Regular Board Meeting - June 10th, 2024

001e e e all right well good evening to everyone it's wonderful to see so many smiling beautiful faces in the room thank you the June 10th 2024 Board of Education meeting will now come to order Mr eses would you please lead us in the Pledge of Allegiance pledge allegiance to the flag of the United States of America and to the Republic for it stands one nation God indivisible for all Mrs Mo roll call please miss Boon Mr Miss Carl here Mr quino Mrs buter here Mr eses here Mrs Hill Mrs Sayad here Mr lobach Dr M here Dr Bruno here thank you let me just briefly mention that uh to my right filling in this evening is Dr David Bruno and we thank him for being in attendance all right and with that we are

002going to start off our meeting with with a celebration and recognition and I'm going to turn to Dr Bruno yeah that's great we have a a great celebration tonight I'm actually going to turn it over to Erica and Juan to kick off the the recognition celebration for tonight's board meeting okay well good evening tonight we're excited to celebrate a number of our Hadley junior high students who are here tonight as well as their teacher Katie Reid before we get started I wanted to let you know that our multilingual family liaison Elanor cirle is here with us tonight to help translate this celebration we'll pause periodically for her to translate in espanol okay just a couple of weeks before school is out for summer break I was invited to a meeting to brainstorm some community service

003project ideas for a group of the Hadley 8th grade students thanks to our partner ship with the quanis club of Glenn Allen and also the quanis club of glendel heights we're able to plan something fairly quickly in support of the kuanana snack packing program okay packing after the students participated in the project I shared the story and a few photos with uh board president Dr Bruno he immediately asked me to invite the students and their families to this board meeting tonight to be celebrated gracias good evening members of the board colleagues and community members I'd like to ask Mrs L Mrs uh Reed to join me please it is with great pleasure that I like to celebrate the e8th grade newcomer e students for the community building journey in their class and for the community

004service project that kuan's club of Glenn Allen and Glend [Music] Heights for a little bit of background this group of student has been together for most of the school year over the last few months I've been very impressed with their genuine desire to build community and among themselves via restorative circles and their enthusiasm in helping others by giving back as part of a service project with the kianis club of Glen Allen and glendel Heights I am happy to report that the Kuan leader share with us that this group of students completed packing snacks in record time what typically takes two days to complete they did in just one hour so congratulations friends [Music] Glen Allen and Glen Heights k I'd like to turn it over to Mrs L to give you a little more background

005on this and to also present a certificate of recognition for each of our students who participated all right I am honored tonight to uh present these Awards to our students so over the past couple of months we engaged in some restorative circles in Miss Reed's class we saw that there was a need to come together and reset some expectations but also we needed to work on building connection and how we work together and so part of the restorative circles is that we understood that this is a new culture a new school a new experience for our students so we wanted to make sure that we honored their feelings in a positive way so that could move forward and those are exactly what the circles did during the circles we focus on topics such as getting

006to know you and your values school expectations and respect finishing strong and transitioning to high school can you repeat that please yes um getting to know you and your values um school expectations and respect finishing strong and transitioning to high school so I'm really excited to report that we saw a huge change not only in the community of the students in class but also just in their demeanor and their um approach to school in the last couple of weeks so we think that the circles were really successful so now I'd like to call the students up to receive their award and then I'll pass it over to miss Reed if she wants to add anything ktie re [Applause] UV oh yeah wait iuv [Applause] Christina John Darwin yos Maria savid Jesus Emanuel Marco and [Applause]

007vanen ready one [Music] [Applause] so a few of the students have prepared a couple of words that they'd like to share with the board Elanor it for you okay okay so say your name hi I'm Christina I had two years here and I speak a little bit English I'm so nervous now um I don't know um what do you like about happy um I like the teachers and I remember the lunch that's so fun with my friends and I don't know just just be happy happy with with my friends and something like that I don't know perfect just she said and thank you she said I I'm from I love school and I'm very sad that I'm leaving because I will miss it a lot and I will miss my teacher a [Applause] he said

008good evening my name is John Darwin and I'm going to miss a lot of things about school my classmates my teachers Miss Reed who has helped me so much and I'm going to miss school a lot great job hi my name is and she said my name is yui and um sorry I'm trying to remember she said I've spent not very much time here in this country in this school um but I'm grateful for my teachers and for Miss Reed for the ways they've supported me and taught me um and she's going to miss them a [Applause] lot okay I think we're good [Applause] did Katie did first of all before giving the board an opportunity to uh to comment uh if they wish Kate was there something that you wanted to speak to well

009it looks like you do or or someone wants you to I mean um yeah I would just say that uh this is my first year that I had so many newcomers so I had 10 newcomers um this year and five newcomers from last year so we had a class of 15 kids which was um the biggest I've had at Hadley in one grade level so um we had a lot of work to do together but um as you can hear they worked really hard this year and I'm proud of everything that they learned they worked really hard and I was with them in math and science and social studies and literacy so we had a lot of time together um but they worked really hard and uh the community service project was a great culmination

010for us to work together and um give back to the community so I thought it was a great great um event for everyone absolutely I couldn't agree more well thank you Katie and board any questions comments about this community service project that yeah yeah Dr Michael no I'm just going to say real briefly what a great way to start the meeting and and you should be proud of yourselves not only are you doing something that looked like it was a lot of fun but you're helping out your fellow classmates so we definitely appreciate it so very well done thank you thank you thank you own Jason um I just want to say congratulations when they came and especially those that got up and speak that got that got up and spoke um to the first

011uh person I came up and see she said she didn't speak much English um I just like to just to just comment on that you're at a point that I am nowhere near you are able to come and address you mean with English just just speak it in general but but but in all honesty she's at a point where she can come and speak to a group of people in two different languages and the type of doors that that can open is amazing I don't have that ability and so you should never stand up and say what you can't do because you just did something more than I ever could by stepping up there and speaking in two different languages so congratulations to you all yep thank you anyone else yes no well I did

012want to first of all thank Katie and the school Hadley and Elanor thank you for interpreting um and to all the kids for giving back and making a contribution a positive contribution at such a early point in your career here in in in the school system um so thank you for making a positive contribution so right away and elar I'll let you interpret that and then I'll finish us and finally to the parents who are in the room it means a great deal that you've graced Us by coming here this evening that you entrusted your children to us and you've made us stronger you've made us more aware of how how to address the needs of all students and we want you to know how strongly we welcome you and how much you belong here

013in the village and in the school system so thank you and finally it's beautiful to have another language spoken at the board meeting and Spanish is a Beau language and we appreciate you sharing it with all of us here this evening let's see if I can remember all of that yeah I'm sorry I should do your best whatever you say will work um um okay very very good well then we'll thank all of you for for coming this evening and if they if they would like to stay all night they can but we'll give them a minute if they care to uh care to leave for thank you and Myra it was good Myra it was good to see you this evening thank you marra okay all right I would agree with Dr Michael that's

014about as good a way to start a board meeting as you can imagine all right we've got a couple of presentations this evening and David you will facilitate and introduce our presenters please yeah the the first presentation We Have Tonight Is the is the Hadley data update and the school Improvement plan presentation Mr diely and I think some of his uh BLT members and the assistant principles are here to talk about that today so Mr diely all right thank you very much good evening Board of Education happy to be here tonight uh I'm Steve Dy and our team presenting tonight is Mrs love our assistant principal Mr gazet assistant principal and Mrs Gia kungl our BLT co-chair and math coach so we've wrapped up the Bild uh We've wrapped up the year and uh we

015were able to put some our data into the slides and then integrate that with our actions and plan that we've been uh working through the year so go on to the next slide so this what I love about this presentation right here is that we really built it we built our school Improvement plan as we went through the year there's almost I won't go into it tonight there's like a timeline almost in front of you as different priorities popped up throughout the school year we were able to incorporate them and then probably about November we just needed to get some sort of visual and build that we're fortunate to run a cycle of inquiry as our school Improvement plan we measure our results and our gains uh through uh map reading but for the past

016year and a half what we've really been focusing on is on the academics in the academic paw can you go to the next slide please there it is increased um improve and increase questioning and discussion in the classroom so we really wanted to get more students dialoguing with each other and their teacher because we're trying to build more vocabulary and content knowledge and we feel that is the path towards more critical thinking so our staff has been going through different types of strategies and implementing them and that was our our Focus but then about September as the district was you know we were hitting that uh our stride as a district as a building we really wanted to bring more Focus to our uh free introduced lunch students our low income students so then we

017built in another academic goal on top of that and then the other two goals as well so G and I are going to take a little bit of time just to to run you through what it is that was happening in our building as we were trying to improve our students ability to converse and argue and uh elaborate uh all through the year next slide please that will be best you would like to like the intro this uh video hi so as um Mr D was explaining um our 2324 sip goal was how can questioning and discussion improve student achievement therefore each department our leaders our BLT um went back to their department and they chose either elaboration or query um to enhance and improve that questioning and disc discussion within their classrooms so um

018we created this video um that it is a collaboration of artifacts um throughout the year um for most of our departments you will see um of students engaging with their peers so please sit back and watch our sip Journey on ph [Music] there's like a couple of Japanese people but like but then like but like um but then they like just ended up like excluding like the entire race of like not treating them fairly just because of a couple of people in the chapter worst case scenario it states I was pretty much afraid of any everything this shows how Frank in the beginning of the story was afraid to step out of his comfort zone I'll add to that because I thought he was going to change a lot because he dove into the water

019like to save someone in the chapter things on page 221 in order for the science department to meet the Hadley goal of enhancing questioning dialogue analysis and critical thinking through elaboration was to boost the writing of cers in the classroom our Focus was on the reasoning section in particular in the past students struggled elaborating on how the evidence they gave connected back to the claim they often just repeated the evidence and had nothing else to add as to what that meant or how it connected to the scientific principle they were supposed to be exhibiting the CER model needed to be consistent across each grade level which inspired the development of a consistent checklist and rubric that were used while writing and grading the cers the checklist was helpful to students because it was clear concise

020separated by section and allowed a quick onepage look at what needed to be included in the C hi I'm Savannah in sixth grade and had Mrs hysterics for a science teacher this year I loved read write discuss and adjust it was very helpful to break it down into certain steps one by one it was beneficial to read the claim and go step by step writing down some thoughts on paper discussing it with my table and then adding and adjusting to my thoughts made me push my thinking as a writer it helped me think about more details within the topic think about more details [Music] the Hadley health and PE Department School Improvement goal for this year was student query some ways health class supports student query is through Kagan Cooperative structures conducting research projects and

021practicing life scenarios with refusal skills and decision-making strategies students also research and teach each other through creating posters for gallery walks presentations and videos seen here are student student work samples from an eighth grade group activity students learn about risk factors for drug addiction through a dice game during physical education class we typically utilize modified Kagan strategies to engage discussion between students we ask a question about our current content specifically on a performance or a skill form in order to express one's doubt about it or to check its accuracy often a sentence starter or checklist were utilized to initiate the engagement of dialogue between peers dial that was for you that was good all right so I think that video does a great job of uh capturing how the Departments and the different groups were

022working through our elaboration strategies to and to get uh students again dialoguing uh in their in the classroom so that will wrap up our cycle of inquiry like I said we've been doing that for about a year and a half we've uh We've studied it we've learned about it we've implemented it it's time to move on and try something new so with just FYI what that means is that when we do our first BLT retreat in August uh we start with a lot of data right we invite our BLT leaders to come to the table and and start asking questions about the different data sets and which which kind of learning problem or learning issue or like what would we like to work on for the year and then we like we just collaborate through

023that with the staff then hopefully by uh September October we'll have our Focus for the next year okay we're going to now move us into Data y so what we've done we wanted to sort of quantify all the work that we've been doing for the last couple of years so to do that we've done a data analysis of um three different assessments that our students take the map the IR and the ISA so we've called all the information reading math and science and then we just kind of like to sort of highlight the achievement and the growth that our students have exhibited so on our first one we're looking at map in the area of reading um for median achievement percentile putting that in perspective um we're at the 68% um of our students have

024either met or exceeded uh grade level standards in the area of reading and um 50% would be considered perfectly average so at 68% we're considerably higher and for the median achievement percentile um for our subgroups so looking at all three for free and reduced lunch for English Learners and for students with IEPs we were able to show growth um in all three of the areas so that's a that's a positive especially with um well it's nice that it's all three but our Focus uh in particular was free and reduced so we were able to um so we were able to meet our our goal and then we usually we symbolize that with our animated Wildcat holding up the trophy of accomplishment so you might see him again so as we continue on so um for

025the median growth uh percentile so we again we were we were improved from 50 to 54 so that means 54% of the students were able to meet their growth Target and map so after they take the map in the fall the growth Target is set for them 54% of our students were able to meet the Target and there he is again those growth taret those are individual individualized those are individual yep um okay and then as we kind of continue on so then that this represents again for our subgroups so we showed you the building and now we're going to get into the subgroups so um once again very positive that all three of our subgroups were able to show growth um in their own individual um learning learning targets and then we'll see him

026again okay and then looking at math um so now 80% so we although we were sort of static from uh two years ago to or rather last year to this year so we're still at the 80th perc 80% of our students then have um met or exceeded great level and then yep I'm sorry go ahead Dr Bruno you had a question I do sorry I was like question you're saying 80% is that is it 80% of the kids or is it Hadley is in the 80th percentile of like the national test so 80 80% of our students were able to um test at or above grade level in comparison to the whole uh Nation actually the the 8th percentile so our students are in the 80th percentile for achievement Across the Nation so okay um

027that isn't necessar it doesn't measure a a a grade level achievement meeting or exceeding it it measures where we rank nationally as far as our performance and we are in the 80th percentile nationally yes as far as our performance on map in math which is still a celebration and still bring on the wild cat that's what I want to CL yes but it's not it's not measuring um the percentage of students that are meeting or exceeding standards that would be I this is measuring our percentile nationally and how we rank nationally um against National Norms what percentile we're in so if you were to look at this there's only 20% of the country nationally that would score higher than us so we're it's one way to look that's what I wanted to clarify thank you

028yes thank you and then there again with our our subgroups so for math um so for free and reduced once again we were we were able to exceed what we were doing the year before so we're we're happy about that that and and also for our English Learners so then once again we though we were a little short on our students with IEPs we did two out of the three so we will once again celebrate with our Wildcat and then the median growth percentile on map so we did improve last last year 60th per or 60% now 63rd percentile for math so again 63% of our students were able to meet their growth Target and then once again to no surprise there he is um and then within the subgroups so this one we were

029relatively static so two of the three we were just um we were basically even and with a slight decline from last year to this year for growth targets so um so meeting and exceeding so now will turn to the illo assessment Readiness so I so those that were meeting or exceeding grade level standards in reading so that 7 5% of our students so that's up almost 10% from where we were last year so or I'm sorry that was two years ago to last year because we haven't officially received the scores yet for what we just what we just did in March and then looking two years ago to last year um if we look at subgroups and we try to drill down um those that were meeting or exceeding so again considerable Improvement for our

030free and reduced and then we also showed gains in the others as well so time to celebrate and there he is I run on Q and then as we turn to math for students meeting an exceeding grade level standard so once again um a 6% increase from 55 to 61 meaning and exceeding and then looking again at our our subgroups so the free and reduced again we were able to show an increase and then with our I IEP students also um now we turn to the Illinois Science assessment so those U meeting an exceeding grade level standard so 79% of our of our eighth graders who took the exam um they were able to do that so that's an improvement from where we were two years ago two years ago to last year and and

031then again when we look at our subgroups so um our IEP students students with IEPs were the ones who actually demonstrated the greatest uh gains and the greatest growth yeah that's a huge leap there is there anything specifically you credit that to or well I mean I can tell you just our our I gotta say our science plcs are topnotch and um you know Dina sabar as you know was the leader of that so she took point on um the last couple years actually leading the leading the grade levels in that so um they do great work and I know then they meet multiple times a week to go over all their assessments making sure that they are prepared so um andon with our special education teachers too just a huge job and doubled it

032Mike Isa is taken in fifth and eth grade so it's also measured two different groups of kids so especially when okay again a celebration not take away again a great celebration but you're measuring two totally different groups of kids so it completely depends on what the specific um needs were right for that particular class so it could absolutely be a reflection of a change in instruction or it could be a reflection of the level of need in those particular grade levels for those years thank [Music] you so then we also wanted to report on our students who are our eighth grade students who are in algebra so that's 56% of our students are an algebra algebra would be considered an accelerated form of math we have three different levels of math across the three grade

033levels so um geometry being the highest algebra and then pre-algebra so 56% of our students would either be in algebra or geometry and then obviously so this is the one where we we we definitely have room to grow when we when we look at our our data we notice that none of our English Learners from uh two years ago or I'm sorry from last year we're in algebra so obviously when we're when we're looking at our subgroups and we're looking for opportunities for growth that's that's clearly that's clearly one of them so so overall we're we're happy with uh the accomplishments but uh we definitely recognize that there are some some Pockets where we need to show Improvement so that's going to be the focus of our work over the summer and into next school

034year all right so one of our other school Improvement goals was focusing on relationships so if you noticed on the first um graphic organizer or the graphic that we showed we were using the acronym R so we had academics now we're moving on to R for relationships so our goal was to ensure every staff member and student feels included in the Hadley community so we did that through a couple different uh things if you wouldn't mind going to the next slide um one of the things though is that we found a need to be able to measure information from students so we didn't have a formalized survey or a formal way to do that um so myself and uh Dena we created a just a Google survey that we shared with students I just stole

035questions from the five Essentials as well as from Panorama which is another student Survey Company um and so we pulled the students in November and then again in May and so this is our end of the year results here and so we wanted to focus on some of those things that help um increase your sense of belonging uh at school so 99% of our students have reported that they have at least one friend which is really great um we I did a lot of this data analysis with our social workers so that they were there to be able to drill down to see who are those kids that reported not having a friend or in some of the other categories that we'll talk about here 79% of students report that they belong always or often

036so the survey did use a scale with always often sometimes uh never and so um that I think is a huge win I know it's not um perfect but it is a large win in some of my other experiences working in Middle School especially with the the demographic and the age you know there's a little bit of teenage anks coming to school every day um so you know having a high percentage of students saying that they belong is great 90% of students reporting that they have an adult that they trusted Hadley so part of that relationship's goal was ensuring that students were building those relationships with their advisory teacher and with other adults so that they could feel connected to somebody in the building 81% of students feel connected to their advisory teacher which is

037also a high number so uh we're continuing to work on some goals for next year so that we can increase that number as well next slide can I yeah do you mind sure yeah thank you so um I was struck though on the second bullet that maybe 20% um of students reported that they you know they didn't uh belong always or often and um you know I suspect maybe that is why that is isn't even easy to articulate but can you share sure anything about that 20 so I drill down a little further into some of the survey um again this is being self-reported by the students so um you know if is if they're truthful that's the data that I'm getting right but um most of the students who reported um that they don't

038belong always or often were in seventh grade um they were equally male female and um most of the students identified as white with the next largest subgroup being Hispanic or Latino um and there was a question on the survey that says if you feel like you don't belong always or often what is the reason so the most common responses we receive were others are unkind I don't have friends I don't feel like I fit in I feel insecure or I feel like I'm Different um and so those are some of the things that me working with the social workers could help and we we have some goals for next year um so one of the things that we're doing is we've started a teacher mentorship program where we've had teachers volunteer to Mentor a student

039and so they've been doing some informal check-ins weekly just so that they can have like a like a person that they can go to we also are starting a partnership with glenbard West where we've been working with Peter Baker um to have high school student mentors that can work with our students next year so that's something that's in the work and we're planning on doing that quarterly um and even like informal opportunities for them to you know play basketball or come to a club and hang out um and then we're also working um as a building to have um additional community building weeks scheduled throughout the year so that all students and all staff are participating in that and then part of dena's goal and my goal is to increase our use of circles so

040we saw a lot of success in Katie Reed's class with our El students so if we could model that on a larger scale um I think we could really increase a lot of these numbers thank you for the response please Jess um is it typically that seventh grade would be where you see these kinds of issues Bubble Up the most or is it this particular cohort of students that is providing extra challenges I well in my opinion I feel free to jump in I would say that seventh grade is one of those years in middle school where the combination of hormones friends your age everything kind of comes together um and I think that we've seen kind of across the board year after year that seventh grade can be a challenging year I don't know

041if you want to add anything as a student was your seventh grade year harder but I would let her have the mic if she if she was she wants to comment I don't I don't have a lot to say but uh seventh grade is most definitely for me and uh plethora of my friends and people I've talked to seventh grade is the hardest year H okay can I thank you oh Julie please a question about this slide too sure and I don't want to put you on the spot but if you have in your head or you remember how do these numbers compare to the ones you did at the beginning of the year so we did see a oh sorry I was say we did see a slight decrease uh nothing drastic but there

042was a slight decrease from the beginning of the year I would say the 99% of of students having a friend that stayed the same the 79% did decrease a little bit I believe we were like 85 maybe in the spring and that's Trials of seventh grade maybe yeah right um I will say we did have more students take the survey in the spring than we did in the fall so you know we have a greater pool that we were pulling from okay thanks M thank you um and so then uh part of our relationship goal was we look at our staff relationships and our staff satisfaction through the human X survey um and so as a BLT we recognize that we did um have a decrease so I'll turn it over to Gia who will

043talk a little bit more about what we did with our staff so um we recognize that um through the X survey we looked at um some characteristics some quality and inclusion characteristics and realized that as adults we did not have any Norms so or we needed new Norms so um our BLT voted on five and as you can see right here these are the top five that are leadership chose and these top five um we are now calling the adult team norms and these images will now appear on top of agendas they will be put around the building such as um the mail room faculty Lounge um we are hoping that with these new Norms that our humanx survey as we know um with that 64% um hadly participation we are hoping that to see

044this increase our BLT knows that at 64% of Highly engaged and satisfied we need to get that number up so we need to work on it and with these adult Norms um we're hoping that we see that improve with the upcoming year and um The BLT likes these images and um Mr D and I are talking about how we are going to take these images and again post them so that the adults will constantly have them in front of that so but these are the new Norms moving forward do you mind I I appreciate this effort um and and and thinking about how all buildings um the board has a set of norms we don't speak to them at every board meeting but by the way they are at the very top of our agenda

045every single meeting as as a reminder uh and the fact that you're committing to be so public that the school will be public about these images um and the and abiding by these Norms it it strikes me as a really good example of what perhaps could be adopted um across uh the district particularly because it's it's modeling a commitment to Norms for uh your students um and there's actually some decent research that suggest by keeping this in front of people that you can actually change behavior um reminder it is a reminder yeah yeah and and that commitment to try to raise that's that's a pretty good number actually that humanex number you shouldn't you know dismiss it but the fact that you see another third that you want to bring forward uh I'm impressed with

046this well we always want to improve and I think an image and just seeing that image and um we want to rotate those images and the Norms throughout the agendas and they were saying not only on PLC agendas but also on the team image um agendas so there was a lot of talk a lot of positive feedback about um where they wanted these posted how they wanted them posted I mean it it was it was a great conversation um it was wasn't it it was I mean they were really excited about it so our BLT they picked um they love the images they want them up and all over so thank you okay those we got all right so we're moving on to the next letter of our uh we are Hadley acronym which is

047e for environment um so we had a goal of reducing student discipline referrals you know that the addition of dena's uh position has obviously been really helpful and crucial in this um so we'll go through some of our data for our disciplinary referrals all right so this um shows classroom manag versus office manag disciplinary referrals from um last year to this year so we've definitely had a decrease in both um both classroom which is what the teachers manage and then they're they're reporting or documenting and then office is when a student comes to myself or Bob or Dina so there's there's our guy there our wild cat cele crating the win um we also included our attendance data here under environment so um we have seen a slight increase uh from two years ago to

048uh last year I think you know postco um there's been a drop overall across the board in many schools so attendance is definitely something that is a a focus area for us next year um and we are in the process of talking about some of those attendance procedures um that I'll be working with our front office staff we come back in August so wild cat there um and then just some additional environment data that we also pulled from the student survey and then from some other data points in the building um so we did ask students about the uh if they've had a restorative conversation with Dena Bob or myself um 25% of students reported that they did we do think that that number is a little bit skewed and we wonder if students actually

049know what a restorative conversation is because based on my day Bob's day and dena's day obviously there are a lot more Restort of conversations happening but of those 25 students who did report that they've had one um 82% of them thought that it was helpful or impactful in the situation uh 74% of students are involved in a club sport or activity at Hadley again that is self-reported from the students on the survey and then lastly um one thing that Dean and I have been doing this year is we are a PBIS school so what that means is students are able to earn PBIS points for positive behaviors we have the Wildcat Way be responsible be respectful be safe uh teachers and all staff members can assign students points and so we have a school store

050but what we started doing is um after getting donations from the community and from families and from teachers we held a monthly raffle where uh students could enter in to to win prizes it's typically a gift card um but we were very fortunate where we were donated two pairs of airpods so as you can imagine for the students that was a huge ticket item so in may we saved one of the airpods to raffle off in May so you can see we had over 179,000 entries in the raffle um so students like saved up their PBIS points to go crazy um so that just kind of shows that there is some investment I know that we have heard from other students that that investment level dwindles a little bit by the time they get to

051eth grade um but we do recognize that there are some hot hot ticket items in that raffle so we're thinking about how we can revamp the store uh to meet the need of some of our eighth graders as well Angelica Yeah question well there he is again oh and and and Bob since you're on on that slide feel free to jump in uh of that 25% uh in in questions that um that the board forwarded yes ahead of time um you you acknowledged or the team acknowledged that the kids could use conflict resolution skills yes and I'm sure that in the restorative justice setting that's being taught but out outside of that uh let me be a little bold here are we talking about an actual lesson is are we talking about something that's built

052in somehow to the curriculum where one is learning focusing because it suggests they need that maybe we aren't doing that or we should be doing it anyway sure so we have our P2 curriculum um there's not a topic specifically on restorative conversation but there is a couple on like conflict resolution and some other things so I think that that is an area of growth for us I would I would Envision Dean and I probably being a little bit more strategic and creating our own type of lesson so one thing that we did do this year when we did notice Trends or things that needed to be addressed de and I we called it a town hall I don't know if that's necessarily the best term but we would call each grade level into the auditorium

053and do a quick little assembly where we were just either like reviewing or reteaching something so this year we did that a couple uh you know about being kind and you know we had addressed some like racist language that was being used um but I could foresee us doing that with restorative conversations and talking about conflict resolution um I think it's helpful when you have you know like Direct explicit instruction to the students um that with P2 you have a lot of cooks in the kitchen so you you can't necessarily ensure the same level of quality or the same uh completion so I think if Dina and I were able to take that a little bit we might be a little bit more impactful wonderful I'm sure thank you question okay okay any questions I'm

054sorry just had a question I didn't please thank you D um I'm I'm wondering I'm thinking back to the belonging question question in the student survey uh do you track whether or not students are LGBT identify as lgbtq and like how that may have factored into their so there was a question that asked um how do you identify and it was male female or prefer not to say and so there were students who said prefer not to say um but there we didn't ask anything specifically outside of that um so I mean you could make some assumptions but again we didn't specifically track that um we wanted the Sur to be accessible to everybody and I didn't want anybody to feel uncomfortable or put off so we kind of left it more vague of as

055prefer not to say if they identify in a different way okay right so gender identity versus yeah we didn't do anything about lgbtq gotcha I have a question Julie um I have a question about 15 slides ago sure is that okay I'm sorry I didn't know we were asking questions mid presentation that's okay so I want to um address the I so to whomever wants to answer me I'm totally fine with that um because when you look at it like I'm really glad that Hadley is doing a lot better than the state average but I know that there is a reason that these numbers look lower than you want them to look right so and I know Dr Webster has addressed this before can you guys remind us and anybody else listening why this might

056be so that people don't say Illinois is terrible with their schools because we know that's not the case but I know there's been National reports of how well Illinois schools do compared to other schools in the nation um and I know that Hadley it's in your colorful bars here does a lot better than the state but I wonder if you can generally remind us of those facts that I have tried to spit out and done very vaguely and badly Andrew would you mind going back to the IR slides I think it's like 15ish in it's disappeared now but I know that it's easy to forget that like the Illinois testing is so much harder but if you guys can give us good details that I can't formulate that be great maybe Dr Webster so the

057state assessment for proficiency the cut scores typically just to meet range anywhere from the 65th to 75th percentile nationally so if you're a kid who's in the 50th percentile just in average performing kids even in the 60th percentile above average in the state of Illinois you would be marked as approaching or not meeting in order to exceed in the state of Illinois you need to be in the top 3% nationally which means you need to be in the 97th percentile or higher so our bar when you compare us to other states um from state to state you really can't compare a state to state because every bar has different every state has different proficiency like bars like a like the achievement bar of what they consider to be meeting so so in Illinois um last

058I checked it was the first at one point now it's the third however I will say that DR Sanders um is uh very aware of this having been a very recent superintendent uh district superintendent and he is actually um forming committees to look at um realigning those cut scores to more accurately more accurately reflect how kids are doing um to more measurable um attainable targets I think the intention when the state did this was to create stretch goal right some there's this idea that if you set the goal higher more kids will reach it but the problem with the stretch goal is if you go too high you make it unattainable and instead of actually encouraging kids to strive you kind of deflate them because you've set a Target that they can't reach so um

059so yes we are still currently uh reflecting um a very high bar for proficiency um but stay tuned because uh State superintendent Sanders is uh very aware and um beginning work on realigning that can I ask a follow question I'm gonna sorry you can tell me no um do the does the map data give us a better understanding of the national comparison as far as achievement goes is that like a better yes they kind of they kind of measure different things so the state proficiency exam uh measures kids uh progress towards meeting State Standards yeah whereas um the math assessment uh gives us information on where kids are achieving nationally in reading and math it is is it necessarily because it levels so if you're a high achieving fourth grader you keep answering questions it's

060going to give you fifth grade questions sixth grade questions seventh grade questions they're not just going to be fourth grade questions so it really tells you where you rank kind of across the country um I think they both have validity I think they give us different things so if I'm looking at grade level progress towards grade level standards like the Common Core Illinois State Standards um it's very specific and targeted that would be I if I'm looking at just how are our kids doing overall U over their growth it would be map I look at map more than I look at I to be honest um especially knowing that I either the sometimes the test changes as we've seen um or the cut scores change as we've seen uh whereas map is a little bit

061more stable but they do they both give us very important information okay thank you for that of course and just I just kind of want to follow up as you're talking you're the I percentiles uh you know you said 97% is exceeding forget what your number was was for meeting but you said you know your 50 pertile is your average runthe Mill student so is that like you're looking at you know think of the movie Beautiful Girls a good solid 7 and a half like what is what is that 50 percentile mean as for IV to be an average student what is that what is that picture of an that average student um so if you were to take so we have uh correlation studies that actually take take map scores map will tell us

062uh based on a map score where they're likely to land on the proficiency assessment for the state right and so it kind of takes well if you're in the 50th percentile you're going to be approaching right um not to give you a huge history lesson on board everybody but several years back right before covid used to be a four-point scale right um there was two ways to make it and two ways to not and now it's a fivepoint scale with only two ways and to make it and three ways to not so if you were to go back and even take the scores that we have now and take out that middle that three which is approaching um we would be at very similar places which is why it's really hard to compare I scores

063now to I scores before because like I just said a few minutes ago they they kind of change how they do things a lot and it's not always an apples apples comparison did I answer your question yeah I don't know if there's a good way to answer my question anything else any other questions comments then I'll turn it back to you folks to that's it conclude oh you're done okay wonderful show I'd ask for more questions but I think I think we more questions yeah we did we we sort of just sort of stumbled into me too uh asking them as we went along I hope that wasn't uh problematic and I appreciate Julie holding on uh to her question so no thank you all for the for the comprehensive report we appreciate it thank

064you have a good evening all right our second y our second presentation is our parent teacher advisory committee Pac and Jeff Burke and Molly Victor are going to come up and present for us and maybe process-wise we'll wait and hold our questions for the end actually I think avn's gonna present no just kidding I just gave her a panic attack um so Jeff and I are the co-chairs of the parent teacher advisory committee um I don't know how long Pac has been around at Le at least 10 years um I feel like we evolve every year um some things to celebrate for this year we started earlier than I think we ever have before so we were able to get four meetings in this year about one each quarter um that was helpful to sort

065of space them out and and allow people opportunity to kind of you know ruminate on the things that we talked about and come back with more questions and and more thoughts so um Andrew if you want ahead thank you um one thing to celebrate is that all three of our student board members participated in um almost all of the meetings there was one meeting where we did not invite them because we wanted to really uh unpack student data and we didn't want them to feel uncomfortable since some of the data we might have been talking about would be you know friends or siblings perhaps uh but they attended every single other meeting um and I think gave a uh much more positive spin to the meetings um it helped us to stay student focused to

066have the students sitting at the table um and you all know we have some pretty fantastic student board members who really uh brought some really uh Amazing Ideas to the committee that you will hear about as we um walk through um we did have a uh team member and a parent from every single school so each school had a parent and a uh School staff member representing um unfortunately not everybody could come to every meeting it's just the nature of after school committees but um I do think that we uh got a pretty good mix of voices and um different walks of life and you know um ideas and suggestions uh our purpose and focus Remains the Same uh we are focused on social emotional academic and behavioral engagement um this year we had three

067uh big topics that we focused in on um bullying reporting um and really looking at sort of the outward-facing um uh policies not the right word uh regulation um of what needs to be reported um we looked at discipline data um and then we looked at the overall um discipline policy um so Jeff you want to talk about this one this is your sure sure um we had a really good opportunity this year to kind of dig in into more not just the process and the procedure of of reporting bullying but also getting more feedback from both sides or either party that's involved in it and it was really it was really a great way to kind of to kind of get both angles or all three or four angles at times coming into a

068situation and walking through it and I think the biggest thing is as Educators some of us tend to struggle sometimes at talking about behaviors and discipline with parents uh and you know kind of getting to the bottom as much as you can you know there's sometimes just like three sides to every story that part of it because that's how many parties could be involved or the confusion over a situation and I feel like going through a process that the state and our district have adopted made it really thorough and a way to include all those voices and to make sure that people felt heard and then the biggest part of it uh being an administrator and a teacher in this district is wrapping it up at the end by going back to all parties involved

069and and kind of not so much closing the loop because you know there it never really closes you're just hoping to continue to grow but also just um to to bring that that just that touch point where you can establish a relationship um moving forward and be able to follow up down the line if something should happen again or hopefully or if not just check in from time to time so I'll kind of walk you through our um our process we did a really cool thing this year we had a robust parent team and we of course had our staff and our students joining us and instead of um just kind of sitting and and Molly and I presenting we decided to to break our team up with enough members each time where we could

070go into three groups into a rotation and we found that was a really better way for them to learn instead of like one of us talking to a group of 12 or 13 people that we could Molly and I could take a station and then who was um Nancy Nancy sorry Nancy was there I'll pay for that Nancy was there and we could um divide our group into three and each of us take one of our topics that Molly had mentioned and we could present three times throughout the meeting but smaller groups maybe two or three people joining us and then um uh offer more opportunities for questions and I love that we did a two meetings in a row and I think it was kind of the backbone of our presentation to you tonight

071um I had the opportunity to go through the bullying process twice this year and and one of the f one of the one of the things that we look to find out is it actually bullying and if you've heard me present here the last 10 years you know that we've kind of struggled with our definition of bullying all being on the same page with that and I think that will continue to be something that we work on with our staff as well um one of my situations we found that it was not an act of bullying um it was an unkind Act without a doubt and one we followed up on but it was not technically a bullying issue and the other one was and that was a process where I really appreciated kind of

072going through like an interview process starting with the parents before I even talked to the students the parents of the student who was being accused of being a bully and the parents of the student the parent of the student who they felt was being bullied and I thought it was a really interesting way to get the dynamic on what their concerns were and you know I was telling Molly for being my first time going through the process I could have asked for a better situation if that's the right way to put it that both sets of parents were super supportive open to any questions open to any restorative conversations um that way that's not always the case and if you look up there um it might have said one of the suggestions that came from

073our parent team I'm not sure if it's up there is what we would oh there it is the second bullet point how would I have responded if a parent refused to have their child interviewed and lucky enough neither side was against that and that's something we're going to have to work on as a team as well because there are some of this you know you try to prepare for every situation and that one I was lucky did not occur but it could down the line yeah and I think you know in talking about the different voices that were at the table and the the small group conversations um I think it really gave our parents and our students the opportunity to share IDE ideas just for the purpose of sharing ideas um at our very

074last meeting one of the staff members said so what do you guys do with all of this um and and Jeff and I were you know proud to say this becomes action steps for us either as an ad team as a board um as a professional development planning team right we take all of these different pieces and look at how do we address the concerns of all the stakeholders in the room um and I think you know our our first two meetings were really focused on the bullying um kind of response and and what bullying means um and I think you know one of our big takeaways is being as as clear as we possibly can about what is bullying but then also what bullying is not um and so we will continue working through

075that and and hopefully have something very clear to um you know post on our web page and um everyone will understand um I want to highlight a few of the student communication pieces um this is where you know Evelyn and her other student board members uh were very brave um I don't know if any of you remember what it feels like to be a 13-year-old in a room full of adults many of who were your teachers or your principes and then the other half who might be your parents friends um I don't think I could have done what what they did um but they were um they brought up some amazing ideas and really helped sort of shift the way that I personally think about how we communicate with um with students um my focus

076before kind of talking with them was about how do we train the staff how do we help parents understand um and I've now realized that there's some work we need to do with our students right and and particularly in partnering with the Hadley administrative team um to do some some student Focus training right around those restorative circles but also around you know what bullying is um and helping students to sort of recognize the different reactions that might come um what I hear a lot from the uh Hadley staff is they talk about you know students will say oh I was just joking right and and really anyone who has lived with the middle schooler is nodding their heads right helping students to understand that piece so um that'll be some of the work that we

077do into the fall um both with our staff and with our students um let's move on to our next piece um so always one of our tasks is to review the um student Behavior policy um we always have to remind our our parents and our staff um hey we don't get to change this right like we are not policy creators we are just here to say does it make sense do you understand what we are saying here do you um know what would happen if your student walked through this process um seems like we need some more clarity based on the responses from the committee right so we will work through making our language more clear for parents um coming up with some examples of how a building administrator would respond at a building level

078to a specific behavior um we're also going to work through um everything kind of tends to to tie together um we've talked at our you know when we've talked about our strategic uh plan about parent Resource Centers and the Welcome Center and so we talked a lot about kind of tying some resources in there for parents to better understand what really our Behavior response is in a building um parents also came up with some really great questions when are they notified that that their child demonstrated a behavior or that their child was the victim of a behavior outside of a bullying behavior um and really talked the our school staff was very vocal about we need to develop a process to be more consistent right so um we are working through um training with interrater

079reliability um at last week's ad team we did our very first sort of tabletop activity um where everyone got the same situation and as teams they had to walk through um you know kind of what the what they would have done in the in the situation um so this student Behavior piece we really need to up our Clarity and work on consistency um so those will be our two big focuses for the year and then our final piece was um our disciplined data review um and we were able to review three years worth of data um we removed student names teacher names and we really looked at numbers locations we really kind of took a an uh Bird's eyee view of it um what we talked about was are we monitoring the correct things um

080so unanimously whether it was a staff member a student or a parent it came out that we have more males who have discipline referrals than females um is that because we are only monitoring outward behaviors um is that because where we are monitoring is um locations where females might not be demonstrating behaviors we're not sure we're going to look more into that um kind of goes into that next point of Are We reporting incidents accurately the majority of our incidents are reported in the classroom um chances are that number should be higher right that's where our students spend the majority of their time um but we don't see incidents in other locations and is that um because it's not happening or is it because it's not being reported accurately um and then interestingly as an

081ad team we spent a lot of time last summer talking about disrespect Defiance and disruption um and we still see that sort of on a the higher end of our incidents across the district um we did talk a little bit about is this is societ Trend um and and really helping students to code switch right when is it okay to kind of have that you know Edge or that that disrespect and and when is it not okay um what came out of here is really helping with definitions and um partnering with families um to kind of help us you know kind of develop a a culture within buildings where disrespect respect and Defiance are are not um allowed and one more on this one this was a a big topic um yeah go ahead so

082the parent communication ideas the a factual approach and you've heard me say this before um we used our curriculum night at Franklin to talk about behaviors at the start of this past school year and the and we're going to continue to to deliver messages to the kids and with the teachers whether was our staff meeting or BLT but then also follow up monthly with parent emails or maybe once every six weeks focusing on certain keywords like tone belonging and actions whether they were words or physical actions and then we talked about a return to parent Camp um where we have kind of d41 centric ideas on talking about behaviors um whether they're large emotions which we did see coming out of covid um the disrespect like Molly mentioned which could be which has been on

083the rise or then now we're also starting to see like subtle misbehaviors rise up which it could be like a very slightly whispered unkind word or you know Bush button push like some of our parents have said so talking about those instances with parents and what we see and what they see um it's very rare where I tell a parent that we're seeing something in school and they don't see it at home as well so just kind of getting that relationship going where we're learning from each other and then student communication ideas um coming up with those actionable item related to understanding what appropriate School behavior is and one of my good friends in the district Mrs Rodriguez the principal at Lincoln she likes to just say bluntly like I want you to understand it's

084it's might be okay in the neighborhood to someone on the bottom when they're playing around but we not we're not doing that in school and the kids should know the difference but really being that that literal on talking about you know what what's a non-example of a behavior in school and what's an example of the behavior we want to see and then those intrinsic motivation systems we had a really successful a year at Franklin this year with our school store where students were able to kind of mine or not mine like Bank their their bear bucks that we hand out and then they're able to purchase things and it was a really success and it was a huge success thanks to our parents for coming into the building and understanding we really were working hard

085for that positive motivation um and you know the kids always have input on what we could be offering I wish we had airpods like Hadley um but we have stuffed animals so we'll just go with that we'll go with our stuffies but I think you know the the piece here is um when we think about our district right preschool all the way through 8th grade when we have um you know similar motivation systems all the way from preschool up through our our eighth graders right as as our our students shared with us they are less and less motivating the older that they get right and so Angelica referred to this or or kind of alluded to it in in her presentation before us um exploring other ways to motivate students right um airpods are great

086right but what do we do when every kid has airpods right um and really helping to um kind of give less tangible items and and more um you know intrinsic motivation systems what that looks like we don't know yet um I am certain if we got a room of staff and students together they would come up with hundreds of great ideas that we would be able to Cobble together and come up with something great so um I'm excited about sort of the action steps that that PC has offered us I think we are in a good place uh to kind of work towards some training of students staff getting some uh very clear information out to our our families and our community members um and and really working towards um some some good growth in

087in this area as we roll into our next Pac year questions okay well yes we've waited good job patient yes taba please um thank you for this uh I really appreciated it I was wondering did you guys discuss at all an influence of social media and how that incorporates with their behavior and their relationships and things like that we had can I jump in there so we've noticed that um it seems like every week or every month at Franklin there's more students with watches or phones coming to school for whether it's texting or or posting that way and we we had some conversations with parents for things that would bubble up over the weekend based on texting or posting or who's involved and not involved and then realizing that we play a role in that

088if the child comes to school and it's impeding them accessing their own education so we had a really really eye-opening good eye opening conversations with um certain parents about that and the weight that carries with it and one of the things you know we kind of came to grips with I've talked with my assistant principal Jamie Linder is you know we have to understand like what's off the board we can't dictate social media or technology use at home you know those kind of things but we certainly can put a lot of weight be our roles where it's impeding them on a Monday where they're refusing to work or come to school because something happened over the weekend so we're really leaning into that instead of leaning back and I feel like that the conversations that

089I've had have been really good with our parents um just being transparent and honest like you know I always say don't add adjectives just say the Straight what what we're seeing and so we've had we've been kind of running towards that at Franklin where it bubbles up we haven't been proactive with like an overarching message other than you know I've said to our parents it does make me happy walking down the hallway and hearing a phone ring in the backpack so that means a student doesn't have their phone in the classroom um and we're not quite to that point yet but I know that we have parents that reach out to me quite a bit that are concerned about the technology use thank you Jeff thank you taba anyone Jess please so you'll notice a

090theme in my question it is pride month um do you as part of your Data Tracking do you track whether or not any of the incidents are related to lgbtq or other um marginalized type communities yeah so that's part of what we will have to track under the new bullying regulations um at this point um we can see it if it's identified as as part of the investigation or or part of what is was written into the incident um but as we move into the new bullying investigation that that Jeff referred to and kind of updating our responses to behavior that will become much more intentional and and much more a part of um the conversations that we're having as we're finding out more about what happened um as Jeff referred to there's three sides

091to every story right so often what comes to us initially is not the full story as we sort of unpack it and talk to different people so we will be much more intentional in the future the data that we looked at um we didn't look at that explicitly thank you uh next Dr Michael just have a couple quick compliments um I've been a part of pek before and it's certainly come along long way and uh I appreciate that and and all the data shows that students don't learn in well in an environment where there's bullying or distractions or or things along those lines um one thing that I thought was really good about this one that that stuck out the most to me um was the examples idea U when it comes to policy you

092give a parent a policy and they could glance over it but if you give an example okay here's what happened here was the process here was the outcome um I appreciate that as a parent um sometimes I learn better that way than just by looking at the actual policy if that makes sense so but thank you all of us we agree well huge Kudos toale we just talked about the strength or the how much we learned from our tabl tap activities when we're presented scenarios Molly had a really good one for our ad team last Thursday where we got in pairs of or groups of three and kind of walked our way through it and then each step of way and then Molly would come around and add another caveat to it or another caveat

093which would kind of change the situation but one of the things I know that Jamie and I talk about with at Franklin with that parent camp that was up there is maybe like having scenarios for parents as to walk through how we how we tackle a problem or like all the thought that goes into it for an example like that good wonderful um anyone else no yes can I revisit the uh social media uh piece so um I take it that while you can say bullying or some other inappropriate behavior was happening in a classroom or maybe in a hall way we don't have data that says there was bullying that was happening social or there was bad behavior there was something not that's being explicitly tracked at this point not that was a part

094of the data that we unpacked as as the PAC committee um you know I think there are as we look at individual incidents um like I believe there was one at Franklin um this year and and I'm certainly at Hadley that maybe might have started before school or over the weekend or things like that maybe not social media related but maybe you know text messages between students um we are not like I said earlier explicitly tracking that but you know and kind of referring back to my response to to Jess is you know as we learn more throughout the situation um you know we can can find out sort of where started and and pieces like that can I ask then if you were conducting as you would investigations and lo and behold a text

095or a cell phone or social was involved you'd have that in the investigation some I don't know whether these things are electronically then inputed but some sort of word search around cell phones or text might pop and maybe you'd say Well only in two% of the cases was or maybe 32% could you do that that we will do that you will do that yes yeah so that'll be a part of the new bullying regulations um and sort of in how we're reporting things um right now we're working on firming up our our formal investigation process our our building administrators have tried it out um the other layer that's going to come in is we'll have a um an anonymous reporting form that anyone can either report anonymously or by sharing who they are um that

096they either witnessed or um you know were were bullied um and that will be another layer of how we can track those pieces thank you anyone else well then you're done uh thank you both for the hard work you do and thanks to the parents and uh staff to participate and particularly to our wonderful uh student board members uh for participating in this process and contributing to it so thank you again many thanks Evelyn for coming back even after you've already been promoted yeah she's setting a you're officially done but she's back she's setting a new standard thank you all right well then we are done with presentations uh for the evening and we'll shift to public participation members of the public who wish to address the board she complete a form and submitted to

097Mrs Mo we ask that speakers maintain respectful decorum and limit their comments at 3 minutes or less Mrs Mo do we have anyone for public comment tonight Mrs MO is shaking her head no then we will move on and we'll go into reports and we have the superintendent report that David will facilitate and introduce any uh speakers related to it David great thank you um we have our annual Title One update uh this is required by is and so Juan is going to lead us through that so Juan thank you Dr Bruno good evening um I'm presenting to you a board report or intended for information purposes only as a background d41 receives Federal money through the Essa Grant which includes the title one and title two under this structure Church Elementary is what is

098considered a schoolwide title one school what this means is that title funds may be used to implement strategies for improving the educational programs for the whole school or for uh for providing Title One supplemental services for all students as part of the grant annual compliance responsibilities churo Elementary must conduct an annual evaluation of this plan this is completed annually by the building leadership team and documents the comprehensive strategies being implemented at churo this annual evaluation gives Church uh building leadership team an opportunity to reflect every year on what's in place what's not in place what's working what's not working and to make any adjustments as needed as a result of this annual evaluation and just for a quick reference this document that I present to you also um reflects what is reflected in the school

099Improvement plan the church Elementary Title One School White plan was approved by the d41 board of education on May 20th 2019 therefore no additional approval for this plan is needed at this time again this report serves uh for informational purposes to highlight the completion of the plan of the annual evaluation of the plan which was conducted by the building leadership team and with that I conclude my report thank you one thank you very much any questions board Okie do uh David next great next one is our full day kindergarten update Eric has been working a lot behind the scenes and he's going to provide an update for us so Eric yeah just uh a quick update on where we are in the process uh we continue to work towards obtaining approval both from the village

100of Glenn Allen from the County of DuPage also from the US Army Corps of Engineers uh they all have purview on different aspects of the project um as of to date we've uh I think nearing home plate on all three categories we should have permits and be able to schedule a ground breaking a groundbreaking ceremony pretty soon uh the exact date is still to be determined but I'm hopeful that it is within the next couple weeks um to that effect I did go to the uh Village to attend the plan commission meeting on Thursday this was an important step in the process uh Dr Mel was there um this is a requirement is part of our ultimate approval from the village to construct our addition to accommodate full day kindergarden uh the outcome of that

101meeting was exactly what we hoped for we received approval on some variance requests we had which were very minor in nature but nevertheless they needed approval we got that and we will next uh present to the Village Board of Trustees uh near the end of June for their approval so soon very soon you'll start seeing construction and Earth moving and all kinds of fun stuff happening over there wonderful uh I wanted to to see if Dr Michael had anything to add to that yeah just real briefly it was um it was a good meeting the Planning Commission meeting was uh well over an hour it was um a lot of the the um contractors were there um to answer questions but the the Planning Commission asked a lot of really good questions as as their

102job and they did a really good job of answering every single one and it kind of showed how uh organized and detailed and thorough um everybody was from from traffic to water to Landscaping building Etc um and it just showed how well vetted the process was so it was a very it was a long meeting but it was a good meeting so yeah yeah well I um I want to thank both Steve and Eric particularly you uh for your involvement in the meeting your preparation for the meeting you're being there to uh openly and insightfully answer uh questions and certainly our appreciation to White to the traffic folks uh for that uh involvement this is an important step there's lots of steps um and it can probably be a little slower than we'd all like

103it to be but we understand uh the importance to properly vet all of these actions so thank you uh board do you have any questions no all right thank you very much okay David anything else no that is everything from superintendent report so board reports are for you oh wonderful well then let's get to it board any board reports no okay not a single board report oh well a school is over I guess i i c can I say just uh two things uh one it was really a nice moment to be at the Hadley promotion ceremony and to have our three board members facilitate uh at that U at that meeting that was a a nice environment for for everyone to uh to be in all and also we had committed coming out of

104our professional development activity uh to continuing to be out in the community as as we are uh and I just wanted to note that I attended the villages first in their sumach music series which was I think was last Friday yeah is that Friday I think it was Friday uh and I did get a chance actually to have conversations uh uh with people in the community uh which was really nice in that setting and did want to note that one of our very own uh Amy Bishop who is fourth grade teacher right at Lincoln um um um well she had a band she's part of a band uh and and kind of headlined and performed and she had kids dancing um uh near the stage and it was a wonderful 90 minutes of uh sort

105of the ladies of uh rock and roll and I recognized almost all of those songs which I think I more to do with the time frame in which those songs were were very popular but it was so neat to see one of our own up there and engaging with all of the kids so it was a nice it was a nice space to be yeah all right so gez are there any student board members any can you find a student board member who has a report Evelyn how wonderful to see you again I think you have a report I do have a report um I did attend the final Pac meeting um that was talked about a little bit I got to share um my perspective perspective and the general student population perspective or I

106tried to on topics concerning behaviors and tools like the PBIS system used in Hadley and the elementaries um as you touched on Kira Carlos and myself all ran the beginning of the eth grade promotion where speeches and awards were presented for the class um which was we all had a really fun time prepping for that um and getting to do that um at our promotion ceremony um that is really all that has happened it's the end of the school year um but I would like to give my thanks once again for the opportunity I had to be on this board um and share my student voice and try to represent the entire District's um young student body well first of all I don't you did a wonderful job and none of us would disagree with

107that and your colleagues equally I think right you would be the first of student board members after being promoted and school has ended who's come back and formally given a report without that be correct I think that's that's correct so we may now have to name the student board member position after you or maybe that no all right maybe that's more than what we should do but thank you for putting your your heart and soul and and creative mind into the effort and we look forward to hearing more about your education and where your life go so please come back and continue to communicate with us okay thank you yeah all right uh David we've got a couple of discussion items yeah a couple discussion items tonight and then we'll take action at the next

108board meeting here later in June I'm going to start with Eric and we're going to talk about the price increase of School meals for next year yeah so outlin in the board report tonight is is it asked to basically increase our lunch price it would go from 395 to 415 uh this is directly uh a result of the Business Review that we've done with Quest Food Management Services uh they handle our lunch program um as everyone is aware the last two years inflation's been kind of High um the cost of goods the cost of food the cost of service uh Food Service workers has all gone up um and we have not raised our price so this would be an increase of 5% over our current price it would go into effect for the next

109school year uh we would also increase obviously our reduced price for both lunch and breakfast so um Quest believes this is necessary to get us closer to where we need to be financially as far as uh the price for a lunch matching what the cost uh to produce and serve that lunch is so uh tonight's report is Just for information um we will bring an action request to the August board meeting which will be in advance of school startup um with that happy to answer any questions board any well you know Eric um when when board members uh go visit schools and have lunch with kids uh not Julie or Jess we have a chance to um witness uh the the lunch program and and the value of that additional 5% well that that's one

110question I have um because inviting schools and and I'm remembering a specific a classro I don't know what classroom it was but a classroom at at Churchill I went in the morning they were all having breakfast um so it looking at the reduce lunch prices reduce breakfast prices I know it's a you know it's a smaller increase but is a way um uh is there a way to look at that separately from from the regular lunch prices I guess is that a different you know if we're looking at because of inflation and obviously inflation hits everyone but because inflation hits everyone if if we're looking at um uh reduced lunch prices obviously inflation is hitting those people more we need to start looking at percentages um does it make sense to look at those separately

111it it does and we have the option to do that uh we do not par participate in the national school lunch program which has mandated price increases tied to it so since we do not participate it and we have more flexibility as a district um we thought about that question actually so that's why we're only showing a 10cent increase for reduc lunch and 5 Cent for reduced breakfast but that is certainly something that cuz I remember having a conversation with with Rachel it was Rachel Solon at the time the principal um and she was pointing out you know how important that breakfast meal was to those kids um and to a lot of kids in that school um really started off that foundational piece of the day with with a good meal um yeah it

112it is certainly within the board's perview to discuss that what I would offer is we do do not have a large population of reduced price paying families um it's either and I could be different ballparks too yeah exactly you either you don't qualify for a free meal or I mean it's basically free or you pay full Freight which is would be now the 415 our reduced price population I think is very small um but nevertheless important right good question thank you Jason thank you Eric okay next item next item um technology is going to talk to us about uh a switch replacement recommendation and what that looks like for the future so Andrew yep thank you so in front of you I've um have a passive Optical Network project um that I'm proposing if you

113were call back in 2019 the district did a switch and wireless access point project to refresh the those items and then in 2020 we did a firewall project to refresh that so those all of those technology infrastructure pieces are coming to the end of their life cycles and needing to go through another refresh so this is the beginning of that process and to start us off on the right foot we're looking to um start with these switches we have about 200 switches across the district and we want to start with Forest Glenn that has 30 of those this is um not a brand new technology but is new to us and using that in our environment so we want to start with one building and get the the um Tech technology team to have the

114right training and understanding of the technology it's going to leverage the fiber optic cabling that runs throughout the district to majority of the classrooms and instead of replacing all of the copper cabling that we looked at last summer that was cost prohibitive this will actually leverage the the um fioptic cabling and we don't have to replace that the equivalent switch um Hardware is actually less cost than the switches we have so we can do this at a reduced rate than we would look at for placing the switches the additional benefit is like I mentioned we have 30 switches that we manage at Forest Glenn when this is said and done from our perspective it would look like we're managing one switch so the maintenance of it and physical upkeep it looks like one versus 30

115when we get to do this across the district we have approximately 200 switches and it would basically look like three switches we're managing so the management piece for the team comes down to a much smaller piece we still have the physical equipment it just has a lower overhead that we have to manage this is a product that is actually running the O'Hare uh O'Hare airport so it is a um robust system and it's one that we can leverage to our advantage and our team can take advantage of it so our proposal is to do this in Forest Glenn this summer do the training get the infrastructure in place and have that upfront and then we will take it advantage of eate funding next year to finish the rest of the buildings and get that piece

116of the infrastructure in place and that's our proposal that we started um and we were asking the board to um to approve at our next meeting the um we had 10 vendors that showed interest in this process when we put out the RFP five responded and then we're putting forth the lowest bid that came um to us at the $168,000 so we did our due diligence working with our e- um Consultants of Client First to go through and they did the evaluations hand inand with us on a 100 point scale with the vendor we're proposing came out on top with 99 out of 100 um points on that skill yeah Julie can you um you wrote A really lovely report that's like a page and a half and there were lots of really lovely words

117to BU a phrase from the internet can you explain this to me like in five like seriously sure I don't know what any of these things are so can you just in layman's terms like what is a passive Optical Network yep like so to simplify the best I can that yeah so normally we you take the ethernet cable which is copper wire to plug in and switches that use those copper wires if you recall about this time last year we asked for a project to look at replacing all that cabling and that was just a two buildings um forest or um Franklin and Lincoln and that came in um with with um bids that were between $3 500,000 just to replace cabling so that alone was cost prohibitive and that wasn't even looking at switches

118so fiber optic is basically glass that uses light to move um the signals instead of copper that uses electric signals so we want to leverage that fiber optic cable that runs to all of our class rooms that's already there we don't need to replace it it still has plenty of extra life this switch system we're going to put in there is basically going to take the idea of just a giant prism and split that signal out to the classrooms and let that go back and forth and the follow up with more child questions that's okay the giant prison thing is the switch thing yes okay so this is just like a internet connectivity it allows all the traffic that goes within the building that right now runs on the yellow cable I got here that's

119copper wire it'll run on the fiber optic cables that are throughout the building okay so instead of replacing all the infrastructure that the copper wire relies on we're going to rely on the fiber optic cable that's in the building okay thank you and actually does it at a much lower cost those are good questions yeah any other uh questions and and Andrew you may just want to just summarize for people again the value of the uh e rap so but we're doing this one building Forest Glenn outside of the e- rate next year we'll bring it up again we're going to put the rest of the buildings up in front with putting that into eate the benefit of eate is we will we will put the money up front but then eate will re reimburse

120us up to 50% of what we put out so we'll get money back not on this particular one where we going out inside the e- rate window the 2324 Windows Clos and the 2425 hasn't opened yet but we want to get this project done so that we can get that learning and that experience in and done this summer before the school year starts without disruption to the classrooms and the school and learning it and then we'll put that out there into the E rate window so we can leverage those funds that are available e rate goes on a fiveyear cycle and that cycle is due to end this coming year so we want to leverage the money that's available to us so we want to put this project into it next year so this is

121the perfect project to put in there then we'll move into the next eate Cycles with those other infrastructure projects with that I mentioned at the beginning thank you all right wonderful all right and we've got one more uh discussion topic David yeah one more uh Molly's going to talk to us about the 2425 special education resources uh yes the student services department is recommending that we purchase three new resources to be used with our students with disabilities uh these are to add to the toolkit so that we can continue to indiv individualize instruction for all the different students with disabilities um the first one is uh readtopia which is a literacy program um readtopia it was created primarily with the idea of complex communicators in mind so our students who use communication devices or who

122use a total communication approach one of the benefits of readtopia is that um it takes um novels that are typically developing students would be reading and um offers them up to our um struggling readers at three different levels um in an age appropriate way so without making it babyish or cartoonish but but really keeping the content of it um so um Swiss Family Robinson is a perfect example that comes to mind um written at three separate levels but keeps the content of the story appropriate allows our students to access grade level curriculum um in a way that is Meaningful and purposeful for them um the uh Next program that we are recommending is the star links program this is for our most significant learners um it really is to help our students um engage in

123instruction and sort of learn the skills that are needed to be a student um this is for um our most impacted Learners who um may not be able to come into a classroom sit down follow directions and do all of the the steps that happen in a classroom this is a very individualized program that'll create a very um specific path for each student um that will teach them the skills so that they can engage then in uh small group or or whole group instruction um and then the last one is a suite of math interventions through the uh McGraw Hill Publishing Company um it really is to continue to build um different resources into the the teachers day um it's a way to kind of uh bridge the gap between what's happening within the general

124education classroom and curriculum um and really help our our students develop the uh math um numeracy and application skills that are required and help close that gap for them uh so those are the recommendations um they'll all be purchased through the idea Grant um which is part of the the um funding that is provided to us um questions thank you m board any questions Molly first of all I appreciate the time you took to address questions uh that the board had submitted and to extensively um explain the Continuum of services that are provided for our special education community and for staff to use to differentiate across um across the district and students and it was a real educational piece for me also to to see how each of these added resources come come into play

125um so thank you for doing the assessment making the recommendation any questions or comments further you about okay okay uh very good thank you all right yeah um before continuing on the board does have a reason to adjourn for a brief close session um may have a motion to adjourn to close session to confidentially discuss section 2c1 probably or imminent litigation in section 2c2 review or discussion of claims and loss with the district's insurers in section 24 discussion of minutes of meetings lawfully closed under the open meetings act whether for purposes of Schoolboard approval of the minutes or semiannual review of the minutes as required by the ACT motion a second second wonderful any discussion Mrs mooch Mr eses yes Mrs buer yes Mrs Hill yes Mrs Sayad yes Mr lobach yes Dr Michael Yes

126Dr Bruno yes and the board will be returning uh to open session e e e moing okay okay it is now 8:44 p.m. and the board is back in Open Session and we're going to move into our action items and the first items up is the consent agenda I did want to make a note that on the consent agenda there is a very generous donation from the rotary uh that is listed uh at $7,500 and that is really generous but actually and it's still generous and we welcome it the actual amount is 750 somebody got an extra digit uh in there so that will stand corrected but thank you very much to the to the rotary are there any items board members would like to be removed from the consent agenda to be considered separately

127hearing none may have a motion to approve the consent agenda which includes the following the Personnel Report with employment recommendations non-union exempt compensation and resignations monthly Financial reports Builders Risk insurance resolution uh of authorization to authorize the payment of Summer bill and then the open and closed session minutes of May 20th 2024 motion second any discussion no roll call Mrs Mo Mr eses yes Mrs buer yes Mrs Hill yes Mrs Sayad yes Dr MCO yes Mr lobach yes Dr Bruno yes all right we've got uh a few recommendations the first is the board policy revisions second reading and adoption may have a motion to approve the board policy revision as outlined in the board report and presented motion second any discussion again I want to thank the policy committee for bringing that bundle uh uh

128to us at previous meeting thank you Nancy roll call Dr Michael yes Mr lak yes Mrs Sayad yes Mrs Hill yes Mr eses yes Mrs buer yes Dr Bruno yes second item is the supplemental pay recommendation may have a motion to approve appr the supplemental pay recommendations for the 2425 school year as outlined in the board report and supported through the supplemental pay budget as presented motion second thank you Ted any discussion I just want to thank the supplemental pay committee yeah good David bro very good thank you all right Nancy roll call please Mr etes yes Mrs buer yes Mrs Hill yes Dr moo yes Mr lobach yes M Mrs Sayad yes Dr Bruno yes and then a item on technology the IXL resource purchase may have a motion to approve the ISL intervention

129subscription as outlined in this report for a total cost of $20,400 to be paid from the 2425 technology budget motion second any discussion can it Andrew would it be you or maybe someone else just again just just briefly note what the ISL resource is it's a math intervention resource that Hadley uses it also has a reading component to it um they've been let they purchased it or uh tried it this past year um mostly for the math piece but including the reading they've been using it for the tier 2 tier three but found it also a successful tier one intervention and they're going to continue using that and we're going to pull out the actively learn resource um was there anything else Chris no good okay thank you very good all right uh roll call

130Mrs Mo Mrs bumer yes Mr rties yes Mr Loach yes Mrs say yes Dr micho yes Mrs Hill yes Dr Bruno yes and then finally it's uh to approve the full day kindergarten Center project big p package this is 2b we did 2A um may I have a motion to accept the bids for the addition which will add F day kindergarten to Church Hill Elementary School for a total of 11,165 thou $167,600 as discussed earlier um I don't think we how much discussion well not earlier in the meeting not earlier tonight not tonight we had a previous meeting correct we had discussions um outlin in the board report and the fqc recommendation letter as presented motion second Eric to that point is there anything you wanted to say is a big big package yeah just

131just to to summarize this is the remainder of that package accepting there are two bids that are still being vetted in a scope review that happened of the I think it was 21 remaining bids so at our last meeting you approved the four contractors leaving 21 to go tonight you're approving 19 the two remaining had additional scope items that fqc needed to spend a little more time working through uh we intend to bring those for approval at the special board meeting at the end of June um just wanted to get that done before it came to the board for approval but it needs to be done uh sooner rather than later uh especially since we don't have a July board meeting very good yes okay very good uh Nancy roll call Mr lak yes Dr

132micho yes Mrs buer yes Mrs Hill yes Mrs S yes Mr eses yes Dr Bruno yes and next up uh is the board governance and learning together we have an advocacy report listed as it will be uh on an ongoing basis but miss Hill um um I have lots of information about what was passed through both houses of the legislature but I don't really know what got passed by the governor um and the um advocacy like monthly phone call was supposed to be Friday it got changed to Monday and I had a conflicting appointment so I could not attend um I know August feels like far in the future when if I get more information and I can like do my own research but I just didn't um I can email you guys with there's

133there was a lot of really good stuff I thought that was like that had passed but like the governor has to sign off in it so I don't know what happened you know between those steps so when I get more information I'll send more information to you to be determined thank you I did want to just take a a moment also uh to U I want to thank Erica Kil for also making that connection between our Kanas folks and the restorative circles and newcomers really it sort of began with you uh and that came together uh nicely so want to give you a odd for that thank you anything else Ted um I'm finishing up our uh submission for the iasp governance um recognition um I'd like everybody to spend about five minutes thinking about

134the iasb events that you attended in the last two years and pick one topic that you learned about that that was important to you and let me know what that is and I'll follow up when do you need that by Ted give us a date um by next Monday okay do you just need literally do you just literally need the topic or do you need like to write up about just just the topic what what what was something that stood out to you that was worth your while to go to attend whether it was uh one of those um evening dinners District dinners or whether it was the triple I conference just let me know what the topic was thanks oh okay and we do appreciate Ted you you taking the leadership on this weave

135oh my pleasure recognition it's my third time doing it I'm I'm a pro now you are we like it and we want to keep your record at batting a thousand all right great and then finally upcoming upcoming meetings we will have a special meeting on June 20th 20 24 we'll be here at 6:30 p.m. just as a reminder this will be an opportunity for our incoming superintendent to give his entry plan we look forward to seeing Dr McHugh and then the board will be back in business for a regular uh board meeting on August the 12th again at 630 at Hadley okay any items for future agenda therefore uh again before closing the meeting remember to complete your board evaluation Nancy works really hard at making sure that link is there so fill it out

136it is now 8:53 I think p.m may I have a motion to adjourn the June 10th 2024 regular meeting motion second any discussion all in favor say I I I