Fenton High School Board of Education Meeting September 2020

001[Music] i would like to call this september 30 2020 regular meeting of the fenton community high school district 100 regular board meeting to order mary may i have a roll call uh please join me in reciting the pledge of allegiance of marriage as well thank you james please read our fentanyl mission beliefs and bison way statements sure our mission statement cultivate successful passionate learners through rigor relevance and relationships our belief statements successful passionate learners thrive when we champion innovative teaching and engage learning school and home collaborative effectively we provide a safe secure and caring environment we infuse social emotional learning into academics and culture diversity empowers our learning community we prepare students to fulfill their civic responsibilities bison way students and adults at finn high school create a safe caring empathetic environment where we believe

002in each other respect diversity communicate openly grow together and hold each other to high expectation to become the leaders and innovators of the future thank you james uh we will now open the public hearing for the 2020 2021 budget uh rick are there any public comments i am accessing the communications account and there are no comments nope uh no comments no okay none that were submitted via email okay thank you rick uh patty will you please read the attestation certificate of 2020 2021 tentative budget preparation and availability hi patricia jaliwick board member and secretary attest that a tentative budget for the fiscal year 2020 2021 was prepared and made available for public inspection for a period of at least 30 days prior to a hearing thank you patty uh bruce will you please present the

003tentative 2020 2021 budget which was prepared by the administration in cooperation with the finance committee okay and everybody am i on no thanks yes okay good okay thank you mr wiederman um just wanted to review the final budget and my comments tonight will be compared to the tentative budget that the board acted on back in july so tonight is the final budget and the next step in the adoption process and we'll ask the board leader on this evening to act and approve and adopt the 20 20 21 budget [Music] so some of this information you've already seen um you can move on jim to the next slide technical difficulties there we go there we go okay thank you okay so the final proposed budget is being presented tonight as you can see in the cover

004page there the next slide are the budget factors um our budget adoption legal requirements that i kind of just mentioned preparing tentative form which we've talked about back in july it's been on display the public hearing we're in right now and then we are asking the board as i said to adopt later this evening and then of course the process of submitting it to the illinois state board of education so factors you've seen this before but i'll just run through it real quick the major factors that impact the budget fund balance property tax levy projected enrollment staffing collective bargaining agreements capital projects and then long-term revenue and expenditure projections so those all factor into the budget and then the district the funds that we maintain and the bolded funds are the funds that we are

005the operating funds that we uh work within and those are the primary uh funds that we operate the day-to-day activities with with the district so uh the educational fund the operations and maintenance fund transportation municipal retirement and the working cash fund so those are what is referred to as the operating funds so um just wanted to touch base a little bit on the implications to the budget due to the pandemic we're in and and some of the uncertainty that we're dealing with and working through we're not unique to this obviously um in illinois and probably across the country as well in terms of some of the things we're having to contend with um so i'll start out by saying property taxes in state aid is relatively stable so we're pleased to to report that um

006local revenues however and federal funds are down from the tentative budget and i'll get a little bit more specific on that later on and what's driving that um revised projection of food sales our student fees parking fees as the board may recall were reduced registration fees athletic events all those types of fees local revenues that we collect are going to be reduced and are projected to be far less than they were in the tentative or even last year and then the federal funds we do receive reimbursement we're a participant in the national school lunch program so we are expecting um less meal reimbursement because we are serving far fewer meals than we have uh in the past and then continue on just a couple more things about some of the uncertainties and these are really

007the major pieces busing services we are adjusting that based on the continuation of remote learning and then the sports activity programs that that impact not only staffing but also impact our transportation and things like that so when we look at the overview compared to the tender again this is just the operating fund so those five funds we talked about a few slides previously revenues in the final budget we're expecting to go down 1.83 percent or 566 000 uh the good news is i suppose that expenditures are down as well by 2.65 or 843 000 we still are uh projecting an unbalanced budget of about 535 thousand dollars that is an improvement from when the tenant budget was approved back in july by about 277 thousand dollars so the tentative showed about 813 000 shortfall and

008i really want to um focus on the two funds where the uh if most if not all of the impact happens and uh happened across these two funds from the tentative to the final the education and transportation funds had significant changes both in revenues and expenditures um the ad fund revenues local sources are down by one and a half percent or 359 thousand dollars federal revenue is down by 11.4 or 140 and what's driving that are the reduced food service sales or a la carte sales which would kind of fall into the local revenue category meal reimbursements also tied to food service but that's reimbursement that's classified as federal reimbursement funds that is projected to go down dramatically as well and then overall the ed fund revenue is expected to drop one point nine percent

009or about five hundred thousand dollars when we look at the expenditure side of the education fund we're looking at a projection uh reduction of two 2.1 or 563 000 the majority of that is tied to our staff salaries about 410 000 and what's driving that is we had three retirements at the beginning of the year our substitute staff budget line item was reduced and our summer school salaries were also adjusted to reflect the activity that occurred this past summer so we were able to reduce that somewhat as well and then our purchase services that's the other piece is down about 10 percent or about 184 and again going back to food service we pay a management company to operate our food service program so we're expecting our revenues going down our participation is going down

010and our management fees will go down or project to go down as well and and will and then moving on to the transportation fund revenues state aids projected to go down by about 18 or 65 000 and our state aid reimbursement um which we'll receive this year is based on activity that occurred last year previous year's activity as it states there um as you all know the year ended pretty soon pretty early earlier than what anybody expected back in march um so accordingly our state aid will be reduced this year as well based on that and then overall the transformation fund revenue is projected to go down by about 6.3 percent and then moving on to the transportation expenditures um overall we're ex projecting a 17.1 percent drop or 258 thousand dollars staff salaries are

011a big driver there the majority of it but by about 21 or 177 000 and that's really due to reduced bus routes and activities sporting activities co-curricular activities all those types of things are not happening as they would in a normal school year purchase services 8.6 percent drop or forty five thousand dollars again kind of redu attributed to special education contracted busing um that's been reduced and then supplies in the transportation fund of about thirty six thousand dollars and that's general supplies we reduced and then fuel needs as well i do wanna touch on a few things as far as our initiatives in the budget uh because we those haven't gone away we still have some initiatives that we are planning on continuing they may be modified in some manner and have been but they

012will continue to go on our curriculum development um remote learning 2.0 which we invested in over the summer with professional development uh much of that was paid for with cares act funding you probably are aware that that's federal funding that that came to the district um that's what funded that our strategic plan continuation that continues to happen which was adopted two years ago i hope i'm right with two years ago uh technology enhancements um we've purchased hot spots for students that don't have access to internet we're also participating in an internet essentials program sponsored by the regional office of education we're going to have that act on a resolution a little bit later this evening but that's for students who are families that can't afford high-speed internet this is a program that'll subsidize that [Music]

013our facility assessment we hope to resume that when we're back to somewhat normalcy safety and security has been a huge uh issue with covid and protecting our staff and visitors that come to the building thermometers ppe equipment things like that and that kind of falls into the adherence to regulating agency safety and cleaning protocols we've devoted a lot of invested in some equipment again much of that was offset with the cares act funding transportation safety and then food services the food service program actually is expanded somewhat now because of the continuation of the summer program that is going to uh right now we're told it's going to go into last until december and that basically is kind of a universal free meal program for all of our students that hasn't dramatically increased participation but it

014certainly has helped um and we're uh actually bundling meals where students can come and pick them up on a couple days a week so that that's working out pretty well i think so with all that being said here's kind of a chart i know it's there's a lot of uh numbers on there but you've seen this before the operating funds are on the left the five at the top there we've got our beginning balances our revenues our expenditures and our variance and as you can see if you look about the middle of the page the subtotal the bolded line there um if you look over under the variance column that's that 536 thousand dollar shortfall and as i said that's an improvement from about 813 000 back in july um and then if you go

015look down further down all the way all funds all the way at the bottom when you add in the non-operating funds the shortfall under variance is about 640 000 and that was a 917 000 shortfall so we were able to um still not still having a deficit but improving that based on the information that we know today and then the next slide just shows the revenue expenditure kind of a historical perspective and what we're projecting for this year but the last three years we did have surplus budgets so that that has helped the district certainly and you can see in the this year's budget all the way to the right the blue representing the revenues and the red it's been uh representing the expenditures and you can see the variance there between the two and

016that's where their shortfall and this this looks at all uh funds by the way and then our again our historical perspective of our fund balance the last few years we've we've been able to increase that fund balance this year it's dipping a little bit as you can see all the way to the right um but again um this kind of illustrates i think the importance of having some reserves for the district in uh times that we're going through right now that are so uncertain and then in summary uh the all funds as i kind of i mentioned um that's all the operating funds plus the non-operating funds have improved from a shortfall of 917 000 to 640 000 in the final budget as i mentioned the district does have adequate reserves to cover the shortfall

017the final budget is based on the latest known information that can and likely will change before the end of the school year and that kind of leads into the next comment about it may be necessary to amend the 2021 uh budget in the spring so we'll monitor that closely we'll continue to keep the board uh informed on developments we'll try to reduce that deficit as much as we can between now and then um but there may have to be um an amendment to the budget um based on all the unknown factors that we are still contending with so that's kind of the overall comparison from tentative in july to the final budget and now i'll open it up to any questions or comments on the budget is because of revenue issues right do you see

018that in the market at all or you and your colleagues hearing out there that revenues might increase two years three years from now where we could recover a little bit well um i think the good news when we file our uh levy in the in next month actually um for the so to be the 2020 levy payable in in the spring and then the next year that um the cpi is 2.3 percent so we'll be able to increase our levy by 2.3 percent hopefully um the economy will continue to improve um our tax uh distributions will come timely and and completely um you know we weren't sure how that was going to flow this past year that in the spring and fall i'm pleased to report that they're coming as expected and as as usual

019as what we've gotten so we're fortunate to have you know a 99 collection rate um we're hoping that just continues going forward so yeah that's our best uh interest income is down dramatically probably if anybody's looked at uh you know putting putting money in the bank there's you might as well uh you know not do that because it's not paying real well so yeah good question though are there any uh questions or clarifications needed at this time from our audience members in attendance that'll go along you know where do you see that play out as far as countermeasures you know you know how this is to the reserves um but you know what are we doing to counter that yeah you know it's a great question it's a fair question i think we would um

020look at our expenditures uh very thoroughly we've been doing that we'll continue to look at that we've talked uh internally about some uh additional considerations to think about uh productions um we're trying to avoid that as much as we can but it's um we may as you say if that kind of plays out um have to make some more difficult decisions as we go forward yeah sure any further questions then uh thank you bruce thank you thanks bruce [Music] we will now close the public hearing for the 2020-2021 budget we will now return to the regular board of education meeting mary do we have any requests for public comments yes okay thank you as a reminder public comments are limited to three minutes per speaker with a limit of 30 minutes uh per topic mary

021can we have the first speaker i think please weren't happy with what i wrote down [Music] i'd be happy to send you a copy of the five-page letter that i provided the board uh last time and that mr untangle was nice enough to read unfortunately it violated three-minute rule and i'm not on the clock yet for three minutes am i okay so but i'll provide you a copy of that as well okay thank you mr president my name is marshall subac i am here to comment on the remote learning plan i'm requesting that the board teachers and administration reevaluate the remote learning plan to increase the amount of teacher instruction currently the students are only getting about one to two hours per week of direct instruction from the teachers per class and that's simply not

022enough my concern is about the content that the kids are going to be missing out on the teachers are trying their best i have no problems with their effort i have no problems with this board's effort or the administration's effort in trying to come up with a plan last spring no critiques that was crisis learning but since then there's been plenty of time to adopt the plan and it seems like fenton high school is kind of an outlier when it looks like what we adopted compared to other schools the illinois state board of education set guidelines so it's on the website that anybody can see in some of those important guidelines it says that planning should account for five hours of learning time each day for each student five days a week it says teacher

023presence is important and the students should not think or feel like they're teaching themselves currently our plan is for four days a week yes we have bison time on monday that is a maximum of one hour the reality is it's only about a half hour and so really the students are only getting four hours or four days a week there's no reason to have only bison time on monday last year when i was before this board and i raised issues about the evidence-based learning that's slowly creeping into the school one of the reasons i got was well this is what stevenson high school does and stevenson high school is considered one of the gold standards for schools for high schools i looked at what stevenson high school adopted for their remote learning plan and we

024didn't adopt what stevenson high school did so my question is why would we adopt what they do for evidence-based learning but not adopt their plan for remote learning i agree that the students can't spend seven hours a day in front of a screen that's not effective for the teacher that's not effective for the students i also think the one hour quite honestly it's probably too long for the students to be engaged with the teacher for when they are getting teacher instruction i think it needs to be in shorter time spread time frames but at least five days a week of the reasons i got for this plan was that we're worried about screen time and also we're trying to get the students to do a more blended learning blended learning is where the kids take

025more of an active role in teaching themselves material blended learning for high school i i checked and i couldn't find any data to support that this works in high school setting three minutes if i can make a conclusion yes okay so uh the blended learning there's no data that supports in the best practices say that learning should be based upon our teaching based on best practices so i'm asking you to redirect the staff come up with a plan that does some type of increased teacher instruction five days a week make sure that if we don't if we do go to hybrid that there's technology in the classroom so when the kids the other half or whatever it is are at home they can still zoom in at the same time and then the last thing

026i'm told this is supposed to be a partnership and be patient i think we are being patient but as part of the partnership you have to listen to not only yourselves but to the staff into the parents i hear sometimes that we get students are very happy with the plan or they like it that mondays are just bison time no disrespect to my daughter i don't care what she thinks about the mondays off i want her learning content finally mr president as for the three-minute rule there is no state law in illinois that says comments have to be limited to three minutes you as the president of the board have the right to do a motion to suspend the rules at any time to allow for further comments any parent student former students that come

027to speak if they take the time of their day they should be given as much reasonable time as they need i spent a lot of time spending a five-page letter last week or last month in mr ontango he did to the best of his ability couldn't get through it all so i think respectively you could suspend the three-minute rule thank you for letting me go over tonight especially for the students are going to speak tonight let them go past three minutes so they can be heard thank you hello um it's good to see you all again this week uh my name is talia angiano i use she her pronouns and i am a product of benton's high school class of 2013. as lifelong learners in the areas of social justice diversity equity and inclusion we

028just have a couple of questions thank you um and concerns surrounding the equity training that was presented to the board last week on behalf of the illinois association of school boards we took notice that the equity training was scheduled for april as one of the facilitators had mentioned during the training last week but was not held obviously due to the pandemic and statewide closures um working in timeline with the training and the inclusion resolution that was passed uh we're just simply wondering why the board did not wait to pass an inclusion statement when they were better equipped and prepared with the tools and resources needed to craft and talk about a statement that has the potential to be so impactful and powerful as a person who personally has facilitated many trainings and whatnot centered around

029diversity equity and inclusion i found it a bit concerning at the lack of depth that parts of the training had discussed for example the scenario based around bias um was not impactful in my personal opinion nor did it get at the root of what bias actually is or looks like in the context of someone's race gender sexual orientation ethnicity immigration status ability etc it is absolutely no secret that an employer would select a candidate with the most years of experience but what employers do keep as secrets are the biases that are not the most favorable for lack of better words by folks who say they value and center equity and inclusion in their work at one point throughout the training a board member responded to another member saying um i think we are aware that

030this was going to be a long journey and our question for that member and the rest of the board is if you all are aware that this diversity equity inclusion journey is going to be long what are you all planning um on doing to ensure that you are fueled up for the long ride ahead while we recognize that one's own personal journey towards becoming dei centered is their own we found it a bit alarming and concerning to not hear what people will do for their own personal equity journey considering that you all should be leading this district through an equitable lens in terms of transparency and due to a high level of engagement from the community on this matter we hope that the board will engage in in an open community dialogue with folks from

031across district 100 we would like to hear how our board members whom are elected to represent and serve us are committed to sharing what they will do for their own personal equity journeys and how that then translates to their work as a school board member we want transparency and open dialogue and we are looking forward to seeing how you fulfill your responsibility to connect and engage with the community in a way that is not only intentional but effective thank you [Music] hi my name is uh jamie menard and i'm a fenton uh class of 2018 alum and i usually heard pronouns respectfully mr james ontanko i started at fenton in 2014. the following year you were hired as our principal you came into the school sharing stories of immigration discrimination and challenges growing up as

032a minority you addressed the school saying you were here to be a voice for the minorities while i was at fenton students did not feel this protective presence you promised and from what i've heard nothing much has changed with the board's decision on the diversity statement it was clear the fenton community felt their identities erased in august many community members submitted statements with about their own experiences at fenton which were ignored last week the other alumni and i with the support of almost 600 community members shared her disappointment only to be ignored as well a voice that is deafeningly silent is yours you are superintendent of a one-school district leading just under 1500 students we challenge you to be the person who stands up for your students we call on you to be brave enough

033to prove your loyalty falls to the students before the board of education by calling out the boards in action put yourself in your student shoes and imagine how they feel with the board's decisions and the silence from the administration our voices have been disregarded a statement from you would be impossible to ignore prove to us you are willing to stand up for your students and see the importance in recognizing a diverse student body the board of education and mr ontanko last meeting you discussed fenton's cultural audit and it was clear the details are not thoroughly understood board members were unaware when the audit was completed or that it even was if the board members do not know how with the community an item as big as this audit should be more transparent to the community

034this audit should have gone into the board's decision on the diversity inclusion statement instead the information collected seems to be hidden and treated unimportant as for the implementation time frame three to four years is unacceptable what are you doing for your current students we urge you to look into changes to be implemented this school year issues of diversity inclusion and education are urgent and you need to remember you are here to make decisions that affect the current student body as well as the future thank you [Applause] hmm um i'm all my name is amalganima and my pronouns are she her last meeting a board member said verbatim we want input on how to give students a sense of belonging well a very good starting point for this would to be call for a re-vote and

035change the equity and diversity statement that the board decided on accompanied by an apology for the decision and comments made in the past board meetings you cannot say that the district is already past the point of sameness slash colorblind on the cultural responsiveness continuum when the equity statement that was passed erases the different struggles of students who need extra support and acknowledgement acknowledge that the undocumented families in bensonville wooddale need to be protected by our school district there cannot be members of the board and there are some that say they don't agree with the existence of the very people they're here to they are here to serve support gay trans and non-binary students in our school by giving them a platform to air their grievances and openly condemn homophobic comments made by their peers and

036teachers the same goes for our black and brown students and other groups alike you are the ones who are supposed to set correct expectations for everyone else to follow we are nowhere near the end of the continuum that is color brave so since the board agreed last week that this is where the district should be it is only logical to change the decided statement from last month otherwise these claims do not match the intentions of the board really asking for the board's evaluation of where our district is on the cultural continuum is that very ironic because it is not the job of those empowered to decide when equity has been achieved the minority groups in the community are the perceptions that should be prioritized on the subject and if public response and testimonials are received

037by the board as exaggerated or something that is not actually commonplace in our community then the board does not believe in these groups ability to honestly and accurately portray their own experiences so either you do not have mutual trust with our community or you do believe what the minorities in bensonville wooddale are trying to articulate but you are complacent with your lack of action to make changes in how our school system runs since it already serves you well enough last week there was a discussion about demonstrating the difference between equality and equity through showing images of three figures with different heights trying to look over a fence for those of you who are not there they were different there were different required accommodations needed for each of the figures to be able to see over

038the fence and these two illustrations the different heights represent the different backgrounds of students and the ability to see over the fence represents academic success my question is why is there a fence obstructing these students to begin with well it is important for the district to provide active accommodations to combat inequities what can the district do to change the functions of our school system that create these exact inequities in other words what is the school board going to do to ensure that this fence does not even exist in the first place thank you [Music] jessica good evening my name is jessica bingo and i use she her pronouns and i'm a fenton class of 2016 alum as board members you all took an oath and swore to consistently assess student achievement in all conditions affecting

039the education of our children i challenge you all to consider how civil unrest police brutality and the political climate today affects the mental and emotional health of your students and whether our marginalized students can truly reach their academic potential while at the same time fearing for their lives because of their identities what are you doing to support them your duty as board members also means establishing an equal educational opportunities policy that prohibits unlawful discrimination your policy is inadequate you ignored public comments littered with evidence of racism and discrimination at fenton you are failing our community and your inherent responsibilities as board members in prohibiting discrimination to reverse this trend of inequity we need open communication between the community and the board therefore we will begin the conversation we are demanding that first you reconsider the

040approved diversity and equity statement to include different identities of students this should not have been passed before equity training next we're asking you to create a diversity equity and inclusion committee this should include students staff board members community members that aim to create an inclusive environment next implement mandatory diversity equity and inclusion training make social emotional learning and cultural competency training mandatory for all students staff and administration next schedule regular diversity equity and inclusion workshops have periodic workshops with the community to ensure up-to-date training on how to better serve marginalized students next assemble a designated space for marginal groups to meet provide these safe spaces for marginal groups so they can meet next hire a counselor and mentor specifically for marginalized groups they must be certified to speak and listen to students who have experienced

041trauma next analyze trends in discipline referral data attendance and academic success identify and prioritize areas to improve and guide marginalized students next create a zero tolerance policy for acts of discrimination take all incidents of racism seriously and implement effective enforcement accordingly next attend events and classes of your current students get to know the students you represent next schedule speakers and authors of a diverse background to speak expose students to all views and experiences of racism lastly but most importantly host a q a with the community present your views and conduct dialogue engaging with one with us is one of your action steps discussed in the last equity meeting you have all been elected to represent us when we are inviting you to work with us and be a part of the solution rather than the

042problem we and the 566 other signatures are tired of waiting thank you [Applause] [Music] rebecca hello i did send a letter to every member of the board as well as school administration about remote learning and as mr subach mentioned earlier two one to two hours a week just is not enough student time with the teacher i i agree that we need to do smaller blocks of time more often and give the students the opportunity to listen to what the teacher says work on it at home and then be able to communicate with the teacher again in a more timely manner in some cases students would hear on wednesday about a lesson and not be able to speak to their teacher again until tuesday the following week a lot can get lost in that time i

043know personally my daughter's been given videos for math and again videos they need to have to be able to stop and ask questions especially in math because if you don't get step one there's no way you're gonna understand step six so there can be so much lost time i have talked to members of the administration at the school asking about this and sharing my opinion and i was told one of the ways they can do is learn time management this way and i see so much lost and waste of time with students who aren't starting class tell us later what is one o'clock in the afternoon and having absolutely no class well bison time on monday which while is important is more of a nice to have than a need to have and right now

044we need to give our students every opportunity students learn in a lot of different ways and we need to give every student the opportunity to meet with their teacher teachers work ask questions experiment at home and go back i think keeping closer to a bell schedule even if it's more shorter periods more often is going to keep them in the habits of what a school day is like so when we do return to the classroom be it a couple weeks a couple months or next year they're they're in those same habits um and i guess that's all i have right now thank you [Music] [Applause] mary do we have any further uh okay i would like to thank all of the speakers that came in we truly appreciate the time you took to come in

045and speak and uh thank you again for coming um next we move on to the presentation of 2020 district financial audit by the accounting firm of lauderbot lauterbach and amen llp uh bruce please introduce our auditors um [Music] um with what they had to say we were pleased with the whole process this past summer um and uh i think that there is a partner pat barron who was here tonight to talk about the financial activities that ended [Music] um since you guys haven't seen me matt barron's you get to you know you can't really see behind the mask but just i wanted to say uh hello uh thank you for having us as your auditors it's a great to be here um as i go through my thank yous as well i want to thank

046bruce for and his team for all their hard work during the audit first year is always the hardest year for an audit and this year went extremely well first year in like we're getting to know you you're getting to know us our process our new procedures and everything went very well a big audit package was prepared right when we walked in the door and all of our questions were answered right away and as i go through my audit presentation i'll have a few other comments for you as well as how successful this first year audit was so as far as my audit presentation goes i'm going to keep it at a pretty high level if any of you have any questions please feel free to ask as we go i'd be happy to answer as

047we go through the presentation since bruce has kind of touched on some of these points already during his budget presentation so some of this is going to be reiterating what he said so i'll just try to touch on those points as we go as well so within your audit report so i'm going to go over two documents your audit report and the management letter i think bruce said everyone had a hard copy i can kind of walk us through the main pages within this auto report that i'll be covering starting on page one within the report it looks like this it has the lotterbox name and letterhead on it so it's the thicker of the two documents not the management letter but the actual audit report on page one this is the opinion page this

048is the main thing you get from us as your auditors we gave the district a modified opinion this year and what modified opinion is it was only for a cash basis so what the district uses for for their accounting methodology is cash basis which is not the recommended uh method they look for modified accrual and accrual accounting since we use modified cash basis that's where our modification is however for the rest of what we're providing as far as our opinion goes the district had a unmodified opinion which means you were had an adequate internal control framework in place and your numbers in here are what they say they are all your other government accounting standards are met other than cash basis three pages after that we get to the management discussion analysis what this section

049is it starts on page five this is a high level narrative summary of everything that happened at the district uh during the year so rather than flipping through all 100 or whatever pages are in this thing we can kind of read through this at a high level to know what happened since i would be covering that within my presentation let's flip on past this let's go all the way forward to page 18. on page 18 this is your balance sheet for your governmental funds far right hand column is your totals of all of your funds second number up from the bottom you can see is our fund balance our total fund balance across all of your funds is 25 million dollars in your far left hand column is your general fund that includes your education

050o m and working cash funds in total that's a total of 23.1 million so how do we do this year let's go forward to page 20. on page 20 this is your income statement again far right hand side is your totals across all of your funds third number up in the bottom we have a total increase across all of your funds of 1.6 million bruce touched on this within your the budget presentation that we had a little uptick this year as far as the operations goes for your fund balance so this 1.6 million with the ending of 25. as far as the general fund your main operating fund you had a total increase about 1.3 million revenues were consistent this year from with the budget and very consistent with the prior year this has to

051do as bruce was referring to your property taxes and your evidence-based funding are pretty steady year-over-year and that rang true for the fiscal year 20. in addition your expenses were about a million dollars under budget to allow for this positive fund balance increase at the end of the year when we're comparing how healthy a fund balance is we look at our total overall funds to compared to our total expenses and usually i like to take out the on behalf payments because those come from the state in total we're at about 85 percent of fund balance across the general fund compared to your total expenses it's a very healthy balance as far as bruce is referring to as we go into 2021 and the deficit fund that you'll be able to get through that especially for

052the fiscal year 2021. any questions about these numbers here before i move forward last thing i'd like to point out within the auto report is starts at about page 20. i don't need to take us to it unless you guys would like to go into it it starts with the pension liabilities there's a lot of pages back there it gets pretty overwhelming as far as the amount of information that's back there with the pension liability so i'm just going to touch on them at a very high level as far as what they show back there for pension liabilities is both from a pension standpoint and from a retiree health insurance standpoint with those the district truly has responsibility of paying within the imrf portion which is the retirement pension for the imrf employees the district

053has been following along with what they need based on what imrf's expectations are and they're staying adequately funded as they're supposed to be trs and this are mostly funded through the state and those are what the teachers teachers are a part of [Music] any questions about the auto report before i touch on the management letter as far as the management letter goes it's a much thinner document that you can see which is obviously a very good thing management letter is a additional report that we're providing to you as management of typically we give management or comments on three different things one informational type items two best practices that we see out in the industry or three true internal control problems that we see ever identified as significant issues that the district needs to address immediately

054as far as what we provided within your management letter it's a very clean management letter there are three comments within here and i would consider them all to be informational for the board two of which are government accounting standards that are going to be upcoming that will be working with bruce to get implemented within your audit report in coming years the other one being you had one fund over budget it's the debt service fund it's only 20 or 1200 so this is more of a we have to do this as auditors to communicate to the board that you had a fund go over what was budgeted for as far as your expenses but as you can see it being only 1200 is not a significant issue to be worried about so with that being said

055with the management letter as clean as it is no internal control findings it was a very successful audit year for the district this year any questions for me about the audit the auto report management or anything so really you only found this one that service yeah as far as like as an issue goes like i said we go through internal control work with you we walk through your cash receipts disbursements we go through a single audit testing with grants and we do not identify any uh internal control issues to be communicated to the board good job bruce any further questions for matt and i'd like to thank you matt and bruce for that presentation thank you thank you for having me here tonight you're welcome thanks so much nice to meet everybody thank you see

056you next year [Music] okay now we move on to the acceptance of the 2019-2020 district financial audit i have a motion that the board of education accepts the 2019-2020 audited financial statements as submitted by lauda mecca vladerbach and amen llp second uh thank you jackie thank you juliet roll call please yes yes figueroa yes rhaegal yes ramirez yes yes motion has passed um the next item does anyone have any questions regarding the 2020-2021 budget if not they may have a motion that the board of education accepted certificates stating that the tentative budget for 2020 2021 was prepared and available for public inspection 30 days prior to the hearing and the publisher's affidavit of legal notice of public hearing and the and incorporate same into the official minutes of the meeting i'll make the motion thank

057you mary anne may have a second thank you kit roll call please peyton holm yes figueroa yes rhaego yes ramirez yes yes gallowic yes wiedemann yes motion has passed may have a motion that the board of education adopted 20 20 2021 budget resolution as presented thank you kid thank you jackie robot please dayton howell yes regal yes ramirez yes yes figueroa yes yes motion is passed may have a motion that the board of education adopt the 2020 2021 budget as presented i'll make the motion thank you mary ann may have a second second oops thank you leo uh roll call please peyton howell yes ramirez yes ting po pong yes galloway yes figueroa yes rhaego yes wiedemann yes motion is passed we move on to the dupage regional office of education intergovernmental agreement and bruce

058that's all and yours pleased to participate in this program that's really sponsored by the regional office of education they've received some care tax funding federal funding as well we're utilizing it to um so we're pleased to take advantage of it basically it's a it's a program that will provide low-income families an opportunity to apply for internet essentials for high-speed internet uh at no cost for the hub to the household for up to 12 months the criteria set by comcast would be the provider but they have the opportunity to apply for it um through numbers uh information that we provide to them that would become that we would basically be billed for it and then we would be reimbursed by the regional office of education for those services so uh in order to formalize that and

059enter into the participation of the program um they're asking that we uh connect and approve the uncapped resolution that's enclosed there and we're recommending that we act on that this evening and i think it's a great program we have about 25 applications out there right now we basically send them a package of information we provide resources they need assistance if they don't have internet to apply they've been coming to the school to provide some support for them to apply um and we're hopeful that most of them not all of them will qualify for these essential internet high-speed services so we're pleased to be a part of it school's been wonderful working with us to provide names and to families that may be potential candidates to comply for the program so we're happy to be a

060part of that bruce how did how does that work does it do they receive is it a hot spot or is it entirely high speed internet this is both of us probably have in our home so right now many of you are using hotspots which as you probably are aware are not as reliable and not as fast as a high-speed connection would be so this would take the place of that hot spot and it could be far more reliable hardwired yes yes coax is it is it cable sir cable coax yeah okay there we go okay does anyone have any further questions otherwise may have a motion that the board of education approved the intergovernment inter-governmental agreement between the dupage regional office of education and fenton community high school district so move sec thank you

061leo thank you mary anne roll call please peyton howell yes ting po pong yes jalawick yes figueroa yes rhaego yes ramirez yes weedman yes motion has passed and thank you bruce for that presentation uh now we move on to the district 100 informational items um james thank you uh just board recognition the illinois association of school board recognizes the following uh board members uh board member ramirez board member figueroa and board member wiedemann as a board master board member this status is earned by attending isab division meeting governor uh governor governing meetings legislative leadership programs as well as holding positions of leadership within the associations thank you and congratulations they have something here for you i will distribute it after uh the board meeting but once again thank you up to our covet update um

062i we i provide you a covet update and within my report every week we look at a couple of data including the illinois department of public health the dupage county public health department and a local zip code which i will show here right now to find out the cases there as you can anyone could see this at the illinois department of public health uh dashboard we are currently do pages in moderate transmission there's three as you know transmission levels the minimal moderate and substantial uh total cases is 1700 542 and we're going to look at some of these dashboards here the next slide please this next slide covers the age group that's hit in regards to covet as you could see there there's my age group zero to four is blue uh red is fifteen

063and nineteen in green is five to fourteen uh at the high school level is the red level uh the transmission among high school students is much higher than the lower grade levels next slide slide please this one is by villages here in dupage as i have reported in the past bensonville is that did i right there nope and then right there is within the top 11 um uh villages in dupage that's hit hardest by uh by covid it's over here i think it's 735 here i get another slide that shows it a little bit better and wood dale is over here all right i believe at 3 30 too so edison's really addisonis duh they continue to be one of the highest naperville has caught up with chicago's high um we were number three at

064the beginning of uh uh approximately in april and uh may uh at that level we have lowered the number of cases here in bensonville wooddale tends to be lower um so this is the overall numbers these are overall numbers as of yesterday when i pulled the data so bensonville right there 735 woodtail 389 i didn't see that and my glasses fog is up when i talk so it's like something uh the next one right here there is which i shared with you a uh a covic by zip code cases uh we watched this as well the illinois department of public health would like us to keep an eye overall on the dupage county numbers but we could even dig down if we want there's another source of numbers here so the rule the on the

065far right side is the 14 rolling average covet positive rates here in bensabol is 4.66 average rolling when they started collecting this data is 504 in the new cases per 100 000 population is 114 uh per 100 of students 91.8 it's 5.04 5.04 this number right here we would like or the illinois department of public health would like to have this below 50 per 100 000 so that's an indicator it's a little bit high they like this number to be below five percent so we're below that at this current moment when i pulled it yesterday uh did we move to wooddale yep what dale as you could see here the rolling average coe positivity for last 14 days is 8.16 okay we want that under five the rolling average is 10.174 for what dale uh

066in regards to weekly new cases per per 100 000 last 14 days is 136.7 and you could read that data next slide okay so this is a combination of wooddale and bensonville so if we combine those things those two our two uh uh feeder uh communities here both bensonville and wooddale combination would be there the average for both villages is 5.97 and the rolling average for the last seven days is 6.93 we want to lower those numbers that's why we encourage folks the three w's wear a mask watch your distance and um and wash your hands so we continue that as today we get this daily report from the daily herald and today we as of today 2273 new cases and 35 more deaths there so we'll continue to provide this you guys get this

067every week from me there's just a good reminder that we are monitoring uh the kova status not just in our villages but throughout the cage as well as illinois any questions there i would believe is under five and positivity rate and below uh cases per 100 000. if you could scroll back jim i just want to point that out to make sure people see that at least this target area and we would like to be in a stage called minimal transmission so these are the numbers good questions the two differences between even though bensonville has a higher number wooddale's great positive rolling average is higher right right that's correct then we move on to the next slide okay i would like to just uh introduce mr escobedo mrs toe up to the stage they will

068present the fea equity resolution video thank you for coming thank you for including us on the board um we're excited to share with you our equity resolution the video that our union has put together um equity is something that we feel strongly about it's something that informs our practice it's something that we work on as a staff and it's something that i think our teaching staff and our union has a strong commitment to so i'm incredibly proud of the video you're about to see um and tell our vice president she'll tell you a bit about our equity committee and the resolution unlock my phone sorry hi everybody thank you for having us so i'm the chair of the newly formed fea equity committee um we are a member organization of about 20 of our fe

069members um and i want to thank all of them aubry millman ben nelson candice dio velez jen solecki jessica moscarello jill wisniewski john aguilar kelly torres mark drylischars matt lynch melissa rauch mike baker mike mitchell nicole hendricks pat escobedo rachel jordaicas rondon regendran sarah d williams and myself um so our first step as a committee was to create an equity resolution that we all believe in we adopted it as an fea at our last meeting and we'd love to share it with you through this video after this we have several action steps that we'd love to share with you as well if we could be invited back to have a dialogue with you thank you so much [Music] the fenton education association has long believed in working together to put students first clinton education association

070[Music] we put students first when we value students for their race ethnicity sexual orientation gender identity ability religion spirituality nationality and socioeconomic status and celebrate every unique identity we put students first when we understand and acknowledge that educational institutions have long been tools of oppression in which we need to continuously examine the policies and practices that many of us have taken for granted for far too long we recognize that we can no longer separate our past from our present in order for an equal future we stand with and stand up for historically oppressed communities whether it be due to their race ethnicity sexual orientation gender identity ability religion spirituality nationality immigration status or socioeconomic status we demonstrate with words actions and policies the equity is not just a check box but an issue of deeper

071morality and one which though the work may be uncomfortable is necessary and is a responsibility to address we demonstrate and acknowledge that the institution of education can be an agent for social change and mobility to provide opportunities empower students to be their own leaders and to organize with others we prioritize the need for students to celebrate their authentic selves we amplify student voices so that their stories hold space for the truths of discrimination racism and microaggressions without victim shaming or dismissal of lived experiences and generational trauma we embrace small opportunities to educate racism specifically when students share their experiences we acknowledge and reflect on what we choose to include in our curriculum versus what we leave out we put students first when we pledge to critically re-evaluate curriculum through the perspective of cultural representation we

072speak the languages of students and their families both literally and metaphorically we confess we all have implicit biases and pledge to continuously challenge them we will put students first when we strive to mentor our students of color and promote them in leadership positions we will see to it that their voices will be central to our curriculum as to educating ourselves and our students about the history of oppression and how it continues to benefit those in power we will put students first when we continuously reflect upon and challenge our equity practices we will have uncomfortable and necessary conversations to confront our own privilege and we accept the challenge to be uncomfortable we will put students first when we support our students social activism we will hold ourselves and our school accountable to change as well as

073taking ownership of ways in which we have perpetuated racism in our school we will put students first when we call out confront and rectify racism when we hear it and see it we will learn about and confront this destructive power of microaggressions and we will advocate a fair and just school community by pursuing restorative justice in our classrooms we will put students first when we use these principles when making decisions on curriculum practices and other policies that impact our students academic social and emotional well-being we will put students first when we pronounce their names correctly use their selected pronouns and affirm that the language we use to identify ourselves is a fundamental part of our identity we'll put students first when we protect them from racial profiling in our school and meet them with compassion

074and justice when they experience it we commit to doing the work dismantling systems of racism in our school we will put students first by defending and empowering them regardless of immigration status in closing we echo the words of james baldwin from his a talk to teachers in 1963. the obligation of anyone who thinks of himself as responsible is to examine society and to try to change it and to fight it at no matter what risk and no matter what risk and no matter what risk at no matter what risk at no matter what risk this is the only hope society has [Music] so [Music] me [Music] [Applause] um again thank you for inviting us we're really proud and happy to share uh our resolution but we're also really excited about partnering with the board and

075beginning that dialogue beginning those conversations beginning that long journey towards equity inclusion and diversity i'd be happy to take any questions or comments you all have special peter that was really well done thank you thank you thank you mrs thank you thank you thank you thank you very much thank you mr escobedo thank you mr tom very well done next slide jim last week the board of education attended a workshop their pd their board retreat entitled equity and educational imperative two field directors from the illinois association of school board sandra and dee attended the retreat and facilitated it one of their recommendations was to provide an equity report at the board meeting and that's what we're going to do this evening and that and we will provide an update on a couple things defense defendant

076equity audit equity pd or professional development or staff student parent community initiatives and financial muscles regarding our equity initiative fenton has long believed in practice equity are we done with our journey absolutely not as the fea video says we are just getting started it's not over i believe we are entering a new phase of our journey of our equity journey and this new phase centers on a dis on a district equity audit we have partnered with the dupage regional office of education to facilitate and assist us with the audit planning and implementation specifically we and when i say we i mean the district equity leadership teams are working with dr yvette dubial to page regional office of education executive director of equity and professional learning i first met dr dubiel a couple years ago at

077the equity and excellent workshop she was promoting one of our programs at the regional office of education regarding the district equity audit i immediately requested fenton uh to be part of this fenton is the first school in dupage to undergo the roe's equity audit for a school district our journey with this artist started in the year 2019 2020 as you know one of the first tasks was to identify and assemble a district equity leadership team composed of teachers support staff and administrators that was completed second to conduct and discuss a needs assessment that was also completed and third to ascertain data that was also completed and fourth conduct focus groups with a variety of stakeholders including students parents and staff that was also completed the district equity leadership team has received the results of this

078audit which was completed this year actually a couple a couple weeks ago at our next board meeting dr dubio and members of the dell team the district equity leadership team will present the following the purpose and process of the equity audit the goals of an equity audit and the report and to report the results and findings of the audit and finally the next step where do we go from there so so so stay tuned as we present this at the next board meeting i would like to invite michelle right now to discuss and report out some of the professional development that we have facilitated this last couple years in regards to equity thanks thanks for letting me out of the freezer back there like so cold so if you heard me sneezing back there i'm

079sorry um i just want to thank patrick and melissa and the fda for putting that together was so well done and i think it just exemplifies the spirit of fenton especially within this building that we experience every day so thank you for doing that i was able to spend time at your equity retreat last week and i was grateful for your efforts and i was grateful for the opportunity to be there for the time that i was able to be there um after listening and listening to our audience and listening to all of you and listening to some of our facilitation i realized that we haven't been sharing enough with you and with our other stakeholders about the very important work that our staff does on a daily basis and we haven't made an explicit

080alignment of some of our professional development to the topic of equity i've shared with you for years now the programs and the professional development it's time to be more explicit so i'd like to take some time tonight to share and start beginning outlining and outline some of these efforts in a more clear and specific way especially the professional development of our certified staff so i want to preface some of this and tell you that tonight's message is about the efforts of our certified staff i know that it needs to reach well beyond that i know that we need to work with all stakeholders in our school and our community and in that they must grow this work is good but it's only it only starts to scratch the surface we have deep and uncomfortable work

081ahead of us we are not experts we don't claim to be experts but we will strive to keep learning and getting better the presentation won't capture all of the professional learning we've done in the years there's many facets of our work that need to be addressed at given times like right now technology and how to use various tools but what we've found is the more we've done with equity the better we're getting at ensuring that we do draw a clear and concise alignment back to equity related goals finally rpd opportunities are possible because of the true commitment of our staff to grow and to actually take part in designing and implementing many of the opportunities we have so many teachers who step up outside of their regular teaching duties to organize these opportunities to help

082their peers continue to grow and i am so grateful for all the work of so many so i'm going to provide a brief overview of some of the grounding principles in our approach to professional learning many people call it professional professional development and i do it times and i might use it once in a while but i most commonly refer to it as learning because that's what we're here for so our professional learning is personalized layered and it ensures student voice or at least that's what we hope so but if i personalize we just we try to meet our adults just as we do with our students we try to meet them where they're at in their learning so we don't always do the same learning in the same way at the same time and

083we also try not to fire hose training that provides an intense amount of information and expectation in one sitting and expect it to stick we layer and build on concepts and we try to provide many opportunities that allow for reflection and continuous improvement some of our teachers have participated in intense inquiry-based programs that last anywhere from a year to 18 months in other cases we've provided whole group training with follow-up optional workshops and in other cases we have specialized opportunities like in-house book studies or outside conferences our learning must be grounded in student voice this is an extremely important principle that we've begun but admittedly need to continue growing our students voice is absolutely necessary as we analyze our practices we have allowed students to be interviewed and sit on panels during our professional learning

084and it was one of the most powerful professional learning opportunities we've had we have to do more of it so what i've done beyond those guiding principles is i've categorized some of the areas and some of the facets of equity that we've addressed so far there's a lot more to it but this is what we've been able to dive into this doesn't cover everything um but like i said these are the ones that we're aiming towards and continue to aim towards so equity and access is one of those facets um it's imperative that um to us that our students have access to rigorous courses and learning opportunities we want to ensure that our students have the resources they need and finally we want to ensure students leave leave fenton keenly aware of high-wage careers and

085what it takes to secure those opportunities we want students to be college ready because even if they access military or trade careers the more aptitude they develop while they're here the better jobs they'll act they'll access in any sector identity and voice we want our students and staff to secure confidence in their identity and we want to raise the voices of our students especially those from marginalized populations we have been working on this through the art of storytelling in a lot of different ways i'm going to talk about our partnership with second story in a moment and allowing avenues for these stories to be shared this builds the important value of empathy throughout our culture within teaching and learning we're really working to ensure our teaching and learning systems are personalized for our students and

086that relationships and partnerships between students and teachers are at the center of our learning model ensuring opportunities for students to demonstrate mastery of rigorous competencies through their own passions and interests is an ultimate goal within our assessment systems we want to ensure that a grade is focused on mastery of competencies rather than point collecting and compliant behavior we also want to be careful that our assessment and grading practices avoid punitive motivation methods with students especially those with high levels of trauma finally we ensure our measurement of learning within the curriculum is clear so we can have stronger systems of support the fourth area is anti-racism we have begun working on our implicit bias as a whole staff we nev we never want to subconsciously vary our expectations for students based on the color of their

087skin socioeconomic status gender identity sexual orientation religion ethnicity and any and all other identity factors that have not intentionally in any way left out it is important that we continue our work in this area as sometimes our biases are even invisible to us and to ourselves we are also working towards ensuring that our curriculum materials and practices are culturally relevant and empowering to the students we work with we want them to see themselves in the content they are learning and be engaged in the approaches that better match their cultural identity finally social emotional learning this is not a new one at fenton this has been a strong focus of our organization for quite some time we've rolled out ruler as a means of helping students develop social emotional intelligence we have begun developing our trauma-informed

088blends and employing restorative practices there's still plenty of more work to do in these areas but we've begun so what we've done is we have some great expertise in our building as you can see from the staff video in the fea video our teachers know what they're talking about in this area but we are not shy to bring in experts when needed in this case surrounding equity we have found the approach of partnering with organizations fundamentally grounded in the work of equity to be invaluable to our progress this timeline provides a sense of which organizations or consultants we've partnered with and these and when these partnerships began so i'll take you through our journey so equal opportunity schools was one of our first partnerships um with an organization fully committed to equity their lenses on

089equity and access i'm sorry access and opportunity and more recently supporting schools with cultural change related to equity they want to ensure that all of our students have access to rigorous coursework and they explicitly help us with analyzing our enrollments data for students of color and low income status and ap courses they also led equity leadership labs the last two years in which some of our staff administrators participated that's one of those intense experiences it was a year-long experiences experience we talked about anti-racism we talked about microaggression we talked about implicit bias so we had six teachers in the first one or six staff in the first lab six staff in the second lab since their involvement the staff and on our eos committee and who participated in those opportunities have developed a number of

090professional learning opportunities to bring back to the staff this semester they're running a series of equity talks on critical issues of anti-racism melissa toe who spoke to you earlier our scl coordinator at the time sat down with me and james and advocated for us to start a partnership with castle that's our second partnership this was a pivotal step in our journey towards equity ruth cross our consultant is an amazing wise lady who helped us develop our school-wide sel action plan and pointed us to some of our greatest resources she brought to us the recommendation to read the book culturally responsive teaching by zoretta hammond we studied this book as a whole school in 2019 and if i remember correctly so did the board castle through ruth and the roe also hosts ongoing professional learning communities

091that bring schools together at different times throughout the year especially throughout dupage and they learn from one another they support one another in this work and some of the sel committees committee members attend regularly then we met tony rival after a visit to stevenson high school we learned how they were transforming their grading and assessment system to be one that focuses on building partnerships between the teacher and the student and one that develops more independent learners we contracted with their director of assessment tony rival and he's helped us not only rethink our grading practices but our overall curricular design this design ensures that we focus on robust and rigorous skills or competencies rather than simple knowledge acquisition and determining a grade it also moves us away from a traditional point collection system of grading which

092most commonly focuses on compliant behavior and where students have varying abilities to gain the system and toward a system where every student is able to demonstrate their mastery of rigorous and robust competencies we more recently brought in rose colby who literally wrote the book on competency-based education and she's helping us critically review our curriculum and assessment design to provide us guidance in our next phases of work then came leap innovation we had a leadership retreat um when james first became the superintendent and he brought in albertani al sat on ernie duncan's cabinet when he was here in chicago in a brief conversation with him about teaching and learning as it relates to equity he introduced me to a new organization called leap innovations they're a research organization with a focus on personalized learning and that

093they believe that teaching and learning through this methodology will truly impact the achievement gap we have two cohorts we've had two cohorts of teachers go through their intensive 18-month program to transform their practices in their classroom we have seen some truly innovative and reflective teaching arise from the partnership later we found an organization called deeper learning and we formed our partnership with high tech high they authored the movie most likely to succeed and have a network of public charter schools throughout california they believe that through project-based learning a form of personalized learning that we can close the achievement gap and truly engage our students in their learning we see this as a more rigorous way to engage our students in a way of taking down that wall that we talked about as a barrier we

094open up inquiry we allow them to explore their passions that are meaningful to them we see this as a more i'm sorry we also see this as a way to be more directly involved with their communities we have had them out to fence in multiple times they even hosted a design camp here last summer um where educators from as far as china came to learn with us so the sell committee again um under the direction of melissa advocated to take sel more school-wide and bring in ruler out of the yale center for emotional intelligence ruler aims to infuse the principles of emotional intelligence into the immune system of pre-k to 12 schools informing how leaders lead teachers teach students learn and family support students that's right off their website if you ever see a mood

095meter or hear a student talking about a meta moment this is straight out of our work with ruler [Music] the sel committee also wanted to dive into restorative justice and restorative practices we brought in a local organization called emojia they have been working in the chicago public schools for as a resource to help transform discipline practices and culture within the cps system they've provided our staff training and consultation to our restorative justice committee they've worked closely with our rcl coordinator and our deans on ways to infuse healing practices into our system we still have a lot of work in this area but we started the roe since developed a relationship with the iirp the international institute of restorative practices and we will likely continue our journey on that topic with them through deeper learning we

096also met our friends from freedom preparatory academy i don't know what number it is up there but number eight a network of public charter schools in memphis tennessee mike brown and suggests and jada salam have been out defension twice now we're going to aim for the summer this last summer but we all know what happened they worked with the entire staff on the topic of implicit bias they came back for a summer session where other chicagoland schools joined us to dive into culturally responsive or what they call empowering practices this next partnership is truly unique we came across another local organization here in chicago called second story we were trying to find some experts to help some of our students develop stories in one of our summer literacy camps what we found was an organization

097committed to equity and identity development through the use of storytelling the power to build empathy in our world through this methodology is what drives them so they've worked with our teachers and our students and will continue to do so some may not know this but we for the past couple of years and nearly every single staff gathering staff meetings or staff professional development one or more of our staff tell their stories to their colleagues this has been one of the most profound sources of building empathy for one another and for our students that we've experienced second story helped us has helped at least one of our staff members take their story to the actual stage and hundreds of our students develop their stories that have been publicly shared with staff and storytelling exhibitions over the

098past two years highlander institute is the newest partner for us we actually called them last winter for help with culturally responsive pedagogy because they offer a year-long deep dive grounded and continuous improvement cycles for teachers and then the pandemic hit so we kind of shifted gears and what they've been helping us with is collecting our stakeholder voices and using this data to design appropriate learning plans during the pandemic we will also get back to our culturally responsive teaching endeavor in the near future as they truly are an organization focused on developing equity through teaching and learning so another more recent oh that was a little out of order i'm sorry another more recent one was the attachment and trauma network last year we sent one of our counselors nancy connor and one of our social

099workers dio velez to a national conference hosted by this organization i wouldn't call them a full-fledged partnership yet but the work that nancy and dio have done in our school since they've been there has been beyond valuable since this pandemic started they have been putting out weekly tips on how to approach their work our work through a trauma-informed lens and they have hosted sessions for adults in the building consider considering this is a highly traumatic experience for everybody and our students need healthy teachers finally dr yvette dubio from the roe has been an incredible resource for us we just began our work with her and we're looking forward to continuing this year she worked with our adults as james talked about and our district equity leadership team and she's taken our school through a comprehensive

100equity audit this year she will help delt dive into results and start developing strategies and actions so this journey has touched every single certified staff member in some way and they have all been on a personalized journey through this work not everybody has had the opportunity for the intensive year-long intensive work but those opportunities will continue to come and the whole school and optional activities will always be present our hope is that all of our staff will truly will find truly meaningful ways to engage in this work of equity and more importantly as we move forward and provide opportunities for it more of our various stakeholders will join i us look forward to the action plans our district will develop to continue fenton's equity journey professional learning will just be one aspect of that plan

101but i have confidence that we are at least on track and starting to move in the right direction thanks for your time and your support and please feel free to reach out to me with any questions thank you michelle [Applause] as dr benson cleans the podium i would like to uh invite our principal uh mr lazarovich to discuss students parents and community thanks michelle is it that cold over there you okay michelle yeah okay all right thank you very much um board um mr wiedemann uh thank you fda that was fantastic by the way i you know again i can't stress enough what michelle talked about and uh to our alumni that came back thank you very much those are important and and important feedback for us as we go um i wasn't here for

102some of you as you graduated but uh i was here for jamie so that was uh so that i should get some points for that right jamie um no but thank you very much we'll see these are some of the things that students parents and community uh some of our initiatives that will continue to go forward um most recently we've um we've been doing progress and do this for a couple years our brave group we have stunt that is part of our um that's an activity that any student can uh be part of we've done equal opportunity school events uh michelle talked about the equal opportunities lab we actually held that here at fenton high school um because we thought it was that important to make sure that we we saw people saw what we're

103doing here in terms of our work and saw how important our students are to us we have started a parent-teacher organization that did not exist here in the past we've done equity audit with student focus groups a principal's advisory committee which which we started with with pizza jamie but we no longer allowed to do pizza at the principal's advisory um but it's it's an opportunity for students to have voices we talked about it was really important for uh for me to hear what students what's going on uh we started a black student union as well most recently within the last two years again open to any student with but with a focus on what does it look like for our black students in our in our building what does education look like for them um

104and they've actually taken ownership of our um of uh in terms of february they they actually came to us and they said we want to talk about african american history month like we want to be the ones that do that and so uh which was awesome for us to do so these are some things some other things that are outside that we want to make sure that we recognize within our community as our food for families um you know i think mr antengo has talked about this before uh from march alone we've we we've given out 72 000 uh meals to our community um just in terms of of equity we want to make sure that everybody has uh has what they need uh to get through this pandemic so these are just some of

105the things that that we've done um but you know again i i'd like to stress what the fda talked about it's about our students every single day and uh and i think that's very very important to make sure that we recognize that it is about our students whether we're partnering with a parent-teacher organization or it's our polish parent outreach group you know it's always about the kids as they come through our building so thank you vine thank you like any other initiative of how important equity is to us you got to put some muscle into it right it's just not good to talk about it and what do we mean by muscle i'm talking about wallet muscle you know i'm like i'm talking about district company to put or you know to to put it

106on the map and this board and the pass board continues to support our equity uh initiatives uh no matter the cost financially and i'm going to invite our csbo bruce martin to talk about that a little bit and harvey how have we put our money where our mouth is in regards to equity and how we have supported this uh journey uh five six seven years ago i got a little nervous when he said no matter the cost but i'll try to get over that uh introduction but um you know um all these things we talked about that that michelle papanikola just reviewed our principal review james tango our superintendent have reviewed you know we've made an investment in all of these initiatives and and um you know we've we've earned our grant dollars towards it

107we've marked local dollars towards these initiatives and and we've really made a commitment and that shared that vision is shared throughout the district our administration at the district level and at the building level but just a couple of other things um you know our curriculum development we made a major investment in that this past summer um to have a have a stronger remote learning plan i think we've got a phenomenal program i've talked to some other districts and and i think we're leaps and bounds ahead of many i know a lot of people would rather certainly rather be in person we would too but we we have the infrastructure in place and we have the the talent for the teaching in place for that as well um our technology enhancements we mentioned a little bit

108of this earlier um the hot spots the internet essentials program that we're going to participate in or are participating in our facility assessment you know we we invested in that last year kind of got a little bit of a hiccup going on here with the with the covid thing but we want to get back on track with that to review and assess the facilities and how they're serving all of our students and uh from classroom size to outside facilities to um you know improvements in in hvac controls and things like that to make a better environment for our students um one of the things mr legendovich talked about food services and and we have served thousands of meals over the summer one thing i think that's unique to fenton and this is really driven by

109our superintendent um we not only serve five days a week but we serve on the weekends as well because we we want to make sure our kids are fed our community students and whatnot are have uh adequate nutrition um and we know that that doesn't stop people continue to eat over the weekend so we want to make sure that that happens and we're committed to that and we're continuing to do that now many of you probably have heard or are participating in the bison cultural connection um and that provides after school opportunities it's a grant program we're in partnership with district two one of our feeder elementaries or our feeder elementary in wooddale but it provides all different types of things this is just just barely scratching the surface of what we do but homework

110assistance s.a.t help clubs activities cooking classes i know one of our board members is very aware of that you know so it's it's a lot of wonderful activities and opportunities um for our kids that that is available to to um students here um the other thing that really is not on there is transportation these things seem kind of uh kind of uh you know not that exciting but you know we're we we have all kinds of busing opportunities uh in a normal school year uh late activities uh early morning activities you know regular routing and things like that that we're committed to to make sure our students are uh here and able to participate um and have the transportation to get there so um we're we're happy to do that and have committed to do

111that so i only scratched the surface on some of the things but with all uh and these all take a financial commitment and and and we're continuing to do that have done it and we'll continue to do that so thanks bruce thank you bruce i would like to reinvite uh michelle papa nikolao to talk about the student remote learning 2.0 survey as promised we continue to survey our students our parents and teachers um we are on our way to i think it's out there already you're going to talk about it a little bit michelle in regards to our parents survey we started out with the students first so she'll talk about the survey here and yoba yes go yep there's a lot of connectivity there okay so um so we conducted our student survey last

112week we administered it during bison time on 9 21 september 21st after about five weeks of instruction we felt okay maybe we can get a good sense of how they're feeling and maybe we'll be in a rhythm to some degree that we can get some valid feedback here we surveyed all grade levels we had approximately 1200 students respond we do need to seek out those other 200 plus students and find out what we're missing from our students who aren't in those seats um go thank you jim so we had some general areas of focus throughout the survey we had questions about their general experience technology their expectations their communication their learning social emotional needs support and their learning environment so we will kind of i think i picked one or two questions from each category

113and there were over 30 questions so i'm not going to take you through every single one of them but the ones that really are giving us some sincere insight and the ones we want to pull so how well is remote learning working for you was the first question and it looks like 65 percent it seems to be working to some degree from the average to the working very well but for 35 percent it's still not working to some degree um okay by the way we also took um we actually gave them an opportunity to tell us some specifics of what's going on as well yeah so that's some anecdotal data that we're going to uh to dissect and analyze as well to see what what the specifics are for that so it wasn't just a

114likert question of where how do you feel it's what was actually going into that as well that we'll digest yeah what's working what's not what what could we change if you could change anything what what would you change so we really have to go through that data with a fine-tooth comb before we can um identify any themes within that um that's highlander is also helping us develop those themes so they're going to be going through that data with us and in some cases for us because that's a lot of respondents so slide five this is do you have reliable internet access at home and technology devices so one percent um said never less than one percent of our students said that they never have reliable internet access which i think is a tribute to jim

115batson and bruce martin there's a lot of different ways we've deployed resources to our families through hot spots or through free internet access or getting the word out about access we still want to know what that sometimes is about but we um feel that you know that's kind of the nature of it even at us at home sometimes don't have the best internet no that's okay you're clapping at that okay so the next one about how much time per week would you say you are participating in learning outside of your live connections so just under half of our students claim to have be spending five or more hours outside of their live connections and about 37 percent are saying they're working anywhere between zero and five hours the rest are kind of unsure which that's

116fine slide number seven how would you rate your ability to manage your workload this is an important one for us um because we are hearing that this is hard with the amount of independent work they have to do beyond their live sessions a lot of them are saying it's a little bit overwhelming at times so we have about 66 percent our average to above average and saying i can find ways to manage it but still almost a third of our students are finding it difficult to manage very difficult to manage yes yeah so we have about a third of our students i'm sorry it's 34 no it's not the opposite way i'm finding it extremely hard yeah can you go back jim yeah i'm finding extremely difficult is the one so the one and the

117two is about 34 of our students the three four and five is about 66 percent of our students so just over a third are still finding it difficult to manage their workload and again there was a narrative piece to that as well so we're trying to get as much information as we can and we're gonna we're working on following up with some of those students that are finding whatever the workload is to have those conversations [Music] slide a was about communication from their teachers so students are finding that their communication from their teachers is in many cases across subject areas just right so this was probably one of the strongest responses we had where it's all kind of in one column there so you know some are still saying they're getting less or more but

118the majority of cases they're feeling like they're getting just the right amount um slide nine some um sorry do you feel like you are i should have worn my glasses of communication from your school's principles and other administrators all right so most of them are saying yes but they're still there's about 15 of our students who want more from us they probably want to hear more positive news about activities and sports and opportunities but they want a little bit more from us i feel that i am receiving an adequate amount of face-to-face instruction from my teachers so 85 percent feel that they are receiving an adequate amount the three two and the one but we do have fifteen percent of our students that we need to follow up with because they're not feeling like they're

119getting enough and what can we do to provide that for them you're going to need to read that one sure compared to this time last year how would you rate how much you are learning in your classes so this was interesting to us and an interesting question by subject most cases they're feeling that they're learning about the same that's the red bar so that's the highest response for every subject area there were those that felt not as much and those who said maybe even more um social studies electives world language they're all feeling that they're learning more than they more kids are saying they're learning more than learning less which is interesting um how do the kids know that though we just asked them what they felt in this testing to see if they're they

120might think they're learning the same amount but do they really know if they're just you know so we're taking what they got from last year i mean it's the same you know it's just the question that we have my survey in terms of where they are so don't please parents are going to have their say in their survey teachers are going to have their say this is just what our students are saying at this point um and we're going to have our say for sure so how would you rate your relationship between you and your classmates this year this one's really important because 50 percent of our students it's about 50 50 some feel connected in some way but 50 percent feel less than connected with their classmates and that to me is really important

121that's something we focused on in our learning this summer and still hasn't translated it's the nature of remote learning i suppose but we just have to keep drilling down into that one and figuring out how to make that better i feel safe in my remote learning environment we need to follow up with the nearly 90 students who for some reason didn't feel safe in the four or five level so we did collect the individual student emails with these responses so we could follow up do you know how to get help if you need it yes or yes but only in certain areas or the two highest with the no being that um red sliver in the middle i don't have the percentage oh yeah i do um six perc nope no the next one six

122percent but we just thought this was a pretty strong yeah about five percent so we were feeling pretty hopeful that boot camp may have helped with this um but we need to dig in to help figure out what is it that they know how to get help with and not other ways so we have to dig into that all right slide 15 find um if technology coaching was available would you want it or need it so we have six percent of our students who want tech coaching and we're gonna find out what they need the rest are maybes or they seem to be doing okay you want to take the next one sure um i feel that i would learn better if i was able to do remote learning while in the school building um

123so our yeses are about 34 uh knows 31 and then they're not sure of what that would look like is maybe so that's about 35 so um so would would they feel like they could succeed in remote learning if they were actually in the building doing the remote learning so giving them a different environment right yeah so about 69 of our students said yes but in the next one when i say i feel like i'm able to learn and get work done at home it look it looks like 84 of our students say yes i can but still 69 of them said that they want to come into the building and that they do even better if they were in the building doing remote learning so that was an interesting connection between these two because

124they seem to think that um they're able to get the learning done and the work done um if they were in the school environment yeah sure right so that's what they seem to say in the last one 69 of them said at least if we were in the building but this one they said 84 percent of them said we we were able to get it done one out of four students feel that they're not yeah yeah we have to follow up with those fours and fives um you know and we're putting things into place already and i think eileen's gonna talk about it in a little while some of the support systems where we are allowing some of our students in the building um so this kind of helps us navigate those systems of support

125that's why i say we're going to look into it further we're actually going to do something with that data we're not just looking into it we have some systems um not everything believe me but um enough to actually get started um last one i have a suitable place to learn at home again we have 141 students that reported a four or five and we need to figure out how to support them and finally we said if you did have a choice which learning environment which you prefer at this time so once you take out the unsure it's it's not perfect math but it's about a third a third and a third third would want to stay remote in some way a third would want to be be hybrid and a third would want to be

126in person about a third would want to be full in person and that's it so highlander will be collating and disaggregating this data for us comparing our surveys and focus groups from students parents teachers and we'll facil they're going to help facilitate our next layer of design work where we'll take this information and make appropriate adjustments or additions or deletions to our currently recurrent remote learning plan and we will find our students who didn't take the survey and we will find those who provided concerning responses and follow up with them thanks michelle thank you you're welcome thank you next board meeting will present the parents aspect as well this next one is related to what michelle was talking about in regards to what are we doing the pivot what are we doing to you to

127try to get more kids involved connected and um i had our assistant principal uh make this video she's uh unable to attend today so sam you don't have to wipe that down right i'm just kidding so it's a video message in regards to what are we doing to pivot in remote learning as we get more surveys and feedback from our communities and students so this one is titled student support and intervention building access while in remote good evening everyone i'm eileen roberts the assistant principal our teachers are doing an amazing job of working with students while in the remote setting we are providing additional support to students who need assistance in their learning the five ways that students can access the building are connectivity through esl special education freshmen on track and engagement connectivity this

128is where students that have internet connectivity issues are invited to fhs to utilize our internet in addition fenton is working with the dupage county to help families acquire in-home internet thanks to state grant esl english is a second language that needs support are working with our division leader kate ward esl coordinator michelle rodriguez and our wonderful teaching assistants the focus is on reading and technology literacy special education students are another group we are supporting in the building the director of special education nancy coleman and myself are coordinating tutoring and executive functioning sessions and explaining to students and families how to set up office hours with teachers freshmen on track we are monitoring our newest students the freshmen and we will provide them extra support as the need arises engagement we are in communication with students

129who are not consistently engaged with their teachers we are providing these students with night school tutoring services in the evening hours with funds from our frida kahlo grant in summary the goal of these in-building interventions is to provide an extra layer of academic technology and acl support in a safe and supervised environment thank you for your support eileen roberts there folks uh just real quick as we get data as we get uh feedback from our community as we look at our our grading system our grades and attendance we try to build in that intervention and support one of the things that we are starting to do is in regards to sel connectivity just having fun is to open up um our sports activities a little bit more so here's a quick sum go ahead i

130also want to add our team for making visits yes please talk about that so they're going anywhere from five to seven students every day those that are not engaging those that may be missed over a long period of time so so they're being deployed if you will every single day to uh to be in contact with students i know other administrators in the building have done it as well i've got students home to see what's going on if there's so we are definitely trying to use every resource possible and and have those conversations to see where we're at so um and as a matter of fact we brought in students today over that engagement situation we've already started to deploy that uh that method as well so uh you know students that weren't engaging we

131called parents and set up meetings with them and then had them come in had students come in today to it's just really more kind of support remote learning and there's no instruction with it but right now they're not doing anything at home so we're hoping that by coming in the building uh that we'll be able to get some type of movement with uh with those students that are uh uh that are behind in that manner so so our deans are doing a great job with that as well i just wanted to apply yeah absolutely the things are like our boots on the ground are our uh intervention on wheels and we have some good positive feedback from our parents oh thank you for coming thank you for talking to my students in regards to hey

132let's get back on track let's get back to the studies just real quick another aspect is athletics as we know it's very important our students uh so what we have done so far is the following teams are competing and practicing that's golf cross country and tennis the following teams are conditioning okay what they call it in the athletic world uh contact days but it's not touching folks okay these are basic conditioning sideline chairs sideline dance softball and baseball our goal here is to get all of our sports team involved in some form or another okay as the guidance from idph and the governor's office come in but these are our plans right now and it's going on right now as well and the following teams can start conditioning the week of october 5th and one

133of them is not a team football basketball soccer and marching band okay that's critical uh we've read some uh research in regards to how can we especially with the aerosol spray of lack of better word spit that might fly out of the instrument how could we protect our students in regards to that so we're looking into that as well and lastly color guard i mean is yeah a time limit that's a great question it's really up to the coach oh okay this is julia where you going in 20 days oh you're talking about oh yeah 20 days then i was i didn't i was thinking an hour later oh sorry yeah yeah it could most of them is going to be an hour and a half okay as we share the fields with different sports

134teams yes next one so once again i asked our assistant principal uh elaine roberts to present our class of 2020 senior profile we do a survey every may to see what are our seniors going to do after they graduate from fenton good evening this is eileen roberts today i want to talk about our 2020 senior profile our counseling team created a survey to find out what our seniors are doing for their post-secondary plans the survey goes out to students during the month of april and is finalized on may 1st also known as decision day this is the day when students declare where they are headed after high school this year due to the pandemic we did not have a chance to celebrate together but we were able to have 212 out of 346 that completed

135the survey of those surveyed 90 plan to head off to college to build out their career path 53 will attend a four-year university with the top two being elmhurst university and university of illinois at chicago both of these schools are frequented by our students for proximity to home and amazing programming 37 percent of our students will attend cod college of dupage where they can explore preparatory programs trade opportunities or to obtain their associate degree 72 percent of our students are first generation college students with that large of a percentage of of students our counseling team spends a great deal of time working with the students and family to prepare for what this may look like for each of them here is a three-year comparison of data as mentioned earlier due to the pandemic we reached

136212 of the students the percentage of four-year increase from the last two years while the percentage of two-year decreased from the last two years this seems to be within that range our first generation students are also in line with previous year's data hovering around 70 percent the last row scholarships is slightly lower however it is close to proportional with the number of students that's surveyed students have the opportunity to work with their counselor to complete scholarships that will enhance their post-secondary experience it is pretty amazing to think that 4 out of 10 students receive a scholarship to college that is attributed to our students hard work willingness to complete applications as well as support from their counselors and parents in summary we were able to survey over 200 students to find out where they were

137headed for their post-secondary plans thank you for your time and commitment to our students thank you mrs roberts any questions there anything that we've covered in the board okay so those were our seniors 2020 how about the class of 2024 how's that looking okay here's our uh as you know september october is our fall fall enrollment report that we sent to isb illinois state board of education so right now we have 1441 students 1 441 last year was three uh special education who are who have ieps 111 english as a second language 203 low-income and students qualify for low-income if they qualify for free and reduced lunch that's ongoing so as more application comes in they're still starting to roll in so they can get the free lunch uh right now we're at uh 463.

138here's a nice scrap graph in regards to our demographics of our students there our latino students at 9 30 our white students at 395 and so forth so this is how it's looking so if your question is hey look how are we trending are we increasing enrollment or decreasing enrollment when i first came to find about six years ago we were about 1500 1495 so there's we're losing a little bit of students at a time but when we talk to our feeder schools specifically bensonville is it the sixth or seventh grade class it's the seventh grade year this year okay it's going to be a year a big class so it depends um pretty soon we will have to do a demographic study of of the two districts uh actually the three districts and we'll

139probably partner up as part of our tri district efforts together to see how our our our numbers demographically are growing um and how many kids are we going to plan out in the future this is in powerschool uh and that's the the latest number so far so it'll fluctuate plus five plus ten minus ten and so forth throughout the year in regards to foia we received a foia from mr o'connell in regards to first bullet point attendance of certified staff and students from 2015 and the upcoming school year 2021 also second part of the foia's days and hours the administrative center we we thought that would be the district office was open to the public from 2015 to 2021 until july 1st through august 28th mr o'connell sent us through all of the dupage primary

140schools so it's just not fenton that has been completed that is the end of our offend reports thank you all thank you james right now we move into closed session so may have a motion and a second to go into quote session for the purpose of the appointment employment compensation discipline performance or dismissal of specific employees of the public body or legal counsel for the public body including hearing testimony on a complaint lodge against an employee of the public body or against legal counsel for the public body to determine its validity however oh we're not done yet i was just taking a breather however a meeting to consider an increase in compensation to a specific employee of a public body that is subject to the local government wage increase transparency act may not be closed

141and shall be open to the public and posted and held in accordance with this this act 5 ilcs 120 slash 2 c1 and collective negotiating matters between the public body and its employees or the representatives or deliberations concerning salary schedules for one or more classes of employees 5 ilcs 120 c2 thank you patty you have a second thank you jackie roll call please peyton howell yes galwick yes figueroa yes rhaego ramirez yes ting po pong wiedemann yes thank you thank you and the audience is left we're going to hold the closed session here in this room do we want to take a little break you trying to move on really paul it's only 10 40. we can stay another hour jackie that was very good that was very sarcastic just in case you didn't okay

142we're good okay do do we have any questions and or comments regarding the consent agenda no no may i have a motion to approve the consent agenda as presented i'll make the motion thank you mary ann second please second is patty uh roll call please marry peyton howell yes griego ramirez yes tinkle punk galwick yes figueroa yes wiedemann yes motion has passed we move on to the committee reports uh julian kit anything on bensonville community i'm foundation now somehow that happened congratulations okay all right the finance committee um marianne we have a meeting next month yes right now we got nothing exactly okay um isp delegate uh the only thing i have is that as we know on wednesday september 22nd the illinois association of school boards held a board retreat delayed from april 2020

143to the covet titled equity and educational imperative at fenton high school for the board by field services directors d molinare and sandra quasa exercises that challenged and further clarified equity included that by understanding everyone's ethnicity and background we can understand everyone's own equity journey with mutual trust and respect as well as understanding one's own biases the difference between equity which is fairness and equality which is sameness was clarified the board also participated in a cultural responsiveness continuum which assisted uh where the board is and what needs to be done in terms of equity in the district the the the retreat was informative and enlightening and uplifting the the retreat reconfirms that every board member here has supported initiatives of equity inclusiveness and diversity for the students from groups traditionally marginalized and that these students are

144afforded every educational opportunity with a sense of belonging with the recognition that equity is always an ongoing effort that's all i have lend no no report okay uh netsec leo and petty no it was just james yep their budget was approved uh they're doing a bidding process for their facilities uh to replace their basement ventilation and parking lot and they had their um the minute said that they had a they're well under budget yeah because it's a decrease cost okay thank you policy committee we did that today i think we all were here next board meeting is on wednesday october 21st at 7 00 p.m but before that we have a finance facilities meeting on the same evening prior to the board meeting at 6 00 p.m and does anyone have in any new business

145no but let me ask a question about this board meeting now coming up since one member is supposed to be here and probably both of us will be here can they go zoom your policy meeting can also be remote okay they'll finance your financial finance yes that could be remote so we'll be running everything that's correct it's not bruce's fault anymore again sorry bruce okay okay me ever move oh i'm sorry mary i'm going no you're good i'm good sorry bruce may i have a motion and a second to adjourn i'll make the motion thank you miriam may have a second oh jackie thank you jackie uh roll call please mary yes ramirez yes ping pong pong [Music] good night to all you