Fenton High School Board of Education Meeting October 21, 2020

001right i would like to call the october 21st 2020 virtual meeting of the fenton community high school district 100 regular board meeting to order uh marry me i have a roll call ramirez here okay we have a quorum please please join me in reciting uh the pledge of allegiance i pledge allegiance r i'm getting a lot of feedback on my and here is every is anybody else getting a lot of feedback i'm not i'm i'm good i'm not i'm now i'm i'm not now okay okay good okay uh thank you and uh james could you please uh read our fenton mission beliefs and bison way statements sure mission statement cultivate successful passionate learners through rigor relevance and relationship belief statements successful passionate learners thrive when champion innovative teaching and engaged learning school and home collaborative

002effectively we provide a safe secure and caring environment we infuse social emotional learning into academics and culture diversity empowers our learning community and we prepare students to fulfill their civic responsibilities the bison way students and adults at fenton high school create a safe caring and pathetic environment where we believe in each other respect diversity communicate openly grow together and hold each other to higher expectations to become the leaders and innovators of the future all right thank you james uh mary do we have any uh requests for public comments yes we do uh i just want to take a moment to remind everyone that the public comments will be limited to three minutes and please do not mention staff members or students by name the proper protocol for lodging concerns would be teacher principal superintendent administrator

003etc all concerns brought directly to the board will be relegated back to the proper party responsible and no action will be taken in response to a petition at a board meeting okay thank you mary uh james uh you will read the um public comments i sure will uh we have seven uh public comments here the first one is from mr patrick escobedo fea president president wiedemann and members of the board the fba and i would like to thank you for the inclusion that the last month's board meeting to share our equity resolution as we stated then equity is something that we are strongly committed to in addition to our resolution from the presentation by our administrators at that meeting i am sure you can see that it is something that permeates the school culture of

004fenton a more equitable school for all of our students is an aspiration goal to which the fea is dedicated we will pursue this goal through education and action and we encourage the board to board to continue this journey as well a huge part of achieving the goal of a more equitable school is ironically enough education we need to learn about the experiences of precisely those who have been marginalized in society to develop empathy that will guide our values and decision and we need to learn about the topics in education most impacted by equity to develop to develop the knowledge and skills to shape curriculum policy and school environment in a way that promotes equity for all with that in mind in addition to the professional development offered at fenton the faa fpa is pursuing its

005own continuing education on topics related to equity we are arranging a series of training opportunities with the iea and mda ranging from first amendment increasing controversial topics in the curriculum to training to implicit bias and dealing with racism and discrimination in the classroom we would like to invite the board of education to cooler to be co-learners with us in this journey our first training will occur in november 16 and we would like to arrange the time to present to you what we learned during the future sessions in addition to working on furthering our education in dei topics the fea believes strongly in community outreach through dialogue and collaboration with community we know that we can better understand the specific issues of equity inclusion and diversity that face bensonville and waddell the very equity issues that

006shape the lives of our students to that end fba intends to support the efforts of fentanyl advocacy network a group created by the alumni that have addressed the board these last few months we understand that they are arranging social media pages where residents and former students can begin submitting their equity stories in anticipation of a town hall meeting they are raging in the near future we look forward to hearing the stories and experiences of our community members at their town hall and we sincerely hope the board of education will attend as well the voices and experience of your constituents will no doubt provide valuable to you as you continue on your equity journey in closing we would like to reiterate and our encouragement to the board to take seriously the mission of creating actual learning

007environment for our students your words your choices and your actions have real consequences for our students we therefore hope that you act in such a way that that honors their experiences and safeguards their education we love our kids and we sincerely hope you will join us on this equity journey thank you patrick escobedo fba president this next public comment is from miss rebecca bone dear members of the fenton high school board and school administration as i shared previously i am very concerned about the schedule for remote learning we simply do not have enough class time for a teacher thank goodness to interact my daughter who is a junior this year has 12 hours of class time each week to help you put this in perspective she is literally spending more time each week at her

008part-time job than she is in the classroom this is about half the classroom time assigned to a regular bill schedule this is not acceptable our students deserve more when the original remote schedule came out in august my concern was with teachers only seeing students two days a week they would not have enough time to to teach help struggling students motivate average students and challenge the stronger students something prior to the pandemic i felt fenton teachers did well i spoke to administrator one about this and she asked me to give it to give it some times now we are half way through the semester and my concerns are validated my daughter does not feel she is learning as much as she was prior years at this point in the semester she feels the little class time

009she is allotted is used to review what is expected to her and he is left to teach herself the materials in many of her classes i agree videos and group projects are great ways to learn but they should be in addition to class lectures not in place of the following the regular bell schedule with shorter class peers but meeting five days a week like all the other schools in the areas are doing when they are in the remote learning plan the teachers would have more time to use all these teaching tools would give students more opportunities to ask questions as they come up and help both teachers and students build better relationships i completely understand why you're doing remote learning right now and completely expect to finish this semester remote and quite possibly start next

010to that remote so my desire is to develop a plan that maximizes student success we have so much time with current schedule with no classes on monday classes not starting until 10 a.m and students in some classes not starting school until one one one in afternoon some days right now every day from 9 a.m to 9am i'm sorry from 8am to 9am is dedicated to parents being able to schedule meetings with teachers i am curious how many meetings are actually scheduled aren't aren't most families that fent and dual income those most thus most parents are working at this time and not able to speak to teachers if we started the day at eight eight o'clock like the regular bell schedule and had classes on monday and that alone would give us 16 additional hours each

011week to focus on class time i know and understand that everyone is working hard and doing the best to create an atmosphere where students can find success i i just do not feel that we are giving the teachers or students enough time to accomplish what that with the current schedule my hope is that a remote schedule can be offered to reflect the bell schedules and take place five days a week like a regular school days school year allowing students to stay in the safety of their home and getting the quality education is known for sent by rebecca bone thank you this third one is uh mr mr marshall tsubak dear friend board of education members this is marshall subac again i am sure you are getting tired of hearing from me i i am again

012requesting that you work on improving the remote learning plan to include more instruction from teachers on a daily basis as it is likely that fenton will be in remote setting for an extended period of time it is it is the perfect time to pivot and improve the current remote plan from my parent from my parent teacher conferences it appears that the world languages math and science are the subjects that are struggling the most and falling behind with the current remote plan the teachers i spoke to were all open to upgrading the current remote plan the teachers want to teach and they are willing to adapt their lesson plans to meet with the students more than one to two days a week under the current remote plan the students are teaching themselves that is simply not

013right this is not a this is no valid reason for the students not to see each other see each of their teachers each day the administration and board needs to revise the current plan that allows uh that allows for daily instruction from teachers when it is safe the plan should allow for limited amounts of students to come in the building on a limited basis for classes like world languages and science labs that need in-person instruction we're going to allow students in the building for sports but not academics the students at hinsdale central schools were going to school in person for one week straight then remote for then remote for the other three weeks of the month basically running the school at 25 capacity maybe students could come in at after hours to take an exam

014in person with with social distancing maybe spanish three is taught in person one day a week there are safe ways to get limited students in the school on a limited basis the administration should be showing the board what other surrounding schools are doing and seeing what works and what does not work it's time for friends to think about to think outside the box sitting silent and not changing is not getting it done based on the above i am requesting the following from the from the board one director staff to amend the remote plan that incorporates students seeing each of their teachers every day five days a week two direct staff to draft a plan that can have limited students in the building for certain classes including world languages science science experiments and exams which can

015be incorporated incorporated when it is safe three have the teacher's responses to survey released to the public thank you the fourth comment is from engle my name is jessica bango i am 24 female and my pronouns are she her i want to thank all of you if if it were not for the july board meeting that sparked and emulated controversy complacency and contradiction regarding a diversity equity and inclusion statement we alumni would probably not be here furthermore i am apologetic that some of you you refuse to the empath to be empathetic to your marginalized students some feel true terror aware when in the presence of police simply due to their skin color and other feel immutable rejection from their parents simply due to their sexual preference the list goes on the impenetrable fear is is

016some of our black brown and lgbtqia plus and undocumented students every day everyday lives on top of being students they are they are their race gender sexual preference and immigration status before being students refusing to acknowledge their identities in your statement is unacceptable moreover fenton is not immune to racism the board claims to have already implemented the right type of equity work but if current students and recent graduates can speak to the hate and prejudice seen or felt at fenton now the problem isn't solved although we we must concede visually the equity box is being checked the policies inherently are not effective in the last meeting an equity presentation spoke of numerous partnership and wide array of equity training the staff has done now i must challenge the board how many of those partnerships satisfy

017our demands we presented last month did they promote die training for your students did you create a die committee that include the students and the community did you consider the diversity and inclusion statement the answer is no however many of our demands do not cost money and seek only the investment of your time yet we are still ignored although your current partnership lacked the presentation of your community we want to extend to you an opportunity to partner with us your constituents to fill the gap we started with a petition of about 600 signatures calling for a discussion to implement a diversity action plan however we are creating a plan however we are creating a platform for students parents alumni and community members to share their stories and testaments to racism oppression and prejudice experienced at

018fenton this can be accessed at the fenton advocacy network instagram and facebook pages please direct messages either accounts with your incident of discrimination and a link to a survey will also be made public for those that do not use either facebook or instagram this will this will later be shared publicly at a virtual town hall meeting we're inviting you the board to be present to the future and the book like the testament your support is invaluable to us and we need your assistance to implement a diversity action plan so that the future fan graduates will not feel as their their misfortune is the product of our inaction thank you fifth uh public comment good evening my name is jamie menard i use she her pronouns and i graduated clinton in 2018. after months of meetings

019after months of meetings and public comments it is clear the board's decision on the equity statement was not taken lightly by the community members after such uh after much outcry and multiple comments you the board of education still decides to ignore this issue equity is an important ongoing topic not a quick statement to be voted on once and forgotten about listening and respecting the public's opinions and the stories is essential to moving fenton forward to becoming a school that ensures an equitable experience for all its students there are many easy ways to pro provide the public new care about this topic adopt a similar equity statement the fenton educational association created as the dis as the distract as the diss track equality statement that lists different marginalized groups create a diversity equity inclusion committee that

020consists of board members students staff and community members and have this group be led by the students and staff continue to see our diversity equity and inclusion training to remind us to remind and reinforce what was learned in the last retreat we recognize and appreciate steps taken in the past to address discrimination and equity at fenton however what has been done in the past has simply not been enough the finn teacher association recognized the importance of acting quickly thoughtfully and powerfully when it comes to issues of diversity and discrimination they assure students that no matter what identities they they associate with the faa will work towards a more equitable environment they are an example to be followed at the last board meeting administration shared information about different student groups to our support to to offer

021support advantage such as the black student union so it is obvious then understand the importance of supporting students who identify as a minority why can't you the board of education understands the negative impact of refusing to acknowledge various marginalized groups could have on students fentanyl should strive to do better thank you the sixth public comment hello my name is minister xavier pete i am a graduate of the great class of 2015. the definition of inclusion is the practical policy of providing opportunities and resources for people who might otherwise be excluded or marginalized such as those who physically who have physical or mental disabilities and members of other minority groups everyone has a desire to be included and feeling included it is our job as leaders in our communities and and respective industries to to be

022open and accepting for all the everyday struggle that people face be faced being seen as different and odd is hard enough without the support and backing of the leaders that have been given authority over them while sitting as the stew as the student body vice president president at northern michigan university i was taught that when you are when you are voted into a position of leadership or influence one of the biggest responsibilities is to advocate for those that you represent this board and school administration have failed to do that when i was a student i had i had many pleasant memories by time here at fenton when i attended this school we had a supportive and caring administration there was never time when a club team went somewhere to compete and administrator or administrator weren't

023there to support the fenton i knew was all almost like a family administration took the time to get to know the students by name when this new administration came the care and support went in out the window i suspect that's also where the compassion of teachers and students went as well and missed the current affliction we faced as a country the last thing i i want to hear is all lives matter well i absolutely agree all lives indeed matter all lives are not the ones being targeted right now the minority students and staff at fenton school wanted the community that they come to every day to understand and sympathize with them during a time when they feel rejected by the majority of the country as a community of educators administrators and us as a town

024must like never before not divide but instead support and rally around those that have been attacked in this current climate i i am appalled as an african-american alumni to hear the comments that that were said by some of the board members regarding the inclusion statement it is my deepest hope that the board will stand up for and stand by their staff and students that need them in the in this divisive time that we are facing as a nation i'm going to leave you with this scripture 1 peter 4 8 11 msg most of all most of all love each other as if your life depend on it love makes up for practically anything be quick to give a meal to the hungry a bed to the homeless cheerfully be generous with the different things god

025gave you passing them around so all get in on it if words let it let it be god's words if it will be god's hearty help that's what we got great presence will be evident in everything through jesus thank you for listening [Applause] seventh comment greeting my name is emma but i am a 2016 alumni of fenton for the fur for the past four years i have been actively studying special education at illinois state university in addition to receiving my letter of approval in early childhood education in english as a second language education i would like to share with the statistic with you according to defensive community high school report card 71.8 of current students are poc 71.8 percent of fenton students are being put in a position to experience more acts of racism discrimination

026and hate this means that 71.8 percent of fenton students are being directly or indirectly affected by the microaggressions of all the individuals not equipped to serve under their diverse population our demands includes mandatory equity training among all staff members current and real and relative problems involving just an inequity should be identified addressed and actively resolved using research-based methods actively answering the question are pocs need are being recognized and met should at the top of should at the top of any prior list active attempts should be made in providing poc with the platform to present their their point of view stories concerns demands and so on it is important to note that our several demands cost no money there are various professional well educated individuals specializing in diversity training that would be willing to step in

027and moderate a plan for penton we are simply asking board members leadership staff and administration and possession of power to reflect upon the their own bias and microaggressions before making comments and decisions that would affect poc with this being said the option to choose the path of increased representation and training is entirely based on your willingness to do the right thing for our community you simply cannot say we are responsive to residents concerned and operate in a fiscally responsible and efficient manner at this point in time because you are you have not taken our concerns or demand seriously we will not be silenced we will not we will be heard our community deserves to be held with high regards and pride continuing to to dismissing this prominent public outreach would be shameful and cold let

028me leave you with this statement by sonia until you have equal education we will not have an equal society thank you for your time that was the end of the public comments all right thank you james uh thank you for reading those and uh thank you all to to all those that uh submitted those comments um now we move on to the district 100 informational items uh james sure jim if you yep next slide please jim let me get my notes here as well all right this is a equity audit update uh first up in our uh district 100 informational item next slide please nope go back i'm sorry jim okay just just to reiterate we we will continue to tell our equity journey here at fenton our equity uh journey is rich and long-standing

029tonight we will describe two more important milestones in our equity journey fenton's equity audit and equal opportunity schools both presentation will be in video format the first video is about fenton's equity audit which was facilitated by dr uh dr dubia director of dupage regional office of education executive director of equity and professional learning last year fall of 2019. our district equity leadership team the dealt composed of staffing administrators along with students and parents played an important role in the audit dr dubial will describe the process of the audit and the negative the second video describes our equity journey with equal opportunity schools for eos the president the presenter is our division leader kate ward our journey with eos started in 2014. let's show the first video jim good evening my name is yvette dubiel i

030am the executive director of equity and professional learning for the dupage regional office of education this presentation is an overview of the equity audit conducted for fenton high school district 100 during school year 2019 2020. the targeted discussion points will cover the purpose and process of an equity audit the goals of an equity audit the findings and recommendations and next steps it's important to first establish some common language and understanding regarding equity equity is disrupting the inequities deeply embedded in educational systems by disrupting these inequities it advances anti-racism anti-sexism anti-classism and additional forms of marginalization upon historically disenfranchised groups of people now there are a variety of definitions that exist regarding equity one that resonates often is recently adopted by the midwest and plains equity assistance which is funded by the u.s department of education

031office of civil rights they state that equity is when educational policies practices interactions and resources are representative of constructed by and responsive to all people such that each individual has access to can meaningfully participate and make progress and high quality learning experiences that empowers them towards self-determination and reduce disparities and outcomes regardless of individual characteristics and cultural identities in other words everything we see is with an equity lens from policies practices interactions and resources and to do this work requires representation construction and responsiveness to all people that work within an educational institution this work is too big to do solely alone it requires meaningful participation high quality expectations empowering of individual identities and reducing disparities that perpetuate inequities in moving forward with an equity audit our goal is to determine the areas of strength as

032well as needed improvements to advance equity for each student the equity audit is a fact-finding process that aids in identifying gaps and leads to tangible recommendations to address and mitigate inequities process of an equity audit is a year-long undertaking that has five phases to it during this process a partnership is made between the district and myself in collecting critical data and determining focus group questions of essential community stakeholders this five phase process looks like the following during phase one of the equity audit the district assembles a district equity leadership team known as delt during that time delt completes a needs assessment to determine where they are in the equity realm and 10 major components against a given rubric the results of that needs assessment is in the equity audit report during phase 1 the delt

033group also determines the direction of the audit with selecting the phase two and phase three phase two is the selection and the gathering and the providing of data so delt receives a long list of data considerations and determines during phase one what data they will actually provide during the phase two of the process to be included in the audit and be analyzed with an equity lens some data does not apply to them some would apply to them depending on the organization during phase one dell also receives example questions to ask the different stakeholder groups the different stakeholders are students community members meaning family parents caretakers guardians and staff they receive a bank of questions as samples of what can be asked they can determine which questions they prefer which ones they don't they can completely

034come up with questions on their own all of this is accomplished during phase one after phase one phase two and phase three occur simultaneously so while the district is busy gathering the wide range of data to be included in the equity audit the focus groups will also be conducted and they've been conducted by me of the different stakeholders following phase three phase four and phase five of the audit also occur simultaneously phase four is a data analysis with myself and the team both quantitatively and qualitatively and phase five are is the report writing the recommendations that are research based and customized on the district's needs and resources this report is then sent to the district to ensure all accuracies without making any edits to the recommendations and a final report is submitted so what is

035the goal of this equity audit it's to identify a non-exhaustive list or findings based on the data gathered and analyzed it provides research-based recommendations geared towards systemic equity to benefit all students that systemic action accountability and metrics is going to be achieved through evidence of applying and advancing equity lens to a plan all of this equity audit work that devoted a lot of time resource critical quantitative and qualitative information all leads to a long-term plan that long-term plan is the equity implementation plan also known as the eip this eip will have specific action specific accountability and specific metrics again quantitatively and qualitatively to show evidence that we are in fact moving the equity needed forward as a district this eip has five major strands to it think of those major strands as goals systems teaching

036and learning student voice climate culture professional learning family and community engagement so in the eip these are the five major goals and under each of these five major goals there are several objectives that will be identified to meet these big lofty goals some of the decision making in systems for example would be policies processes district-wide impact teaching and learning would encompass curriculum culturally responsive instruction academic programs like honors ap english language learners and special education student voice climate and culture will include discipline extracurricular activities scl trauma informed as well as climate and culture among the adults professional learning will have a continuum of pd regarding equity and social justice and certainly we cannot do this work isolated we need our family and community to help us along this journey so there'll be specific objectives related

037to family and community as agency what was some of the data collected during the equity audit well the quantitative data will range widely but there is a request to include and it was included to have such data such like student demographics standardized assessments final grades graduation rate retention staff endorsements languages spoken by students etc and this data is included and then disaggregated further by race gender specialized populations and the intersectionality of the same what is that intersectionality it is a combination of all of those socially constructed identities of race gender and specialized populations for example when requesting the discipline of students it is often provided through race and gendered separately but an intersectionality allows us to look at it with a microscopic lens in other words taking a race within that discipline data and desegregating

038it further by gender and then maybe disaggregating further by specialized population for free and reduced lunch the qualitative data and what that encompassed for fenton 100 a total of 21 focus groups were carried out and a total of 121 people participated thank you to all the people that were part of the focus groups the next step is just as critical and that is working with the district equity leadership team to begin the process of putting an eip together delt would look at the recommendations in the audit will decide which of those objectives to adopt this year next year which ones would be repeated objectives for multiple years what new objectives could we include in the eip based on what the district is currently working on what template and metrics will we utilize as evidence to

039show we are in fact making gains in regards to equity we will also determine the different actionable objectives to include long term and how we can make sure we tap in to our community to drive this work forward it should be noted that in the recommendations i make i often suggest to districts to not adopt all recommendations at once in fact many of the recommendations based on the objectives cannot be adopted because of allocation of resources they may be limited the allocation that some of the work is going to take time to gather information but it is important to eventually adapt all the objectives a reminder it is not exhaustive i know my colleagues tonight will talk a little bit more about next steps for district equity leadership team but i want to just take

040a moment to say a very big thank you for all the individuals that were part of the district equity leadership team i am the steward in helping to conduct the equity audit but it is really the work of the district equity leadership team their experience their expertise that not only drives the direction of the audit but they very tedious process comprehensive and robust planning that takes place in conducting the audit and then the work that follows so huge thank you to all and i apologize it could not be there tonight i look forward to the continued work with your district thank you so borg you met uh doctor yvette dubial where we are really excited to work with her as well as the regional office of education again i wanted to uh send my regards

041and thank you to our district equity leadership team or dealt composed of staff and administrators they've done a lot of work you can see there's a year process a lot of meetings and gathering of information before i give handed over to michelle and jovan for the next steps for the dell team um you could see our expertise and uh yvette has been doing this for a while now um so she was hired by the regional office of education a couple years ago seeing the need that uh that there needs to be some equity work done here in dupage so we are verge uh very fortunate to have event here in the district and as you know uh once i heard that there was an equity audit which is not always pleasant for a district uh

042exactly because we want to change curriculum and policies and to change we change the ways we do things here to make sure we we serve every single students in respective uh and loving and just way and this is our this is our beacon in regards to our equity inclusion and diversity and i'm really looking forward to this as well as the my colleagues and the teachers here at fenton michelle and jovan next step please in regards to the dealt and and working with dr dubia sure do you want me to jump in first yvonne all right go ahead okay so um what we've done is scheduled a series of meetings um now with dr dubio and our adults for second semester to really dive into that eip the equity implementation plan we'll be meeting with

043that entire team about eight times for half days during the second semester starting in january um and then in actually before january we'll be meeting with the team two times on our monday professional development days to simply bring the team back together we're going to dive into some case studies about diversity and equity in the classroom as well as start to brainstorm how does the remote setting now even contribute further to our equity uh mission and journey um so those were both recommendations from dr dubia of what we can do before we go ahead and get started in january with her as her calendar was tied up until then but um i think those are great first steps for this semester to bring the team together and start to learn one another's perspectives and start

044some training and then actually dive into the implementation plans during second semester you know do you want to add anything no that's it michelle covered it all so thanks michelle thanks michelle so we're looking forward to that we will keep you posted uh the next video is in regards to eos or equal opportunity school um an organization that uh we worked worked with since 2014 um in regards to equity and curriculum um in particular in our advanced placement program the presenter is our our our division leader uh mrs kate ward and jim if you complete the video good evening it's kate ward and i'm here to give you a quick update on penton's continuing journey with eos or equal opportunity schools my goal for tonight is to remind you a little bit about eos mission

045and their program's yearly process to summarize fenton's journey with eos so far to explain a little bit about fenton's unique approach to the program and to share what we're up to with them this year equal opportunity school mission is to ensure that students of color and low-income students have equitable access to america's most academically intense high school programs and succeed at the highest levels so far eos has collaborated with over 600 schools across 30 states in the united states leading to the enrollment of tens of thousands of students in rigorous courses such as ap or ib when a school partners with eos they encourage them to participate in a yearly cycle right now we're in stage one this stage begins in the fall with students and teacher surveys every october all nine through eleventh graders

046take the fall interest survey where they share their interests success and struggles in schools and career and college goals and aspirations they also have the opportunity to share the names of adults at fenton that they trust at the same time students are taking the survey all teachers counselors and social workers also take a survey where they're able to identify students from their current rosters that they believe have the potential to take on more challenging coursework in the future the data from those two surveys is combined and reports on each student are generated and eos identifies students that have ap potential based on the res the answers that they gave in their own survey the staff recommendations and also pre-loaded data such as gpa and test scores the second step of the cycle is the trusted

047adult conversation in december prior to registration for the next school year teachers administrators and support staff that were identified by students as trusted adults reach out to the students that were identified by eos as having ap potential to talk to them about the courses they're planning to take for the next year giving them special encouragement to think about enrolling in more challenging courses what we have found is that oftentimes students just need that extra nudge from an adult that they trust to take the leap into a more advanced course in the spring we go into step three in the spring another survey is administered to all current ap students to get their feedback on what works and what didn't work for them in their ap classes this survey questions them about teaching practices about resources

048that are offered by the school and even questions them about their sense of belonging among their peers and their views of themselves in an ap course the final step step four is time for the eos team to dig in go through all that data and do some serious planning for how to improve the cycle for the next year to be quite honest with you step four isn't really a one-shot deal it's something that fenton's eos team engages in throughout the entire year engaging with the data that is given from all these different eos surveys to make sure that we are targeting all of the students that we need to to ensure success as you all know fenton started this partnership in 2014 with eos seeing the opportunity to expand access for so many of our

049students in our building in 2018 eos offered an additional layer of support for schools who are well into their journey called the eos equity labs in the labs experienced eos schools meet four times a year to delve into deep equity work and to share where they have been successful and where they still need to do some work fenton has found engagement in the equity labs to be one of the most rewarding opportunities that eos has offered as you all know in 2019 fenton was named ap district of the year which really showed us that all of this work that we have been doing with eos was certainly having an impact however this work continues in 2020 we are starting our sixth cycle with the os we are entering our third round of eos equity labs

050and this year for the first time our team is sharing the tremendous learning we have done with the labs by offering a series of equity talks for all adults in the building each school that partners with eos designs their own structures to support the eos efforts at fenton the bulk of the work around eos comes out of the eos committee which is a team of teachers counselors and administrators that meets bi-weekly to plan all eos outreach and activities our second layer is the ap cohort which is the team of all ap teachers in the building this group meets quarterly to discuss ap culture best practices and how to support one another and our students in finding success in the ap classroom finally our newest addition is called ap ambassadors this is where we're giving students

051a role and some leadership in this process in this group experienced ap students give advice support and work on building community in ap classrooms for all ap students so some of the initiatives that have come out of the data and um talking to students that have been in the ap classroom things that we've hosted in the past have been ap parents nights ap summer boot camp ap student lunches and ap experience student panels in those last two that's where we're starting to see our students take leadership we're continuing with the idea of student leadership with this year student-led study groups so this is an initiative that has come from ap students and is being led by ap students they have proposed running study sessions during remote and then eventually once we get back to school

052in person that they will run study sessions for their colleagues and for their peers in order to help them be prepared and share their knowledge and expertise with them we are also starting our third year of the eos equity labs so we have a new team of counselors teachers and administrators that are going to participate in this incredible work and then finally and maybe most exciting is that our eos team is sponsoring sponsoring a series of equity talks so in response to societal and racial tensions that surfaced this summer the eos committee felt the need to respond and put into action the learning and training that we experienced in the equity labs our team has committed to hosting a series of equity talks for administration certified and support staff at fenton centered around issues such

053as race white privilege and systemic racism our goal is to provide a safe and open forum for adults in our building to discuss these important topics learn and grow with one another and consider the profound impact that topics such as these have on our student body i'm excited to report that over 70 members of the fenton community participated in our first two talks so these are just a few examples of the way that our partnership with eos has positively affected the fenton community thank you for your continued support in our eos efforts if you have any questions about the programs please feel free to reach out thank you kate wherever you're at on the other side of the screen a great job there and and and thank you dr dubiel if you're watching this for

054the previous video so there's a lot of work we're doing in regards to equity really excited about the equity talk uh i've attended two and working on the third one so a lot of good stuff in regards to to that any questions with the videos comments now i'd just like to say uh thank you for the reminder on the progress this district has made over the last several years and it's a true testament to uh fenton's commitment to equity uh diversity and inclusion and just great job great job on the progress of the eos okay we'll continue to uh to move forward in regards to that uh just real quick just uh some covet updates um as you guys know the dupage public health department has placed dupage county in substantial community transmission has been

055all over the news and we communicated that to you uh that that news came out on monday this is due to the surge of covet cases in dupage this picture right here if you've seen it every month is the dupage covid dashboard uh it gives it provides you some different metrics in regards to covet next slide please so we're in substantial community transmission this has caused it as you could see here here the covet cases in dupage by date and you've seen it spiking up it was going down back in june and it's made a steady climb up next slide please this next slide is basically uh the youth age group um and you've been see you so you've seen this every month it's the 15 and 19 year old that's that hits those uh

056high marks uh in regards to covet cases we've got to be very careful uh you can see the the middle schoolers five to 14 uh made a peak there in in late september and zero to four seems to be consistent there's some peaks and valleys there as well but that's the youth group next slide please here's a bar graph of the previous slide just by numbers just a basic bar graph and you can see the numbers there 15 to 19 in dupage 1600 kids um middle rule 5 to 14 803 and 306 from zero to four you could see the trend there of um who's catching kovid among the youth groups this slide right here it basically is uh covet cases by municipalities naperville addison and west chicago are among the highest bensonville has 850

057coveted cases of population of 18 000 in wooddale 449 um cases with a population of 14 000. um bensonville used like i say every month invincibility was in the top three the beginning of the coven pandemic uh it has moved itself for them further with proper mitigation but there's still cases here next slide please this one is death by municipalities uh bloomingdale westmont and elmers have the highest numbers bensonville 17 wooddale 11. next slide please you've seen this these are more metrics that shows due pages in the substantial transmission of covet and if you look at the third column i showed last month this is all look at the arrows there in the third column the trend i still even have it here i don't know if you can see this but this was last

058month last board meeting all the arrows were going down okay now it's all that's going up uh the projection is that the arrows will continue to go up and that blue arrow there uh the first one in the trend uh projection is that's gonna be orange next next week or the following week so as you can see as i go over this kovid update i'm also putting out pictures for for the board as well as our viewers to continuously wash their hands watch their distance and uh wear a mask this one is how to take off a mask uh properly next slide please okay let's bring it home uh bensonville here pulled this data i believe yesterday uh seven day rolling uh covet positivity is at eight point eight two percent and fourteen days is

059nine point three one we know that is in the substantial uh framework uh uh metrics wooddale 9.06 seven day trend uh and the 14 uh 14 day is at 8.64 um promotion there of of do not wear your mask this way uh illinois department of public health so that we went from micro to a little bit more macro state level this is the last 10 days uh 10 days ago it was uh we were averaging about 2700 it jumped up to 4 342 as of today i thought there was a 5 000 one um a couple days ago i must have missed it okay on this data but the trend is there all right next slide jimmy jump in a little ahead of me but that's fine uh substantial community transmission what does it mean

060for school district in dupage okay um some some school district in dupage transitioned to fully remote learning already naperville elmhurst uh wooddale uh uh just today has transitioned some are staying put if they have hybrid there's they're watching the data but some school districts are sticking with hybrid and i'm hoping that the numbers will go down what does it mean for fenton this one i know we're gonna double down that's the key word here we're gonna double down on the three w's wear a mask wash your hands and watch your distance we're going to double down and cleaning we're going to double down and disinfecting we are doing well here the the mitigations that we we follow the guidelines from cdc and idph we should hold it off but as you know we're in this

061bubble around that bubble if there's a lot of covet cases those cases are knocking on our door as well so we gotta double down what else do we know we're gonna continue to support support our students and teachers with remote learning 2.0 we're going to continue bringing small groups of students in the building okay like we have started because they need the support and need assistance we're going to continue athleticising marching band activities on the playing and practice fields in the parking lots everything is outside they're not inside they're outside okay and lastly we're going to double down on our priorities okay and you guys know what that is it's safety learning and communication we that's been our priority since last march so who are the students that we're bringing on campus and uh supporting

062in the building um you've seen this list we've had a little bit i think one more here the folks we're bringing indoors are ells okay english language learners some special ed students uh ned sex but special ed students are in the building students who are having issues with connectivity uh and internet are coming into building small groups another small group of ninth graders um that need support and students uh that need supports any engagement um and with with homework and stuff like that are also coming in we also have have a supervised remote learning which is basically uh hey look i want to do my remote learning in the building i want a quiet space i want some wi-fi and connectivity and i just need to to get out the house sort of sort of

063thing and lastly we have night school that's basically a fancy word for tutoring so students that can get that support after school second group of students that we're bringing on campus outdoors our athletics and marching band and i'll show you a picture of that in a bit here uh there are outside you shout out to athletic director todd becker jovan our principal and all the folks that put this together is trying to put the pieces together where they gonna practice which field which parking lot so it's very complicated but uh todd has done a great job in putting that together together and i cannot forget mr cost as well uh lastly clubs are either outside or remote next slide please here's a little picture there there you go uh uh parking lot band jam okay

064we have uh girls cross country and as you know we had a drive-in movie for seniors next slide uh some learning in the classroom there's a picture up there of remote learning with uh mr drellershar and automotive via zoom or google meets and we have groups of students uh this one on the left is engagement and the one on the right is supervised remote learning where students can just come in study get their work done and so forth next slide so that's where we're at with covid we got to keep our hands hands uh our fingers crossed on that one i've learned of a death of someone here in in bensonville so our hearts and uh our prayers are are out to them um this thing we got to get a better handle of this

065um and um we got to follow the mitigation stats that's being pushed by a cdc and idph now we're going to transition to parent survey our director of curriculum mrs uh papanicolao will take this along with our our principal uh jovan lazarovich and uh happy um principle month for yeovan great job his third year here very very fortunate to have him here in the district as well as michelle thanks james it's my fourth year but that's okay okay i felt like that's how quick it's going it's so it feels like only three three regular years in a covid year how about that yeah all right thanks james um hi board it's nice to see you all um i we continue to survey and seek feedback about how remote learning is going for our students and

066our families when we continue to take phone calls um look at survey data um talk formally and informally with our teachers and our students and we continue to learn and grow so what i'm going to share with you tonight is a summary of the results of our remote learning 2.0 parent survey um we opened that survey from september 24th through october 6. we had a total of 508 responses we surveyed in both english and spanish um on our english survey we had approximately we had 429 responses and on our spanish survey we had 79 responses so what we've done in our summary today is collated all of those responses together to provide one whole graph instead of you know looking at both of those um response summaries separately we had about 32 questions we'll go

067through a number of those but we won't go through every single question so if you have um any for further questions you can let us know and we can dig into the data a little bit further i'll talk about next steps at the end so um the the look at this data um it won't stop here it will continue to dig deeper and deeper as we continue on this journey um our areas of focus are the same areas of focus that we asked our students i presented with you or i'm sorry yvonne presented with me last week or last month um and these were the same areas of focus that we asked the students um about their general experience some questions about technology their expectations communication learning social emotional experiences support and the learning environment

068so in their general experience what we're hearing from parents when we asked how well is remote learning working for your child um you can see the aggregate of this um the results here it looks like 172 were kind of right in the middle one is working very well five is not working very well so we kind of have a split um consensus between the working working and not working it looks like there's a little bit of a trend towards working over networking so that's the general experience we continue to drill down and make sure that everybody has reliable internet access and devices at home um we were pretty satisfied with this result the students had a little bit different of a response um they were at 56 percent for um yes or always um and

069we actually had some students say never we we have families that we didn't have any responses of you know not having or never having reliable access so um we think that um you know some of the work that we're doing on that and through our technology department and through some of our special funding programs that we're able to support our community right now with with technology um so about how much time per week would you say your child is participating in learning outside of live connection classes we continue to drill down on this and try to better understand you know how much time outside of the live connections are are they actually spending on work and homework and um looks like our it's pretty split if if you look at five to seven hours about

07019 is being reported for that five to seven hour range seven to nine hours about ten percent actually the more than ten hours i'm sorry that's cut off but that's us more than ten hours um we have about 17 percent or 18 of our families reporting that their students are spending more than 10 hours outside of the class time um about the same percentage zero to two hours and um but the highest percentage is the three to five hours outside of class time so it's really split um how would you rate your child's ability to manage their overall workload so this ranges from one they're finding it extremely difficult to manage to five they are finding many ways to manage sorry about that typo um so it looks like most of the families are feeling

071like three four or five that they are willing to um i'm sorry that they're finding ways to manage um 123 and 116 are on that um on the side of managing um their their workload so that's an interesting statement uh if we can go back um because obviously the amount of work that was done in the previous one and then when you take a look that the students looks like many of them are managing to take care of that so when you look at our numbers and um when you look at like zero to two or even more than ten hours um we don't have unfortunately specifics of like when they're actually doing it we've heard stories of you know two o'clock in the morning three o'clock in the morning things like that um but

072we do know that um you know the students are are saying that the workload is is great but as well that they are trying to manage and and uh and finding ways to do that so um so it's an interesting dynamic when they say how much time it is versus the the amount of workload are they managing it so yeah the other thing to note is that on the student uh question that paralleled this one it was kind of a bell curve not not exactly um you know leaning heavily towards finding ways to manage if anything it was that bell curve with a slight distribution with them having difficulty managing it so the parents are feeling like the students are managing it better than maybe the students think they're managing it is what we're finding

073the workload in each of their class in the classes so this is the parents perception of how would you rate your child's workload in each of your classes you can see our highest bar in all of the subject areas is just right um there's a little lean towards the workload is a bit too much um over you know being a little a bit too little um but really the majority is saying this feels just right for my child in terms of the workload which was interesting um i don't have any comparison to the students so on the learning i feel that my child is receiving an adequate amount of face to face and instruction from their teachers um you can see we have kind of the the largest response being that middle response right down

074the middle of the road and kind of a split between agreeing and disagreeing with maybe a slight a slight lean towards the agreement side um but we definitely still have a large population of uh parents who are saying that that they don't think there's enough face to face time um i'm saying that they do compared to last year at this time how would you rate how much your child is learning in their classes so this one was an interesting one because the students survey primarily felt like their largest um response bar was the um about the same as last year with kind of an equal distribution between not as much or more than our families are seeing or our parents are seeing that yes you know it's about the same as last year for the

075highest response but that next highest response isn't far behind they're thinking they're they're seeing that it's not as much as last year where our students kind of felt it was you know just about the same and they were split between not as much um so sorry about that okay for learning yep i feel that my child is able to learn and get work done at home so obviously strongly disagree is to the left uh and ones and strongly agree to the to five so trending more that they strongly agree that their child is able to learn and get work done at home um which is similar to our our our uh student survey as well they they feel like they can get the work done at home so great so we asked about communication do

076you feel like you're receiving an adequate amount of communication from your school's principals deans and other administrators um so that's a pretty strong percentage feeling it's just the right amount um but there is still about 15 that are feeling like they're getting less than what they needed and um you know still um some you know think maybe we're giving them a little too much um and that's always the the balance for us is like we don't you know we try to over communicate but in some cases that we don't want to agitate but we are trying to over communicate as much as possible but looks like we can do just a little bit there we ask about safety and how um how the child feels um in their remote learning environment and we do see

077that most of our parents feel like the remote learning environment is safe for their child but these are the types of survey responses that we go straight to the actual individuals and start reaching out so we started reaching out on the student survey and now we reach out to um the families on this one um what we what we were finding in some of those is either it was a misread question or um in some cases it was just like they were breezing through certain parts and it's good though we'd rather have situations where our students it's false right like we want them to be safe but we do have to follow up and um investigate each one of those and some of them just uh answered the one or two because they just don't

078like remote learning so they were like it's not they don't like the remote learning it's not that their child isn't safe it's just they don't like remote learning and they wanted to reiterate to us that they don't like the motor yeah so we continue to follow up on those kinds of responses so support you know how to get help if you need it um you know the the parents are saying about 50 yes um another 30 yes but only for certain things and then about 17 are saying no so we have to continue with our communication efforts on that our parent academy videos and um continuing to help families understand where they can get help luckily our students almost 76 of them said yes i completely understand where to get help another 20 of them

079said yes for certain things so really under five percent of the students said they they didn't know where to get help so even if the parents aren't sure that it seems as though the students are sure about where to get help so we get we just have to continue communicating systems of support and how things work now that we're in a remote setting it's going to be a transition right i feel that my child would learn better if they were able to do remote learning while in the school building so this is simply like still doing learning how it's happening but if they were in the building and had presence in the building would they be learning better so these are our responses for that um oh no go you gotta go back yeah it

080was a third a third a third basically yeah it was a third or third and the student's responses were the same a third thanks so the final one about learning environment if you had the choice which learning environment would you prefer for your child at this time um and like i said i gave you the date range this was back in late september early october um we'd anticipate that some of these responses will continue to shift and evolve as we learn more about the data but at that point we had about 31 saying fully remote um and then another 15 saying fully remote with some small groups of students coming in the building for specific supports about 26 percent saying hybrid 21 full and 21 full in person and 5 were still unsure at that

081point so our next steps um and this is fully underway the highlighter institute is working with us with this data to disaggregate the data and how dr dubia discussed with race ethnicity gender special population groups like are we are we hitting everybody equally is everybody are there any discrepancies between um subgroups and we're also taking a look at the whole of the responses there were a lot of open-ended questions and they're taking a look at theming and really coding all of those open-ended questions for us and helping us then come back as a design team and say okay here's your remote learning plan here's your hybrid learning plan what kind of adjustments additions or deletions do we have to make to those plans we have task forces in place and we've actually already started some

082dialogue with them about this data but once we get the highlander data we will be meeting with highlander next thursday so we're excited to see what they've done with the comparison between our stakeholder groups then we will follow up with students and families who've provided concerning responses like the safety concern or not having a suitable place to learn and then we will continue to seek methods to reach the students and families who have not provided feedback so we have some efforts going on in terms of focus groups and empathy interviews with families continue trying to find that empty seat and and getting feedback from the families and the students that we haven't heard from anything else oh that was it thank you great great summary there thanks guys thank you thanks lord great job uh

083jovan and michelle um as you can see uh the key point uh i want the board to focus on is that yeah we took the survey and and your line was working with highlander to see how we can improve both our hybrid and and remote plans as well so we're always looking for ways to improve it uh as you know we built remote learning 2.0 back in june from previous uh uh surveys from parents as well so we continue to tweak it just a reminder this is a pandemic we've never seen nothing like this uh ryobar never styled in principle school michelle is not the founder and director of korea i've never seen it in the superintendency so we are we are working hard as we can and we need to pivot and change and

084revise as we go along in a systematic way uh both quantitative and qualitative uh in regards to that uh in regards to supports uh this next video is from the national honor society and dr mussman is the the club sponsor uh for that uh group of great students here so this is a way how the national honor society assists students hi my name is brianna talas and i am the president of the national honor society the officers and i have worked really hard over remote learning to find and create community service opportunities for nhs students in turn to benefit the community and support the students of fenton we gather on a weekly basis to brainstorm ideas in order to enhance learning at home and to give back to the community as best that we can

085hello my name is jason posie garcia and this year's nhs vice president sometimes myself and my fellow board members have been working on is essentially reinventing community services here i'm more in charge of anything like hands-on such as making cards for people in nursing homes which are hoping to expand much further on i'm most in charge of this year the new remote assistance learning which is essentially asking teachers if there's anything that us students can do to help them make room learning run a lot smoother and what we have done so far is like making videos for resources in class and teachers also asking for input but we're also hoping to expand much further thank you hi i'm kylie secretary of the national honor society this year this year i'm working in conjunction with mrs

086ward to create ap ambassadors and kind of revamp it this year we're looking at nhs students to be leaders in their ap classes and host review sessions outside of the normal remote learning hours as well as help them prep and be a resource for their peers this way everyone can feel successful and get the help they need in their semester i've been working with the counselors and the teachers to provide a way for nhs students to become peer tutors this is a community service opportunity for any nhs student that's interested and it also provides a way for students to get the help that they need from somebody that they might feel more comfortable working with i've created a google form for students to fill out so that way they can put exactly what subjects and

087assignments they might need help with and then upon receiving their responses i'll be matching them up with an nhs student that also feels comfortable giving help on that subject and overall i think it's a great way for students to still connect with one another during the period of remote learning and still get the help that they need hi my name is anna maikor and so far as the nhs parliamentarian i've been in charge of coordinating the translation services at benton so far i've been successful in doing so and many teachers have had various documents translated and students have received the community service hours for doing so i've also helped brainstorm a list of virtual community service options for students and i've been answering any questions students may have about nhs and led a general meeting

088i'm so excited to see what the rest of the year has in store for us and i hope you have a great day hi my name is imani and i'm in charge of the hunger action committee for the fenton national honor society in the hunger action committee we help with food pantry events that we have in our community my committee holds food distributions every month at wooddale and bensonville schools pre-kova 19. due to kova 19 we haven't been able to do much this year hopefully we can get back to donating our time to give food to those in need thank you the officers and i will continue to provide resources available to all students like the screencast tutoring and translation to make sure that they're being successful at home in addition we are constantly looking

089for more community service ideas that would connect the students to the community and encourage leadership and character thank you nhs this next slide here i'm sorry i want to thank the nhs again um and um there's gonna be great work it's it's peer-to-peer uh tutoring and assistance i'm really glad that this is in play um it's just how wonderful and amazing our students are in regards to giving back so once again thank you nhs this next slide right here so we received another foia from the smart procurement company we they do this every three months in regards to uh to know our purchase order and our billing statement so we have uh um submitted their for your request and um we're good to go with that next slide please next slide all yours uh president

090obama you're a mute paul paul you're a mute paul you're on mute okay you hear me now yes okay sorry took a few tries there thanks okay we move on now to the consent agenda uh do we have any questions or comments regarding the consent agenda all right if not um may i may i have a motion to approve the consent agenda as presented i will make the motion paul okay thank you marian may have a second some move second all right thank you leo uh mary roll call please peyton howell yes jalawick yes figueroa yes regal yes all right the motion has passed um now we move on to the discussion acting items uh the first item is um presentation james presentation by rob grossi rob grossi uh presented during the finance uh facilities

091meeting projections um and uh he he is unable to present at the regular board meeting our csbo uh bruce martin will take that role okay thank you mr ontango just a couple of brief comments i won't go through the whole presentation but um just to back up for just one moment we each year the board looks at our uh financial condition analysis projections um from uh from really an an outside perspective an outside consultant to kind of look give us that independent lens of of what our situation looks like and the reason we do it now is our uh budget and our audit financial audit has been completed our budget's been adopted um and our audit from uh with our fiscal year ending june 30th um is is done so that's a great time to

092do these projections so that's kind of uh how it uh came into play and we've been doing this for the last several years so i think it's wise at the board to look at this every year as they do um just a couple of the slides if we want to go to the next slide um the financial history we start out with he starts out with and shows kind of the revenue and expenses over a 10-year period that the red dots are the revenues and the blue dots are the expenses obviously um you know we we'd like to always have uh our revenues exceed um our expenses we've had a few years there where we we did not have that happen [Music] but these are the audited numbers that over that period of time the

093growth i can go back for just a minute jim um the annual revenue growth was 1.3 percent over that period of time while the uh expenses uh were at one percent and then another chart that kind of includes that data but looks at it a little bit differently um that horizontal line where the zero is that's the expenses so anything below that obviously is is showing a shortfall so um the majority of this time you know the the budget was um revenues exceeded expenses and the revenues exceeded expenses by that 6.2 million almost over that period of time so that's some good information the historical fund balance history it's been pretty steady as you can see it we had a few dips there in uh 16 17 17 18 but we're ticking back up by

094passing some balanced budgets the last couple of years and having some modest surpluses so that's helped push that fund balance back up um so that's what that uh and again these are audited numbers um the other thing just briefly what he spoke about were just the not only the financial condition of our district and he's very pleased with with how it looks and the and the some of the decisions the board has made uh he also gave a overview of the state financial condition um and the impact of of that on our district so um the state's i guess in a nutshell has has a lot of struggles uh that they're dealing with and uh situations in terms of the covid uh the budget um they have a tax graduated income tax uh ballot question

095um so they've got a lot of challenges ahead of them but right now our uh financing uh uh from the state state aid is projected to be uh consistent through this year anyhow so we're holding on to that and happy about that so that's kind of uh the overview of the financial projections and analysis that we heard earlier this evening and what our situation is at the current state all right thank you bruce uh thank you for that uh does anyone have any questions regarding the financial projections uh if not we'll move on to the 2020 estimated tax levy and bruce yes thank you mr wiedemann this is the time of year that the the board acts on the tax levy uh for the upcoming year um so i just wanted to run through this

096we discussed this in our finance committee earlier this evening as well um but we kind of went through the whole text levy 101 kind of overview um what is the property tax levy it's the amount of dollars property tax dollars and school district request to operate the district for the upcoming school year uh it is the primary funding source for the school districts no surprise i think all of you uh it does account for about 83 percent of fentanyl's funding and the tax levy i think most importantly is to be aware of is it's limited by law and how in terms of how much you can increase that uh levy um and that's the ptel is the property tax extension limitation law and that's been in play in dupage county since 1992 so it's limited

097by the cpi or five percent whichever is less how is it calculated factors involved in the calculation so you start with the previous year's extension so for the 2020 uh levy year we start with the 2019 extension uh we multiply that by the consumer price index or the inflation rate of inflation which is 2.3 percent and then that gives you your estimated extension for 2020. when looking at the tax rate the tax rate is equal to the total extended taxes divided by the district's eav so the calculation for 2019 which we know uh already is uh the 26 million 225 032 divided by the eav equalized assessed valuation which is 1 million billion 289 903 678 and that comes to a rate of 2.0331 and that's what you'll see on your tax bills the 2020

098estimated extension is that 26 million eight five two and these are estimates of course uh divided by um the eav of one billion three three five zero five zero three seven um we see a little bit of a dip in the rate projected rate of 2.0141 and that's really a result of the higher eav increasing and that's a projection as well on that how do we determine how much the levy our financial projections as the board heard earlier this evening our budget development and the educational programs um and initiatives were that are included in the budget will drive that uh our debt schedule of what we owe um and then what are the variables that come into play with the levy um the cpi and the rate of inflation um new property and the debt

099schedule are the three factors that will change with the levy each year um how much are we levying so we do typically you know we talked about 2.3 percent um the only other piece to that is the new property so that is on top of the 2.3 of what we are allowed legally to arrive at um we do because it's unknown and it's an estimated projection and we're not certain what that new property looks like and and we won't know that until the spring we do uh inflate that levy somewhat to to make sure that we're covered adequately to capture all new tax revenue that is available to us so we're uh recommending a levy of 4.99 percent will likely get less than that of that 2.59 and that's based on the cpi plus new

100property uh and that would be about a 660 000 increase in uh tax dollars in the capped funds and that information uh we talked to the absent professor for a projection uh the eav is projected at three and a half percent and new is projected at three million seven hundred fifty thousand dollars so those are the factors that go into that uh helping uh arrive at that estimated uh increase so as i said you know we what we ask for and what we get are and and don't necessarily equal so the levy request for last year was at 4.9 percent uh we actually received the 2.22 um 2018 3.76 and we actually received 2.37 so the levy typically request is and you can ask for whatever you want but the law that petal legislation is

101always going to control uh the amount of what you can receive but again it's a safety net that we put into play that's why we increase that beyond the cpi so as you can see through the these last five years and the five prior to that we levied greater than what we received because it is an estimate and you want to make sure that you you don't miss out on anything so that kind of is how it played out for the last five years in terms of what it looked like uh and then the the property tax levy adoption um we would ask the board to act on the estimated tax levy this evening uh and approve that november 18th we would uh bring forth a resolution for the board to act on the final

102levy uh and again because it's under five percent and and you only have to have a levy or a public hearing i should say if the levy is exceeding five percent we're not uh going to exceed that so a hearing is not required and then after it's filed um or approved i should say it would be filed with the debates county clerk and the the payments um and i know in your background information you have this but the payments uh for the taxes would come in uh for the 2020 levy would come the first it's basically in two installments or two times of the year in different fiscal years so uh in the spring of 2021 so june may june we would see receive roughly about half of the levy and then the following half

103would come in the following fall so september october so here's what the chart looks like in terms of the uh levy at 4.99 if we look at the proposed levy the first highlighted yellow column there header those are the individual levy amounts by fund of what are what's requested the capped funds about three quarters of the way down there is that 26 million seven fifty seven six sixty four which is a four point nine nine percent increase you can see that two columns over um and that's measured against the 2019 extension um all in when you add in the debt service um the total uh levy request would be 27 million 500 514 and that's a 4.86 uh increase when you add in the debt service so that's kind of uh what we are presenting

104tonight for the board to act on and that's kind of how it uh plays out to the right there with the change in dollars uh percentage uh change to the fund percent of the levy or what that represents and then the uh projected rate and again these rates are a little bit higher because it's it's an inflated amount so the rate will likely be less than what's showing here then the next slide um shows the uh eavs by district in that uh second column and then it's um ranked by um district tax rate so we're the third lowest tax rate out of the seven high school districts in the state of that 2.0331 and then the rates uh per the individual funds are to the right but the total rate when you add it up

105that'll would show up on your tax bill for 2019 is that 2.0331 and then the next slide um just shows the the rates again um the column the 2019 column is over on the right um this time the yellow highlighted column uh fenton uh is that 2.0331 as we mentioned um and the estimated bill or a 300 000 home a third of the value uh for ed for a fenton taxpayer is two point two thousand thirty two dollars and ninety cents so we're right there the third uh lowest out of the the seven school districts so we're asking the board to act on the uh approval of the estimated levy tonight but certainly before we do that we i want to entertain any questions that you may have about the levy if there's uh no

106questions or comments then may i have a motion that the board of education approved the 2020 estimated tax library has presented that reflects an increase of four point nine nine percent [Applause] i'll make the motion paul okay thank you very much uh are you gonna stuck in it okay thank you patty uh mary roll call please peyton help yes figaro yes yes shall we yes yes right that motion has passed uh the next item is the food service program and bruce that is yours all right you get to hear from me one more time tonight um so this is our food service contract amendment for this school year um as you may recall last march the board approved an extension with our current provider arbor management for the 2020-21 school year uh since that approval

107um there's been a pandemic that has impacted our program significantly um so what what's happening is the illinois state board of education and the usda are allowing districts and and contracted companies management companies to uh negotiate a rate increase typically the only way you could uh allow for a rate increase was to go back out to bid but because of the extraordinary circumstances were operating under they've made an exemption to come to terms the district and the company to arrive at a rate that is agreeable to move forward with um part of the reason obviously for them to look for a rate increase is um you know to break even they're not looking to um for a windfall in any kind of increase but but they do um they can't subsidize the program either so

108they're they came in with a business model to um initially to you know operate uh profitably um and and not come in to lose money um as an entity so we're operating currently under the summer food service program so that's an extension from this past summer as you recall so it's a kind of a universal free program so that's been extended through the entire school year initially they it wasn't extended at the beginning of the year then it was extended through december now it's been extended to the whole school year so that's great news so all of our kids they can come here we provide a lunch to them so the kids who are here the groups of kids that we talked about earlier that come into the building we're feeding them they have a

109meal available to them and then kids who aren't here they can come and pick up a meal uh and it can be for multiple days so um and i think that's that's working out well so we're trying to accommodate folks to increase that participation as much as we can um so the amendment regarding the contract um it would impact the breakfast and lunch meal rates so there's a there's a rate that we get received for each one um and on the memo that i provided again they're looking for a meal rate uh amount that for a break even point for barber and not to go it will not go towards overhead or profit margin it would just um cover any shortfall that they would incur so the districts uh reimburse each meal served the combined

110rates that we currently receive for this program that will be constant through the whole year would be 6.41 so there's a uh 305 i think it is for the lunch and then 250 for the for the um uh yeah 250 for the um uh uh breakfast excuse me um there what they are proposing to charge us is six dollars uh and five cents uh 6.0587 so we would we're still receiving more reimbursement than what arbor would charge us um we think that's reasonable we've we've shared that they've shared their information with us there's cost information they had a slight deficit for the month of september and and this would be effective september or retroactive the september first so um they're asking for uh to consider an amendment tonight um the administration is is supporting that

111recommendation and we're asking the board to consider that going forward there may be another adjustment going forward we're not sure it depends on participation because their costs have increased with packaging costs um even though they've reduced their labor they're still labor costs involved and uh lower participation really increases the meal cost so that that's what's what's happening there so if the board has any questions certainly let me pause for a moment and answer them for you [Music] to reiterate the reimbursement by by the government greater the actual uh did i hear that correctly yeah that is correct yes for meeting though they were amending their contract the reimbursement their contract that they're proposing right now is still below what we're going to receive as a school district from the from the government that is correct

112yes thank you did you have a question i do have a question so i saw that the numbers went up in october yes can you hear me uh you're kind of cutting out a little bit go ahead i can hear you yeah can you hear me can you hear me um i can't help you sort of you're you're kind of fading in and out so the numbers in october almost doubled the ones in september uh yeah about about 100 years ago yeah how about now can you hear me now i yes yes uh okay so is that just as people are getting more more aware of the program you think yeah you know that's a great observation i think that's part of it patty for sure i think the other piece is we're our primary

113server yeah my internet's cutting it out it's not that important okay um maybe i'll just answer the question maybe we wants to hear it but um so yeah i think the part um the um no board is getting out we advertise that every week pretty much um in our newsletter or wednesday words um and then we also heard the meals on prime our primary days are tuesday and thursday although we're pretty much serving every day tuesday and thursday are the days where families students can come and pick up multiple meals so they can pick up uh three days worth of meals on one day and four days worth of meals on the other day because we are serving saturday and sunday as well so i think having them come and that's a worthwhile trip for

114them get multiple meals on a given day and i think that's helped build participation so bruce was a very good question we've added hours right we've added hours on tuesday evenings very good uh we did so tuesday and thursday we we had our standard hours for our uh you know is it 10 30 yo vance it's uh 8 30 to 10 and then uh noon to 1 30 right okay and then on tuesdays we also serve four to six in the afternoon so i think that's we're trying to accommodate families as as best we can and i think that's that's helped as well so that's an ex in addition to what we've um yvonne already mentioned plus we're bringing more students in and with more students we're obviously giving them um meals as well so

115yeah a lot of factors as we continue to go through and we hope to just continue to build that number higher as well okay great thank you thanks so much bruce um great presentation uh it's good to see that program is uh going well um so if there are no other further questions may have a motion that the board of education approve the attached food service contract amendment for the meal rate adjustments as presented i will make the motion thank you mary ann may have a second petty seconds okay thank you patty uh roll call please mary payton hell yes yes jalawik seconded yes all right the motion is passed the next item is the the discussion only item regarding the 2020 illinois association of school boards uh resolution committee report um i asked james

116you should have all received the resolution committee report i asked names to review these resolutions as to how they pertain to the school district as the district's uh delegate i also attended the webinar which was held today where these resolutions were discussed in preparation for the november 14th uh vote uh where i i will vote on behalf of the school board um james i'll let you go through these uh the james is in agreement with all of the committee's recommendations the committee has spent a lot of time going through these resolutions these proposed resolutions and has researched these uh you know before the um today but james i'll let you go through these uh resolutions you bet um so hopefully you uh have looked at or skimmed over the resolutions um they're quite lengthy uh

117this year there's 12 uh resolutions um just to keep in mind for the board these are non-binding resolutions they don't become into law okay this is just basically supporting or not supporting a a resolution jim if you could blow up that slide up if you can a little bit thank you if we can look at page uh two please okay page two there are and this is your association this came from your association the illinois association of school board they represent you and you guys are part of that body there is a total of 22 members in this community committee that has uh looked over studied uh these 12 resolutions and they are really the subject matter experts paul has asked me to take a look at it and give my opinion uh these are

118very smart folks who spent hundreds of hours talking to their constituents about this resolutions we have not i have not i'm just looking at the finished product and we'll give you my recommendation good news is if you look at page uh if you scroll down jim to page uh four okay i've highlighted your association's recommendation in yellow and those are and and i'm in aligned with those recommendations as well so can we just stop there and just say we're going to no i'm not going to do that i'm just kidding so here's a resolution one thing to keep in mind there are 12 of them okay the first eight are new resolutions something from your association they came up with this resolutions eight of them the next three is regards into charter schools you know

119there's there's a lot of public school versus charter school sort back and forth so you can see there um where your association has voted uh and lastly is really a belief statement in equity okay and um it's there is a uh uh your association has a belief statement they're just adding something to it uh a piece of equity let's go back to nine and ten again um uh reaffirm now the key word there is reaffirmation of existing position okay so number resolution 9 10 11 jim we're on page four um it's basically they changed it and reaffirming what the the resolutions and belief statements that you guys have established already so you could see where the votes are going there or the recommendations are over there and i'm in agreement with it okay uh so

120paul has asked me to quickly go over this and i will okay um but you see the the recommendations from your association which is aligned with my recommendations for the board through the lens of our district so let's scroll down there's 12 of them okay i will read basically the folks that submitted it and and your association your committee's response number one is a loan program a loan program so there's a district in gray's lake be a result that the illinois association of school board shall request the illinois state illinois state okay state of illinois to establish a low-cost loan program for public school districts this program will allow local dollars to flow more directly to students while providing relief to local taxpayers we do not have a loan program okay in public education so

121your committee says basically it says do not adopt that's their recommendation do not adopt this the committee was concerned about the uncertainty of where the funds would come from okay create a program like this in illinois it was however recognized that there is a significant need for financial assistance for school infrastructure the committee require question the idea of a loan program for fund districts here's the big one could use to cover costs the state should be helping district pay for so why take out a loan program while the state should be giving you that money okay uh the resolution committee recommends do not adopt we agree with that second one is gun storage gun storage okay from glen ellen be resolved that the illinois association of school boards shall support and advocate for legislation which

122strengthens child safe gun storage laws in the state of illinois requiring gun owner to store firearms whether they are loaded or unloaded in a securely locked container so they're looking at a lot container if a person under the age of 18 is likely to gain access to the weapon without permission your association recommends not to adopt and here's the reason the vast majority of illinois association of school board position statement deal directly with issues that happen inside a school district inside the school district this proposal will be a departure from the practice and the committee questions whether the association resources should be spent on non-educational issues so they're not seeing this as educational issues well the committee considers the argument of the submitting district on the potential impact on the student the majority of the

123member felt that this was not an issue for the illinois association school board's involvement the resolution committee recommends do not adopt the submitting uh district has appealed for appeal to recommendation of the committee and will have an opportunity to bring that proposal at the delegate assembly okay i think that's cut and dry your association says hey look this is not a school issue this is outside of our district okay uh this is more personal than a family issue so there you have two do not adopt okay uh which we agree i i agree with that as well okay number three in regards to report card uh be resolved that the illinois association of school boards shall support legislations that would direct the illinois state board of education to prepare and disclose all available school report

124card data for the current academic year by june 1st of that year so they want to move it up three months ahead of time we usually get that in october or september so your associate parts well peoria is asking that it moved up to june first your association recommends do not adopt and the reason being unfortunately the illinois state board of report guard includes information that cannot be tabulated and report until the close of the fiscal year june 30th that's basically we take our tests our sats uh those tests in april it's hard to have that turned around by june 1st in addition to that many district a june 1 deadline for this data would be impossible to me to determine the student placement and graduation completion criteria as many students are finishing the last

125quarter after june 1. the resolution committee agreed to owe untimely information regarding student learning hinders the ability of schools to meet the learning needs of students but also felt the report card would not be best way be the best way to expedite assessment results for the purpose of stated i iasb staffing committee members agreed to continue work to address this issue in that in another way so once again adopt it it's hard to get all those information by june 1st okay especially when you're testing in april so there's it's another do not adopt which i agree with there this next one is number four it's really about pre-k teachers licensure i recommend we uh to follow your your committees uh your association's uh recommendation which is not do not attack and the reason for that

126is that benton high school is not a pre-k program we are a high school district but in a nutshell a district albaco wants all pre-service teachers to take more english proficiency classes before they get into teaching in particular teachers that are involved with speech language pathology special education reading specialist reading teacher grades language arts uh english language arts elementary education and so forth once again it's targeting the pre uh the pre-k elementary school level so your association recommends do not adopt this and the reason being is basically the teacher preparation programs that anticipated having a self-contained environment usually have reading courses as part of their curriculum they're basically said they're getting enough reading classes because it's part of the curriculum however with the passage of public act 101 0 2 2 0 the requirement that

127teaches candidates pass a test test of basic skills to receive a professional education license was eliminated now skip now skills in the area of reading are only tested for content endorsement historically your association has not been taking the position on teacher education program at universities school districts have the authority to include the criteria it desires when posting teacher vacancy position so what what's that basically saying is we're not involved in what takes place at the uh under undergrad before you get your certification when that person graduates and they're applying for a job let's say for here at fenton then we can require some of the classes uh but not prior if a school district desires this additional accreditation it will could require it committee members are also concerned that the statutory increasing standards for teacher

128license licensure and adding new testing requirements could have an adverse effect in filling teaching position in some areas of this state basically they're saying there's a teacher shorter why are we making it harder or putting more classes for uh to become a teacher this would be even more problematic given the current teacher shortage situation there it is lastly the original resolution seems to add a mandate which the traditionally the iasb advocates against opting for local flexibility instead the committee supported the concept within the original resolution however it was noted that the language of the original resolution was too rigid in its approach once again do not adopt is your association's recommendation which i agree with uh number five okay let me know if you have any questions here to slow down a little bit number

129five be a result that the illinois association school board shall support efforts to direct the illinois state board of education to expand the issuance of a provisional teacher license to all curricular areas basically if someone does not have that specific topic or endorsement uh is to provide this provincial teachers licenses to all correlations so if there's a world if a school district is uh needs a math teacher and this particular individual does not have that endorsement can we give them a license which allows them to teach math while um pursuing that that math licensure okay your your association recommends to adopt okay that's because there's a teacher shortage in illinois okay let him work towards that endorsement while teaching um and i agree with that one as well uh six e-learning on election day e-learning

130on election day be resolved that the illinois authority of school board shall support and encourage legislation that would allow school districts to use an e-learning day or remote learning in lieu of closing a school so instead of closing the school down because we have election at fenton as an example we go to e-learning okay or the district on an election day during a public health response requiring use of the school or on any other day during which a school is mandated to be used for public functioning during a school hours so instead of closing school down you want to use e-learning day i believe wood dale um folks can vote there and um and this would might uh pertain to that situation um your association is to recommend to adopt okay to adopt and the

131reason being additional school calendar to establish student contact days vacation days and other holidays are negotiated with the bargaining units or unions before the school year begins e-learning or remote learning options demands much preparation and buy-in by staff parents and students and it should not be assumed that the schools are available to provide that type of learning at will without sufficient notice for the school district and and staff to consider implication implication the resolution of the committee is to adopt okay uh number eight number eight this is about local control during the pandemic i wonder how this got in there maybe it's coveted okay be resolved that the illinois association of school boards shall support and advocate for school to open back up and allow school school boards and administrations to make decision based upon

132what is best for the school and the school community during the covid 19 pandemic this is once again local control let us decide what's good for us okay um is that eight my readings are oops sorry there was a seven let me go back to seven that's why they say do not adopt okay because here quickly seven or eight are basically the same thing seven and eight are basically the same thing okay so seven let me go back to seven instead i went jump to eight be resolved that the illinois association of school boards shall encourage members of the us congress the illinois general state assembly related administrative agency and the state and federal courts to take a regional approach in response to national health emergency that regional approach basically is the code word for

133local control okay and that's why it says local control pandemic okay and your association uh recommends to adopt it that we have control instead of the state telling us what to do or the government telling us what to do i agree with that okay uh there your association's rationalist the submitting district expressed the concern that there was significant difference in the prevalence of coven 19 cases in many areas of the state compared to chicago and the surrounding communities yet all the areas of the state were subject to the same closure requirement and district restriction despite those differences you remember that the certain states were real low numbers and we had not high numbers in the north uh but they had the same mitigation and same sort of rules illinois association has historically supported local control

134so your association your association historically has supported local code with a position statement named as such since 1976 and agreed with a standing alone position for this specific situation was warranted so look and control your association says let's support it recommend to adopt okay this next one is the same thing the recommendation is not to adopt and the only reason for that because it's similar to seven okay it's similar to some that's asking the same thing so we'll go jump to nine okay this is a reaffirmation of existing positions so your association has this over here they're just reaffirming their position first one is number nine position statement renewal of charters the illinois association of school boards shall urge adoption of legislation that allows for participation of the host school district in the charter school

135renewal process for the state authorized charter schools your association recommends for you to adopt it i agree with it and the reason being is the issue presented in the resolution would only apply to the district that hosts a state authorized charter school okay so basically if a charter is in a school district that public school should have a voice in regards to its authorization why because the money that should go to public school is not being now being split to a charter school okay this is easy math if you're supposed to get two million dollars and now you got a charter school you all might get one million okay state authorized charter schools or charter schools run by an entity of the state of illinois and in existence over the opposition of local school district

136state authorized charter school presents fiscal challenges to local school districts because they receive per capita tuition dollars from the illinois from illinois that were originally designated for the host district aka public school okay so here adopted okay next one is again it's about charter school uh position statement for charter schools at-risk students let me just define at-risk students at-risk students are students receiving free and reduced lunch low income um works with dcfs department of uh uh someone help me out dcfs uh child dcfs thanks jovan uh those are our at-risk students okay that's the definition of it there's always been a criticization a critique on charter schools is data family services and and and we know that um so the position statement here is that the illinois association of school boards shall urge the adoption

137of legislation that defines the special expectation of state authorized charter schools to educate at-risk students including the requirement that the state authorized charter schools program and operation be specifically designed to attract and service at-risk students and that the state authorized charter school be required to report to the public its progress in achieving these expectations okay your association recommends to adopt that okay i agree with that i think it's fair we educate all students okay um so it's not the same playing field it should be moving on to 11 okay this is in regards to again charter school um and school funding the illinois association of school boards urged adoption of legislation which would create a new methodology for the funding of state authorized charter schools which would not have negative financial impact on the whole

138school that would be nice particularly in the spirit of evidence-based funding with respect to the state authorized virtual charter schools for the limit withstanding the state funds from host school districts in proportion to the per pupil expenditure used for public maintenance classroom supplies transportation safety and security and others costs unique to brick and mortar schools for all state authorized charter schools required that the proof of continuing enrollment and attendance be submitted quarterly with pro-rated refunds to the whole school district upon withdrawal of students from the charter school so basically this is a financial tracking system okay your association recommends to adopt this current law state funding from a local district and distributed to state authorized charter schools if the local district look look to raise revenues and provide additional resources to students from local resources

139the state authorized charter schools would receive an even larger share of the local district state funding so recommends to adopt last one in regards to uh equity and its belief statement um the illinois association of school board urges that its member district and its leadership of member districts to integrate the principles of equity and inclusion in school curriculum policies programs and operations ensuring every student is welcome and supported in a respectable learning environment we have that here at fenton okay obviously there's a belief statement your association recommends to adopt this the uh the committee supports the concept that illinois association of school board needs to be an uh to be an equity and include inclusive leader in the area of education for the state of illinois so that's basically it let me go back to

140page four i'll summarize it one more time so you have 12 resolutions okay first eight is new three affirmation it's there already you guys adopted it they just want to support they added some few things there they want you guys to support it again and a belief statement include equity there i agree with all of them your committee i'm sorry your association wants you to vote a certain way um that's where we're at so if you look at the yellow there that's indicated uh those would be the recommendations i'll leave it to you paul okay thank you james thank you for going through those um based on i mean does anyone have any questions or do we have a consensus on the ieee's uh resolution committee recommendation as well as going forward with james's recommendation

141which is in line with uh the resolution of committee's recommendations you know we're not voting on this we just need to i know there's a consensus um on and so i know how to vote uh at the november 14th uh meeting i agree the only one that i had a question on [Music] well actually two in terms of the low cost loan so the it was the first one when when we look at um situations where a district would need access to cash you know crisis and maybe it extends further and and we go into a need for access of cash is that something where um a district could decide for themselves i mean obviously it's going to go through the board and we have to have to have prayerful deliberation on that but you

142know is that something we want to we still have as an open uh option even if i believe so kid have have the professional and the subject matter expert answer that question bruce the question is if we're on dire straits can we ask for money or sell bonds or ask for bonds and so forth um for what purpose specifically if let's we're in dire straits we need money we need cash well let's say there was a tornado here uh destroys all our roof is going to cost us 70 million dollars to get it fixed and we need a loan well yeah i'd start with our insurance company i guess but um you know there are there's funding mechanisms yes and there's like some emergency loan provisions um there we have avenues but um you know

143for a typical you know operating budget or uh major infrastructure improvements that are planned you know that would that's that's uh what would require voter approval for those types of things but um for emergencies such as that yeah there there's provisions that we could uh you know get a line of credit from a bank or um you know those types of things um that there we could it depends on the circumstance i guess but yes there's there's uh uh the choices of options that we we would have yes okay uh yeah i would you know i i we always hope that that never comes to that but just to uh to know that we have access to to cash low cost loan that is would probably be a good thing and then the second thing

144is um with respect to um the shortage of teachers um it sounds like you know there's there's a real crisis with that because if we're um we're wanting to if we're wanting to extend the the license to you know for example math teachers society teachers where they don't have to have that license if we do that and i'm not opposed to it because we need to have teachers in the classrooms um is there is there a requirement and timeline on when they need to get that license in and and actually get legitimate yes we do i believe years but let's have dr benson answer that question yeah so i mean the the teacher shortage is real but it's sort of depending on what part of the state you're in this is primarily a central illinois

145rural illinois issue we're fortunate in that we've been able to attract quality candidates typically with a few years of experience from other districts so i i i i really don't have much of a position on this compared to other districts that are really in the difficult situation finding staff uh but but you know typically we want somewhat of a rigorous process to become a teacher and um i understand some of these these temporary provisional type things but when we're hiring a teacher we prefer to find one that is already licensed and perhaps even has some experience from another district yeah exactly sam real quickly uh just trying to get to the heart of the question of kit how long is the provisional um certification or licensure good for is it three years three to five

146usually it's three years but they're all different based on uh like for an esl uh endorsement a short term one is three years the other provisions for other different types of uh teaching positions leo did you have a question sir no well i'm okay with that okay thank you guys all right then um we'll move forward then at the uh um on november 14th with those uh recommendations uh again thank you so we'll move on to the committee reports uh juliet and kit anything on bensonville community foundation not since last month we haven't met anything okay great finance committee report we had a finance committee uh meeting today which we met we discussed the financial projections uh facility and the tax levy proposal uh at that meeting um marianne unless do you have anything further

147to add to that no thank you oh all right then on the iasp delegate uh just a couple things the first one is there was a question from a board member regarding our process for uh public comments i reached out to dee at the iasb and confirmed we are following the prescribed best practices regarding public comments uh as well as policy and jim if we can have that policy on the screen jim next slide jim all right great thank you um james if you could really go read through that really quickly just to uh so we can have a quick review absolutely so this is our policy in regards to public comments um at each regular regular and special open meeting members of the public and district employees may comment or ask the question of

148the school bus subject to reasonable constraints the individuals appearing before the board are expected to follow these guidelines number one address the board only at the appropriate time as indicated on the agenda and when recognized by the board president okay we're doing that number two identify oneself and and be brief identify oneself and be brief ordinary commas shall be limited to three minutes in unusual circumstances and when an individual has made a request to advance to speak for a longer period of time the individual may be allowed to speak for more than three minutes number three observe the board president's decision to shorten public comments to conserve time and give maximum numbers of individuals an opportunity to speak number four observe the board's president's decision to determine procedural matters regarding public participation not otherwise covered

149in the board policy number five conduct oneself with respect and civility towards others and otherwise abide by the policy board policy 8.30 visitors visitors to and conduct on school property petitions are written correspondence to the board shall be presented to the board in the next regular board packet great thank you james the next item is the just a reminder that november 4th is the virtual dupage division meeting uh all the board members have been registered for that um you and you should get the link then by email to to uh join that meeting uh that's from six fig it's planned from 6 15 to 7 30 on november 4th um i took part today in the iasb delegate assembly and annual business meeting uh in preparation for the delegate assembly on november 14th as discussed

150um the last item is the iasb virtual summit which is on november 20th 9 to 3. all the board members have been registered uh for that and we should all be receiving uh links uh to that so we can join that uh summit um that's all i have for the iasb uh next item is the lend um who uh who was it no it was james i wasn't there well we have we are our meeting is this friday yes this friday okay we should know more than in the november meeting um nedsec leo and patty i was actually there i led the um i'm the i'm the chair for nedsec leah was present uh leo anything i missed let me know uh the big ticket item was to audit uh kind of like what we

151did last last month uh with bruce and our uh audit company uh they presented for about 30 minutes and uh second big ticket item is just a an update on kovic kind of like what we do here as well as remote learning and hybrid learning t and ned sex schools are doing both both remote in one area or one school district and another school district the school district is in and hybrid leo did i miss anything uh just the financial report okay yeah it was good and uh we got a one resignation we're gonna miss that girl yes we are yes yes we are okay it was all okay great thanks thanks for that policy committee patty and kid i don't i don't know i don't believe there's anything new with that no new business

152to report i just want to thank patty and and kit in regards to the policy committee you saw that in the consent agenda we passed uh i believe 18 sam uh policies from press uh you guys to all help us get through that two months and uh we will be putting that in our policies here thank you so much okay great thank you uh next board meeting new business next board meeting is wednesday november 18th uh 2020 at 7 00. so that'll be our next meeting and with that may i have a motion and a second to adjourn i'll make a motion paul mary ann may have a second ice back in yes challenge yes figueroa yes wait a minute yes all right motion has passed well very much have a good night stay safe

153and um