has been wonderful. I attribute that to high quality tier one instruction, but um I'm going to give my big shout outs to my staff in a little bit. And then for Star Math, again, we're close at 57, we're close to that 60. um going to push fourth and fifth grade a little bit more in the turning point right now for the year, but um median growth 49 for third grade, they're right there, 55 and 52. So what do we do now? Well, all we've been talking about is data, you know, and our my school has

064really embraced um using data or hard data to drive instruction. [snorts] Um, so I do want to give a big shout out to every group of teachers and staff in my building from teachers, paras, interventionists, e staff, gifted teachers, specials teachers who have also, you know, embrace this and trying to incorporate things. And then my special education teachers. Um, we have worked really hard to establish our win time. I know you've heard that, you know, across the board tonight. Um, I have never formally incorporated that into their schedules before. This was the first year. I'm not a micromanager of type of leader. So, it was um uh different for me to actually sit down and say, "Hey, this is when you're doing this. This is who's going to be involved in this process." And there

065are no ifands and buts about it. So, I feel like there's this accountability piece that we have all hands on deck for each grade level. So the consistency that students are being pulled, the integrity, it's just um our integrity logs are the best that they have ever been. Another policy that district put in place that kind of relates to that is now we are requiring subs for all auxiliary staff. So my students are not missing minutes and um precious time that's due to them because these like interventionists or special ed teachers are absent. So we have subs in place. they're writing sub plans and so students are still getting their um needs met every day which I think is huge with consistency. Um so what else? Um culture. So something that we did um where

066we really push student ownership um and emphasizing not perfection but you have to work outside of your comfort zone and push yourself. So the students set goals this year. Um teachers um goal set with every si single student after their fall assessment and their job was to beat their winter score. We never really did that before as a building, but I had um I would talk about it in announcements and you know teachers would use that. Hey, Mrs. Barry said if you do this then there's going to be a prize or you're going to be recognized and they just they bought into it and I think they were excited and they knew you know this is an important test. I have to show what I need to show and I'm going to try my best,

067you know. So, that was good. I'm going to do the same thing with the um uh I as well. So, we want to see some growth in that area. Um we highlighted successes too during assemblies, announcements, newsletters, um pictures um to parents that went home every week and classroom celebrations. So, we really um you know had a celebration and had a party for you know all of our accomplishments. And then just make sure that all these recognition systems are equitable and meaningful. You know, that the students um really know the why behind it. Um we're really focusing on I like less is more. So we're really focusing on success criterion learning targets. Um it's in my uh informal observations, learning walks, um formal observations. I'm really we're really focusing on um getting teachers to feel

068comfortable with um you know informing students what they're doing, why they're doing it, and being able to students being able to communicate that back because again that increases student ownership and and reflection as well. Um so we uh had a couple opportunities for building led PD and we focused on these things and we're starting to see it unravel right now and starting to see the benefits. um student discourse again um having students um engage in more meaningful conversations so they can grasp the content and make deeper connections. And then um Mrs. Vienna, she introduced a math fact fluency. That was one thing that we knew that we were pretty weak in and um so we're using extra math again as an incentive program. And so we have level uppers and every time they level up

069on their own, um we receive a certificate and they get announced and then they put their name in a raffle basket and we call a couple raffles a week. So they're loving it. And um parents, the feedback from parents are like they're asking us to practice their facts, you know, so it's that's a good thing. Um and then intentional small groupoup lesson planning. Um all uh tenure teachers just have to turn into me their um small group lesson plan um to coincide with their win time. So I want to know exactly what they're doing, you know, with what student what skills they're concentrating on and then how they're assessing and then making sure that those groups are always fluid that we don't just we're not stuck. Um so looking at data, you know, consistently. And

070then last, I did include social emotional well-being because I feel like it's a huge part of all of this. So without that part, um self-regula, regulation, empathy, and problem solving, we can't get to culture and curriculum and instruction. So we are always always at Northeast focused on that. >> I love that focus. That is so important to be in the right mindset. You cannot perform on anything if you're not feeling well or right. And >> bring it forward is good. >> Yes. Yeah. [clears throat] Thanks. Any questions? >> Uh, you mentioned that you could follow up with the the Spanish test data. Would you mind doing that, please? >> Yes, I will. Yeah, I'll send it to you. Thanks. Have a good one. >> Hi everyone. >> Hello. >> Um, so first I'm just going

071to share our data and then kind of go in like the other principles did with um what we're going to continue to do to see our success. So for reading, you can see our fall um and winter benchmark along with our median SGP. So for ELA, we saw a 2% increase for sixth grade and a 4% increase for seventh grade. And then um you can see our median SGP for sixth grade was 53 and 8th grade was 53 and seventh grade was 50. So we definitely have lots to celebrate with reading. And then for math we have um again a lot to celebrate. You can see a 4% increase um in students that meet and exceed in sixth grade, a 5% increase in seventh grade and a 7% increase in eighth grade. And then our

072median SGP was also um 50 for sixth grade, right under 50 for seventh grade at 49 and then at 8th grade for 52. So we were just really really excited and proud of all the hard work that we have been doing. Um so in order to continue to see our academic improvement, we are going to continue to do the following. Um which all of this is outlined in our school improvement plan which is also co-created with staff. So we really are focused on that collective buyin and really just that teamwork. Um so similar to the other principles um we are going to continue with our um to build student ownership through um goal setting. So after each of our STAR assessments, the students do look at their STAR report, which includes um like how they

073did on our focus skills. It also includes their growth. So they can really reflect on where am I right now? And then they're setting goals based on where they are. So they're not setting general goals for the whole class. They're really looking at where they currently are and what's manageable and reasonable for um for instance to winter and then also to spring. >> [clears throat] >> And then we build all of that in with our in our advisory. So for instance, before our winter star in December, the students reviewed their August goals and then really focused on and reflected on did I do my action plan and like how am I going to do on, you know, the winter benchmark. And then when we got back from winter break, students spent three days looking at,

074okay, what how did I do in December and what additional goals um or like do I need to pivot my goals? like what are my goals going to be from now until the spring? Um, and that has just been really important to include the students in that process. So there's this collective ownership of like teachers stressing the importance of learning but then also students getting lifetime data on how how they're doing. Um, and then they also of course there's always incentive incentives involved. So the students that um so in December if the grade met their SGP goal which all of them did um they did get ice cream at lunch. So, and that was what the students wanted. So, we are also asking them what they want. So, the incentives are aligned with something that

075they're excited about. Um, and then similar to what um Mr. Lisa was just talking about, we are diving deeper into the IR performance descriptors at um in English, math, and science and having them really review like what are students tasked with doing on this like high stakes IR assessment just to make sure that our questions and the work that we're doing in class is really aligned to the rigor of that. Um so again, similar to what Mr. Liska said, the kids if they're not exposed to it, then how are they ever going to be able to be able to do it? And so we're having a lot of conversations about that. Um continued focus on high quality tier one instruction as always with a specific indicator. Um like Miss Barry said on really that teacher

076clarity. So the learning targets and the success criteria is our big focus because we just felt that if that was really implemented at 80% or more then we would be able to really then focus on the questioning and the discourse and all the other stuff. So, we really wanted to kind of go back and just focus on the foundation and make sure learning target targets and success criteria were consistent across the board. Um, continue our common assessment analysis for math and English. So, we're doing that after each um for each module in math. The department with the instructional coach um will actually look at classroom level data and figure out what are students doing really well in and what do we need to pivot in. Um, and then they're also doing that in English as

077well. Um we also were approved this year to do like quarterly curriculum days for core classes and that has been immensely valuable. Um so that's for math, English, science and social studies. And what we do is for we sub the teachers out for two periods a day and um we all get together and we really look at okay what's your next assessment? So like what unit are you in? What's your next assessment? let's review what are the skills that are assessed on this assessment and then working backwards to align all of our formative assessments to the summitive. So that has been very very productive and valuable. Um and then we still do our team data analysis for STAR. So after we take the August um assessment and then we haven't fully finished the winter um

078data analysis, but we meet with the whole grade level team um to really talk about, you know, how did we do? So in addition to looking at the whole grade, we also look at subgroup data. So how are our multilingual students doing? How are students with IEPs doing? And how are students of color doing? Because we don't want to see any discrepant data between our general like sixth graders and our subgroups. Um and then again that also drives this like collective teacher efficacy because it's not just like the math teacher and the English teacher owning the data. It's really like as a whole seventh grade team, what are we collectively doing to improve like student, you know, learning, growth, well-being in general. So, um, yes. So, we're currently working on that and we'll finish all

079those up, I think probably at the end of February. Um, and then we're going to continue with our department analysis. But coaches really drive this, but they also meet with math and ELA as a department and they look at classroom level data as well to see we're like how are the students in second period really doing on STAR? Um, and like what do we need to do big picture to make sure that we're hitting those standards that maybe we're not doing so well in. Um, and then we also are looking to continue to build testing excitement um for IR and ISA. Um, with our latest STAR assessment in December, I did receive some teacher feedback like we just need to like build up the energy. So, I did feel like Carrie Barry because I walked

080around with a speaker that Miss West [laughter] made me a playlist and we walked around and like we're hyping everyone up for star so to get the energy up. So, I was channeling my inner Carrie Barry over there. Um, which I appreciate. And then for behavioral and attendance, we're just going to continue consistency with discipline and communication through our progressive discipline matrix. I know the deans presented in October what but we've continued to see success with our referrals going down and I really think that is obviously due to consistency and just really clear communication. Um we also have uh intentional and explicit social emotional learning and advisory. Um and it's awesome that DELT now is focused on this responsiveness. So like taking the capturing kids hearts but then also tying it to like ongoing behavior.

081So like for instance we noticed an uptick in like referrals for discriminatory language. So then the adult team then was responsive to that and created a lesson to respond to as needed like events. So really being timely with like what um behaviors are we really seeing and how can we respond to that because they are middle schoolers and like do need to be taught these things right like they don't like all of these things do have to be taught. So we're really trying to do that. So, thank you again to the DELT team. Um, and then again, just like schoolwide expectations, out of the blues and attendance incentives or incentive assemblies. So, the PBIS team really drives a lot of this work. But I do think that we have clear communications from like the top

082down, up down, every which way. So, between the students, the staff, the families, and administration. And I think that goes a long way. Um, and then the PBIS team has been working hard to really reinforce positive behaviors. So um for instance we've been doing monthly out of the blue days related to again behaviors that we're seeing. So um for instance one month um teachers were noticing that Chromebooks were not being charged right so then you know you get a cookie today if your Chromebook is 90% charged and same with your ID. So it's really that BBIS team is really looking at monthly ongoing data. What is our biggest referral and how can we respond to that? Um and then we also have student of the month which is led by one of our teachers an

083MAGDAZ where um all core teachers, specials teachers and teams nominate a student of the month and it's just to again celebrate students and they get their picture on the wall and um they get shouted out in the announcements and so it's just another way to celebrate them. Um and then a continued focus on tiered intervention. So really making sure that the students who are meeting our district thresholds are receiving support for academics, attendance andor behavior. And then we added an additional meeting this year where we discuss students who are meeting like all three thresholds. So students who are um meeting our tier three criteria in attendance, behavior, and academics, we have a separate meeting where we talk about them, which is really important because we found that last year we often talked about students in

084isolation. So we talk about this student in attendance and then at a different meeting we would talk about that same student in behavior and really being able to see that like you know they might be struggling in all these areas. So bringing all the stakeholders to problem solve and really come to a solution. So that has been very helpful. Um and then designing monthly tier one attendance incentive programming and really Miss Lavin, Miss Weston, Mr. Jensen along with our [clears throat] social workers and school psych. Um, so Miss Murphy, Miss Karanza, Miss Enriquez, and Miss Avrosski really supporting attendance interventions for students specifically missing between 10 and 19.9% and more than 20%. To really ensure like the other principles said, that they're in school so they're not falling further behind. Um, and then culture and

085climate really focused on something we heard from staff last year is just like um, you know, we have security and hallway supervision, but it wasn't always really clear what the protocols were for that. So, really providing rule clarity and fleshing out consistency with our security as they do play an important role at central just for safe and safety and order, especially in the hallways. Um, and then we did add in like more supervision to hallway spots. So based on staff feedback um and just administrative observations like where are the hot spots um in our building like the band room right in front of the band room that can get really chaotic when you know one grade is going up one grade is going down. So really figuring out you know exactly how might we reroute

086students. So, um, the deans and Miss Lavin have been really responsive to that, noticing like, okay, this is a hot spot. How can we kind of troubleshoot and either reroute students or add additional supervision to make the hallways feel safer for the kids. Um, we did add a service club this year and drama club based on student feedback. So, just continuing to prioritize activities and clubs and sports so students, you know, can feel a sense of belonging and also like um have incentive to come to school and have those positive connections. Um, we still have our principal impact, student impact group to increase student voice. And I just received an email from one of my sixth graders today saying, "When's the next meeting going to be?" So, I said, "Thank you so much for reminding

087me because I need to put it on the calendar." So, it's good that the kids really want that um and remind me. And then, um, administration continues to do like listening and learning tours. So, um, before winter break, we did our winter tours. And that's just so crucial because it's really just a way for teams to just say like what's working, what's not working, and like what does administration need to know and like what can we change. So those have been really important to building trust and also just like so we know what's going on and how teachers are feeling. Um and then based on the elementary principles, um they're wonderful and they do like individual staff check-ins. So, I was inspired by that. And so, um, I did offer individual check-ins with our special

088education teachers and our specialist teachers just because I don't see them at team as often, um, to try to make sure that I'm connecting with everyone. Um, so that's something I'm going to continue to just personally work on. Um, and then administration does do like monthly staff morale boosters just um, you know, just so like who doesn't like just like a nice fun thing? So, um, some of the things we've done is we over the summer, um, sent like handwritten postcards home like, "Welcome to the school year. We're so excited for you." Um, it usually involves swag and always lots of food. Um, so we do have a waffle bar. Um, Julie Kelly and Matt Werman suggested a waffle bar for the next late start. So, we're going to have a waffle bar. Um, and

089then like a fun weekly gift card raffle in February. just continuing to do things every month to just show appreciation to staff and like continue to build morale. Um, so overall, I'm just really proud of the teachers and staff for like one intentionally planning, but also using data to inform their instruction, working with the coaches. The coaches are just essential to all of this work um to improve their practice and really just the heart and soul that all the people give. So um it's truly a team effort. So, if I haven't said it enough, really thank you to the teachers, the staff, um, and especially my administrative team. And the growth just really would not be possible without every single one of these people. Um, really like investing in Central and wanting it to be

090the best place ever. So, I do believe that we will continue to see results and I am um, excited to see what happens. So, >> questions. >> Thank you. I I did hear a couple themes that I wanted to share and really again applaud our administrative team, Dr. Carlson and Rebecca Terrell for all of their hard work. So I vividly, especially with my elementary principles, remember this conversation around master schedules and you were all so collaborative in nature and really putting that on paper and having this common theme around win time is something that I heard. Priority standards, learning targets, success criteria, intentional planning and teacher clarity all going hand inand together. And so I just applaud each of you for making that come to life in our buildings because it would not be possible

091without your help and support. So thank you so much. >> All right, Becky, come on up. >> I would just like to say another shout out and a common theme that I heard was a lot of the principles giving each other shoutouts and talking about all the ideas that they get from each other. um which is something that I feel like we even do within our department. So kudos to everyone. Wrote down some ideas myself. Um so speaking of hype girl, I don't have a boom box or any costume. Um although Ashley and I are dressed alike, if anyone has noticed it was not planned. [laughter] You tell everything's a two person job. Um I am gonna be the hype girl for the special ed committee update. So I have brought our co-chairs for our

092subcommittees or our chairs to come up here and give some updates on each of the committee work. Um just a reminder we have been meeting monthly of subcommittees and probably about quarterly as a whole group um for the past couple years working on you know high quality actable equitable services for our special education students. I'm really proud of the work we we've done. And I really feel like we are an established committee um that can give input, ideas and um keep analyzing our data, examining our current practices and continually making updates to the work that we do. So our first committee is high quality IP and that's Cindy Roman that is our um chair that's going to give a little bit of an update on our goal and action items. Thanks. Hi there. >> Um,

093so our committee is looking at we've been focused on making sure our IEP goals are um, legally defensible and useful for students. Um, so our goal is by this April to in increase indicator 2, we have five indicators we've been tracking um, on the goal rubric to 87%. And out of the five we reviewed this past time, four indicators were at mastery. Um so one, two, five and four and then um one indicator is at um progressing so that present level of academic achievement and functional um performance. So and that was moved from not meeting at all at the beginning of the year when we first reviewed it. So um we've seen a lot of great growth from there. some of the action items we've completed. Um, our committee came up with some resources that

094we put together um to help students develop uh help teachers develop present level statements, shared that out. Um, and then Terry Angler came more recently and presented specifically on that developing the present levels and making sure that they make sense. they have data in that and kind of a give and take session so people could really clarify their questions on what we needed for that and continued action items. We um scheduling collaboration time with individual special ed teachers. Um the district staff will be coming to help for upcoming IEPs. All right, let's sit down. What are the goals you're working on and let's make sure we're using that information that we got from Terry and just other PD that you've received on present levels. Um, we want we're going to continue reviewing the quarterly IEPs

095just to make sure that by April we're going to get to that 87% and then the you the districts just staff as a whole they're going to continue having PD for us with um legal counsel because it always seems to change depending on what next case study comes up and some law changes and then we change everything else. So, we just always want to stay up to date with that. Any questions? Thanks. I didn't say next committees are LRE. So Ally Wilson is gonna present on our goals. >> Hi, >> I'm Ally Wilson. I'm the district case manager. Just wanted to introduce myself. You do know who I was. Um so I am the co-chair with Becky for the LE committee. So we have two goals. Um right now the committee is really focused on

096preschool and early childhood. um just really were kind of really honed in based on our um state indicator data that that was where we really needed to focus because we were quite discrepant from the state at at um last time we looked when we created these goals. So our goal, one of our goals is to continue to provide 80% of students early childhood special education services within the general education classroom. Um, in the past we were pulling students out of the classroom to provide them their services and our focus or we really wanted our goal to be providing those services within our preschool classrooms. >> Can I just clarify that a little bit because I feel like sometimes so we have early childhood classrooms and we have pre kindergarten classrooms. So when we're talking about

097this goal one, we're really looking at our gened classroom which is our prek classroom and the students in that classroom that are receiving um special education services. And then our other goal is to continue to increase staff confidence and competence in just their inclusive practices um by providing them resources ongoing professional development um to ensure that they feel confident to provide the services to the students within that general education classroom setting. Um so what we've completed so far, we resolved some clerical errors like um Becky just stated. Um we we noticed that some of our paperwork was incorrect in how we were um presenting our data. Not that we weren't doing it, we were just presenting it incorrectly. Um, so we resolved those clerical errors. We've coordinated the classroom schedules so that small group times

098can be staggered so related service providers can be pushing into those general education classrooms while also servicing all the students on their case loads because we do have service providers who share buildings and such. Um, and we're also we also gathered staff suggestion for professional development topics and we're providing them those job specific trainings based on their feedback to ensure that we're providing them what they need and what they're telling us they want more information and more more um training about um our action items that we're currently working on. Um we are facilitating walkthroughs similar to the learning walks that occur um specifically um K5 K8 I should say. Um, we are going to be facilitating walkthroughs of all of our pre kindergarten classrooms to identify those areas of strength and areas of needing improvement

099to ensure that we are our inclusive practices look the way that they should and they're supporting and and benefiting our students the best that they can. Um, and continuing to gather data from those walkthroughs to then create learning and improvement goals, sharing those goals with staff or sharing the data with staff and then again continuing that um cycle of providing that professional development. Any questions? Thank you for your time. >> Just a little caveat on that too, like Alli's been doing and does most of the preschool work and what we've realized is really, you know, we are so discrepant in our 6A from the state to but to really move that needle. Um, we have to look at I would like to say flipping early childhood classes to pre-K classrooms and providing services in more

100gened. So we know um that we have um to really build the capacity and our inclusive practices before we can do some of those things. We want to make sure that our related service provider pro providers, our teachers, um our building administrators and district administrators are um confident in what we can provide and making sure that we're providing all of our students with um the services and supports that they deserve. So, um we're fortunate to have new newer staff like so um a lot of PD and um information and we're kind of like starting fresh, but that's just what we have to do and we have to do and Alli's been great working with and the principles have been great and very flexible and kind of letting us take the lead on building some of

101those things within that prek early childhood schedule. Um but the committee go but >> so thanks >> what's the difference between early and prek I've never I always thought they were like >> so that's why I wanted to clarify so the pre kindergarten classroom is an atrisisk classroom but it's a general education classroom um you do like any general education classroom have to meet um state requirements in regards to how many students are general education versus how many students are in special education. um in that classroom. So, how many students have IEPs? Um >> it's a 7030 makeup similar to what a co-taught classroom would be. >> Okay. >> Um our early childhood classrooms are only special ed classrooms. So, like a self-contained classroom basically. And then you also have the requirements in regards to

102how many students um can be in each classroom with and without a peer. Um and typically um you know we do we are seeing more and more students come in um to our pre-K screenings that Ally likes to refer to as off the streets that haven't you know we haven't been given information from our early intervention um or SXU birth to three that appear are in our state list that appear out of nowhere and you know need pretty um intensive services and supports. So, um, it's a little nerve-wracking to, um, you know, flip one of our classrooms, per se, to a Jedi classroom, thinking about that 7030, um, because we don't want to those >> limit our numbers, >> right? >> Because there can only be 10 children. Well, there can be 10 children in

103an early childhood classroom with IEPs. If it's flipped to blended, we only have five spots at max of children with IEPs in that classroom. So, it's just limiting our number of children we can service. Um like in a in a perfect world, we'd have all of our preschools be a blended preschool classrooms, but then we would need physical space >> for them space, >> right? The number one thing. >> Yeah. >> We're always looking at numbers for next year. >> This year, we're coming from everywhere. >> Everywhere. >> We're we're following trends though. I mean, that's the thing that [clears throat] this subcommittee um and Elliot, we've really been able to track some trends at least as well. So, we've noticed that a lot of our students with IEPs in um preschool and early childhood

104classrooms um I mean I can give you the numbers by next board meeting are off of IEPs by kindergarten, end of kindergarten or end of first grade, which is the goal. >> Yeah, it's awesome. >> Thank you. >> Academic bridge is next. So, mag lab. >> Hi everyone. Um, so I'm super excited to share about our goals because we've made some really good progress this year. Um, so I chair this committee. Um, Dr. Mohler's on this committee with me as well as some of our great special education teachers, general education teachers, um, and one of our multilingual teachers. Um, so the point of the academic bridge committee is to really look at how can we bridge the gap for our students with IEPs to more successfully be able to access the general education curriculum um,

105and demonstrate that same growth we want to see for all of our students. Um so our first goal was that by the end of this school year when given a star assessment students with IEPs that subgroup when we disagregate the data would be able to achieve that median SGP. The same goal we have you know for the district for all of our kids is 50. Um well we shot a little bit above that. So we wanted to improve our SGP was 49 um to at least 52 for reading and our middle of the year data showed that we went up to 57 for that subgroup which was really awesome. Um and I'll talk a little bit about some of the things we did we think that are supporting that growth. Um and then we wanted

106to improve from 46 SGP um to at least a 50 in math and by midyear we were at 54 for that subgroup for so this is the data from kind of across the district for all students with IEP. So we were really excited about that. Um second goal was that looking at the end of the 2526 school year when given star um we would decrease the amount of students with IEPs who fall into that urgent intervention category um by at least 5%. Um so starting the year we had 50% of our students um in the urgent intervention category for math and we wanted to get that down to 45 um and by the middle of the year we were at 21% of the students in urgent intervention which is really awesome. Um and we wanted

107to go from 58% uh from the beginning of the year down to 53% in reading. Um you know all of us special ed teachers when we're writing goals we always think about you know making goals um meaningful and attainable. So, we were like, "Okay, 5% seems really good. We're going to go for it." And um we got down to 21% of our students in the urgent intervention category, which is really awesome. Um Dr. Mhler and I are big data nerds, so we really enjoy looking at all of this stuff together. Um and then the last goal we don't have an updated data on yet data point on yet but our goal was that for the end of the year um when we're looking across that uh high quality tier one framework when we do our

108learning walks that two of our indicators um would have an overall score of 1.75 um those indicators 3.5 and 4.3 really target um if differentiation is being used in the classroom which would show that our learners are being supported. Um, so we'll get that data in a couple weeks when those midyear learning blocks are completed. Um, so really one of the things that we targeted with our subgroup in the beginning of the year was really kind of getting to the heart of why some of our students with IEPs continue to struggle with accessing general education curriculum. And students with IEPs have there's two really big components in their IEPs. There's those goals, but they also have um accommodations. And um, students with 504 plans also have accommodations. And one of the things that we talked

109about in getting some feedback from um our staff was that we can write the best high quality IEP in the world with all of these accommodations, but if the students don't know what their accommodations are and they don't know how to use them and the general ed teachers don't know how to support the students in using them, that's a great piece of paper that really isn't going to support that student. Um so some of the things that we did um the be starting in the beginning of the year is we did sort of a train a trainer model with our special education staff. We brought someone out from the roe from um to do a training on the use of assisted technology tools in the classroom. The night >> was inte Yes. Um and she's

110through a grant through the ROE. So, one of the things that was really cool about what she did was we met and talked ahead of time and all of these tools we have are already things we have as a district on our Google platform. So, we're not asking for new apps or different things. It's a lot of these cool tools that are already built in. Um, some of those things include things like speech to text or text to speech. So, we have some apps um on the PL on through Google where kids can have everything that's on the computer with a click of a button read out loud to them. So, a student with a reading disability may be able to access curriculum in all of their classes. Even if they can't decode the words,

111they still have the ability to gain um that content without an adult necessarily having to sit with them. Um same thing, you know, for speech to text. For kids that struggle with writing, one of the components of writing is not only just the physical writing, but getting your ideas out so they can dictate into the computer and then go back and work on editing. Um, and so we since we have all these built-in tools anyway, we really guided this presentation and we're having our special ed teachers uh presenting through the rotations through the year during PLC time um to their own buildings about how our students can access these accommodations. And we really thought by them becoming the experts, then now they're the people that their other teachers are going to go back to and

112go, "Hey, I have this kiddo in my room that needs this. Can you help me figure out how to to use this?" Um, so that's been really great. We've done it in two of the schools so far and we'll continue those rotations. Um we're also one of the things we targeted was having all of the case managers and the school psychologists intentionally pull and work with each one of their students um 504 and IEP on understanding what their accommodations are because again it's really great that you have this piece of paper with these things written on it but if you as a student don't even know that you have access to these things and how to use them it's not a useful tool. Um, so we've been having the case managers work with the kids

113on that. Um, and [clears throat] then, um, also working with the teachers on that. We've put that out there for the special ed teachers to be consulting with the Jenna teachers on saying, "Hey, yeah, we have these great Google tools. Let me sit down and show you a little bit more how you can support the student in your classroom with using it." Um, and one of the big things to back up a little bit why we wanted to focus on accommodations too is, you know, these kids not only have the accommodations in the classroom, but on their assessments on IER and on STAR. And one of the things we wondered and kind of worried about is it's great if they can have the test read to them, but if they don't even know that they

114have that or they're not accessing it, how much is that affecting their data? Um, so we really want to push these things in day-to-day classroom use so they're comfortable in using it when they get to assessment time. So, um, and then the final thing we're doing is looking at continued professional development for teachers on adapting the general education curriculum, um, for use in the special ed classrooms. I know we talked about this Becky and I did a couple months ago, but um we have a really great consultant working with the self-contained teachers um in Haley's building and then also our instructional great instructional coaches in the middle school are working with our two self-contained teachers there to really look at how we can use our general education curriculum and adapt it because we know it's

115a high quality curriculum. It's hitting those targeted standards we want for kids. um how can they adapt that to be the curriculum we're using in special education classrooms regardless of if a student is two, three, four years behind. Um and so I really think that a lot of that work we're doing this year, we're really seeing the outcomes in these assessment scores um and just in their day-to-day progress too. So any questions? No, I just want to say I think that it's awesome like this like like going back to like the elementary school principles and their presentations like this idea of student ownership. Like I feel like as a teacher like there's so many kids that don't understand >> the accommodations that they have. I think sometimes as a teacher you look at the list

116and you're like all right how do I implement this? Right. >> So I think allowing like the students to have that ownership of like here's the tools that I use and here's how those things work for me. >> Absolutely. um does allow the learning to just happen more naturally. It allows like the student to advocate for themselves. It gives them voice. Um and I think a lot of times that it puts the teacher in a better position to teach the student because they now know, hey, here's what I can do to make sure that this student gets the material in a way that works for them. So, I think that's a really like huge step in terms of getting like the increase in our, you know, special education students. >> Thanks. Yeah, that's that's something

117we really talked a lot about. And one of the the next steps we're going to be doing is this is going to be something that's eventually transitioning kind of into the high quality IEP committee too because we want to make sure our teachers are writing really those great high quality IEPs. And I think part of that is having those ongoing conversations with the kids and the Jenna teachers to go, okay, what is this really going to look like for Johnny when they're in this classroom and Johnny learning to advocate and go, you know what, I really like using text to speech in this class and this class that's super helpful, but in this class I prefer this instead. [clears throat] So I think you know we've started talking with the kids as young as third

118grade about these accommodations and that can only work to build their advocacy skills and their understanding and their use um you know proficiency in using these tools. So yeah questions >> just really quickly wanted to touch on goal two because those are really impressive gains but I'm afraid [clears throat] I don't I don't understand what urgent intervention >> that's a great question. So when we get the star data back the students fall they chunk the data into four categories. um urgent intervention is like the lowest. So kids that fell within this their star scores put them between the zero and the 10th percentile. So our goal is to always obviously move kids as much as possible out of that um area. And actually when we're starting to look at kids that fall into the intervention

119categories for tier, we're typically looking at that 10th to 20th to 25th percentile. And then kids that are 10th to zero, we're really looking at urgent inter they really are in desperate need of urgent intervention. Those are often times the kids we're qualifying. So what we want to see is, you know, now that we're getting kids in and qualifying them and they're getting intervention, we want to move out of that category and into showing um readiness and proficiency. >> Okay. Thank you. That's very helpful. >> Yeah, absolutely. You can have like low proficiency but high growth and vice versa. So we want to move within the level, right? We want them to increase their proficiencies, get them out of urgent intervention, but also continue with that, you know, baseline 50 growth. >> Thank you. And

120last but not least, >> the rebranding of our sub. >> Um, my co-chair is Grace, our awesome PA. Um, we kind of have roles within the committee, but we I had a discussion with a committee about rebranding from being called the behavior subcommittee to behavioral health and wellness. I'll kind of explain that in a second. But regardless of the rebrand, we're working on maintaining our active work of ensuring our BIPS, the behavior intervention plans have data driven goals aligned to the students IEPs. So that's going to always happen regardless and be maintained. Um, and the goals associated with that would be two and three. So by 2026, check-in checkout will be implemented with 90% fidelity at all schools in the district. And by June 2027, the number of students on tier 2 and tier three

121um will decrease from September to June. Um we we're kind of discussing the name of behavior. And typically when um people think of behavior, they think of consequences or discipline. and we kind of wanted to get away from that like negative connotation to something that's a little bit more holistic and proactive. Um so we're moving to behavioral health and wellness which aligns with our current work and the work that we want the committee to go towards um which includes two pieces continuing our neurodeiversity awareness. So that proactive piece of students understanding themselves and their own behaviors um as well as their peers being able to understand those behaviors exhibited. So this is the first year we have every grade level has its own neurodeiversity lesson. Um and prek is also having neurodeiversity lessons too but

122before it used to be K through eight. And so um Grace, myself, the deans will teach those lessons at the middle school and then the assistant principles will do the elementary schools and that will all lead to neurodeiversity week which is the week before Special Olympics. Um, so that'll be May 18th to the 22nd, which kind of bleeds into Special Olympics, which is nice. So, >> um, so that's our diversity. And again, it's for students to be able to view behavior in a different way than consequences or discipline, being able to understand themselves and how they use behavior as a form of communication, just understanding themselves. Right? when we're doing these lessons, you could just kind of see the light bulb go off with some students when we talk about, you know, autism, ADHD, dyslexia,

123uh, Tourette's, right? The list goes on. Um, but you could see that there's an awareness that's brought forth. And so, it's about being able to understand it um, from a proactive lens and not a negative reactive lens. And then aside from that, it's also important that you know we do provide our students with a bunch of uh social emotional learning and supports and that will continue with um our committee being able to implement second step at the elementary level and capturing kids heart at the middle school with fidelity and our team working through um the fidelity checks with the curriculums, but also um recognizing that our adults need as well. So, I've been going to each of the schools this year um during late starts and providing um adult SEAL uh presentation and and just

124ways to support our our adults because if our teachers are not um emotionally equipped, right, it's it's going to bleed into the classroom. So, we want our students to have the best teachers possible, right? And so being able to provide those supports as well uh falls under the whole rebrand of behavioral health and wellness. Um and so our continuing action items is to support TFI fidelity checks at the tier 2 meetings. Um have prek neurodeiversity lessons, staff wellness quarterly resource newsletters, and then support fidelity of our curriculums. Um, and that goes back to our goal one too of having 100% of neurodiversity lessons created and delivered um this year. >> You know, that rebrand is a good idea. I I'll tell you why. Um, the pharmacist that works at um Sam's Club, she knows us,

125knows the family, she knows Junior, and um she was saying that she had her sister come in and visit and the third kid is autistic. There's three, the third. And she was trying to take him places and he wouldn't keep the seat belt on. He just wouldn't keep the seat belt on. And she was she was like flustered. She was like he wouldn't. And so I was tell her I said, "Well, instead of focusing on what his behavior is that you want him to stop, I said turn it to something else." So I told her to get in the car and pretend like the car won't go anywhere until he buckles the seat belt. And she was like, "Okay, I'll try." So she came back. She said, "You know what? I did it a couple

126of times and every time we got in the car, he buckled the seat belt to make sure the car would go." I said, "See?" I say, "So instead of concentrating on the behavior, you looked at the overall health and wellness of what you're trying to get to where you're trying to get. You know, you did something to prevent it from going there. You thought outside the box, and that's a good rebrand because behavior is normally met with something negative just to begin with. >> Yeah, >> that's great. >> Yeah. Incorporating staff wellness >> into it is also a good idea because we definitely want >> our teachers to be healthy mentally and physically and supported um physically and emotionally. So I think that's really good as well. >> Thank you. I just want to thank

127my um chairs for coming today um and obviously the whole committee. They're very dedicated and I appreciate all of that. >> Thanks. >> Eric, look at Eric's quick report [laughter] >> because I did >> statement of expenditures. Um, we had one expenditure in December and that was a bond payment. You will see that reflected And then um statement of revenues. We have some sort of good news I would like to think. >> So as of January 14th, we received a tentative tax payment schedule from Cook County. [laughter] >> And so yesterday was the first day of this schedule where we're supposed to receive our payments that we're expecting from first semester of last calendar year. and it's supposed to have our last payment be February 5th. I will follow up on that at the next

128board meeting and let you know if the tenative is actual. Um, so as a result, we did receive two 20% increments of what we were supposed to receive that first semester. Um, which was nice for us. It gave us some cushion. It brought our [clears throat] total revenues this year up to 11.8 million, which is still only 33% of the total budgeted revenues. Um, and then also on the statement of revenues for last fiscal year, we did have our bond money come in and that money is reflected in the green highlighted number. And it's that plus whatever we received in revenue outside of the bond for the working cash fund. And then as a result of that, our fund balance has gone up a little bit and I expect it to go up another good

129chunk as a result of the rest of these payments we're expecting from Cook County. Does anyone have any questions? >> Thank you. >> All right. Public comments. >> I have no public comments. Thank you. >> All right. Per board of education policy 2230. A few reminders specifically about the logistics for the public comment portion of every meeting including [clears throat] this evening. as is posted on our agenda publicly for every meeting. To respect all of our stakeholders, our commenters, our board, our public, we adhere very closely to the three-minute time limit for comments for everyone. We will set a timer and we expect everyone to respect their three minutes. In addition, we do not respond to public comments at board meetings, but we hear them. We respect, we listen to, and we take into account

130all community member concerns. If there is a specific question that comes up that we can respond to after the meeting, we will do so in a timely manner, or we will direct Dr. Woodland to do so on behalf of the board. Moving right along. >> Action items. We have the consent agenda in front of us, which includes one, approve monthly transaction reports for >> Oh, I'm sorry, my bad. Board reports. Uh, Mrs. Rachel Marquin, could you please share the policy? >> Sure. We met last week. Uh, it went pretty pretty easy. We had a um some were just five-year review minor language changes and then here are some of them that uh we had some updates to that are worth mentioning. We have policy 2120 uh where we updated to make student growth optional for

131teacher evaluations. That's in uh accordance with the Illinois school code where they um got rid of the mandate to have uh student growth in our uh teacher evaluations. Um policy 480 uh that had to do with um adding the language regarding the audit is turned into is by October. We already do this. Um 660 we added uh drug and alcohol presentation and online safety. These are both already done, I believe, in health class and in tech class. Um, so it's already a current practice that's taking place. Uh, 770. Um, I take shorthand, so I just had a question about this. 770 uh that's regarding the approval process regarding uh students to attend activities and a provision regarding making up missed coursework uh that do not penalize students. Um when I was at that meeting I

132you know write my short hand and sometimes I write a little sloppy. My I wrote a note I believe it was this had to do with it is at the superintendent's discretion. Am I correct? Okay. Um, and then policy 7180 that had to do with um, bullying now includes cyber bullying and the use of AI, artificial intelligence. Well, because we see where that's going now. All the things you could do with AI taking a picture, you know, making people dance. They advertise it all the time now or different things you could do when this really isn't the person. So, obviously that makes sense to include. Um, and I that was it. It was pretty straightforward. >> Thank you. Now we have the consent agenda in front of us. [clears throat] Number one, approve monthly transaction

133reports for December 2025. Number two, approve fund balance reports for December 2025. Number three, approve expenditure report and projected payroll report for January 2026. Number four, approve board minutes for the regular meeting of December 17, 2025. Number five, approve closed session minutes from the regular meeting of December 17, 2025. Number six, approve board minutes from the board policy committee meeting of January 14, 2026. Number seven, approve destruction of closed session tapes from September 2021. Eight, we have a personnel addition to make. We have a couple of FMLA leaves of absences to approve and we have a couple of resignations to approve. Do we have a first motion for the consent agenda? >> Motion to approve consent agenda item A. >> Wonderful. Do we have a second? >> Second. >> Thank you very much. And could

134we have a roll call, please? >> Sure. Dr. Michael Thomas, >> yes. >> O'Neal Gray, >> yay. >> David Shepard, >> yes. >> Rachel Marquin, yes. Denise Jones, >> yes. >> Lauren Dowen, yay. >> Michael Miller, yay. Motion pass. Excellent. Thank you. And [sighs] item B, approve first reading of revised board policies 2120, 2150, 2270, 310, 350, 360, 410, 430, 480, 4110, 4140, 4150, 4160, 4170, 4190, 520, 590, 5100, 5110, 5120, 5185, 5190, 5220, 5280, 530, 620, 640, 660, 60,130, 615, 6140, 6160 6210 622 20 6 235 6240 6 260 6270 6280 710 770 7130 7140 7150 7180 7190 7250 7290 7310 7340 830 8100 as recommended by the Illinois Association of School Boards. Do I have a first, please? [laughter] >> Have a second. Second >> O'Neal Gray. [laughter] >> Dr. Michael Thomas. >>

135Lauren Dowin. >> Yes. >> David Shepard. >> Yes. [clears throat] >> Rachel Marquin. Yes. Denise Jones. >> Yes. >> Michael Miller. >> Yay. >> I want to thank Press Plus for this. [laughter] >> Right. >> All right. Um, >> how about the expedited roll call thing for this next one? >> Yeah. >> Well, it's the same stuff. So, do I have to read it again? [laughter] >> It's not the same. All right, I'll read it. >> Sorry. >> Item C. Approve second reading and adoption of revised board policies 2150, 2270, 310, 350, 360, 410, 430, 4110, 4140, 4150, 4160, 4170, 4190, 520, 590, 5100, 5110, 5120, 5185, 5190, 5220, 528, 5300, 620, 640, 6130, 6135, 6140, 6160, 6210, 6220, 6235, 6240, 6260, 6276 280 710 7130 7140 7150 7190 7250 7290 7310 7340 830 8100

136as recommended by the Illinois Association of School Boards is there first >> first >> motion to approve agenda item >> and is there a second >> beautiful roll call please [laughter] >> um Dr. Michael Thomas, yes. >> O'Neal Gray, >> yay. >> David Shepard, yes. >> Rachel Marco, yes. Denise Jones, yes. >> Lauren Dowin, >> Michael, >> yay. >> Motion pass. >> Wonderful. Thank you so much. All right. Item nine. We are going to recess to close session to discuss the appointment. Oh, wait. I'm sorry. Wait. >> Motion. >> Is there a motion to recess to close session? >> Motion to recess to close session. >> All in favor? >> I. Wonderful. All right. to discuss the appointment, employment, compensation, discipline, performance, or dismissal of specific employees of the district or legal counsel for the

137district, including hearing testimony on a complaint lodged against an employee or against legal counsel for the district to determine its validity 5CS120/2C1 as amended by PA9D30057 and to discuss collective negotiating matters between the district and its employees or their representatives or deliberations concerning salary schedules for one or more classes of employees. 5 ILCs 120/2C2. All right, [snorts] everybody listening at home, the stream is about to stop. Thanks for listening. Everybody here tonight, thank you for coming. You're welcome to stay as long as you would like. We don't know when we will come back, so if you want to leave, no hard feelings. Grab a cupcake on your way out. We love you so much. [laughter] >> That was great.