001here big hell here figueroa here regal all right thank you uh james could you please read our fenton mission beliefs and bison waste statements sure mission statement cultivating accessible passionate learners through rigor relevant relationships our belief statements successful passionate learners thrive when we champion innovative teaching and engage in learning school and home collaborative effectively we provide a safe secure and caring environment we infuse social emotional learning into academic and culture diversity empowers our learning community we we prepare students to fulfill their civic duties the bison way students and adults at fenton high school create a safe caring empathetic environment where we believe in each other respect diversity communicate openly grow together and hold each other to high expectation to become the leaders and innovators of the future all right thank you james uh now we
002move on to recognitions uh james could you present please sure as many of you have already known the chicago bears visited fenton high school uh on two separate occasions to celebrate members of our football team in partnership with athletical physical therapy the bears created a new recognition program that selects nine students uh throughout illinois to receive their chicago bears high school community all-star award out of all the applicants fenton senior eric moreno was ranked number one on november 12th i'm sorry on november 12th the bears distributed a press release naming eric as the first ever recipient in announcing a 500 donation made in his name to shriner hospital for the children the very next day eric and coach matthew lynch were on wgn radio talking about fen's commitments to community service and why eric chose
003the schreiner hospital for children it was a thrill no doubt but then two weeks later the bears returned right before thanksgiving and announced fenton senior nicholas ben as their third recipient nicholas also chose to have his donations sent to the shriner hospital for children you heard correctly an all-star team of nine students from all over ordinary students go nick and go jim i think we had a christmas ladies and gentlemen of the board mr ontago administration thank you for the opportunity to present nicholas ben and eric moreno it is truly an honor and a privilege to have had the pleasure of working with two such fine young men on behalf of the athletic department and the football coaching staff we we thank both nicholas and eric for being a service not only to the football
004team the school but to the community at this time i would like to present coach zabala to speak on eric's path well what can i say in coaching every once in a while you get a really special kid and that is what eric moreno is i've had the pleasure of coaching eric going on three years now when i first got to know him he was a bit shy and not at all the person he has grown into today eric has shown all the great qualities of a true leader on and off the football field his accolades are too many to learn but what made me really realize that this is only the beginning for him is that he helped me become a better coach he did this by showing me no matter what happens in
005life you persevere your work ethic never changes and to be able to teach an old coach like myself this is something pretty special eric has not even reached his full potential as he is fully aware amazingly we're very aware of this this award is only the beginning for him and his star has yet reached its brightest moment i am honored and privileged to be able to speak on his behalf and more importantly be a small part of his life thank you thank you coach zabala ladies and gentlemen nicholas ben is a young man that exhibits ex extreme character it is very rare to have someone come into high school and grow with the maturity in which he has grown we have been pretty fortunate in the football program to get the opportunity to work with
006nicholas for the past three and a half years and and see him on a daily basis however it is more we're more fortunate as a school community to have a young man that is willing to give up himself and look look for the better good look at the better good of of everyone that he encounters nicholas is his young man that works extremely hard he exhibits great character and great morality as as the head football coach and on behalf of all the coaches we are blessed to have him as part of the football program the chicago bears athletical phys physical therapy bestowed these honors upon nicholas and eric that we are so proud of because as football coaches we enjoy and get an opportunity to work with them on a daily basis and we see
007what they do but now to have outside organizations like like the chicago bears and athletical physical therapy to recognize and honor them it is a testament not only to the football program but to the school and the community you don't get to know you don't get to this place in life without having mom and dad play a major part in the major role we are so grateful that mr mrs and mr mrs moreno have given us the opportunity to work with their sons at this time i would like to present eric moran first of all i want to say that it's a huge honor to even be recognized with the chicago bears but it's an even bigger honor to be recognized by fenton school board um i want to mention that fenton is a great
008place i i would really i choose no other place to be at there's no other place to grow and develop there's no other way i would meet the special coaches that i met along the way coach zabala and coach lynch have helped me tremendously throughout my life and without getting too emotional i wouldn't be where i am without them and i am forever ever ever grateful uh towards them um again uh even uh in this call nick ben and other friends along the way have gotten me to where i am whether it be through school or just through relationships in general so i thank um all the people that have been with me especially my parents and again i'm more than grateful to be even recognized by a school board especially fentons which is most
009definitely the best go bison all right thank you guys thank you eric ladies and gentlemen mr nicholas bennett yeah first off thank you to the school board for allowing us this opportunity to be recognized um there's so many great aspects that really go into this award i mean whether it be helping in community athletics or just overall being a good person and um i'm just so glad because it even though i'm getting the award it's really reflecting fenton high school and the coaches there and all my teammates on the football team and all the people in our community and so it really does show how strong of a community we have and it shows the great things that are going on in fenton and um i i couldn't ask to be a part of anything
010else it's been nothing but great but i'm very honored to receive this award thankful for everybody in my life and i'm happy to be a part of friend high school ladies and gentlemen once again thank you for the opportunity it is truly an honor it's truly an honor and a blessing to present before you have a wonderful evening as uh mr lynch said uh ladies and gentlemen wasn't that fantastic we're not done yet okay the chicago bears we're not done yet we have more to present here principal lazarovich will explain in the next video all right good evening we're here with uh with coach natural lynch as well as our athletic director todd becker and i'm jovan lozadovich the fortunate principal at fenton high school so as you just saw the chicago bears are very
011generous in recognizing the incredible contributions of two fenton student football players while here to present their awards the bears were impressed by what they saw of our school atmosphere and the leadership that brought these two men to the forefront that leadership in large part comes from coach matt lynch with the bear set to play on monday night football a week after being at fenton it was their turn to partner with espn and select an nfl high school coach of the week the bears wanted to put coach lynch into the mix and they asked us to quietly compile some highlights and photos as we expected coach lynch and his many admirable qualities rose to the top and on november 16th a sort a short segment aired on espn's pregame show so coach becker here uh coach
012lynch we would like to uh say congratulations on becoming the or being selected the national high school coach of the week and thank you for all you do for our community and for the students here at fenton high school so um as mr becker has barked that out for us um we have a a chance and and one of the things that i i'd like to say about coach lynch's is that it's about education for him uh the the field is an extension of the classroom for him what he teaches on the field are things that go on in the classroom on a daily basis and so it's quite impressive to see how those two actually move between each other so some of the things that have happened here uh under coach lynch's leadership he
013goes above and beyond for all of his his students um whether it's for them to get into colleges or even just as a job reference for his student for his athletes as well as his students here coach lynch is extremely thorough in his letters of recommendation um he's brought the the team to shriners hospital which our two athletes have actually donated the monies that they received from the chicago bears to that coach lynch organized a dinner at school uh before the homecoming game he invites all his previous players uh he really makes it a family atmosphere what's going on uh coach lynch read to the bensonville park district pool which is pretty cool actually uh right at the beginning of school to have all of his athletes and have others come in to have this
014pool party um he's done so many fine things not just for the football program but for clinton high school so we're really fortunate to have him be part of our staff as part of our family here at fenton so coach lynch i want to give you a chance uh how did you feel about uh the the honor and um and anything else that you'd like to add um first of all thank you very much um i was taken back by it um you know really not much for me to say on that is that i was just taken back and really it's a testament to the student athletes um i'm just doing what i feel is part of my responsibilities and trying to make every day make sure every day that i i give these
015these kids an opportunity to grow and and that's how i i look at it as simple as that well great thanks matt i'll be honest with you i i feel these students are very fortunate to have you with both flights whether it's in the classroom every day with the work that you do with our students or it's um in the weight room as you push them to exceed their abilities or it's on the actual football field where you're teaching them kind of life skills and definitely uh the strategies that go into to making really good decisions so uh thank you we're very fortunate to have you and um and i'm glad that the bears in the nfl actually recognize this maybe there will be some kind of worldwide or national wide recognition for you too
016so thank you for the work you do coach lynch we truly appreciate it thank you i really appreciate it all right thank you and each monday here on nfl live we put the spotlight on a high school football coach of the week this week the bears have selected finton high school's matthew lynch and coach lynch inspires and empowers his team to serve the community with various projects like the team's annual trip to the shriners hospital for children the fit and bison scheduled to play in the spring as their season was postponed due to coven 19. all right that was espn great job way to go coach let's give him another hand all right next we want to recognize another individual our president paul wiedemann for being honored the thomas lay burroughs award this year president
017wiederman thank you for all of your hard work these last six years from the chromebook initiatives to the construction project to food for families to the equity initiatives to a covert 19 pandemic and always putting kids first thank you thank you for your service and dedication to fenton we have a video here where paul receives his award from the state superintendent dr carmen ayala so we have um dr ayala and dr tom bertrand one of our partners strong partners whose director of the illinois association of school boards and they're here to present the thomas lay burrows award to one of our steam board members in the state thank you darren looking at notes here i apologize um yes we are going to be announcing the recipient of our annual thomas slade girls award for the
018state's outstanding school board president the illinois state board of education created this award in 1991 to honor the late thomas lay burroughs who served as chair of the state board of education and as president of the board for collinsville school district 10. this award recognizes extraordinary local leadership particularly in the following areas improving student learning closing achievement gaps and supporting educational excellence expanding educational opportunities for underserved students and resolving a crisis of major difficulty with the result of more equitable outcomes for students the official presentation is going to be taking place uh uh at the illinois association of school boards virtual meeting this saturday but we were excited to give everyone uh tuning in today a sneak peek at the winner we received many many high quality nominations illinois is lucky to have such dedicated
019and collaborative public servants who go above and beyond for the students they serve this year one particular nominee stood out from the crowd one who shares isbe's mission to ensure that all students received an equitable education and is described as a champion for every student of every background that person is paul wedeman school board president of fenton community high school district 100 congratulations paul describes his approach to leadership saying equity is not about equality it is about fairness and meeting students and families where they are under paul's leadership benton changed the culture of its advanced placement program and broke down barriers that made participation more difficult for underrepresented students the number of advanced placement exams taken by students has almost tripled and the number of ap exams resulting in college credit has soared from 155
020to 420. that leadership also earned the district the international 2019 college board's ap district of the year award in addition paul has led the district in efforts to close the digital divide by providing mobile hot spots and in-home high-speed internet for low-income families and by securing chromebooks for all students since being elected to the board in 2015 the board and district's equity center decisions have had a tangible impact on students outcomes the percentage of ninth grade students on track to graduate has jumped up eight points in just four years and the district's graduation rate has increased from 85 to 94 percent on behalf of the illinois state board of education paul congratulations and thank you for all that you do thank you dr ayala and board members thank you illinois state board of education and
021thank you to the family of thomas lay burrows for sharing such a great man with schools across illinois and for letting my name be spoken in the same breath as is however i accomplished nothing on my own mission as important as equity requires many many people to buy in and i have an incredible team of people at my side i want to share this award with my current and former fenton school board members who work together this vital mission at fenton high school i want to share this award with our current and former fenton employees who brought us great recommendations to choose from and who carried out much of the heavy lifting and finally i want to share this award with our amazing students their parents and the community members who embraced the bison way
022and supported our efforts through thick and thin in fact this is less of an award and more of a sign that we at fenton high school are on the right track but make no mistake there is a lot more work to do in creating and maintaining a fair and equitable school for every child in bensonville and wooddale again thank you thank you for this great honor i truly appreciate it thank you congratulations and chairman reece berg thank you very much for inviting me and affording me the opportunity to congratulate paul paul uh it certainly takes strong and committed leadership to apply that equity lens to the six foundational principles of effective governance that the illinois association of school boards teaches its member boards and on behalf of the 848 member school boards nearly 6 000
023public servants who continue to serve our children in what will be remembered as the most challenging period in the history of public education in this country congratulations to you paul and to your entire leadership team at fenton thank you again thank thank you so much and i will uh pass pass that on thanks so much thank you paul and and thank you uh tom again as i said to jason earlier today um when um he came to do public participation i just want to thank you for your leadership of the illinois association of school boards and for the association um and for all of its members for um what has been a particularly trying uh year for everybody um and uh um you know just i know that um it's been not just trying but
024exhausting um and just want to thank you for your leadership during these times so both to you and paul congratulations for all that you're doing for the state and for your kids sure thanks thank you thank you way to go paul thank you thank you no i i'm truly uh i'm i'm very humbled and and uh i'm very appreciative of it and i just want to say that it is a team effort and i i am really touched and really honored to have such a great uh board members as well as team around me as well as other other staff members in which we all accomplish this together and i just wanted to say thank you again and i'm very humbled congratulations paul okay thank you thanks for all your hard work no problem thank
025you all right um we move on to public comments uh james do we have any requests for public comments yes we do we have five five okay um as a reminder public comments are limited to three minutes per speaker with a limit of 30 minutes per topic superintendent on tanko will read the public comments received in chronolog chronological order thank you uh this first comment is from emma butts the following stories are testimonies regarding acts of discrimination witness and experience at fenton high school which were collected by defendant advocacy network i'm afraid to simply wear certain clothes without getting hateful comments from other students i don't have the confidence i used to have just because of how what i wear can supposedly define who i am as a person to other students i wear it
026because i want to look pretty submitted anonymously this story is pertaining to the 2016 election obviously knowing that only a small percentage of our class would vote at this time a staff member had an open door policy and most of the time with her office and allowed her students to come in and sit if needed not only students that did go in there but there were a group of favorites that would talk in there often the students were talking about their choices for the upcoming election listing our pros and cons about each candidate the next day she sat in our class and began to talk about having her open office and having the groups in there talking about the views that were against her she began to start yelling that she started talking it it
027is a threat to her family she also planned something and got up and continued yelling and by the end of it all she stopped crying and had us continue on with class submitted anonymously next public comment is from jessica bango my name is jessica bango my pronouns are she her hers and i am a class of the 2016 fentanyl alumni alum in august in the august board meeting staff highlighted that equity is not just a check box board members stress we must be empathetic allies for marginalized group and individual added we must also advocate for these groups individual emphasize we must dismantle historic oppressive systems to establish equity to be a diverse high school that yearns for equity to at the same time ignore the discrimination felt on fenton's campus is an injustice to our
028community i presented these words four months ago and their importance remains true since then other alumni and i became a become defend advocacy network we have we have continued the conversation by sharing stories that served as testaments to discrimination inequities that then though the board defines fitness with empathy accolades unfulfilled goals and misleading data these stories are very real they happen they are happening there is no war the defendant could ever attain that would devalue or resolve the ineffective or lack of policies regarding discrimination as the board continues to be silent we recognize that our goals may not be met with current composition of the board with that said i want to highlight the importance of the upcoming board election in april in april to those listening and listening later your vote is a voice
029individual one individual two individual three and individual four are candidates who are running for the position on the on board the election is april they are each unique passionate and driven about transparency and conducting dialogue as community members voting in the upcoming board election for multiple of fresh new candidates we will be crucial to ensure the public concerns are taken seriously and the action is taken not for for but with the community this current board has ignored us for five months and ignored a petition with 600 alumni and community members signatures calling for the creation and implementation of a diversity action plan it is up to you to decide if the change we all wish to see can transpire with the current composition of the board to the current board we have not given up
030the unfortunate truth is that we have extended the invitation to you every single month and you have ignored us this was never about raising opposition against you but raising awareness to get uh towards pertinent issues of diversity and equity that affects your student past present and future it's been five months of submitting comments but the equity journey is everlasting we will never cease challenging you all do your best to ensure that fenton truly becomes a more welcoming and equitable environment thank you third comment is from jose diaz two minute concerned when i was a sophomore i was battling deeply rooted identity issues regarding validation and self-worth as a as a closeted gay team at that time there was a little to no visibility curriculum or resources to learn more about sexual orientation and identity and
031thus for the greater portion of high school career i remain closeted as means of self-preservation regret regretfully a specific instance micro gesh aggression if you will which undoubtedly entrenched me into further hiding my true self self occurred that same year i will admit the victims names who was discriminated but they were there were but there they were a teacher in a social studies department and was heavily involved in extracurricular a prominent figure at fenton i was waiting in the halls after the 307 pm bell ring to enter our fitness center which open at 3 30 pm typically what you'll find in that half half hour leading up to the gym opening in students are students socializing studying bantering or for myself decompressing in a moment of peace a great escape for everyone however this instance
032scared the way i perceived the culture of fenton and i no longer felt the moment of peace ever again for the rest of my life my time there the teacher was walking by in a near hallway during the time minding her business when a group of boys uh started mumbling under their their tongues she looks like a guy is she a boy they called explicit of language dude i was in shock literally unable to speak as a teacher turned around and yelled back at the chuckling boys in an act of distress there are cameras watching you say that you know at that moment i knew i knew she too felt defeated not knowing how to properly react to to such stark and and bearing discrimination coming from students who should not only understand and respect
033freedom of identity expression but also completely lack the respect of their teacher seeing her response seeing the students feel as though they got the last laugh traumatized me traumatized me to the point where i vividly out of a handful of high school memories remember this one the most following the incident i spent weeks wondering why i didn't speak up and instead kept my head low absorbed when i felt i felt was something fenton would never outgrow a toxic environment for the lgbtq plus community both for its students and staff as an adult i realize this is not the fault of those students this is the fault of the institutional ignorance by not instilling comprehensive values of diversity inclusion upon step stepping into the halls of fenton the students were merely an echo of what fenton
034did or didn't care about at that at that time gsa uh was in its nascency and not broadly adopted by the staff students and faculty there was there was no repercussion or education for their outright acts of discrimination it was only one of the several incidents i experienced thankfully i was strong and persevered however for all my brothers and sisters in the lgbtq plus community i cannot say the same and to this day worry about their well-being in the halls of fenton thank you next comment my name is talia aguiano i use she her hers pronouns and i am a graduate of fenton class of 2013. i like to start off by congratulating the board president on his recent isb award for his leadership and efforts and centered around equity as i am sure you
035very well know based on the composition of this award diversity equity inclusion work is hard so achieving this is absolutely amazing because this and the leadership position you hold on the board i'm positive that there would be no issues to continuing to advance the efforts of equity and inclusion across the district affinity advocacy network is a community who has been centered on advocacy for our traditionally marginalized students in an education surrounding hate bias discrimination and racism experience or witness at fenton we have created a list of demands that will further advance the areas of equity and inclusion in the district and love to partner with the board president and his members we demand bullet a reconsideration of the approval approved diversity and equity statement to include different identities of students the creation of a diversity
036equity and inclusion committee debt that includes students and community members implementation of mandatory diversity equity and inclusion training for all the students and staff having a regular diversity equity and inclusion workshop for students and staff assembling and designated space for marginalized group hiring a counselor mentor specifically for a marginalized group analysis of transient discipline referral data attendance and academic success post media virtually and physically that supports black and brown communities through both statement and pictures creation creation a zero tolerance policy for acts of discrimination attending events in class of your current students scheduling speakers and authors of diverse background to speak hosting a q a with a community present present your views and conduct a dialogue aside from demands we are inviting the board to work with us and to be actively anti-racist and generally
037empathetic in the way that alumni and current students need your support is invaluable to our mission as part of defending advocacy goals we have chosen to share stories with you that testify the discrimination of all kinds at fenton past and present we are asking you to open your hearts and put yourselves in these authors shoes please realize that the authors behind these words are or were students who felt unsafe silence in the press these students experiences are what you erase in your equity statement awards are nice but true active equity work is even nicer we will be holding a future town hall over zoom to continue the conversation we are hoping that you will be part of the equity journey to make fenton a more supportive and welcoming environment for all so that you that
038future fan graduates will not feel as though their misfortune is the product of our inaction thank you the last public comment is by uh patrick escobedo president wiedemann and board of board members uh season's greeting from fea we hope you are well and wish you a happy new year this time of year is always an opportunity to look back in reflection as well as to look forward with optimism and we invite the board to join us in this process as we review our year we are quite pleased with the formation of the equity community the development of our equity statement and video and work towards diversity equity and inclusion that our unions has engaged in our dedication to equity has animated our work with the districts through eos talks and dealt as well as the
039independent work as a union as we have pursued opportunities for training education and activism on our own our first amending training on november 16 was highly informative and we are participating in an inclusive curriculum law training on january 11th and february 5th we would very much like to establish a time where we can share our conclusion takeaways and from the training with the board of education creating an inclusive curriculum is something that the teachers and staff are dedicated to and something that we are sure the board of education also cares deeply about steadling is time where we can come together and debrief over what we learn about inclusion curriculum law would send a strong message of collaboration and solidarity to your teachers and students as we head into new year we also would like to
040strongly encourage the board to reflect on the practices regarding discussion during the open session of your meeting last night we called on the board to break their veil of silence that the public comments are met with and alas we are disappointed to say that to our knowledge that the board continues its practice and of offering little to no follow-up in response to people who take the time to time to to compose and deliver a statement to the board we hope at least that if you are not willing to meaningfully engage with your constituents and staff who offer public comments that at least you will begin to meaningfully engage with each other last month's discussion of remote learning plan was a rare exception to the board's uh apparent reticence to discuss debate and engage with one
041another on the important issue during the open session of the board meetings as elected public officials you have a duty to to your constituents to clarify your position on important votes initiatives and policies the board takes up if the board does not wish to follow up on public comments then the board discussion during open session is the only way the public can learn and understand where to board and its members stand on important issues facing the school we encourage members of the board to use the open sessions of the meetings to express their views build consensus and defend their position on important issues in order to create a transparent and democratic body for the stakeholders in conclusion we wish you a happy new year and we would like very much appreciate a response to our
042comments kindness resource patrick escobedo president education association that is the last comment that was the last one okay uh i would like to thank uh emma butts jessica bango jose diaz talia aguiano and patrick escobedo for your valuable input we appreciate you all for taking the time and submitting your comments please note we are not ignoring your your comments or any comments we take all comments seriously no student or staff should experience any form of discrimination and hate i want to make this crystal clear we are resolute in fostering a diverse equitable and inclusive learning and cultural environment that refutes any discrimination that may occur discrimination and hate is not tolerated here we have always championed diversity equity and inclusion and there is more work to be done we look forward to any uh town
043hall meeting that may occur thank you all for your uh comments um now we move on to the district 100 informational items james sure a couple things here uh covet updates here equity report uh different schedules and a report card unfortunately uh as of monday uh approximately 53 000 uh individuals in dupage have uh have come confirmed cases of covid 841 deaths here's our metrics here as you could see you see the red we're still in substantial as you know it's the highest level of in the framework with community transmission level uh there is a trend if you look at the blue arrows going down in each of the column there is a trend growing down we're on week 48 of cobit um let's just go rule by row real quick uh the illinois department
044of idph basically is into orange which is the highest level which is the dupage county public health department's metrics for substantial uh new cases per 100 000 and has dipped down to 439 still high which ranks it to substantial weekly case counts from week 47 to 48 a decrease of approximately negative 28 percent weekly youth account rates have also decreased this week of week 47 to 48 uh a negative 35.2 percent so we're seeing that go down a little bit but still high in general as a a macro look at our arcovid metrics um weekly positivity rate has also gone down um i believe last time uh last week it was 12.18 if that's at 11.7 still pretty high to put us at substantial that's why it's red and lastly our neighboring counties are also
045insubstantial next slide here is the overall look it's a trend still up we see some little decrease here but in general if you look at that whole graph going across there's that arc still at that level we would like that to spike down uh so does everyone else um next slide this one is uh by residence um same trend here different level if you could go back up i i miss i thought i was looking at the wrong side could you go back this is the age i apologize age group as you can see green is uh basically uh 5 to 14 the red is 13 to 19 and blue is zero to four it's the same trend so our little little kids are are much lower and as as folks get older um that
046it tends to go up with that what is the trend it seems like the middle school kids are a little high here as well next slide there's the overall look um for our population okay um still low compared to what we saw and i'm sorry still high compared to what we saw last spring here's by county uh bensonville is about at uh in regards to covet cases 17 1700 cases wooddale is uh just over a thousand next slide here's my age group zero nine is the far left bar uh uh graph there followed by our high school students there and uh the folks that tend to have covet cases are between 20 and 59 years of age so this is just a good format there so vaccines you you've heard it it has arrived here
047at um at dupage monday we met with uh i met with the dupage county public health staff uh and they reported that there are 13 13 000 vaccines arrived in dupage on monday expecting new badges every week okay healthcare providers and long-term facility individuals are the first to receive the vaccines okay you've heard that in the news we've heard that in the news as well there are approximately here and in dupage 43 000 health care providers 43 000 and 13 000 long-term facility individuals you see it right there not enough vaccine educators in school there isn't a clear date when that will happen they're thinking sometime in in february march uh uh we will we will get our dose there there are two shots for the pfizer vaccine a primary shot as you know and
048the second shot is given to the individual 21 days later in regards to the quarantine there uh as you can see cdc you still heard it in the news there is there was talk about reducing the number of quarantine days when people are in close contact or when people are tested positive idph and dupage county public health does not recommend reducing the quarantine time okay and fenton will follow those recommendations so uh we're still sticking with that 14-day quarantine okay since it's not recommended by uh the scientists here in illinois testing in schools you've heard probably a handful of schools are looking into testing in their school districts currently dupage county public health department is recommend is not recommending this okay it is not a requirement uh currently as well we do not have a
049plan to roll this out okay uh however we are looking into the topic just in case it becomes a requirement obviously we are doing our research in regards to the cost how much that would cause the district what kind of facilities we need to have are there extra staffing that needs to be involved uh the different companies that offer this the testing and what kind of procedures it will take so i'll continue to report on this to the board uh from month to month but right now it's not recommended it's not a requirement uh in regards to ihsa um there's not much to report here sports and practices for our athletes are on hold okay uh so what are our sports teams doing in our clubs doing at this time they're meeting virtually so there's
050contact that way it's all virtual at this time as you know we're in mitigation three um and um we are not participating at this time next up is our equity report um just quick quickly as you know we had an audit uh last year uh the auto was completed and um we have established a district equity leadership team called delt we met twice this semester um our director of curriculum administration michelle papanicolao or principal lazarovich and i are in communication with dr dubial regarding the next semester's meeting um we're going to continue moving forward with the constructing and implementation and action plans coming from the equity audit good news here too as well i know we brought this up diversity equity include inclusion training will start with staff next semester and again dr dubial will
051facilitate this training uh just just as before we go to our next presentation in our equity journey uh just wanted to remind the board that we did the equity audit we've taken steps doing this we we reported on the equity and professional development for our staff okay uh we're reporting the equity outreach with our parents and in groups kind of like pa designitos our polish outreach uh our bilingual parents uh we discussed equity with student programming uh for example equal opportunity schools and different student clubs tonight we will review equity uh regarding restorative justice let me introduce that real quick uh jim before you play it good evening everyone thank you uh this month we will feature our deans mr uh pedro castro and mr jason meadle they prepared a video presentation which discusses how
052they have practiced equity through restorative justice in the teens department and how they interact and build relationship with our students take it away jim good evening everyone this is pedro castro and jason madel dean's over at fenton high school we want to talk with you this evening about fhs restorative justice equity journey before we go into the journey just wanted to give you an overview of our presentation we'll be talking about some background data some background some data and some research uh we'll talk about what is restorative justice how does restorative justice look at fenton we're also going to illustrate our equity journey through the use of restorative justice practices before we go into the actual presentation i would like for you to consider this the alliance for education published a report in 2013 which
053indicated a ninth grader who is suspended once increase increase is two times more likely to drop out so in other words if a ninth grader is suspended from school one time he increases the ability for that student to drop out of school from 16 to a second suspension for that ninth grader increases the risk of dropping out from 16 to 42 so for this reason we think about alternatives to suspension we want to be able to keep students in the building when it's safe and when it's doable so um here you have some statistics for kind of discipline dependent discipline over the last nine years from 2010 through 2019. i do want to highlight which is highlighted there for 16 and 17 school year in january of 2016 senate bill 100 went into effect although
054we started implementing some of the senate bill 100 requirements in the fall of 2016 it was fully implemented at least the requirements of the bill in 2016 and 2017. so as far as traditional discipline just want to explain what is that so we here at fenton use a traditional discipline system that was rooted in rules based punitive managerial authoritative approach and we'll talk a little bit more about that in a second that did not incorporate student input in terms of writing along i did want to make a distinction between student input here and student input as it relates to due process when we talk about due process students are in the dean's office for a violation of a school policy or a violation of something that has not gone well or didn't go as student
055planned so we want student input as far as learning what happened their point of view that's due process this student input talks more about writing or wrong we want students to be involved in the process so they can learn from the mistakes and they can also be part of the process to be able to write that form so second point here is that a quote from urban herb student accountability fails in a system monitored by the teacher and void of student input that student input is important for student accountability uh without this opportunity the behavior of the harm is repeated because the root or the initial concern has not been addressed and this is where we get recidivism we want to be able to address things uh the first girl around so that students don't
056make the same mistakes over and over again so getting at the root um third point harm or misbehavior is perceived is perceived as a violation of rules and laws versus a violation of people and relationships this is key because we want to focus on individuals we want to focus on their relationship with others and if the focus is on um students did not for example come to school on time when we talk with students about how does your not being in school in time how does that affect others so it's having students go through all the steps of that and sometimes it'll immediately say it was just me but there's more to it so we want to focus on the relationships and the people that are harmed when there is a misbehavior or a harm
057that has happened lastly the implementation of senate bill 100 requires that student schools show student continued presence that a student's continued presence in a building will create an eminent threat to the student to others uh and staff and or to the building before any kind of suspension were to happen from there we go into the seven principles that guide restorative justice practice in education and this is adapted from the restorative justice and education article seven principles the first one states we want to meet student needs that's exactly what equity is all about every every student is an individual with individual needs so we want to be able to meet their needs where they are in whenever anything either good or bad happens in this case in dean's office when a harm is happening we want
058to still be able to meet the students needs second is we want to provide accountability and support for students even though a student may have harmed somebody else there's an accountability that it's important but we also want to be able to support them even throughout that process so they can again learn from that and the third point into the second we want to make things right as best we can so this will include the person who did the harm and the person who was harmed by that act we definitely want to view conflict as a learning opportunity so any anything that happens in the building whether it's good or bad it's an opportunity for a student to learn that we want them to be able to learn particularly from a mistake so if you don't
059repeat those mistakes we want to build healthy learning communities by having students being able to hold themselves accountable we start doing that by having students see how they have harm to somebody else and become part of that process to to restore the um the harm that was committed um they are learning from that um and we want to restore relationships um that's the key to all that by having by building those strong relationships students can then feel accountable for what they've done for to others and then again address that recidivism we talked about a little bit ago we also want to make sure that we address power imbalances as we talk about uh equity we want students who did not always necessarily have that voice to be able to to uh speak up for themselves
060to advocate for themselves we are giving them that voice we're giving them that capacity of building that capacity in them to be able to have their voice heard again the basic principles of that of uh equity also tie into restorative justice with that mr middle will tell us a little bit more about restorative justice thank you mr castro so if we were going to break down restorative justice a little bit further it is based on three core tenants the first being what harm has occurred the second being who was harmed and the third would be how can the situation uh be resolved the most positive way for each party involved and that is important because we are talking about how to resolve this um in a beneficial way for the person who was harmed as
061well as the person who did the harmony okay so the question may come up why restorative justice um aside from all the reasons mr castro explained and there are plenty uh we have kind of broken it down to two major reasons um both equally important in my opinion the first goal is designed to keep the students in the classroom restorative justice designed to keep the students in the classroom exclusionary discipline impacts learning by removing students from the learning environment so what are we saying here we're saying that basically anytime we take the student out of the classroom or discipline whether it's an out of school suspension whether it's an in-school suspension whether it's anything along those lines anything that takes a student out of the classroom is going to impact their learning negatively so our
062first goal is to develop a a system of discipline that's going to limit as much as possible these exclusionary practices uh the second goal is as i said equally as important it's going to touch on a different type of uh of goal and that would be the social emotional needs of our students so what we have here is restorative justice is designed to meet student social emotional needs students develop an awareness and understanding of the other person's feelings and perspective this process of coming together to address the situation fosters healing and restoration so once again we are talking about empathy we are talking about um teaching a student to view a situation through the other student's eyes to understand that not everybody has had the same experiences that there are these inequities and that we
063need to be cognizant of these we need to be able to work with one another regardless of these inequities and there is a way to work through confrontation without violence without um shaming without bullying without all those things so that's the type of thing we're talking about as our second goal with restorative justice so um the impact of restorative justice is in that restorative justice is active it's going to be more effective in changing behavior which is the entire goal of what we do up in the dean's office it's going to be much more effective because the student is actively working to change their behavior or to right a wrong whereas traditional discipline is simply a punishment right it's passive meaning student has really no no say no active role at all in um in
064what's happening you know they're sent to a room for 25 minutes to sit there a lot of times they're not going to be reflecting on why they're there as much as we love them too that that's not happening so restorative justice allows for an individual to take an active role in the process of addressing and adjusting their behavior and again that is the most effective way to get a change in behavior which is of course exactly what we're trying to do so we're going to talk about this graphic here on the side in a moment but before we get to it back to social emotional impacts the crux of restorative justice is the building and maintaining of relationships that stands for relationships uh among the students and then relationships also between the adults and the
065students those are both equally important these relationships allow both the individual who was harmed as well as the individual who did the harming to have input in the resolution of the situation this allows us to work with the student rather than doing to the student so um this graphic here this is called the discipline window this is probably one of the if not the most important idea with regards to restorative justice and equity so we you'll see that we have two axes here the vertical is uh talking about control low to high and the horizontal is talking about support also low to high you'll see that the one that is in blue probably stands out uh that's the width all right so we'll get back to that one in a moment that's our goal we
066want to be with with the student as we're working through something the other three you'll see two uh not or four which are punitive neglectful and permissive those are all inequitable uh and there's a reason for that mr castro mentioned earlier that not all the students have the benefit of learning how to advocate for themselves properly those who have learned that have a huge advantage because they're much better at things such as conflict resolution standing up for themselves appropriately um things of that nature so each of our students have unique backgrounds they have unique experiences and so we need to be very aware of that and we need to meet the student where they're at we need to keep in mind that although i know how to handle someone who spoke to me the wrong
067way or maybe even put their hands on me there are many of us who who don't know how to do that and i guess what we could call as a socially appropriate way their response may be to fight back to hit to any number of things go on social media we need to be aware of that all the time and in the event that our students who are 14 to 18 years old and may not be able to really see that um and have that empathy that we'd like them to have they may not have developed that yet we need to do that um to help them do that so we're going to do that with them and when we talk about with what you'll see is the restorative way we're talking about basically walking
068with the students and i say students because we're talking about student that was harmed as well as a student who did the harming or walking with them to get to a resolution um i do want to make it clear uh there are certain very egregious offenses that we will not restore um we will not walk with the students through it because it's not safe but in the majority of cases we will do everything we can to get away from the doing to students um and just handing out punishments and walking with them through the resolution okay so this is another pretty important point um there is um i would consider it a misconception a little bit that restorative justice is kind of warm and fuzzy and and letting students uh off the hook and that's
069that's not the case um in fact we view it as quite the opposite we are forcing the students to be accountable for what they did instead of allowing them to just avoid it or pretend it didn't happen or worse yet continue the behavior so in order for restorative justice to be effective it demands three things the first is that something occurring that is wrong has been affirmed by the person so if i did something the first thing i need to do is admit that it's affirmed that yes i did something that was wrong uh the second thing is that i need to acknowledge that there was some harm you know somebody was hurt in this i need to make sure that i'm i'm aware of that and i'm able to verbalize that and thirdly um
070i need to accept responsibility for for what i've done and for who i've harmed if i am not willing to do those things restorative justice simply does not work and it does need to be all three of them none of those can be missing so unfortunately we do have to question what happens if the student is unwilling or incapable of doing what we ask or doing what restorative justice requires and although this is not the route we want to go um the answer is simple a student who's not willing to accept the parameters of restorative justice will receive the traditional consequences and um when having a conversation with the student about restorative justice this is brought up and it is not in a threatening manner at all what is said to the student is um
071so and so this is what happened this is what we'd like to do if you are unable or unwilling to take these steps to make this right then um the traditional consequence would be on the table and that's the route we go however we would prefer to avoid that and we would rather go the restorative route and do this this and this but in the event that a student is not willing um there are still traditional consequences so at this point what i'd want to do like to do is just that some ways quickly our journey here at fencing uh how we've gotten to incorporate equity uh some of the steps we've gone through along the way so we started off talking about traditional discipline um how it's more punitive more managerial where we were
072telling students okay you did this go server detention as if that detention will fix what the issue was what the fund was uh detention in and of itself will not fix anything kind of like go to a room that doesn't have a student reflect on the process so we we started from there senate bill 100 which is not something we did but the state did to help us get to this point uh not just us at defenseman but other schools in the state of illinois that led to our district now incorporating restorative justice practices trauma informed practices uh sel um programs here within the building uh consequently jason and myself have both been trained in restorative justice and uh we are actually both restorative justice trainers so we can also train hopefully we can incorporate
073that here in the building be able to train all staff here at spencer it is a building way process it does it does save some time and it takes some investment um but it is doable um and we look forward to doing it that being said we have given that we've already been trained in this we've already incorporated some of these and there are some goals that we have for ourselves moving forward one of the goals that we have is once we're back in the building um student panels where students are part of this process kind of like the peer mentors that we're currently in we have had several we started conversations with students where with the students who were the ones who did the harming and the students who were harmed by the student
074or we come to a resolution and both parties are part of that resolution restorative circles uh is another practice where we have several people within the circle to talk about how that harm has affected everyone there and how as a group we can restore the harm and bring that individual cause of harm back into the community so from there we go into where we are and how we've incorporated that by having done these things these components here we have the student demonstrate individuality and that's what this is all about every student is an individual we give students their voice to be able to be heard and to hear uh have others here if they have been harmed to be part of that solution process we also hold students accountable it is not as mr madele
075mentioned this is not a free pass where oh you won't get a consequence uh you just think about it and that's it so there is an accountability the stakes of accountability are much higher because it requires reflection by the student uh and every question we talk about social emotional learning again another key part of the equity process the last but not least but actually most importantly that's this is why we're here in the building academic success by having this as a foundation for students we build that capacity for students to be able to have social emotional success as well as academic success we thank you for your time uh if you have any questions feel free to reach out to mr middle myself at the end of this powerpoint the next slide here have all
076the references that we use in the making of this video uh thank you again and have a good night thank you for listening thank you we are very excited about that it took uh you know a while to get that plane going and building the right runway making sure that the right pilots are on the plane doing that just very proud of what uh mr maydal and mr castro are doing in regards to that so hope you could appreciate that um moving on to our next report here um cobit 19. uh how do you survive it well it's it's planning ahead it's looking at the data it's reflection uh asking for feedback uh and that's what we have done throughout this pandemic and this next presentation it's really about the second semester um as you
077know uh we continue to report to the board that the hybrid task force as well as the remote task force continues to to work to meet uh to provide a better schedule for our students moving into the second quarter so with that said i'd like to introduce principal azerovich to to uh talk a little bit before uh he demonstrates actual video uh good evening thanks for um for your time um yeah we actually towards the end we uh as we took information and this papa nikola was was instrumental in gathering survey data um for us and uh our team broke down a lot of the survey and we looked at uh where we were remember when we first started this we really believed that this was going to be temporary and temporary has extended to
078a little more than temporary but we still believe that obviously there's a a a goal at the end and a site at the end so we did take all input um and we actually combined the remote and the hybrid team together to start to work and see where we can create some similarities and some schedules where we can we can actually put them together and uh so it'll be an easy transition for our students as they move from remote um to um to in-person hybrid or you know um if we have to move back depending upon how what the safety uh looks like if if mr untangle needs to take a look and we move from in person back to remote as well so we tried to match those two schedules and that way it's
079a consistency for our students as we go forward so hello fenton high school this is michelle papanicolao director of curriculum and instruction today i'd like to take you through some updates for the second semester of our 2020 2021 school year first i'd love to commend the students teachers and families for their extraordinary efforts and commitment to learning this first semester also i would like to thank everybody for their continual feedback through survey responses phone calls emails and other forms so we can continue to understand what our students need in this remote learning setting based on this feedback i'm going to take you through a series of changes we'll be making for second semester first of all the daily schedule will look different for second semester there are four particular areas that will change first mondays
080mondays will look different students will now attend all class periods and a bison time on monday second our classes will now begin at 8 30 a.m monday through friday unless the student is enrolled in a zero hour than it will be earlier third our students will meet with their teachers and classmates four times a week instead of two times a week finally our office hours will now be available at the beginning and end of each day let me take you a little deeper into mondays mondays the students will meet 20 minutes on a remote live connection for every one of their class periods teachers will review the learning plan for the week and begin instruction attendance will be taken place in time will also continue to run on mondays for 40 minutes attendance will be
081taken and bison time assignments will remain the same for all students finally if any student is failing courses they may be assigned to a support session on monday afternoons tuesday through friday for students with a typical one through eight period schedule we'll attend a morning session that runs from 8 30 a.m to 12 25 p.m each class in this morning session will run for 55 minutes on tuesday and thursday students will attend periods four three two and eight on wednesday and friday students will attend periods five one seven and six the afternoon session will run from 1 30 pm to 2 30 pm during this session there will be two class periods that run for 30 minutes each on tuesdays students will attend periods five and one on wednesday students will attend periods four and
082three on thursday students will attend periods six and seven and on friday students will attend periods eight and two office hours will now be held from eight o'clock am to 8 30 a.m every tuesday through friday and 2 30 p.m to 3 15 p.m every tuesday wednesday and thursday students are still encouraged to use these office hours for extra support and parents and teachers are encouraged to connect during these times as well here is a grid format of the remote daily schedule for second semester you will see a morning session and an afternoon session on monday the morning session will consist of all class periods and a bison time you'll see a 45 minute lunch and then during the afternoon session for students who are assigned there will be a support session from 12 45
083to 1 45 then you will see tuesday through friday first thing in the morning there's a zero hour or office hours after that four periods will run for 55 minutes each tuesday and thursday periods four three two eight wednesday and friday periods five one seven six there will be an hour lunch on these days and students will return for their two afternoon thirty minute sessions period five and one will run tuesday period four three on wednesday period six seven on thursday and period eight two on friday office hours will conclude the day from 2 30 to 3 15 p.m so what happens when we begin hybrid model students will follow the same times as the newly developed remote daily schedule students choosing a hybrid schedule will learn on campus two morning sessions each week all
084of our students will learn together via video conferencing tools such as zoom regardless of their location on or off campus finally students will be phased back into the building over a few weeks a hybrid model where full cohorts of students attend will take some time our students will be grouped into an orange cohort a blue cohort and an all remote cohort the orange cohort will learn on campus on tuesdays and wednesdays during the morning session only the blue cohort will learn on campus on thursday and friday during the morning session only and all remote cohort will learn remotely or off campus monday through friday for the remainder of the schedule students will learn remotely or off campus these times include monday morning sessions monday afternoon sessions tuesday through friday afternoon sessions and all office hours
085families will be notified of their grouping prior to the beginning of a hybrid model what happens for students who elected to remain fully remote for families that have chosen remote only students will be in live connections only students will learn with their originally scheduled second semester teacher and classmates they will not be placed into a separate section where they learn on an online platform such as edgenuity finally students will learn together via videoconference tools like zoom regardless of whether they are on campus or off campus here's the grid format of the in-person hybrid daily schedule if you look closely you will see they are the exact same time frames as our newly developed remote schedule for second semester the only thing that's different on this grid is under the days of the week you will
086see some text in blue this blue text indicates where each cohort orange blue or all remote will be learning the location of their learning for instance under tuesday you'll see the orange cohort will learn on campus for the morning session the blue cohort will be on live connection remote all day and the all remote cohort will be the live connection all day when will students start the hybrid schedule on campus well first and foremost students will return when it is safe then students will return on campus for the phases outlined below the first phase students with special needs will return during the second phase freshman and transfer students will return in phase 3 all orange and blue cohorts will return on campus i thank you for your time please feel free to direct any questions
087to me michelle papanicolao at papanicolao fenton100.org or jovan lozadovich at lazada beach at fenton100.org thank you and have a great day great job michelle and jovan are preparing that that has been distributed to our communities that you all know that the follow-up uh in regards to that uh we have um as you know we have a sign-up grid uh we put it out to all of our stakeholders our parents and and students uh in regards to what they would prefer uh when uh second semester when we go hybrid in-person hybrid and the rough data so far is about 400 people 400 students uh prefer to be in-person hybrid and the remaining approximately 1100 um i'm sorry yeah approximately 1100 um chose uh fully remote so just to give you that data right now where we're
088at um so we're looking forward um to seeing our kids next semester when it when it is safe moving on to our last item here is our fenton's report card we've been hiring highlighting this all year uh finally isb has me has formalized uh the numbers and has given us our our our formal rating and it's been published actually last month just want to go over the highlights i've i've mentioned this to you before and communicated to the community because we had the tentative numbers uh again this year we're a commendable school that's our summative designation it's like our grade our graduation rate remains strong same from last year 94 graduation rate um our ninth grade on track basically are they on track to graduate in four years not five or four and a half
089but in five in four years um it's at 97 percent it was at 90 percent a couple years ago continues to go up just an amazing job our teachers and all of the stakeholders here our fenton are doing shout out to all of them as well as the administrators and the parents just pushing their kids to that next level in our ten attendance rate i would like to see that high go higher but you know it's cold season starting in march but this is the same number actually it dipped down uh to 93 but i believe it was 94 last year now there is a website that uh folks can go to and take a look at and and look more deeply we're going to publish that on our website in our book you've seen
090this before kind of like the same thing here which i i placed in in um in the highlights uh people could take a look at it see where we're at once again highlighting the great work our students our staff the board our teachers are doing in regards to that to have another year of commendable school as a summative designation or grade uh it's rewarding and i hope you feel that you know the stakeholders when i go out to the community and talk to them they're they they like what they're seeing and uh the momentum where fenton is going not just you know physical the the borders of the building and the mortars but academically as well the programming we're offering um the sports the clubs uh the different classes and courses we offer and the
091way we treat our our students i think we're moving in the right direction and i'll continue to say that because i truly believe that that is the case here at fenton with that that is the district 100 informational item reports is there any question by the board i know that was a lot that was an hour and 24 minutes it was a lot hey james it's patty hey patty um uh so the report card that just reflects last school year 19 to 20. right so it doesn't show anything about like the attendance for this fall or anything like that do you have any idea about that we have been doing it this fall right now we have been doing that uh in-house it's falling about 90 91 92 percent at the beginning of the year
092i was a little bit uh worried that we were hitting 89 88 but this still stays strong as you know we have our deans um and our teachers encouraging students hey look you got to participate um as you know our teens are just rock stars going into people's homes hey look james how come you're not in what's going on how what can we do to help you is it a wi-fi issue what is the issue so i think we're going to land patty on the rest of the board about 92 93 again next year at this time i make that formal report yeah it's a tough time yes thank you okay moving on paul here we go headed unmute all right thank you james thank you those are all great uh presentations uh we move
093on to the consent agenda uh does anyone have any questions or comments regarding any items on the consent agenda uh if not uh actually i had one question bruce if you're there um yes okay just a quick question on page 57 um with the summary summary report i just had a i just wanted a clarification on the middle of the middle of the page regarding the expenditures at 38.51 is that is that were is that a percentage of our budget uh for for this year um you're yeah you're on the budget summary report yes on page and the line item where's the 57 percent i'm just looking for that on here well i'm sorry i'm sorry and the it's in the middle of the page the subtotal in yellow all the way to the right
094where it's the percent expended right right um the 39 38.5 is that what you're asking about right i just want to make sure that that's is that a percentage amount of um the percentage amount that has been expended uh from the budget of the budgeted amount this year so far that that is yes that is correct that statement yes okay so if later on let's say later on this year and we start going back into school and those expenses will arise we should still be in good shape as far as um staying in budget then even though that yeah you know that's our goal that's our hope will do everything to you know control costs as as we typically do this is obviously a little bit of a different unusual circumstance but right stands you
095know we're we're trending under budget compared to last year if you look at november of 19 where we were at 42 we're at 38.5 now so that's good and most of our line items up above if you look at each perspective area of expense salary benefits so on um are trending under uh when you compare it to last year so um not that unusual um when you know we our supplies would you would think would be down and they are just because of you know the setting that we're operating under right now so um likely will our spending will probably uh start to triculate trickle up um in the next uh semester depending on when you know we are able to return and hopefully you know that'll be sooner rather than later but you know
096we'll continue to to watch those expenses and and um contain costs as uh as in the manner that we possibly can the tightest manner that we can right right now i understand i understand bruce yeah i just wanted to make sure i was reading that right as far as that percentage amount so uh yep yeah all right great thanks and are we on track or are we under this yeah right and we're and we're tracking under right now yes for our expenditures okay great thanks bruce maybe you're okay yep yeah right um okay if there's no further questions maybe may i have a motion agenda as presented hey paul i'm sorry i got it on that on the discussion surrounding the the curriculum changes um you know is that just going forward was was there
097i was just like wondering you know i know we probably identified uh you know areas of improvement that we [Music] we needed to adjust right for the second semester do we have you know kind of a framework on you know what those were those areas that we'd recognize as you know maybe things we can improve on you know so you know the justification for the change and you know i i know that we probably identified those but what were they exactly sure i could talk about that so this is not part of the consent agenda uh kit you're going back going back a little bit they just take take time out just answer your question and michelle could jump in and yeah could jump in as well uh part of the change was basically coming
098from our surveys as you know we send out a survey to our parents our students and their staff and the concluding was that hey look we need more contact times as you know and we need to adjust the schedule so kids could whether it's participate or stay engaged in their classes with their with with their teachers basically from the survey uh trigger that that's my take on that michelle yovan uh yeah that was the extent of it we wanted to make sure that we had more contact time the afternoon sessions that you see um we're going to use those more as like seminar opportunities so it gives students another chance to to um to engage in different ways perhaps it's through an assessment it could be through a mini lesson that the teachers are going
099to do and a reteach opportunity um so yeah we we really heard that we really needed more time uh and we wanted to make sure that we utilize that time on monday especially as kind of a an intro to the week whether it's through um some sello processes that we have or just a basic um outline for the week for our from our people to our our students and we get a chance to see them immediately uh michelle anything to add um yeah so sorry i'm just going back into our notes from our work with highlander institute they worked with our design team which was comprised of administration counselor teachers um and we looked at you know our bright spots and our pain points and our looming questions and they really broke down the data
100i mean we had slides and slides of data that we were looking um for gaps and and those standout pieces of data i mean besides the schedule there were there were a number of other practices that we realized we had to you know continue growing like our use of breakout rooms and our our connectedness and how we developed that in our classrooms but really that face-to-face time it was it was a tough one because it was split um our students really wanted the flexibility and um they were kind of split on the topic parents were split on the topic um and and teachers were kind of split on the topic so that's how we we kind of landed um it kind of in the middle there you know we're not full all day every day
101from eight to three on the computer but rather we have some innovative and thoughtful approaches to how we can bring students together and in what manner we do that when we do that how the length of time we do that and how we continue to have office hours and and asynchronous learning time available for students so um i don't know if that that helps answer your question but that's kind of the process we use with the highlander institute yeah so so if i understand this right what we used to you know guide us towards the curriculum changes was the highlander was also derived from the survey that came about the results of those surveys from students teachers uh parents um so all that put together uh i think was a good it was a guide
102is that about yeah yeah that's exactly what highlander did was took us through all of that data they compiled they helped to segregate it yes that's what helped us then like i'm just kind of going through my mind is okay so we've got we've got the plan you know what's the so so you know i looked at strategy i looked at planning i looked at execution and delivery right you know what's the time frame of that if we were to do that like execution and delivery of the plan and scheduling is that gonna you know obviously it's gonna take effect right away in uh next semester right kid the plan and the execution we're ready to deliver that uh january remote learning this is ready to go um uh january 4th the trick is when
103it's safe to come back when the hybrid kicks in uh as as michelle pointed out there's different phases of bringing kids back into school nice small uh doable uh number of kids coming in the building so that we can matriculate them appropriately and and accordingly uh to to their to their needs that's why we have special ed coming in first ells coming in first then our ninth graders never been in the building or transfer students who transfer from another school uh that sort of thing but the planning the curriculum change has been made already uh there is uh right now i think this will carry us throughout the new year and we are i'm def i'm hopeful and from what i've that i've been seeing is that we're back to normal in the fall um
104i think i think you're realistic about that timeline too um so i know that vaccinations now that are being uh administered um you know health health professionals educators uh first as a priority um i don't know is there is there a roll back uh game plan at all in case like i don't know some some stuff or spike happens you know what we have that's out of our control they call the shot who is the first dead who gets the first of them and so forth uh we gotta get trusted to science and our our leaders uh at the state and at the local level to make that determination we follow suit and i think the best thing as you know in pandemic we got to stay united we have to stay united with our
105with our leaders at the state level as well as that the local level that's what we've been doing i think that we've been successful with that kid yeah um thanks for entertaining my questions i know i had to i was i don't know i was waiting for opportune time and i think i waited a little bit longer so thank you for studying thank you thank you can you go back to consent agenda oh let's go back to the consent agenda um somebody have a motion to approve the consent agenda is presented [Music] so move uh thank you i'm sorry who is that leo i'm sorry leo i may have a second second thank you patty roll call please patty yes penny yeah i know peyton howe mary ann you're you uh you're new uh yes
106ramirez yes yes wait a minute yes all right motion is uh motion has passed next item is the bensonville tax consortium resolution james just real quick so who what is this ben best of all tax consume resolution really this resolution is about this consortium hiring a new legal firm first step is what is the tax control system it's basically all of the taxing body in bensonville okay joining together to take care of tax related issues or are they defending district 2 that's the fire department that's the village the park district and the library to give you more detail bruce is going to step into it and talk about the resolution no that's exactly right james thanks for that introduction so this resolution um the board periodically does pass these resolutions um either to update our
107legal firms or update you know just a a refreshed resolution um on behalf of the consortium members so as james mentioned there's um six members uh total in the consortium including um fenton and the newest one is the bensenville fire district so that's that's great because that helps kind of spread the cost so and the intent of the whole consortium really is to intervene in tax assessment appeals and then share that those legal costs and kind of what's driving this timeline right now is the um updated resolution to reflect the new legal firm that's coming on board our previous legal firm had a number of uh conflicts with other clients that they were representing they elected to just uh suggested really to pull out because of those conflicts so um we did have a secondary
108legal firm and the this is the firm that is kind of be the lead firm now going forward um client thorpe and jenkins that name may sound familiar to you that's the firm that the district uses as well and they also do tax uh intervention appeals so um we've we've as i said we use the firm of course here at the district 100 and the consortium has used them on a periodic basis when there has been a conflict with the other firm um now they'll just be taking over and be the primary firm for the on behalf of the consortium so um we're asking in order to make that happen for the board and all the boards actually of the consortium membership to act on the tax resolution for approval and then we will forward
109that on to the village that kind of manages the consortium on on the uh members uh behalf hey bruce it's patty just you mentioned the village um so i imagine the village of bensonville but so since it's a bentonville tax consortium um does that include uh wooddale seven and um with dale dale or that's a great question petty i'm great i'm glad you brought it up because we have a separate consortium for wooddale we belong to we belong to two consortiums one for bensonville and one for wooddale and it does would include district seven the village of wooddale um the park district fire district all those similar uh if not the same entities um as they do in in bensonville but it's just each community has their own consortium which we happen to belong to
110each one because of that our feeder districts are in their respective villages where they uh belong to it as well okay thank you sure all right thank you uh bruce and james uh any other further questions if not may have a motion that the board of education approved the resolution by the bensonville tax consortium resolution intervention and property tax assessment appeals as presented thank you patty may i have a second second thank you mary anne roll call please peyton hill yes figueroa yes ramirez yes i think yes wait a minute yes excuse me yes okay motion has passed uh next item is the 2021-2022 program of studies james that's yours thank you uh every some uh every false uh fall our instructional leadership team meet to review to to look at uh our courses and
111plan for the changes for the upcoming school year in this case it's a school year 2021 2022 uh to make the appropriate changes for this year um uh here to present is our director of curriculum michelle papanicolo and also our division leader uh mr brian augustine hi members of the board thank you superintendent on tango um we're excited to present some changes i'm glad to have brian augustin our division leader for stem here to talk about some of these changes he's really been working hard over the last couple of years to continue to innovate our programming and and move it forward so um most of the changes are coming from his division so i'm glad he uh agreed to come and join me today in this so yes as mr ontango mentioned we do this
112every fall we look at our course guide we see what kind of new courses are needed what kind of courses may be archived um what kind of name changes might be needed so um in your memo i've i've outlined all of those and i'll take you through those um brian and i will take you through those quickly here um i yeah so we'll start with the area of mathematics we have four new courses um math three is just a continuation of what we've started so um last year we talked to all about or maybe even the year before because we've been at this um at least in a pilot form now for some for some time we had a pilot and then last year we started math one and two and this year we're finishing
113up our math integrated math sequence with math three so we we've now made a total shift from an algebra geometry algebra 2 sequence do an integrated math 1 math 2 and math 3 sequence just to remind you the rationale for this change is really about allowing students to solve real world problems and think more rigorous high-level thinking um in an integrated math sequence students are integrating algebra geometry and statistics skills together most problems in our world don't require math and isolation so we really think this allows them to um apply mathematics in a more realistic way and then um so we'll finish that off next year with the um final course in that sequence math three um then at the bottom we we have at the bottom of the slide in front of you we
114have math one part one and math one part two so part of um our our students rights and our obligation is to ensure that our students who have ieps and receive special education services receive same curriculum as their general education peers so are the courses that we will start with um in in starting an integrated math program for our students with ieps so our students with ieps will have the math one curriculum actually over two years so the first year they will have one in the second year they will have math one part two this is not every student with an iep these are students who for one reason or another are being placed outside of the general education setting and need to move through the curriculum um in a different manner and we'll let
115ryan talk about calculus three so here at fenton we have students that begin in three different starting points the first starting point is one our second starting point is accelerated geometry and then our third starting point is accelerated algebra two and this is primarily calculus three is primary for the group of students that begin our program as a freshman in accelerate algebra 2 where they then move on to accelerated pre-calculus software and then go into calc bc their junior year that led us to the question of what do that fenton student who has completed calculus bc their senior year what course exists in terms of that this new course in this particular case would be count three now we've researched a number of schools that um number of schools and their course offerings and almost
116all of them begin began their program using net math so let me talk you through in terms of what this is um what does cal 3 entails so the course that we're presenting to you mirrors the equivalent undergraduate course spread over the high school academic year at you provide this course is actually a semester course but our high school students who participate in this program will have the entire academic year complete the coursework as for the areas that is covered in this net math calculus three there's two specific areas multivariate functions and vectors and totaling four credit hours other calculus three programs actually separate the two and offer two separate classes calculates three multivariates and calculate three vectors but the program that we're talking about here with net math combines the two we are looking
117at both of these components in our cal 3 program now to complete this course we'll receive four transferable semester hours for math 241 and a college transcript for you they're actually a college u of i student they get the login as a college students they have the u of i expectations now one piece is there is a paper taking part in this course or what we can say is that um ufi offers scholarships for students to participate and it covers the fee for this and if it's if they receive the scholarship and financial assistance it can also count towards additional courses through the net math program of ufo net math consists of many different math courses above calgary thanks brian yeah it's it's exciting that our students would um be earning credit from the university
118of illinois um and um being a part of their programming moving forward um so that is that concludes math of the section where we have new courses is um in our career pathways areas i talked to you about career pathways last year and how we're really trying to ensure that our courses are aligned with the illinois state board of education's career and technical education requirements by doing this what we're ensuring is that we are eligible for perkins 5 funding so every time we look to add a course or redo a course we're making sure that the course description and what we teach inside those courses align with what the illinois state requirements are for us to get funding so what we've essentially done is take three courses from our culinary track archive them and create
119new courses in a manner that will allow us to leverage our funding in a better way and to ensure more rigorous and career-oriented opportunities for our students so we we are including a career pathway in the area of hospitality and tourism and we had culinary before so it's not necessarily brand new but we're up in the ante on um some areas within the curriculum that include exposure to entrepreneur entrepreneurship um exposure to career awareness exposure to more technical skills possibly with the certifications so they can go out into um higher paying jobs more readily so we redesigned and are including a new course called nutrition and culinary arts one that will be a semester class it is similar to what we offer right now for culinary one and then nutrition and culinary arts ii will
120be a year-long class so that will look quite different it will include international cuisine again the entrepreneurship investigation a lot of the career and food service industries so we're going to extend it beyond just coming in to cook right we're we're actually looking um the careers within this field um the other the other uh path within the culinary is the human services side um we have um a new course that we're offering on that end and i'll let brian talk about that to piggyback off of what michelle just talked about previously kind of talked about career explorations and giving students just a little bit of and a little bit of this a little bit of that now we're much more intentional in terms of career positioning for our students so when they do leave us
121they're going to leave with not only the skills but they're going to also have certifications and so we're fine-tuning our program and studies now total state or additional funding but at the same time adhering to our mission of making sure that there's rigor and it's relevant to our students and enable them to have those positions of success in the future so the class that's um we're adding to our program of study is called food preparation and health management which focuses on the planning and preparing of different foods centered on the nutritional and health benefits of those specific ingredients and menus think about it in terms of someone who wants to be a dietitian or a nutritionist along the basic food preparation skills students engage in real world applications such as food cost and how to
122be a savvy consumer students also learn about recipe conversions which further emphasizes to the students the importance of a balanced diet while making those meals um that is very tasty and worthwhile um of course is intended for our grades 11 through 12 students thanks brian yeah i think the most important thing to consider is these these curricula are most of the time mandated through the illinois state board of education so the topics listed in ours will are very similar to the topics are required of isb um in order to really be technically qualify as a career in technical education books um we'll go to the next slide um you will see in your memo a number of course archives i just want to clarify what where these are coming from first of all some of
123them are from historically low course requests like we haven't run them in over a few years because they just the interest in them are just not great enough so we're going to archive them for now um some of these are particularly related to that architecture technical drafting drafting um it doesn't mean we don't want to do those those will be part of a rebuild when we start rebuilding our manufacturing engineering technology um uh pathways um we do foresee those being revived in some way but for right now we're doing a little cleanup so we can clean up and rebuild in some cases um the other is um just as i mentioned the redevelopment of the programs of study so like in the case of math we're retiring some of our courses so we can um
124redevelop this program of study and culinary we're retiring so we can redevelop and and even some of those other cte courses we're retiring so we can redevelop um you'll also notice um that i noted that we did some course name changes this is again in the area of special education we want to be very careful that there's no identifiable language in our transcripts or in our documents that when others are looking at a student's transcript or their courses or report cards there's nothing that identifies them as having a disability or um or receiving special kinds of services so for the courses we've removed the terminology that explicitly state um special education or and in these cases we had a number of classes named life skills and we thought that was pretty identifiable and we changed
125all the life skills courses to general um so that was one other major change we made in our guide this year so next slide um uh one other also pretty big changes last year we called it our college and career program guide our counselors ask that we think that name a little bit um to align with industry standards when colleges come back to look at our program of study they don't they said that's not really a common term so it's either like curriculum guide or um in our case we went with program of studies it's a pretty common term to call our curriculum guide so we're now called the program of studies and that'll be published on our website after your approval of course of the changes proposed here and course selection will start on
126the 4th of january when we when we return for the second semester so i thank you in advance for your support and um we're here to answer any questions well of course i have a couple of course that's good thanks michelle so curriculum guide i mean that's pretty explanatory to students you know it's a curriculum it's um you know program of studies it just well honestly the program of studies probably better reflects the direction we're going um and it's not just about singular anymore it's um about um programs that build on one another that's been an emphasis within the career pathways and even within the academic realm we don't want these singular courses and it's not just about the curriculum it's about the programs that we develop so that's why we went with the program
127of studies okay and then on the math um let's go back to my minutes um algebra or no math3 um including um so you're going through all this math and then the last thing is in social emotional learning i why is that in there oh thanks for asking that that's awesome um i think you brought that up so the the math department um has been working through developing the competencies that all students who go through a program of study in mathematics will develop and they've used this integrated approach so all of them listed there are competencies that our teachers have feel are important for student success in mathematics um including the area of social emotional learning i believe if we drill down a little bit further into that particular topic their competency and social emotional
128learning really has to do with um collaboration so they want to ensure that students not only know how to solve problems but they know how to do it collaboratively so that's why that social emotional learning piece is in there i get it because usually math three kids are kind of math geeks and not socially no i'm kidding it's a joke no and it's in every single course so you um you know if it's not in the description we we actually in this brand new course we wanted to if it's not in the descriptions for math one and two for this new course we wanted to ensure that those competencies were laid out but yeah it's nice our students can collaborate and have some social emotional skills while they do math sure yeah it's all it's
129all it's all there it's based on the six pillars it's the sixth pillar is what they're not calling it yeah i call them competencies they call them pillars it works they're it all means the same thing in the end um i was wondering you know just in terms of planning for the quick i'm sure it took a lot of work and dedication and hours of study and preparation to do this um the question i have is well just timing um to again i'm sure there's preparation involved in but i wanted i'm just curious um you know mid-year coveted um you know are we are we you know are we aligned to do this you know as far as like you know our students our instruction uh people i mean just are we are we maybe
130taking in too much i mean no um thanks for asking that um so this is to win next school year um yeah this is not um something that's brand new in any way we've been looking at these competencies for a while and the the inclusion of this math three was just a matter of the final lag our teachers um have already been dabbling in this curriculum and and developing it along the way so it's not going to be a major leap to go from that algebra 2 to that math3 because they've already been embedding the practices in pilot ways already so i i think we'll be okay on that kid um and for the culinary we to consider that like are we like biting off more uh but we talked with the teachers um and
131you know because that culinary one isn't too big of a stretch our major undertaking will be that culinary two and ultimately it takes a lot of what they already did in courses that they've had along the lines and it just kind of passes it together so they don't have to completely re-um invent the entire wheel they just have to put it together in a meaningful way so i think it's more so it's more so the planning in culinary 2 because culinary 2 is going to have a certification component to it which is a pre-determined and so that prepares the students for that certification in clinic [Music] do we need to modify our um our fmla area do we have to do anything with you know providing more equipment and area in order to accommodate these
132addi that's a great question um because we now have verified career technical education perkins five um approved courses we can actually get more funding um than we've ever had especially in this area so um i do foresee that we'll need to at some point start thinking about the updated equipment that goes along with the ability to carry carry this out right right now our teachers are great they've been dealing with what they've had for quite a while now but with the increase in funding we would anticipate that we'd like to um you know consider allocating some of that to updating our equipment sure sure okay yeah and i and they um can you still hear me because my internet's really bad um so we don't have the the interest in drafting technical draft crafting and
133architectural drafting anymore it hasn't been there for a few years which is that am i reading that correctly yeah it's kind of um it's been disheartening to to me to see that each year and not have enough uh course requests to run usually that's like under 10. um we have some real um innovative and thoughtful ideas about how to revive that program with some capstone experiences that might be pretty interested in so um i wouldn't um let it lie for too long um i think it's just a matter of rebuilding it in a more innovative way okay yeah all of that the computer the web design all that is some it's really surprising that um well that technical aspect is yeah and like i said some of this is just a matter of cleanup before
134we rebuild i think you'll see a number of um more conversations like we're having about culinary next year at this time where um we'll rebuild programs or study in a manner that are fundable and um really just um are designed well um a lot of courses that are just stand-alone and they don't even qualify for career and technical education courses the way they're designed so i keep them on the boats right now the way they stand the interest isn't there the uh funding isn't there with them and we we have a better way of these programs of study forward so i think they think we'll be okay but yeah it's um it's it it's hard um we have added um computer um science courses so that ap computer principles and ap computer science a and
135we will continue to build out that computer sciences so you'll see some drop off but you're going to see more come on next fall we just didn't want to bite off much then we can chew this year because we are in a pandemic we're trying to be really careful and balanced about how much we pursue um because it's just the work and brian this is the work of the teachers as well so you know they can only do so much um during this time so we're trying to do it right okay thank you michelle thank you brian all right great yep thank you brian thank you michelle then may have a motion that the board of education archived the 2020 2021 college and career program guide and approved the 2021-2022 uh program of studies with
136the changes as prisoner is prison i'll make a motion all right thank you jack can you have a second one second all right thank you mary ann roll call please peyton hello yes ramirez yes ting pong um archiving yes i'm not sure about the curriculum and i think um i i'm gonna abstain i don't know if i can do that is that is that a thing where i can just not say yes or no yeah you could abstain you can abstain yeah figueroa yes yes yes all right motion has passed um we move now on to the committee reports uh kit anything on bensonville community foundation uh so so we didn't have this month um but uh we're seeing influx in bensonville community foundation donations online and i would encourage everyone to go on to
137the events and filtering foundation and donate it's a 501c3 and its deductibles and supports the community thank you okay thank you for that uh finance committee we have nothing new unless marianne do you have anything i have nothing okay uh nothing on the iasb delegate right now um leo anything on lend no maybe james has something well i just wanted to give leo a shout out as you know he is the president of the net sex uh board there and uh what a wonderful job he's doing um um i believe he is the first president uh latino president there um at netsec just wanted to shout out he commands the room uh when he talks he gets the board meeting done much faster than i do uh so shout out to you some topics we
138did cover that leona talk about uh press policies that we discussed with our first reading today uh was reviewed and passed that same day and we hired a new uh csbo uh there at um at that site okay great thanks okay that was uh ned said correct okay um policy committing we had a meeting today uh patty and kid i don't know anything you want to add it was pretty much to the point in short apology i'm sorry you skipped len llend was i'm sorry leo yes no leo you didn't no i thought i said linda yeah for leo yeah right right you know i think we have them all covered um all right we move on our next board meeting is going to be wednesday january 20th at 7 00 pm then may i
139have a motion to go and a second to go into code session for the purpose of the appointment employment compensation discipline performance or dismissal of specific employees of the public body or legal counsel for the public body including hearing testimony on a complaint lodged against an employee an employee of the public body or against legal counsel for the public body to determine its validity however a meeting to consider an increase in compensation to a specific employee of a public body that is subject to the local government wage increase transparency act may not be closed and shall be open to the public and posted and held in accordance with this act five iota il cs120 slash to section c1 and collective negotiating matters between the public body and employees or the representatives or deliberations concerning salaries
140scheduled for one or more classes of employees five ilcs 120-2 c2 i will make the motion paul okay thank you marion may i have a second a second okay thank you patty roll call please mary yes all right uh jim can you let us know when we are in closed session jim let us know when we're back in open session all right we're back all right then uh may i have a motion and a second to adjourn i will make the motion to adjourn and wrap your hallway okay thank you very much thank you jackie uh roll call please peyton hole yes yes yes and merry christmas buddy you too fatty figueroa yes ramirez yes yes and happy holidays be safe yes yes okay uh then listen past everyone have a merry and fake christmas
141and uh enjoy your very unusual year but uh make the best of it and just have a merry christmas take care