001all right very good good evening good to see everyone the January 22nd 2024 Board of Education meeting will now come to order Mrs Mo roll call please Mr here here here here here thank you very much Mr Loach please lead us in the pledge of Alle I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all all right we are going to begin best possible place to begin with a celebration and recognition Melissa absolutely so we have have a very um unique and interesting exciting celebration tonight I would like to congratulate Church Hills fles teacher Megan petrali for becoming a published author Megan published her book El armadillo Armarillo earlier this year and reached out
002to share and so we we um invited her to come to a board meeting and say a few words about the process um but also if you would graciously read a little bit of your book tonight for us we would love it so congratul to [Applause] Megan unless the green the green button on is the green light on underne if it is then you're good okay green is on okay all right well thank you to the board and to Dr k for the recognition because it's very exciting um to finally have it done so it was kind of just a labor of love and something that I was inspired to do through my job here at d41 as a fles teacher um I just saw a need for more authentic children's books that were written
003only in Spanish um that had certain elements that I wasn't finding that were out there so I just kind of wrote my own so there's the book so Megan pet M see just practice for aloc is so for my non-spanish speaking friends um so it's the yellow armadillo he lives in the desert and all the animals make fun of him and how he dresses and expresses himself so he learns at the end after um they're all saying mean things to him the lizard tells him just be yourself it's very important just to stay true to who you are and express yourself and then he's happy after that so very good wonderful um Megan if you could just say there just for a second don't mind um and by the way I don't see the problem
004with how the amadell dresses do you he's a snazzy dresser quite I like the socks yeah the socks are fantastic knew you love the socks um bring him back I I just wanted to open it up to the board if they had any questions for Megan or or comments uh about her uh her publishing success and we certainly have someone on the board who's had quite a bit of publishing success to my far right um so any thoughts or comments well I think it's awesome I I think it's awesome like it's an accomplishment of to have a book publish was also fun in talking to I remember I remember when it was but it was a few years ago I was talking to the Church of PTA president and we talking about hey we just
005need more Spanish language books in our library and then here we are we have a teacher publishing her own Spanish language book I'm from Churchill so congratulations thank you yes yes anyone else I'm wondering if you Illustrated it yourself I did not that was a um friend that I found that Illustrated it but she did a phenomenal job yeah I it brought to mind back in high school I took a creative writing class where I was supposed to do a a child's book I didn't do a very good job illustrating it or writing it so um I just want to say That's so exciting and um I'm really proud of you for taking that initiative because of course you know when you see that void you wonder okay who's going to fill it but then
006stepping up and saying I will do it you know that's that's the right intention so how are your students feeling about you as a published author and then having a book that they can enjoy in Spanish they're pretty excited I've read it to most of my classes um and then it's in our Churchill library now so they've all been kind of like running up to me I I got your book I took your book out so that's been exciting well I would like a sign copy please okay sure thank you Megan is book two in the works or will you ever I'm going to take a little break little Hiatus and then maybe thank you very much congratulations thank you for coming and spending some time this morning and and as much as Megan as
007much as it pains me I know uh it was only on loan wait how did we get this stuff to animal my husband had that made oh and I noticed it in the book he does page that's awesome thank you Megan thank you all right uh I don't know who's next but you got props is it this guy right here does he got props Melissa you're next with the presentation um actually I would like to call up the forest Glenn um School Improvement plan data presentation and um introduce um Scott kpit that everybody knows um and also Sarah tatal who is the assistant principal at Forest Glenn so we'll let them take it over no problems yeah no props this evening but thank you for the opportunity to uh to speak and to share our
008school Improvement plan uh I am going to let Sarah run through uh some of the data that is the common data that all the buildings are pulling for their school Improvement plans and then I will talk to our plan a little bit and so I'm going to let her step up and kind of talk through those pieces first good evening um thank you for letting us come and speak to our school Improvement plan and our data tonight at the school board meeting um this first graph that we have here is uh very important as we look through all of the graphs the difference between achievement percentile data and growth percentile data um as we move through the graphs I wanted to start out by just explaining the difference between the two um achievement percentile data
009with map is indicating the percentage of students in our building all K through fifth grade students who are meeting grade level standards in that um subject area so we had 69% of our students who were meeting grade level expectations for the um grade level map assessment in English language arts this graph indicates um the students that in each of the three subgroups that met the grade level standards again K5 for the English language arts assessment this in conjunction with the um previous 69% graph that we just looked at this indicates the amount of students that met their growth percentile data so this to us is a very important um piece of data to look at because this indicates of all of the students in our school how many children actually met the growth piece that
010map naturally sets for them um so this is what we want to look at for all of our students K5 how much growth that they make um again that 69% is how many students are making or meeting grade level standards 53% of those students made growth at at the end of the year this is the these are the amount of students for those three subgroups for the free and reduced lunch English language Learners and with IEPs that made the growth um for this piece of data for the English language arts we had 100% or more of our students show growth which was a huge celebration for us we had 73% overall of our through five students show and meet the expected grade level standards in the area of math on map these are the three
011subgroups who met the grade level standards K5 in math we had 48% show growth in their math MAP over the course of that year we had a significant amount of students students again show growth in those three subgroups which was a very meaningful percentage for us to to measure that that metric was strong for us to look at these are the I scores that when we look at from compared to the state our school has made some nice growth in relationships to um the 3D through fifth graders um we do need to look at this data very carefully because it's third through through fifth grade 2122 a different cohort of students from 22 to 23 because then we have um second graders in 2223 um who who didn't take it obviously in 2122 and then
012we had graduating fifth graders who didn't take it 2223 so we need to take this we we look at this very carefully if we want to break it down and look at cohorts of students because there's two grade levels who didn't take one one um Year's assessment compared to the next next I don't want to jump in but I'm going to um Chris not to put you on the spot but could you throw the percentage out again for I so that's the state assessment and we keep reinforcing this that Illinois sets the bar extremely high in order to be um to determine that you're either meeting or exceeding grade level standards and I know at some grades it may be as high as mid 70 percentile correct correct yeah and I I want to step
013back just for a second to to put into context also the map achievement data doesn't um specifically measure um proficiency towards grade level standards was it what it does is it tells us where our students at were rank nationally across Norm nationally yes so when you see um if you go back to your map slide just for a sec um so not the growth but the achievement so if you look at the math achievement percentile that is not saying that 53% of students met grade level standards that's just showing that 50 that where they fell in the National norms so that is it's not grade levels it's just when they when they rank to the nation where we land in the nation um in like in the 50th percentile so anything above the 50th percentile
014is achieving higher than average um so I wanted to put that into context which is important because to Melissa's point the i in order to meet grade level standards on the I proficiency standards you have to be anywhere between the 60th and 75th percentile nationally to be considered just meeting in the state of Illinois um to exceed you have to be in the top 3 to 4% nationally so again when you see um on the I scores if you see that 60% of our students um met are are Met meeting are exceeding that really means that 60% of our students are anywhere between the 60th and 75th percentile nationally and map was just rored 2122 I 2020 20 to 21 it was to yeah they 20 they've not been normed since the p they're going
015to Norm soon but 2020 was the last time they were normed so we can head to the next slide so these are the same three subgroups that we looked at for map and where they fell coming out in the um English language arts for I we had significant growth in our IEP subgroup from 212 2 to 2223 um we went from 0% to about 14% I believe that says um so we'll have to keep an eye on where that falls for the 23 24 if we in the same trajectory I guess I would also look that probably also given the subgroup but offended by the number of students that were involved in that correct if we had enough to make a subgroup yes this is this same graph that we looked at for English language
016arts for math when it comes to the I again keeping in mind that we had keeping in mind that we had different grade levels that we were looking at three to third through fifth grade uh 49.9% to 61.8% we had a nice Improvement and growth over those two two two school years our subgroups it's interesting that we had a subgroup for IEP for math um in 2122 um but again decent level of growth for all three of those subgroups science um we had nice area of growth but again two different cohorts of fifth graders that took that between those two grade levels and class years we did not have data for English language Learners or for EP students but again most likely because we didn't have a subgroup um we didn't meet the threshold for
017subgroups for reporting on them this is our kids data that indicates that over time those students are making growth but again two different cohorts of kids and kids really tells us how kids are coming to school before we Unity to impact them and our student attendance is holding very steady this next graph I will let Scott speak to with our human X data our humanex data the last two years this is the uh the percentage of staff that are highly engaged and highly satisfied and so a little bit of an increase there we call it that upper right hand corner of the human xra the 3X3 quadrant I think that they have shared with you and so um one of the things we're proud about with this particular Not only was there an increase but
018also we have had 100% participation in the human x uh the last two years and so I have a slightly competitive group and I might be slightly competitive myself um to be able to make sure that we get 100% participation uh on those uh humanex pieces and so I'm proud of that growth and and seeing that uh we are continuing to to work with that and our building leadership team then looked at this uh and we identified our results in um one of the areas we want to work on I think it was shared at a recent board meeting when Carolin came to speak was uh we want to work on our communication amongst ourselves as a staff and how we're communicating with one another and just making sure that we are uh doing things
019to to continue to um to support one another and and stay in communication with one another and so we've got some work to do as a building leadership team uh from that standpoint so that's humanex Andrew if you could so the next thing I I would like to talk about is our school Improvement plan U I'm just kind of going to walk you through um I don't know if you have a you don't have a copy even better I'll just kind of talk through I think there was a a copy shirt or we can get a copy to the board uh in terms of of what we were looking to do but we um as a leadership team met in October and and had a conversation around what areas we really wanted to identify and
020the the growth for all students is a piece that we talk about as a leadership team we continually want to do um and how we want to to move forward and so um when we looked at that we know that uh I is is a great measuring tool from the community standpoint people look at our IR scores and see how we're doing but that's third through fifth grade it doesn't tell us how all students are doing it's a nice measure doesn't tell us how all students are doing and the one piece that we have that really tells us how everyone is doing is the map and looking at map uh results and so as Sarah alluded to uh when we look into the data it's the growth that we really want want to look at
021for students in that growth measure and so um we uh had conversations around percentage of students that are meeting their growth and so we set two goals uh essentially uh as a building leadership team for this year it was looking at the percentage of students who meet their annual growth in reading and those that meet their annual grow growth in math and we went back and looked at the last two years of data to be able to um set set a number and as a leadership team we came to the number number of 58% of uh in both areas is what we're hoping to get students so when we when we take the map test in the spring um that's our goal is to see if we can get 58% or higher of our students
022that have met uh that growth Target for the year it's a bit of a lofty goal I think when map tells you that if you're doing around 50% you're doing pretty good work and so we're trying to sett a little bit higher but we talked about wanting to our numbers were such that the math numbers actually fluctuated between 61% one year and 51% the other and so we kind of figured we tried to Middle it and go a little bit more than middle um and so same thing with our our reading scores our reading scores had shown some increase over the last couple of years so we're optimistic and hopeful that um that we were able to to meet that goal but the conversation I had with the leadership team was it's a nice goal
023for us to set let's set the bar high and see if we can clear it and if we don't then we'll go back and have conversations about what we what we're uh what we didn't do or or how we can how we can make improvements so i' would rather set the bar High than then be able to step over it easily and so that's where we're looking to to go with things so what I'm going to talk about next is just the opportunities so then how how are we going to go about doing that what are the pieces that we're going to put in place as a leadership team to make sure that um we are are working towards the the growth piece for all students first conversation we had as a leadership team was
024we we don't really think that we ever taken the time to teach kids how to take those tests whether it's the IR or the map and how to identify uh the vocabulary and the skills needed and even just some test taking tips and strategies and so um we have not developed a formal plan for this yet but our conversations were around what could we do to build some of those pieces into our tier one instruction for all students across the board uh prior to taking not even just prior to taking the map not cramming for the map test in any but along the way just kind of building in those test taking strategies for students um so that would be uh something that we're going to focus on so we've got some work that we
025know that we need to do for the remainder of this year building into the spring and then and continuing on a second piece that we are looking at as a leadership team is just how our small group instruction is taking place uh in the building all of the buildings have built an Elementary schedule that allows for a 15minute um intervention time at the end of a math block and then a 30 minute uh intervention time for the literacy block at grades 1 through five in addition to at K5 we' have built in um time for word work um and and so how are we making sure that those things are happening how are we using those pieces uh as we move through how are we using those intervention times um and then are we consistent
026with how we're using them consistency with how we're using our tier one uh instruction for for all uh all of our students as you know Eureka squared is a change in the math curriculum it's not a new curric I mean there's some pieces that that are very similar to eure but it's a new piece for for staff to learn and for kids to learn and some adjustments that are being made there and we also have from A literacy standpoint we are um obviously uh in a transition with as we move towards a new literacy um curricular piece as to what we're doing there and so just making sure that we are consistent across the board other thing that we thought that we all need to be doing is just within our daily plc's the kinds
027of conversations that we're having and every PLC should focus on I would love to say that we always focus on these questions and I know that we don't and this is an area where we can continue to grow but the four questions of just what do we want all students to be able to do and then um how do we know how are we going to know that they're able to do it and then what are we going to do for the students who can't do it and then what are we going to do for the students who can and so that's how you get into that that tier one of what we can do for everyone and how do we adjust and then how do we get into those intervention times for both students
028that can and can't and so and then also just to focus on the essential uh essential pieces I've had conversations with staff with our curriculum there are so many things we need to as grade level teams have conversations around what's essential at every grade level for students to learn from from A literacy and math standpoint and then how do we go about that and our coaches have done a nice job of identifying uh both literacy and math giving this giving us those Essentials uh but then how do we then have those conversations around them so and and what do we do um so teams meet weekly with their literacy coach and their math coach within the within the PLC and they have those conversations and trying to just keep track in terms of of how
029we're doing and um and what they're doing to to be consistent across the grade levels for for instruction as administrators Sarah and I um we have some look fors as we go in and do observations um we've been given uh Eureka Math implementation observation look for the same thing with literacy uh list of look fors it's been really good for me uh to try and use this year I've used it already uh both in my informal walkthroughs and also just in some conversations uh in some formal observations with teachers um being able to just know the pieces of the new Eureka squared um to call out a fluency part of it when I see it or what the launch looks like um to be able to go in and and see a mini lesson or
030talk about uh the word work uh the independent work that's happening within the literacy block and so for us to have those checklists and look fors to help bring consistency we've shared those um with the teams they know that that's what we're looking for when we come in and so we're trying to again develop that that peace and that understanding for for all staff of um to keep things consistent another thing that we as administrators are looking to do is just having those data conversations with the building leadership team um the goals that we set are going to be things that we're going to look at regularly we're going to we're getting ready to we're in the middle of a map window right now in the winter and I can tell you at our February
031meeting we're going to pull the winter data and look at how are we doing on that goal thus far what kind of progress are we making and that's been something that honestly we haven't done consistently um over the past few years and so I'm looking forward to being able to to get back to that consistent uh look for and when we shared the when we talked about the plan with our leadership team last week and we talked about here are the here are the numbers that we're looking at we're going to pull these consistently we're going to look at them um and see how we're doing and we're going to adjust as we go um and so looking forward to being able to have those conversations and the other thing that we can do one
032thing I personally would like to do is to be able to have more conversations with teachers regarding their their map progress of their students um something I used to do U when I was a principal at Churchill uh very early on and just kind of something that I I think I lost track of over time but just being able to sit down in the spring and have a a brief conversation to look at a a teacher's classroom performance with students and have some conversations about what are they proud of what areas are there to to grow from and so um piece that I'm looking to do and then just questions that we can ask within our um within our post conferences very specific questions that we can ask them about their instruction how the intervention
033block is working um and and what is um and just how they're meeting the needs of their students so all things that we can do one other piece so that's going to look that that work is all looking the same for literacy and math there's a lot of similarities between how we're using the intervention blocks the times are different but it's it's very similar with the look fors and all the pieces and so there's a lot of alignment with our um with our plan here in terms of what we're looking to do and and the the pieces that have been put in place for us by the district and so one additional piece for uh literacy that I wanted to just spend a couple of minutes focusing on as I've we've given building tours for
034a number of you over the past few months and something I've highlighted as we've as we've come in is that we have a focus this year um at Forest Glenn of just trying to have a spotlight on um first of all we have a theme for the year that everyone has a spot at Forest Glenn I think Lincoln is using a similar a similar theme and so we tried to work off of that and say what could we do with the spot and how could we Spotlight different things and so our Focus as a leadership team was a um a spotlight on reading we last year had done a book study um the six literacy lovers is written by Brad guson it's uh creating a community of readers and a lot of just I ideas
035of how schools can build um build a relationship for kids with reading and just trying to what we can do to be able to to have that to have that happen we really feel that reading is a relationship um and so and we have to be able to figure out ways to connect kids with books to be able to to help build that relationship for them and so we have identified uh we have been doing some things at the building level this year to focus on that uh we've been doing schoolwide read alouds via using technology um I've done from my office I know there have been other staff members who have um who have volunteered their time and so we we pick a book and first 15 minutes of the day we do a
036schoolwide read aloud just to here's a book that I would like to share something that's important to me um and so that has been something that's been popular we've also challenged all of our classrooms um to that we call the read 150 challenge I'm trying to challenge all of them to read 150 picture books throughout the course of the year um picture books a lot of times especially when you get to fourth and fifth grade students think well that's it's not it's not simple or it's too simple because it's not a thick book like this but there are a lot of there's a lot of quality literature as Megan just shared here a few minutes ago with the book that she wrote right and so an opportunity for um for us to connect kids with
037books and so we've challenged all the teachers to to take time if you think about 100 right 150 books if you're reading one I mean there's that's you got to read almost one every day to be able to get covered and we've got some that are moving well along others that have struggled with it but just again the challenge is there and um to see if we can introduce kids to books and the other piece that we have done is our Sunday night Spotlight on reading we've had um we've live streamed uh reading um different staff members have taken turns reading books uh some of their favorite books and we've had students and families log on and we again trying to get students to build that uh to find a spot at home that's comfortable
038to listen to a book um to do those on a Sunday night we've done those like once a month um as we've moved throughout the year and so just different things that we're trying to do that all came from our conversations together around this book of what can we do to build those relationships with kids uh for reading and and introducing them to reading so so with that that's kind of an overview of the forest Glenn School Improvement plan I'm happy to answer any questions for put Sarah back up here to answer questions absolutely thank you thank you both Sarah and Scott all right board questions or comments for Scott or Sarah well yeah I okay then I'll go or Jess did you oh well good to see you Jess apologies for coming in late
039um but I just I did have questions and you addressed all of them in your overview about the S plan so I appreciate how thoroughly you reviewed that and and uh I I I just appreciate the framework and how it really gives tell tells a story of of how You' thought through it as a team collaboratively and and how you're going to kind of make it happen and I I particularly love the Sunday night story and how you're taking those learnings well in all honesty I appreciate the framework as well because it is something that uh Melissa and Chris have kind of put in place to help us and assist us with trying to being an administrator for a number of years in this District I've had school Improvement plans that were like that thick
040and you felt like you had to fill them up with things and then we we went through a time where we weren't quite sure what we were doing in the past few years and actually it was one of my uh one of my new members to my BLT um just this is her first year and it's O October meeting and she's like what is our what is our school Improvement plan do we have one and we all kind of looked around at each other it's like we we need to put something in place and we need to take a look at this and so the structure has been very helpful for us to be able to just kind of streamline it and and keep it uh keep it tight so and again simple right it's
041it's it it gets at everyone um and then what we can do how are we doing and so when we had the conversations we felt really good about where this was uh as a starting point and then what we can do to to build off of it so thank you thank you thank you Jess Scott I was intrigued by the reference to the use of the small SC uh group instruction the intervention right speaking of the framework of how it happens and immediately I wondered H how will you uh how will you isolate and the effect of that see Sarah's nodding her head of that intervention so you'll come back and say aha it was that intervention or we need more minutes how Sarah you got an answer to that a thought so we meet
042with our uh math and literacy coaches once a week along with our school Psych ologist and our school social worker every other week uh to look at how we're exactly we're using our small group intervention time for a variety of students for a variety of needs it's all data driven um the literacy coach and the math coach look at all these different pieces of data to say here's exactly the strand of um skill in either math or literacy that this child needs to work on and then partners with that classroom teacher to put together an intervention that can be done in the classroom and then we track that data and we monitor it every 2 to three weeks at a time if it needs to be a social emotional or more collaborative team building intervention
043then the social worker and the school psychologist helps us track that data so that's how we use that intervention time and that's how we specifically track and monitor whether the intervention is effective for that student thank you Scott anything to add to that no good I think she she answered that one pretty well um I would just say conversations I think as well with staff within leadership team they will come to us regularly and say if your question was more how is that time is it effective is it being implemented the right way um I think those are the conversations that we need to have with our team and just say how's it working that 15 minutes at the end of the the literacy or end of the math block if we were to come
044in we should see some small group instruction going now there might be an occasional day where hey my lesson ran long I need to take that 15 minutes to do something different once in a while great if I come in on a regular basis I see it's always the case then okay we're need to have a conversation about what's not working for you with the timing and is it be using things as well as we could so just our conversations and I think our observations is one of the pieces and one just one one final observation or or comment um the book challenge the 150 books wow that's a that that's a challenge and the Sunday read um It just strikes me that what you're doing is really modeling right there's a lot of minutia
045about how we develop the capacity to read but certainly demonstrating reading and asking people to do it builds a habit it's builds muscle and that habit um is really powerful in terms of learning so the more in more time you can spend I from my perspective yeah I agree and I think also exposure to books help students identify what's my identity as a reader right and so you want to be able to have students have exposure to a variety of different types of of stories and and I mean obviously for me growing up as a kid if I couldn't read enough about sports that was a big thing for me um but that might not be for everyone and so for some and so be able to find those books and to be able to
046um I can teach you to read right and I've got to be able to want you to continue to use those skills and so you've got to find something that's important to you that helps you identify who you are so yeah from Sports to Yellow armadillos right there you go there's a book for everybody there you go did you have something yes I so I just want to say congratulations and thank you because we did really boil it down this year to something very different I think as a district we've been through um lots of Renditions of school Improvement and very elaborate trainings and all that stuff and really at the end of the day it boils down to what is the DAT what what story does your data tell you and then I said
047please come and talk about what are you going to do differently because it's really you know the data is important but the most important piece are what are you administrators going to do differently in your building in response to the data what are teachers going to do and then what are kids going to do and I think by making it that simple it forces us all to think about um you know is there alignment between the data tells us this and are we actually addressing that need so I'm glad that it served a purpose for you and and those look fors and listen fors so that all principles and assistant principles and coaches when they're going in are having the same conversations with teachers like this is what we should see during instruction whether it's
048formal or informal observation so sometimes more elaborate is not good and and this year we took a step to really bring it back to um you know the absolute necessities of what consistent good instruction looks like across buildings so thank you thank you well thank you both well let you get on with your evening thank you thank you so much you're welcome all right we will move to public participation members of the public who wish to address the board should complete a form and submitted to Mrs Mo we ask the speakers maintain respectful decorum and limit comments to three minutes or less Mrs mooch is there anyone wishing to make public comment this evening there is not thank you very much then we will move to reports and we will start with the superintendent's report
049okay nothing near as thrilling as the forest Glenn presentation or the the reading of the book um but this is just a followup with the board I want to share that our annual immun ation report is complete and it will be placed on our district website as required um tonight we have our um mental health consultant joining us virtually so Brenda is um with us again virtual virtually tonight we're going to give a brief update on the usage data regarding the various mental health supports that are happening outside of the school day um in our district and then um a wonderful um welcome to amiter from referral GPS um we've been working with Amit to really launch the platform and he's going to share with us um some information about the treatment fund this is
050in my opinion um the most important part of it um that will kind of culminate our our use of the Federal grant money and help us make decisions um about um what moves forward in the district for future planning um so Brenda I'm going to turn it over you quickly to give um an update on our data hopefully yes here I am I realized I needed to unmute my myself so very exciting um I have on the screen the triangle that represents All The Children and Families enrolled in District 41 and the um mental health plan for the use of these Grant funds is a four tiered model so um building on the three- tiered model that um we talk so much about in the in the board meetings so these are the free and
051confidential Mental Health Resources for families in the district and um starting we're going to start at the bottom with tier one um as you know uh the district has contracted with parent guidance at the cook Center for human connection and there are two resources that are intended for the entire triangle all the families that are um associated with with District 41 the first is that there's an amazing website library of courses that have developed by mental health experts that parents can just get online and interact with completely independently and um as of mid December there were over 1,300 um searches and engagements of families from District 41 with that Library so if you haven't been on or you know families in the um District that haven't been on encourage them to join those um others
052who've been making those 1300 um connections with that website because there's an impressive amount of information on there um available to everyone and so um we're very pleased with that and um we have uh hosted three webinars so far the first one was an overview of supporting the mental health for your child the second one was um dealing with anxiety um in your student and the third one just last week was building your child's confidence and these are topics that were chosen by um parents um parent leaders uh in the community in in District 41's community and so far there have been about 360 um folks who've participated in one of those webinars either in person in real time or in um rewatching the the recording so we're super excited um within just the first
053two months really of implementing with parent guidance that that many of our uh District have um participated at the tier one just accessing these resources at tier two this is um uh a smaller part of the triangle because it represents a smaller portion of the families families can access parent guidance and we don't know who they are and all of that and then at tier two these are parents um who are interested in getting oneon-one virtual parent coaching and um so this is a 30 minute conversation every week if that's what works best in the um parents schedule either by phone or by zoom and um the folks that engage with that parent coaching can also participate in online parent groups and a number of other types of supports and so at tier 2 so
054far we've had 18 families um participate in the parent coaching again we don't know who they are we only know that 18 different families we don't know how many children that represents but those 18 families have um engaged um over 250 times with some kind of um parent coaching so super exciting and tonight we're going to talk about our tier three selection and offering you already heard about care navigation last board meeting and so we're going to hear more about that but I wanted to touch on very briefly we haven't talked a lot about the ywca's strong families program which we're considering um at the very top of the triangle for a small number of families that are referred by our student Support Services folks so um so far we've had five families referred and
055um participating in home visiting um weekly home visiting where a social worker will work with the parents and the children together to make changes um within the family um to be a stronger healthier family and we've already had two families that have participated in that home visiting program that have essentially accomplished their goals and graduated from that um from that service so very very exciting and today we want to talk and have Amit um share at tier three so again this is towards the top of the triangle we don't expect that there will be massive amounts of uh individuals in this um C in this at this level right because we're heading towards the the top of the triangle um tier one we want everybody um all of our families to be involved in and
056then to access these Services um at the level of support that they need and that is absolutely up to the parents um as to what they think is right for them and for their children so at tier three amit's going to talk to us about how care Navigators will help the um parents or student Support Services um help a family locate a therapist that's a good fit um for their child either through telea health or right there in um the neighborhood right there near um District 41 and um also how we're going to be able to get timely access to these appointments um and um be able to provide some funding through the grant so that there are no delays for um families whether they have insurance whether are Medicaid um that we would be
057able to focus on getting them the right fit so I'm going to um take myself off of the screen here and ask Amit um who's there in person to share about this piece about this piece perfect thank you Brenda I did not bring a stuffed animal but I realized now that was what I was missing for this presentation um thank you for having me here uh I'm at talker I I work in referral GPS which is a a local company here I think if I can get the next next slide so for years I worked at a psychiatric hospital for about a decade in naville called lynen Oaks Hospital which was part of the Edward eler Health System uh relatively large and well-known between Edward elmurst and Alexian those are probably the two very large
058Behavioral Health institutions kind of in the area that serve most of our adolescence and kids one of the biggest issues we had there was when the student or child wasn't appropriate to come to the hospital we had to figure out where to send them to in the community and it's very hard to figure out who takes what insurance and who has what availability and that's really where referral GPS was born as a need where we saw a need and kind of stepped up to fill that need to figure out how do we get people connected when the hospital wasn't the right place and over time we started working with the foo school districts and many folks in student services had the same issue where if we weren't going to necessarily service that student internally and
059they needed some more care that we really couldn't provide inside of the building where do I send them to right and you could spend hours and hours calling around to their insurance plan to figure out who's in network and then get a 35-page PDF document that you then start calling each person to figure out who has what availability and more than likely after a few phone calls you give up because it's daunting to do and you can only imagine trying to do that when either you yourself are going through a mental health crisis or the one that you love most is going through that crisis and so referral GPS really is a way to try to bridge that component where you have a family who's struggling to find what they need and for us to
060kind of help them get to that final destination of finding that treatment can I get next slide so we work with a number of different uh organizations in the area vast majority of the large school districts as well as the small smaller districts that are not unit districts and the the main idea is how do we help from a community perspective get folks connected and in order do that you have to get to know really the lay of the land of the community so I myself I live in warville my kiddos go to Wheaten warville south or sorry they go to District 200 they're not that old to go to high school yet um but they're in elementary school now and it's interesting going to all of these different districts in the area and everyone
061really is struggling with the same thing which is like students need help and we need to figure out how to get them seamlessly connected rather than telling the parent you got to figure this out on your own and even a decade ago it wasn't really the school's job to figure that out that really didn't live in the realm of Education of how am I getting that Mental Health Service but now it not only firmly lives in that realm but educators are really stepping to the plate to figure out how do I do this in a way that's most conducive to the family so we do a couple different things with the schools that we partner with one is we've created a database with all different types of psychiatric and and therapeutic treatment uh inside of
062that database so that way members of your student services team can actually go online and put in a number of different filters from insurance to gender to language and a variety of other things to find resources that would be a good fit for the family and then your student services teams can actually email or text that information directly to a family so they could follow up now that process works very well for the vast majority of the families that student service student services works with but there's always going to be some families that need a little bit more help and so we've also launched care navigation which I know you guys have heard about in which a student services team member could refer a family into one of our care Navigators which will then connect
063with the family based on their schedule and when they have time to talk to us and then we hang up the phone with them and help them actually find an appointment so what they're not doing is sitting on a wait list what they are getting is I have an appointment based on what you gave me 3:00 on Tuesday is that going to work with you and if the parent says yes then we ask them do you want to call together so we can secure that appointment or do you want me to give you the phone number so you can give them a call so it's really more of a warm handoff than what we've done in the past and the idea is to get those families that may be very motivated but just have difficulty
064in figuring out where to go to or cutting through the massive amount of weight list that we have seen that is really occurred all throughout the industry during covid and postco we haven't seen much of a Reve of that weight list in addition we know that there's going to be a certain amount of families that because student services works at the school district they will never come and talk to them they would rather suffer in silence than to try to combat the stigma around mental health and so what we wanted to do was create an access point and tell people hey you have the option to speak with student services but you don't have to if you want to look and search for things up by yourself anonymously you do have a way to do
065that and we created an anonymous website that's branded with District 41 that parents can go and search for resources themselves anonymously or they themselves can say I want to speak to someone in care navigation that doesn't necessarily go through the school district it comes in and we still work with that family just as we would if that came in through student services and we helped them find that appointment now one thing that's very unique in District 41 is you guys are one of the first districts to step up and say not only do we want to help our families figure out how to find that care but we know that there's going to be a percentage of families that regardless what we find them they're not going to be able to afford to go to
066that care right and the very difficult part is when I have Blue Cross po it's very easy for me to find someone for you to go and see but when you have Medicaid or managed Medicaid or you have no insurance or you're undocumented or your mckenny vento it's very difficult to find a practice or enough practices that will see this patient population without without any type of charge and so instead of trying to beg borrow and steal and ask people to do us favors District 41 has decided to allocate some of their grant funding into a separate treatment fund that'll allow us to work with particular practices in the area but now we can work with them and say hey we're not asking you for a favor we're asking you to do what you normally
067do the difference here is we're going to pay for them to get treatment knowing that they have this financial constraint and remove that barrier from the family and so there's actually 11 districts who are doing the same model in DuPage County District 41 is actually the first one to move forward with implementing it the other 10 are waiting for signatures from legal and then they'll start probably in the next two or three weeks but I'm very proud of District 41 moving forward to say this is something that we want to do let's figure out how to make this system work and how we can create these access points all throughout our community not only with teleah health but also with with offices that are physically located within District boundaries so even when we have families
068who have transportation issues they don't necessarily have to worry about going too far questions about how this is going to work no we're good yeah fascinating it couldn't have been that good of a presentation there's zero questions it's on my list really good ones just me but any questions would have to would be more nitty-gritty and I think some of them that probably aren't right for now like you know funding and and you know payment of insurance cost whatnot that about what you're doing is fascinated making these treatments and therapy options um available to everyone is is is great it thank you the questions really aren't really would really bog it down yeah I mean even afterwards if you want to shoot myself or Melissa any of those questions I'd love to touch base and
069answer or anything you guys might have and I it correct me if I'm wrong but our hope or goal is to make this available and then within that course of time for people who need it were paying so that they can do this but in that course of time you know there's opportunity then to find out whether they are insured or you know and to to help them sustain that um you know because we know this this won't do it forever um but again when Brenda talked about those tears will be collecting data to see what's most relevant and needy you know meaningful and impactful for our families and then make some decisions I mean we had the the the beauty of the federal dollars to try this I mean as AMT said we got
070to sign on first or Implement first in addition to that whole triangle of what we're doing and that's all outside and on top of what we do during the day some may resonate with our families others may not so you know it it will position the families to get the help they need and then the district to see what is most relevant and impactful and how do we continue sustaining and funding it down the road so um thank you because I know we've pushed a little bit differently than the other districts who were part of that Grant to make this happen a little bit sooner or as soon as possible and and you guys have been incredibly responsive the whole time yeah I mean and just given that pyramid of supports that you guys are
071creating seeing the synergies between those levels and data collection are going to be extremely important because there's going to be some families that coaching is what they need right and they find themselves at our doorstep and we're talking to them about the therapeutic process and what we realize is you really need more than just that individual component and so how do we tie in to the other supports that you guys are going to have available through that pyramid and vice versa there's going to be families that go into coaching or watch a webinar and say I really need more intensive intervention with my family right and this isn't really helping to the extent that I need and so to have a linkage that goes up and down that pyramid is really going to be uh
072you know kind of monumental for us going forward and then again just data collection as um Melissa had mentioned I mean that'll be very important to the success of this to look at how what does this look like from a sustainability perspective but also just from a general impact abolutely so look forward to bring in some of that data back to you guys as well thank you all right good yes IIT thank you wonderful even without props I got to admit very well done it's good to meet you sir proud of the district also good use of those federal funds Feel Like We Never it didn't feel like we'd ever get here navigating all this pool of money and all the different people um but we're here so okay all right let us then uh
073move on uh board any brief reports that you have this evening Jason has one I one I attended the keep the Forest Glen them I attended the Forest Glen PTA meeting uh last week um keep it brief they have Forest Glen has its uh trivia night um coming up on Friday February 9th um anyone interested you can go to the forestland PTA website it'll direct you to the link for tickets so beautiful very good Ted I attended the uh Church Hill PTA meeting um or I get to meet the interim principal Mr Mark DWI nice guy he had very nice things to say about Churchill both um staff-wise and volunteer and familywise good to hear um there there was a really nice um presentation too from the uh teacher representative um they're doing a a
074reading uh thing this this this semester um that's that they're trying to culminate into a camp out situation so they had some interesting ideas that they're hoping PTA would help with um was kind of exciting good and then I also attended the um Chamber of Commerce lunch in with you and Dr K right where we got to um see uh Erica cille get um sworn in on the on the board of directors there um which was nice but I I also appreciated the opportunity to meet with other community members do a little reaching out um I sat next to um um some people from the uh Milton Township uh Board of Trustees and so I had some good conversations yes yeah thank you Ted Dr Michael uh just real quick I want to piggy back
075on on the the chamber since we're um we're talking about that um I do want to plug the U District 41 educator of the year um Awards you can um find that I think the easiest way to find it is pull up the d41 digest email and then click on the link there and you can make your recommendations for educator the year it's important um I don't have a whole lot after that um I know a lot of young people in the community are are part of the the plays that are happening at various schools so a lot of excited youngsters as far as that goes so yes wonderful looking left looking right all right then we will move oh well I'm not I was going to say that actually but I know I you
076know I forgot one time one time they never let me forget students anything to report um so kir and I have not uh prepared reports with the break and such uh there's not been a lot to report but Carlos who is not here uh did happen to draft a report um so I have some of his um information um we had the winter break so naturally there was a gap in student happenings uh altogether um but soon after that uh we had the two e-learning days um on the Friday and the Tuesday and those seemed to have went well there was a little bit of catch-up that had to happen um because the SE the semester was ending so grades were put in and there was some test delays um but everything um has gone
077swimmingly and smoothly back into the regular schedule um eighth graders also got to tour um well explore uh the main glomb guard West Campus after a small presentation in the auditorium uh giving just some information on the updated schedule and some of the um class expectations as well as the summer school programs uh that students are encouraged to encouraged to encouraged to take very good yeah thank you got it that's it thank you well it's good to see you both and thank you for representing Carlos's report okay then we have a discussion item uh the 2425 school year calendar and we've got Dr Michael and Melissa absolutely so I will kick us off and remind everybody that the process of developing the calendar involves numerous stakeholders so we have um Steve Michael was on as
078a board member we have representatives from district and building Administration as well as representatives from our associations Gia and asme um I will turn it over to Steve in in a second um to weigh in on his experience so far in those meetings and conversations um but again um Steve is there as a board member but he's also there to represent the community in this in these conversations so some of the priorities that went into this calendar is alignment with glennart to the greatest extent possible um we follow recommendations that the Roe puts forth um looking to optimize the impact of school Improvement and Institute days um and also responding to parent input regarding parent teacher conferences so new this year you will see that there are identified Knights um across the district there will
079be Knights that are strictly Elementary strictly Hadley and then evenings with both um to really support families who have student students in multiple buildings that should open up options for people this year and Steve I'm going to turn it over to you if there's anything um else that you would like to say about our process okay um so this is my first time on the calendar committee and it's complicated it is not a cut and pce from last year there's a lot that goes into it um from unions to contract needs and requests from areas uh we mentioned the Roe and glenbard and but most importantly academic needs and so um this is not an easy process and there has to be imbalance and I was impressed with um the collaboration and um with that
080if anybody has any questions we can certainly answer those then we'll open it up and and and I know there had been a couple of initial questions that were submitted um with a an initial um iteration and and there was a real good response to that and an adjustment to yeah and and just a looking at uh the updated calendar and just it has May 9th in blue as an Institute day but not listed as an Institute day so I'm sure people from the community may have questions as to that whether main is an Institute that that' be the only question I'd have do we have an answer May 9th um Nancy Jason says that it's listed in blue as an Institute day but it doesn't show on the calendar it doesn't show on the
081calendar on the left side with the theist right yeah no I just people in the community are looking catch just a contradiction all right yeah that's question days I guess so what weting for yeah good at it Melissa you mentioned the conferences where's that reflect so we will publish those because those again are evening after school dates so are we putting them on there Nancy or are we G because one school needed to fin up the DAT so we didn't want to put yeah maybe I miss it yep no those those will be on final form okay great so thank you Stephen thank you Melissa and the calendar committee folks we appreciate the work and getting that done and it is complicated all right so we we're going to move on then we've got some
082facilities discussions and actually there's another calendar but this one is not the academic calendar it's super exciting never so now this is an annual thing so each time uh we get into the budget cycle the school code mandates that we present the Board of Education a calendar for the budget development so just as I have in past years it's a one-page document in your board packet it's pretty straightforward it just highlights the different steps and the timing for those steps which ultimately bring us up to the August uh September approval process um happy to answer any questions just similar process we've used every year I mean for instance I would highlight the one thing that you don't see here is really important to note that we've already gone through the summer capital or planning so
083you know when we talk about budget development these things are ongoing throughout the year you won't see that on the calendar but that's a step that's already completed um okay to be done yes good all right thank you Eric all right and I think you got this I think you're all three of these right you got a second one the General Ed Transportation contract correct yeah the next topic for disc discussion tonight is general education Transportation um as indicated in the board report we did go out to bid for this service uh along with the other three districts that comprise the Consortium or consorti I guess we call it the transportation Consortium that's the queen bee 16 Mart 15 the high school district 87 and District 41 so all four of us have kind of
084worked together for eight years now on a contract um with first student so in the interest of securing a multi-year contract and getting out of the business of negotiating one-year extensions which is what is provided uh as an available path for us currently we wanted to go out to bid so we did do so we we get bid receipt from five different contractors two of which were considered viable both first student and Safeway um we ultimately invited those two companies in as the uh two lowest biders for interviews um following the interviews um district 15 and 16 decided to stay with first student um there was not a viable option for district 41 to stay with first student alone so then we contacted District 87 to talk about doing a two District partnership so that's
085what brings us here to tonight um by partnering up with the high school district district 41 is able to realize savings compared to what we would pay if we stayed with first student um specifically the bid from Safeway um was a combo bid for both District 41 and District 87 so by accepting that combo bid District 87 actually is going to provide resources to District 41 um to lower our cost to get us to the right place and in doing so they still save money when I say they District 87 will still save money compared to accepting the first student bid um that's important as it will kind of transition to our next discussion item um and that is an inter-government agreement that we will need to sign with District 87 and the purpose of
086that IGA is to do exactly what I just mentioned and basically cost sharing so the way the bids played out the Safeway bid when you combo District 87 and District 41 was approximately $2.7 million cheaper than the first student combo bid for district 87 and 41 however the bid for district 41 with the Safeway as the provider was higher than what we would pay with First Student so in order to to share those savings District 87 said we will pay District 41 the amount that is equivalent to the lower cost you know the difference between the Safeway bid and the first student bid for district 41 by District 47 doing District 87 doing that it puts us at the same cost as if we had stayed with first student however the high school district gets
087to still realize a $1.1 million savings over 5 years so financially speaking it was a better model for us as a partnership to go that route so I'm going to take a pause there and see if there's any questions so essentially so in entering into the IGA um given that d41 has cross over taxpayers with d41 and d87 um those taxpayers are are realizing a net savings on the transportation cost that wouldn't have that isn't possible without the IGA that's correct yeah we we went into this knowing that all of District 41 taxpayers pay taxes for district 87 so we're really talking about the same households so that was why this partnership with the high school is so valuable and that's why we pursued this IG to serve as that tool to help us to
088be able to do that so the second discussion item I've alluded to it is that IGA it's presented tonight in draft form um it has been vetted by our secondary Council and let me explain that since the high school district and District 41 use the same Law Firm um we actually used our secondary Council to uh review the IGA that was drafted by franic so the high school kind of used franic to draft the document it was then sent to us and we sent it to our secondary Council and we did some um modifications um importantly and this is a big part of the IGA um it's written not only to do the cost sharing I spoke about which you know in a five-year window equates to approximately $1.6 million at the High school is
089going to send to District 41 it also provides for protection protection for either District so and what I mean by that is if one or the other District either 41 or 87 decides to make some changes in their Bell time schedule that increases the cost to the other District this IGA provides for language to make that District whole so for instance if 87 were to change their Bell time and increase our cost because we would then have a different uh Transportation environment that we'd have to adjust to and if that cost us more money District 87 would make us whole um that was an important thing we asked for um really shows the Fidelity behind their interest in partnering because they accepted that ask without hesitation so they know that if they make a change
090they should make us whole so now it is a two-way street if we were to do something that costs the high school money then we would be the exact in the exact same position to make them whole and it's whole across the board for corre correct yep any questions with that as far as you have a question please I don't have a question but I just you know we've met and you've kind of talked over these things with us before so I just want to say U this is great and um thank you for staying with it yeah yes any Ted please I wanted I wanted to say thanks for all the work that went into it and know you've been working on this for quite a while because i' appreciate that given me updates
091thank you for months um the last step I wanted to talk about just was timing so tonight the the high school district is also having a board meeting tonight so they are presenting this for discussion as well uh this evening their next board meeting is February 5th they will actually present for Action that night on February 5th and then I will be bringing it back to our board on February 12th for Action just to give you guys the time timeline well Eric I also uh want to applaud uh not only your stiu liveness your willingness to think creatively to push the parties uh the the bus providers I'm I'm referring to um it it really shows great leadership and and and a and a focus on trying to solve the problem because as Ted said
092um this took some time and and the path forward wasn't always clear right uh but we've ended up with something that's really in the best interest of both the districts and I also want to um thank your co-partner Seth I believe right um for the time he spent with you and for 87 and their willingness uh to find something that worked it's great that the districts could really work together so well on this so thank you Kudos good job all right we will move then on on to our consent agenda are there any items board members would like to be removed from the consent agenda to be considered separately hearing none may have a motion to approve the consent agenda which includes the employment recommendations and resignations noted on the Personnel report the December 23
093Financial reports the open or closed meeting minutes of December 22nd 2023 and January 8 2024 the approval of closed session audio for Destruction and the review of Clos session meeting minutes as noted on the board agenda motion second roll call Mrs Mo Mr ases yes Mrs Hill yes Mrs buter yes Mrs Sayad yes Dr M yes Mr loac yes Dr Bruno yes all right we've got a couple of recommendations uh the first is the supplemental pay recommendation may have a motion to approve the supplemental pay for the language and culture Club activity at Hadley and outlined in the board report and presented motion second any discussion I think it's awesome how they're bringing more language into the school am I just I just want to say that you know I was part of this decision
094making process a little bit and I I am also very excited about it so ah thank you good to high underline that all right Mrs Mo please roll call Mrs buer yes Mrs Hill yes Mr Loach yes Dr Michael yes Mr esy yes Mr say yes Dr Bruno yes second item is uh board member expense reimbursement for the Triple I expenses may have a motion to approve the reimbursement of board member expenses as outlined in the board report motion second any discussion roll call Mrs mooch Mr lobach yes Mrs Hill yes Mr Estes yes Mrs buter yes Mrs say yes Dr Michael Yes Dr Bruno yes thank you and the final recommendation is to approve the service agreement with referral GPS and earlier in the evening we heard from Mr ther share information on referral
095GPS may have a motion to authorize Dr Melissa Kowski to engage and execute the appropriate agreements as presented and outlined in the board report motion second discussion roll call Nancy Dr M yes Mr Loach yes Mr eses yes Mrs buter yes Mrs Sayad yes Mrs Hill yes Dr Bruno yes all right we'll move on to board other board governance uh learning together um are there any items that board members have for this okay seeing none well just real I'm sorry I um I just want to give a compliment real quick to an earlier presentation um with um the services that were offered I should have said it earlier but I was really impressed by the 1300 um interactions with the website um the the tier three and four um services that were offered um I
096think as parents uh with word of mouth and they talk about these success stories I think that that momentum is really really going to grow and I think the thing that struck me the most is the the part about uh when parents are overwhelmed and stressed by these situations having that extra guidance and so um I was impressed by that the most so I just wanted to put that in there somewhere so well now it's a good time and I completely agreed with you to catch that thank you Steve what I wanted to um asked the board about we have talked about scheduling another professional development and I believe from Ted's good work uh it would be best to do so and we would uh perhaps need to do so by June by the end
097of June by the end of June and there is some professional development work that we would likely do jointly with the new superintendent uh but we had had a previous meeting where we talked about some options and there were two that I made a note of one had to do with training that IB had on diversity and then a second one was Bas was a community engagement piece uh both Jess and I if you recall from 2022 Jess sat through that and found that pretty uh interesting uh both of these sessions would have to be these are sessions that you would we would need to do in open sessions they're not which make sense I think um I'd like to recommend that we engage that we Engage The the presenters uh to do the community
098engagement professional development there's not much on the website that explains either of these but Jess and I did participate and I did get a a contact person who put together the uh the workshop and I think it's it's pretty interactive it's kind of fun um and I'd like to see if the board would agree to pursue that as our next professional velopment before the end of June I think that's a good idea yeah yeah yeah we'll to look into a little bit more before we decide or well if if we want to talk more about it if you need more time sure yeah and of course doing one thing does not preclude doing doing additional ones this just is one that I've got there's a little bit more meat on the bones I mean I've
099seen what the program is uh well two board members have have seen it because of the triple ey there is a contact person to reach uh so I just feel like we're a little closer to knowing what we're we're actually going to get U from this and and in order to do these well it turns out we we could find other organizations to do things in Open Session I believe that's the way the rules work uh but I don't think we really have any Clear Sight on who those other organizations might be yet anyway Bob just clarification IAS B is the only group so far that you can invite into to close correct um to do trainings with the board and sessions with the board and close they're the only state organization identified that can
100do that but you can bring iasb to you know any of the other sessions that they offer can be done in open or you can secure training through other groups as long as you do it in open yeah yeah Jess we we do have a community engagement committee correct yes so I guess how it would I don't know it seems weird to me that we would have a committee planning things and then we would do this training over here um not that we can't but would it make sense to invite them and make it an interactive discussion is that a possibility I like the way you're thinking Erica did you hear just as yeah I don't think be thinkle so well this would be this would be a special meeting we would hold and we
101could invite the the committee to be a part of this and certainly get their feedback and get their reaction they did provide their own last think I think that would complement each other okay just fine I wouldn't worry too much as long as we brought it to brought it together okay do you think we could invite them to that training yeah yeah I there's no great there's no reason that you can't I think what you'll find in scheduling these is getting a consensus on dates that the iasb trainers are available that's typically the hardest part so I would start with that and then absolutely the invitation could be extended to the subcommittee and actually this would be the probably the first time there would be a special meeting set up for the board to do
102professional development work in partnership with one of its subcommittees not a bad yeah not a bad precedent to set yeah yeah oh okay all right and then we'll we'll go from there all right then I will reach out to my contact on I'll work with Nancy to see if we can get some dates all right thank you all right upcoming meetings February 12th regular board meeting 6:30 at Hadley then Monday March 4th we'll have our next Committee of the whole meeting and and then on March 18th the regular board meeting back here at Hadley at 6:30 are there any items board members wish to present for consideration to a future agenda then we have a motion to adjourn the close session to confidentially discuss section 2c1 the appointment employment compensation discipline performance or dismissal of
103specific employees of the district or legal counsel for the district including hearing testimony on a complaint lodged against an employee or against legal counsel for the district to determine its validity section 2c9 student disciplinary Cas cases and section 2c1 the placement of individual students in special education programs and other matters relating to individual students motion second any discussion on that roll call Nancy yes yes yes yes yes yes yes and the board will not be taking any action after closed session good evening that