June 14, 2021 District 41 Regular Board Meeting

001thank you very much all right good evening the june 14 2021 board of education regular workshop meeting will now come to order mrs milk will you please call the role ms ahmed here ms noble here mr estes here mrs hill here mr lobock here dr martelly here mrs said here dr bruno oh here mr lobock would you please leave the board in the pledge of allegiance 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 mrs buttermore notified the superintendent that she would be unable to attend tonight's meeting in person due to health reasons may i have a motion to allow mrs buttimer to participate in tonight's meeting remotely via zoom i think we got a second there also mr

002smoke any discussion okay roll call mr estes yes mrs hill yes mr lobach yes dr martelly yes mrs yes dr bruno yes welcome jess thank you all right we're going to start with i think the second half of a recognition and melissa you will introduce katie no introductions necessary we have part two of our jim gill um celebrations tonight so i'm going to turn it over to katie into jim thank you so tonight we're going to share with you our afternoon classroom books that were created by our pre-k students and we are lucky enough to have mr jim gill here with us as well to celebrate this work so ken if you want to go ahead and share the video we're going to go right into the actual books that the kids created the pages

003that they created since you have already seen the introduction in the last the last meeting let's begin children in the afternoon classes and the students learning remotely with ms megan contributed these may there always be pages i'll sing them classroom by classroom let's start with ms jesse's class where the children created these pages for the book may there always be makeup may there always be ice cream may there always be my mom may there always be clocks may there always be dancing may there always be me may there always be pj masks may there always be pizza may there always be dogs may there always be smiles may there always be letters [Music] here are the pages that ms maggie's class contributed to our book may there always be minnie mouse may there always be

004spider-man may there always be cars may there always be ice cream may there always be blue trucks may there always be captain man in kid danger may there always be two sunshines may there always be a princess and now here are the may there always be pages from the children in miss brenda's class [Music] may there always be yellow flowers may there always be cats may there always be wreck-it ralph may there always be rainbows may there always be the world may there always be cookies may there always be sonic the hedgehog may there always be sun may there always be everything bagels may there always be cats may there always be cars may there always be mango juice [Music] the children in ms samantha's class had these wishes and this artwork to share [Music]

005may there always be friends may there always be baba may there always be family may there always be a garden may there always be gold bars [Music] the children in ms jamie's class shared these may there always be wishes and created these illustrations may there always be pizza may there always be police cars may there always be legos may there always be school buses may there always be ice cream may there always be minecraft may there always be crinkle toys may there always be words the children in ms megan's class are sharing these wishes los ninos de la clase de la signora megan comparten estos des neos que siempre [Music] among us [Music] jarvis [Music] i think that i will be singing some of those wishes for the rest of the day [Music] so each

006of our families received a book from the am or the pm class that they were associated with as a keepsake for the family as well as they all received a video a copy of the video so that they could play it at home and our teachers played it for the students as well and if you could have seen their faces as they saw their drawings and their words they were ecstatic um so i just want to say um thank you to mr jim gill he brought so much sunshine literally to our classrooms as we navigated a really tough year and our kids were just super thrilled and excited to see everything that they did in song and in print um i also have um a keepsake for the board members and for dr k as

007well um to remind you why we do the work that we do every day but if you have questions for mr gill i'll turn it over to him and i'll i'll bring these books to all of you thank you katie well gil it's a pleasure to have you join us this evening thank you for inviting me and thank you to uh katie for inviting me to carry out that project it was and now just watching that again just how sweet it was it came at the perfect time for me and my wife who helps me make these you know to like think about bright things in this past year uh it was just wonderful well i i don't know about other board members i suspect we all have had that tune uh in our heads

008as we drive home uh from a board meeting you can't help but kind of sway so it's a good one to keep in your head right because it's easy to sing and you can kind of i mean that's really why it works well as a literacy project as well right because it's very singable so you can change the words and you know hopefully people will still you know families will continue to write their words down and you know this is how we help young children learn about reading right you know so it kind of is it's amazing to me that it works out so perfectly out of such a simple little song yeah well let me invite board members if they have any questions or or comments uh for you i know that i i

009i struggle to remember the lines of many songs uh the older i get uh so it's kind of cool that i can sort of just make up i think i can make up some lyrics and just keep it going and be okay uh so let me just go around the horn here and see if folks have anything they'd like to offer up um i i think i'm gonna start with our student board members blake any thoughts for uh the artist and entertainer and teacher mr gill well thank you mr gill for helping all the pre-k students and your work was beautiful and very appreciated thank you very much i appreciate you noticing and uh i will say it is an honor to work with young children they all i mean it's what i do but

010it allows me to smile and feel useful at the same time which is a pretty that's a great combination indeed um thank you i thought that the song was really fun and i really enjoyed it wonderful thank you so much faba um yes thank you mr gill that was really wonderful to watch and see come to life i wish i could have seen the kids reactions that i'm sure they were like so so happy i'm just wondering did you think of the song first or the book first or how did you come up with this concept so it is it is an old russian song you know i would say russian folk song and so it's a traditional song and i learned it as a teenager i've been working with kids starting with kids with

011special needs starting as a teenager and i learned it at a summer arts camp uh and it has and then for many many many years 20 years actually i carried out family play groups for families with kids with special needs and we would and um like various therapy centers family support centers would have me do these weekly play groups developmental play groups and we would always end with that song because you could change the words you could sing each child's name children could if they were had the language abilities they could say their favorite thing may there always be pizza kids could sign kids on the autism spectrum would actually load it into their little communication devices so they would like it would be part of their therapy i mean i was always amazed at

012how flexible and inclusive the song was and then um my graduate studies are in child development even prior to going to ericsson institute to study child development when i started working in preschools carrying out again these little like kind of musical play groups i started making these handmade books with kids that were basically what we just showed you uh where because it seemed like kind of an obvious early literacy project although i don't think i called it an early literacy project i think we just called it maybe a reading project or writing project uh and then i got to graduate school and one of my professors said that is best practice what you're doing when you take the dictation from the child and write down their words you're connecting their spoken words with the written

013text and um going to erickson institute was the best thing i ever did for myself and i uh so when the pandemic arose it was my wife's idea she said you know it's one thing we could do virtually like we could we could try to and i had i was lucky enough to have a few folks like katie that thought that saw the potential in it right uh so the staff members were carrying out the work that you know i used to do uh and which is wonderful because they're now you know i mean i'm sure they were engaging in best practice prior to this but you know they're you know doing that kind of great work the teachers the staff members get to smile because they hear a child say something like you know

014okay mrs jarvis you know and then you get a big smile right and then uh and then they write it down so the child see i mean it just works on every level i'm i'm always amazed by it so thank you for the question thank you thank you um julie hill questions comments um no questions thank you for being here um what feels like a long time ago i was a preschool teacher and your songs definitely graced my classroom and i think i have your cds in my basement in a teacher supplies box somewhere um so this is a thrill to me and i wish you could have seen my smile as i watched these preschool drawings which i just think are my favorite artwork in the whole world is watching preschoolers draw um so

015it's it's an honor and a joy to have you um work with our district a little for a little while so thank you i appreciate the opportunity it was uh we did a training you know earlier in the year and uh for the staff and that was you know again at the beginning of all of this and uh it was i was glad that was well received and well received enough that they wanted to take it to the next step which was really wonderful jess how about if i bring you into the conversation uh yeah just thanks for putting so much joy into our hearts just now over these last two meetings and and throughout the whole process i i know i can just feel the smile on my whole body and i'm sure that

016was happening throughout every step so thank you so much for bringing that to us well again i appreciate the opportunity uh and i appreciate the opportunity to be here i've had two of these kind of official zoom meetings uh you know a lot of times i have my banjo and i'm singing for kids on zoom i've had two i've had this one which is very official and the other one i had was for the chicago symphony orchestra uh they did a video yesterday amazingly enough based on the my book as well and they actually carried out a little book making project like this and to set it up i was thought that i was going to be meeting with early childhood teachers and activity directors at senior centers because they had they did it as

017an intergenerational project when i got on the zoom half of the people were well very professional and like half of them were men in suits uh which is not my normal because they were all the board members from the chicago symphony so i was so crazy nervous but i think they hadn't met anybody like me before so again thank you for the opportunity to be here tonight beautiful dr martelly any thoughts yeah jim i just want to say thank you so much obviously your work is a ray of sunshine not only for our students and parents in d41 but for kids and families all across the country so keep up the great work thank you thank you for the opportunity again thank you mr estes just yeah just let me echo what everyone else has

018said thank you so much this is wonderful i really enjoyed it well the best thing about working with young children is that they really do make it it's very clear like if you could see what young children learn from that just by looking at that project you can see how they're learning uh so in that way it makes it kind of easy on my end to go like isn't this amazing because it's this is an amazing time of life for them right i mean it's they're so excited to learn uh and you can see the progress that they make in you know making the letters themselves you can see their excitement about like may there always be abcs i mean how great is that you know i mean that's just sweet wonderful jason lobock thank

019you thanks for thank you for doing this this is my son's partner's picture and as everyone else says how they love the tune i can tell you as a parent i do not love the tune i've heard it a zillion times but the fun part is parker said you know how you always love the animals there's always a different animal that he's telling but he gets all excited not just about his but all about his friends in his class and they'll tell me that's his friend and that's his friend and that's his friend and it's just fun to see him assimilate you know the people's artwork with with his friends and that his friends are doing that so his friends are doing that and it's a fun activity to take away from school to continue

020with him to have him just continue those thought processes of school and those familiarities about in the summer yeah and all of that is reading right when they say like oh that's that's jonathan's oh that's you know ezekiel's i mean that's that's all you know that all is part of the process of reading it's so exciting and they're so excited about it oh god they're so excited i know jim i'm going to invite our superintendent dr kaskowski she'd like to comment also just to say thank you and hopefully you'll come back and work with us again maybe you'll drag some of our some of us into it and we can make it into the book but what an unexpected gift and this will be my favorite table top book that i leave out so thank

021you jim thank you very much again for the opportunity so so jim i think the challenge is for you to come back to work with katie and bring of course bring your banjo um it'd be good to have you live and you know maybe a district 41 theme song on a banjo i'm just suggesting ideas what do you think jim i think you could probably do that well it'll be involved clapping and jumping and uh spinning those are all my typical those are things my typical repertoire of things i think this board is up to that uh in all seriousness i want to thank katie particularly during an exceptionally challenging year where uh worry and and stress were just compounded upon uh you know compounding but to have the foresight to introduce something that would

022inject laughter and smiles into a classroom and what we know about smiling and about laughter is that the whole body reacts positively it's actually healthy for you it has all kind of neurological emotional benefits and so what a great strategy so katie thank you for uh the foresight to do that and jim for being such a wonderful entertainer and uh educator so we we look forward to having you back i appreciate it no thank you very much thanks to katie and thanks to all of you for supporting my work in both ways one with your enthusiasm for it and frankly in this last year supporting my work which i greatly appreciate wonderful well you're you're free to stick around and maybe hum a few tunes during the board meeting if you want maybe to jazz

023him up or you could turn your attention to some other creative activities we'll leave that to you i'm gonna go walk my dog oh great choice thank you very much everybody have a great rest of your day bye bye well done all right we can do with more presentations like that for sure all right we're going to turn now to our student board members they have a follow-up report in melissa well i don't have much to add to president bruno's introduction but this is part two an update um from the last um student survey that they did so i'm going to turn it right over to you well you know what before i i do that i read down a little too far because we did the presentation because jim was was here but i

024need to go back up because we do want to allow an opportunity for public comments i need to re-back up the of the agenda my apologies members of the public who wish to address the board should check in with mrs moak the board recording secretary speakers are asked to maintain respectful decorum and limit comments to uh three minutes or less mr smoke is there anyone who would like to make public comment very good there is no one here to make public comment then we will go back into the agenda um and this is where the student board member absolutely all right you're up mike this form was administered to eighth grade students attending hadley junior high the form asked students to write how well they thought our schools promote diversity additionally the form provides a

025space for students to give any suggestions on how to improve the district's exploration and incorporation of diversity to enrich students experiences and learning the final section of the form provided a space for students to write any additional comments to the board of education overall we administered this survey to students it is important to note some of the original 177 students who filled out the first form also filled out the second form i'd like to give a special thank you to mr abbott for dispersing the form and mr dively for insisting us in this endeavor additionally i'd like to thank dr bruno and dr k for assisting us in creating this report um so if you go to the next slide and then click on the link and if you click on the link that would

026be the on form that blake was talking about um to disperse this form blake and i worked with principal directly throughout the last month of school we formulated questions that we thought would get the best insight from students by asking them what they thought about the diversity in our school and how they think we could improve post approval mr abbott sent this form to 8th grade social studies and science teachers to administer to their students okay you can go to the next slide like the previous survey the majority of students responded pretty well to the first question on the form as you can see a pro next slide next slide please as you can see approximately 8 out of every 10 students responded extremely well very well or pretty well however approximately 1 out of

027every 10 students responded not well while experiences vary from student to student most students agree that district 41 needs to take some steps to improve the incorporation of diversity in the classroom and other endeavors some students report being bullied because of their race culture gender identity sexual orientation etc unfortunately our school is not exempt from issues of bullying however students recommended an improved response by administrators faculty and staff to make all students feel safe you can go to the next slide please the most common suggestion was to include more cultural exploration and diversity discussions in the curriculum to teach respect without singling out students a group of students some of whom are members of the lgbtq plus community expressed concern the school does not represent or support the lgbtq plus community in the curriculum and

028at school some students reported feeling that the district's mental health programs are not adequate and that and recommended improvements be made in these programs to reduce perpetuated stigma student comments to the second question in our survey indicate that we can improve our district by including more cultural exploration teaching lgbtq plus history providing more resources and support for lgbtq plus students educating to prevent unfair teacher and student biases improving our mental health programs respecting and valuing all students and taking action to help them now asea will advise the board of education on how to respond to these results from the student responses there are many things that our district oh can you go to the next line from the student responses there are many suggestions that our district could act on to improve diversity in our

029schools specifically events and programs that not only the board can plan but and put into action but members of the community as well administration board members teachers and community members can collaborate to create programs to educate and make members of district 41 feel safe and heard as blake previously stated some students feel that our schools do not represent or support the lgbtq plus community in the curriculum or the buildings these students suggest that educating teachers about respecting and supporting lgbtq plus students including the lgbtq students in the curriculum and other school endeavors and creating more inclusive clubs that would help address their concerns um the pie chart shows the troll responses and then if you go to the next slide it's the same thing except it doesn't show the nose which was 48 now it

030shows all the responses in conclusion the results from the survey were similar to the last pretty well being the majority of responses fall by very well so far our district has made great efforts and succeeded to make many students feel included represented and heard although there are many things that we as a community can do to ensure the inclusion of all students such as improving our mental health programs hosting events that celebrate and educate about our differences like heritage day or international night expanding the curriculum and programs where various students feel welcome this this will be an important continual and exciting project to develop with enough participation and great communication next slide that's all thank you [Music] thank you both for that for the follow-up work a nice presentation good job on the on the

031powerpoints let me invite board members uh if they have any questions or or comments for your for the two of you so i'll just start on on this side dr martelly any questions or thoughts uh no no questions i thought it was a nice presentation i think um it's more a question for dr k as we look to do more of our strategic planning might something like this feedback that the students have provided work its way into that conversation at some point if we in fact have student representation at the table for that conversation absolutely so we've talked quite a bit as they've been doing their work um so our former student board members um both um sia and blake and our student board members from last year will be invited back to participate in

032our strategic plan so they know that this is information that they can and will bring to that process so that they can share the student voice during it and it can be used as that process moves forward so yes we already have a plan for that thank you ted estes any questions or comments for us student board members i just want to say i appreciate the the effort that you've put into this and uh i i like getting this insight um from the students it's it's nice they had some some sort of a venue in order to sit you know express some of these things i'm like i'm assuming that some students wouldn't have made some of these comments otherwise yeah i would agree thank you thank you ted uh jess how about you asean

033blake this is so well done um very professionally put together and well presented so thank you for that i think this is really useful information and it's going to be great with our strategic plan for our strategic planning so thank you for bringing that insight to the board i appreciate it thank you jess taba questions comments yeah i just want to say that was um because it's wonderful like i knew you would um since i'm joining kind of late i i'm just curious you guys only surveyed eighth graders yeah and how come you decided to do eighth graders only well we decided to do eighth graders only because they would probably have the best insight about district 41 because they've been there for the longest as well as they're most likely to take the question

034a bit more seriously and provide more quality responses okay very good thank you so last time i think we surveyed some students from all three grades um and a lot of um sixth and seventh graders need to know what diversity was so like blake said um we thought eighth graders would be better to survey thank you wonderful thank you julie i don't have anything to add i would just echo what um ted and jess said um well done and it would be it will be valuable to have this input for the strategic planning and everything so awesome work thanks for um presenting it to us yes very good and jason i think you guys did a nice job with this i think what what besides the work that you put in which is impressive i

035i think it's important to recognize that you know in your student responses you have specific responses from over you know what 120 some students with pretty specific comments you know that that have been made that are actionable and usable which i think is impressive and and decisive rating is taking going forward so good job you know using your form to elicit those kind of responses i mean it's tough to do that from uh with adults and you know even harder with kids to elicit a response but to get you know decent responses like good quality responses from over half of your participants is impressive yes yes well i also want to thank you for doing the follow-up and continuing to refine and look at the look at the data and take it through a couple

036of levels of analysis particularly the added chart that once you remove the students who did not respond with any suggestions and only looked at those that did make suggestions and there was still a pretty high number then you were able to see a really clear picture of what our students seem to prioritize is most important and i think that was a good second level of analysis so i know we i want to also thank you both for being so open to conversation about doing these this kind of work answering questions being willing to do a little extra work you didn't have to do any of that i wish all of my students at the university of illinois would be as responsive as the two of you were to taking questions and and comments and ideas

037so thank you both and i i won't keep you on the line by asking you more survey-related analysis-like questions but i know you're shaping up to be really good researchers into the future so nice job thanks for bringing this information to us thank you very much okay we have now a very important presentation and i will turn to melissa to introduce our district leaders all righty i'd like to welcome and thank katie and laurel for being here tonight um a while back we had discussed um a board request to pull together information and data regarding sel in district 41 so i'm going to turn it over to them to share their information thank you dr k and thank you mr bruno dr bruno and i did i do want to add that um that was

038really wonderful to hear the student board members report first and think about those recommendations that did come from the eighth graders so i really did appreciate that as i was stepping into this so as we talk about our social emotional learning behavioral and mental health curriculum and supports it is uh comprehensive and we're going to focus this evening on kind of that higher level and looking at what the whole mtss process looks like as we step through for any student in district 41. oh jim would you mind i'm sorry thank you go ahead and go to the next one jim so are did i say i really do know your name ken anyway it's good to laugh when we're reporting on social emotional learning this would be helpful thank you i'll have to get mr

039gil back in a second though to help me out here so as far as this goes when we take a look at our um our tiered system of support i think that um katie and i and many other members of the school district are really proud of this work that we came together and did um as an administrative team and also utilizing our coaches to um to work together a couple of years ago because we wanted to make sure that we were really all working on the same page for the best interest of all of our d41 students and this is a representation many of you have seen um mtss pyramids and this is a representation of how d41 is viewing that pyramid and specific to our social emotional learning you'll see that it represents

040that every student is learning um in the tier one 100 of our students as you know we have a very inclusive perspective and our principles here in district 41 and that was a part of our special ed strategic plan that we make sure that all students have access to our tier one curriculum our tier two then is for about 15 to 20 percent tier three one to five percent and we do have some students who may also have special education needs i'll go a little deeper into the next tiers um ken or into each tier ken if you could go to the next slide please so in our universal tier one for 100 of all of our d41 students we adapted and have been implementing for a couple of school years our second step which

041is our main resource that we use for curriculum and instruction pre-k through fifth grade all of the students access this all of our teachers are working to not only provide the main lessons but then to support those lessons depending on their role within the school district and it does align with the state standards for social emotional learning it does support diverse educational needs so that there is differentiation built in and you'll see at the bottom of each of these tiers that i've noted the decision making team this is specific to how we step through the multi-tiered system of supports process we thought together about who was making the decisions at each level at each level and um our our plc's are very important to the core of our work so as we step through that

042first tier we're looking at that plc and we're working in those plcs every day at every grade level to think about how we're making decisions to meet our students needs for that differentiation of instruction you'll see the little parentheses with others who might be editing which is considered at each level as well depending on what the discussion might be at the table for our middle school students we have been using and shifting to um this is actually reflective of what we will be stepping into as we step into 2021-22 school year for the look of the way that their social-emotional learning is presented meaning that they will now have two opportunities daily one during a homeroom time period for every student and it's really a great way to have our middle school students participate in

043their own social emotional learning by every morning having an opportunity to check in many of them um will be using their electronic devices to do this and they will actually be answering some very uh standard questions but just as a check-in to know how our students are doing and feeling and that will give cues to those members of our mental health team support at hadley to know which students may not be doing so well on any given day so in addition to that there are there is the opportunity then for our advisory period which will allow um lessons that are specific social emotional learning lessons to be presented to every student again this is your your tier one 100 universal every student to access social emotional learning lessons that um will rotate through the departments

044and how they present those to the students so that it becomes a full all-inclusive headley supportive system with all of our educators being involved in that if we could go to the next slide please one of the things that i wanted to mention that comes into play as you transition from tier one to tier two is that at tier one you're also always looking at what those other requirements are that um we have based on state board of ed requirements such as aaron's law or alyssa's mission where we're addressing some of the things that are really necessary like suicide prevention etc those are um important for us to always be reviewing and learning about how we make sure that we incorporate very important lessons into our learning for all students and as well we continue

045to use many of our many of the um the much of the learning i should say that we have done um through the past several years with using cooperative learning and shared learning with our teachers co-teaching that we've learned through uh dr julie costin and some of the cake and strategies that they've been doing for a while now at hadley so then when we step into tier two and we have students who are not as responsive to that tier one type of learning um you're looking at about fifteen to twenty percent this is a very fluid process when you're thinking about multi-tiered system of supports but when we have students who are not as responsive this is where we start to dip into other types of resources and we'll pull from our other mental health

046team support to make sure that we have lessons that are targeted for students who have additional needs so i mentioned some examples here this is certainly not an exhausted list but some examples that some of those lessons may come from in terms of resources from pbis social thinking connective connections i'm sorry cognitive connections and trauma-informed care and you may have been aware of as board members or in your other pursuits in life about some of these different things that we've been using in d41 and the experts who we've been reaching out to to make sure that we are incorporating all of the best practices in these areas so then through that plc work they implement lessons um that are targeted for students in this particular group this is never just a one group this is

047very fluid but as the students then respond there is progress monitoring so that they can respond and many students will move back to tier one and some students will move to tier three if they need even further support one last thing i want to mention before we move to the next slide is that we're really fortunate um to have now this will step into our third year for 2021-22 uh bcba who we um we have through case but we have her 100 of the time dedicated to our school district so she incorporates her work in two systematic models one is through a consultation medal and that's what would happen at this tiered at this tier at tier two to consult with our teams directly to make sure that she also as a board certified behavioral

048analyst can help us to make sure that we're really targeting those behaviors and those emotional concerns that we need to at this stage and then ken if you could go to the next slide please okay so for students then who need tier 3 intensive support this is only uh expected to be about one to five percent of the students and for these students then we are really moving into a very individualized support plan this comes in the form first of all i want to credit our our teachers we have a lot of as many as you know we have a lot of educators who are using amazing supports within their classrooms that's this i always think it's so important to focus that mtss is a general education initiative it is that is the base that

049is the foundation and our gen ed teachers by and large just embrace that concept so when we say the d41 inclusionary principles in practice it really comes with very strong intention because even when we get to tier three remember that our students are still accessing tier one we didn't leave them out of that but rather now we recognize that they not only need those tier one supports but through our work that we've continued to do with our plcs and with those other people involved we actually are making decisions for individual students not always but often this could come in the other i said there were two systems with rbcba the second layer is where she is actually working directly with us to work on functional behavioral assessments for a particular student and in a nutshell

050that's where you're identifying particular behaviors or social emotional concerns and you're really looking at those and she might be helping to develop that plan and implement that plan and coach for that plan in addition our social workers school psychologists counselors or i shouldn't even say in addition very often it is their expertise that may be used into pushing in or pulling out to present and provide those intensive supports that are needed either directly or also through some coaching with our with our teachers and then the next slide please this this slide i um i really think is just a nice visual to then kind of understand how that pyramid if you can think back to the pyramid with the tier one tier two tier three and then there's a little triangle in the middle i

051think this slide is just a nice visual to understand that as we work in that mtss process every everything sort of fits within that pyramid right like that's that's where we want everything to be because we always are thinking of all of our students and where they might be and how they might flow from one area to another in this slide it shows you how all of our students are general education students but then we have some of them who are eligible under section 504 of the rehabilitation act and then we have a smaller group of students who are eligible under idea because they actually meet the criteria under the individuals with disabilities education act to be eligible under one of the 13 categories so this this is another part of that that sort of

052triangle that incorporates how we're providing services through this whole system and if we go ahead to that next slide please ken it just breaks it down a little bit more for you in terms of the difference between those 504 plans and ieps a 504 plan in this may be really familiar to many of you um it's uh very similar to what i think of as ada in the work world a 504 plan is either a mental or physical impairment that substantially limits one or more life activity and in that case for a student it could be many many different things that would interfere it could be something uh medical like interfering with their breathing such as a possibility of an allergy or it could be something that is more physically related and um for students

053and sometimes it has to do with attention like of being able to attend to a task so for the students who have a 504 plan it's designed or the teams design it to create and write accommodations that help that student make the progress and have the access to their general education curriculum across their school day when it's an individual education plan meaning it's a student who's eligible under one of those 13 categories that i mentioned then it becomes even more specific it's a smaller group of students who are eligible and we are actually working as the team then to identify goals and objectives and determining whether or not students need direct special education support or supplementary education in addition to accommodation so that they are still accessing their general education curriculum and getting that direct

054instruction they need in both cases you're looking for the child to be making progress in our general education curriculum including what what the child might be doing in their own goals and objectives and then the next slide this is another important layer that is really layered across all of that whole pyramid it sort of overlays if you will or underlays and it's our crisis team and it's of course a very important part of our work and it's also the part of our work that we hope is that we get too close we hope to work on and and be mindful of be reflective about our mental health professionals are fantastic in consistently believing in and practicing in that ability to come together and always be proactive but also be reflective because while you never hope

055to need to use the crisis work you also want nothing more than to be as prepared as possible in those moments where we need to do this so that means that for our crisis prevention and intervention um it it includes that trauma-informed training uh we have we start that from the beginning of the school year and in fact this year even during the pandemic we revamped how we were doing all doing all of that in line with um both the state board of ed's requirements as well as what the best practices are in in terms of our trauma-informed care and some some prior work that we were already doing with the kristen sauers and pete um pete hall group and we um provided a higher level of trauma-informed care and de-escalation so this was really

056helpful to staff members as they stepped into our school year both virtually and then as we returned to the hybrid and fully in person we also work very proactively under that homeschool connection and uh one of the things that i think is um i'm really fortunate to get to do is to meet with all of our school social workers school psychologists as well as the school counselors here at headley but meet with them together and then also in their smaller groups as needed throughout the school year and we work preventively to make sure that we establish how they can be proactive in their work with students to prevent crisis type of situations how they can be prepared to be connected with parents and home to provide resources to them for community resources community connections they

057are constantly learning and working with outside agencies to make sure that they're aware to help our parents make those connections and then we also have people who in those roles are very good at assessing the risk for certain students and when that need is evident to us either by a parent letting us know from home or by something that we see at school they are also prepared to assess any risk for a child in terms of preventing something that could be a crisis situation and again connect with that parent and help the care the parent access any additional assistance that's needed so um it's a it's a comprehensive way that we work through and work together to keep everybody healthy and i think the um a really sort of great place to be you know

058we just uh recently met as an ed team um with uh ali hearn who's going to be working with us as we step into this school year and it was very exciting because that that passion you know every year as you conclude one school year you start to build that passion up for that next school year to start and it was really wonderful to be together with all of our ad team peers um working on the staff recommendations that are being made and then how we will be implementing so ken if you could just go to that next slide we have staff recommendations that we made this year for the 2021-2022 school year which includes reassigning a social worker who right now is split um between two buildings so that she is full-time in our

059early childhood program so obviously that that forest glenn she already was working there but um we believe um that her full-time presence will be helpful to us and continuing that work that we're doing at early childhood to make those connections with our parents and our young families in the community and also through that early intervention process as students come up to us so that strengthens our team effort there at early childhood and then simultaneously adding one fte that um i know marcy made the presentation to you at the last board meeting to split or to share between lincoln and franklin and the really wonderful thing about this is it will end up allowing us or creating our ability to have a social worker excuse me two social workers available at every building so it really

060sort of deepens and strengthens that support that we have in every building and then um we are working as i said with ellie hearn to and i put this in quotes but create a community of connection and impact it's kind of her uh her focus and as i said she started off with us super strong and the four things that you see listed here are where we'll be going next together so this work and ability to be able to present this to the board is is wonderful because it's like this is where we're going strengthening the mtss framework particularly how it connects to social emotional learning and then our professional partnership that we work through with our administrators and all of those mental health support type educators within our buildings to meet student needs and

061then as we move on through this we'll continue to work to integrate our coaching support again for that social emotional learning support and also restorative practice would be a long-term goal for us on down the road to build that into all of our mtss focus and support so there's one more one more slide ken if you don't mind so just to say thank you to all of you we appreciate what you do to support our work and we're looking forward to continuing to grow in this area together let's see if you have any questions thank you laurel and i will invite board members if they have questions comments let me begin with dr martelly thank you very much that was very comprehensive how often does the decision making team meet to discuss tier 2 students

062so the plcs are actually meeting daily and so that's really where that support is starting and i shouldn't say starting that's really where that support focus is in terms of what else do students need um there also is that um student services team when if we have to move from that tier two to that tier three if that makes sense so if a plc team wants some additional social work support for a conversation based on the students they're discussing they can invite those folks in to that meeting absolutely and they and they do so yeah so i love that you asked that because that is exactly how it works in practice okay and thank you for having a very thorough crisis team in place you don't want to have to use them but when you

063do need them it's a godsend to have them so it's nice to see that we have that in place i appreciate you saying that i really do value that work and i will um just add that our our team members are literally available at a moment's notice yeah they are there the support is 100 and all of the administrators uh work in that way and believe and support every team member when that need is in one building or another across our community it's very strong yeah so thanks for having that thank you thank you thank you laura thank you dr martelly let me invite uh jessica into the conversation i mean thanks laurel um i appreciate i can't see you but i appreciate your presentation um so i guess i if i'm am i remembering

064correctly that this worked to strengthen our mtss ties all the way back to our special education audit do you have that history yes you're absolutely correct um actually that's really um i think a fun part for both katie and me at this point in time because as you'll remember in 1718 when we started all of that work from the the plan that was set forward mtss was something early in our agenda and um we did start that work and in 1819 we really put everything into place and from that we have continued to build and grow and implement our new tier one resources and so it's really fun to see it at this point in time um in this spot so thanks yeah yeah that is that's great to see that the work and that

065work continues um because we know it's never over um but to see that thread of you know what started it and and where we're headed is really good um and then in terms of the percentages per tier i'm just curious how you come up with those if those are typical or if or if you feel like those you've increased those because we see a greater need given what has happened over the past year and a half or if we're we're maintaining that typical percentages i'm actually going to jump in and take this one um those are based on research and national norms it comes through pbis and then as pbis and and the model um transition to mtss and the reason we keep those is because if we start to see our percentages deviate significantly

066from that that's your trigger to look at what you're doing so if you have a higher percentage of kids in tier two or tier three you know there's an issue with your universal tier one so um those percentages should never change they're kind of your you know it's that lane that you should stay in and so if as a district you see your percentages looking very different you know you need to look at your model of what you're doing so if your tier two percentage percentages too high you you know it's an issue with tier one if your tier three percentages are too high you need to look back at tier two and tier one most of the time when you work with people from pbis or just people who are expert in this they

067will tell you what it typically always goes back to your universal or tier one so sinking a lot of time and effort and pd into tier one helps make sure that you funnel the right kids into tier two and tier three um is hadley using a specific tier one curriculum um i know what we've talked about in that past and i'm just curious to know if if that's something new is going to an effect or if that's something we might expect down the line they are not using um i don't want to say a package curriculum second step is as a well-researched curriculum but they've developed their lessons in advisory based on their data what the student data is showing them i know they've looked at several different they're really by implementing this start of

068the day check-in that's very consistent with with pbis katie is there anything else coming i i know they've researched or investigated some different options so a lot of the lessons that were created this year were created off of the assessment that they were giving in panorama and what they found was that their lessons were directly aligning to the needs of their students um so they're continuing to utilize that work in this next year and we're also continuing to look at um two different resources that um different staff members within hadley are going to be piloting and trying out um some of our teachers are using the positivity project right now within the summer acceleration program so we're going to be gauging some feedback from that um as well as there's another curriculum character account character

069strong i'm sorry um that is connected to second step that we're also taking a look at um as well sorry so so more to come probably in the future in terms of curriculum discussions about that um and so and then just one last question just out of curiosity um when you're talking about the tier two and tier three supports what are what are the timing of those supports does that fit into one of the advisory spaces and it's that typically a push-in or a pull-out so that yeah that's what i was just wondering were you were you thinking of that as heavily specific when you are asking about the advisory chess um well you know what you're right i guess the advisory piece is heavily so i guess i i yes that was specific to

070hadley i guess okay about it i'm guessing curious about the timing overall and since that would impact the kids schedule um or you know are they missing core instruction or some kind of special to get that extra piece so the goal always is that our students are within the general education curriculum and that they're not missing any content so we have structured that advisory time as a time where kids can check in they can receive some additional support but then within the classroom time periods we've also allocated time for interventions and so kids receive their interventions within that core time so within that math or within that literacy time so they don't miss any of the core curriculum but there's time set aside in each of those math and in literacy where we also have

071a co-teacher that pushes in that helps to provide that intervention within the classroom if students need something additional or something individualized that's something that we work out through that individual level also staying away from that core content time all right thank you thank you jess teba questions i i may have missed it i i'm just curious those students if they choose to stay home is there a like a specific plan for them um that have ieps or 500 floors for the fall or for the fall so at this time the um it does not look like we will have a large number of students who will need a remote learning setting in fact the the state is pretty strict in what in what that's going to look like so we don't foresee a large number

072of students staying home unless i don't know if you want to add to that from sure yeah um and i'll talk about it more in my update but the state has really narrowed the criteria for eligibility for kids who qualify for remote so it's kids who are ineligible for the vaccine and on a mandated quarantine so i know coming later this week there's some of the law firms are putting on a couple webinars to to clarify what's embedded in in the guidance that's already come out we'll be participating in those um but yes if a student needed to be on an alternate plan we have had kids who haven't been in person and still receiving their services okay okay i just if i could just add that because of our work that we had to

073do um with the pandemic our school social workers and psychologists and counselors have really become good on that remote level of providing therapy and they we also have made sure that they have the tools that they need to do that so i will say that for those that small group who are home they have a high level of confidence and have asked us specifically to keep certain um supports and resources in place which we are doing we're we're extending so we will have that in place to be ready as well okay thank you very good thank you thank you so much ted questions no questions no questions thank you very much and julie just have like one one tiny thing it's not even a question but um you gave us all this information and this

074one little thing that stuck and i just wanted to say like i'm excited and i'm happy to hear this about the daily check-in for the middle schoolers in the morning how are you feeling today kind of thing i think that's wonderful i've had a conversation or two with dr k this week about can we screen people on a regular basis like is this a thing that could happen um so awesome thanks for that that's all i have good good thank you thank you uh jason questions for laurel and katie i don't have any questions thank you very good let me then turn to our student board members and uh asia or blake any questions i'm sorry i don't have that you don't have any well thank you so very much blake me neither i would

075just like to say thank you for all that you do for district 41 students thank you well katie laurel first of all thank you for putting the presentation together this i think was conceived as just another step in how we will be addressing the fall and getting ready for a joyous return and a full return in in the fall and addressing the social emotional and mental wellness questions of course are are critical so i appreciate that the time the explanation um and thank you also for the responsiveness with board members who had questions uh prior to doing that so thank you very much all right very good we will then move on and turn to dr kaskowski who has a superintendent update for us ken i'm going to ask you to pull that up and

076before we just get started i want to share that we um as laurel referenced we did an ad team half day training with ali hearn on retooling and reenergizing mtss and really focusing on that that sel and mental health part of the triangle and i will have to say it was she was one of the best presenters i'm so excited about um her working with us and not only on strengthening our mtss but also gradually bringing in restorative so i think it's some huge big steps to be making and just what a dynamic um you know what's rare that you put that many administrators on a virtual pd at the end of a school year and everybody was so attentive so i'm really excited i don't know where you found her but she's wonderful so

077thank you um so my update is probably not nearly as exciting as any of that but um we're going to talk through a little bit of an update from idph and isb um an update on our remote learning work group talk a little bit about our committee of the whole structure and then an opportunity with aasa so ken you can move on to the next one um as people may be aware um is bnidph have well particularly as we have promised that they would get us um their new directives as we've been told sometime in june we have not seen them um on friday last week friday katie aducy and myself had the opportunity to meet directly with representatives from isb idph and shield illinois to ask questions and really to voice our concerns about

078um the misalignment and i'll go through a quick summary of what we discussed in just a minute i really do want to point out that i'm i'm really proud of the assertive advocacy that we've been participating in in terms of pushing on isb and pushing on idph and pushing on anybody who will listen about next year and really trying to deal with some of the misalignments that caused our last six weeks to be as very difficult for up for everyone but particularly for our students um so you know it's just important to know that almost every single day there's been emails or phone calls or zooms um really trying to advocate on behalf of the district and the district's families that um were we're moving in the right direction and and the guidelines need to

079move in that direction as well ken if you want to move on to the next one and just to give some examples um we're pushing hardest for um you know the definition of a close contact currently is six feet um we are really pushing that it's under three feet um if three feet has been deemed safe for social distancing for schools to be open then that's how we should scale our close contacts when we do have a positive the impact of this mismatch or this misalignment is really that it exponentially increase the number of close contacts and required quarantines and we are pushing very hard to get this changed for next year um six feet distancing at lunch is still in place um it's a contradiction again it's been deemed safe to be at three

080feet on buses and three feet you know in a classroom yet it has not been changed yet as of friday the word hopeful was used from the people on the phone call um but they did acknowledge that keeping lunch at six feet they understood that while it was very very difficult and challenging for us for some districts it would make fully reopening impossible so i'm hopeful as to what i heard on friday with that phone conversation about um that changing um as you know as bias said it is um their number one priority for schools to be fully open um so this is a misalignment that needs to be changed if that's going to be a reality for all districts there is a new idph quarantine exception that says if a district is conducting weekly

081covet testing and masking quarantine is only required for those less than three feet distance from a positive case um this new exception only applies in classrooms not in lunchrooms and not on the buses again doesn't seem to make sense but basically um we expressed our really strong opinions on this that um it it almost forces a district to conduct weekly cova testing if they want to use this exception it's inconsistent with the science and seems very incongruent in light of the fact that we're entering phase five community transmission is very low and these rules don't apply outside of school i use the word um or the term that we don't want to be the quarantine police for next school year we want to do school so i understand we are still in a pandemic and

082we have to be very cognizant of the community transmission rate but our purpose is to educate kids it's not to put kids on quarantine so we're going to continue advocating and voicing our concerns around this um an update on our remote you know what why don't we stop at that section if there's any board questions before i move on to the next okay let's uh let's do that um jess uh would you like to ask any questions about what melissa has presented so far now that not at this time okay thank you thank you jess david any questions um on what we've seen so far no nothing yet okay very good ted questions oh all right great dr martelly no i'm good you're good uh julie no thanks and jason any questions good thank you

083okay student board members any questions so far um i have a question you have a question my question was um do you think the number of positive cases that we have in our school or had this year were concerning um they absolutely had us concerned i mean we know from our contact tracing and monitoring all of our data that transmission for the most part was not taking place in school we know that transmission was taking place out of school but we did meet the criteria for an outbreak you know earlier in the year we had put a building on an adaptive pause we put a grade level on an adaptive pause here at hadley um so you know concerning yes because our our number of positive cases was a little bit higher than other elementary

084districts but again we were testing and our process allowed us to make those contact calls and and keep kids from re-entering the building after they were tested as a probable positive but we know those numbers are going way down what really hurt us the most was that a close contact was defined as under six feet um you know so it was that mismatch between you can be seated in your desk and considered safe at three but we had to quarantine anything that anyone who was within that six feet bubble and you know even though we had shared that that would be reality when it actually happened we understand it was devastating to families and so that's why we're pushing so hard at the state level on this right so that's why a lot of for

085what i heard a lot of kids are getting quarantined this year so what do you think site because i know that um earlier um there were um people who put things in the classroom to like make the air flow so that it would be better um what else do you think that we could do to make that better right you know to be honest with you the solution is not to be found in school you have to go back to where transmission is occurring and we know that that wasn't occurring in school but as a community we're in a vastly different place than we were at the height of this and so um you know with immunizations being available for that age group of 12 and up now um that's going to make a huge

086difference i've heard today that um something is coming very soon um for students even younger than 12 so immunization has been a game changer you know for for both the state and county data and just across the country um you know so we're in a very different place but we also know that what we couldn't control was the transmission that was taking place outside of school unfortunately we were the mechanism we were the environment that was doing the testing so we were identifying the presumed positives and having to implement the quarantine even though the transmission point was not in school so um we don't want to be in that position next year so um as long as things continue to go in the direction that we're going i think yesterday i heard our statewide positivity

087was 1.2 percent um or even are we under one now so uh you know things are things look drastically different um but again we'll have to watch it you know we will have to watch um with the help of the the county what our county transmission looks like so hopefully more kids can stay in school next year that's our goal thank you [Music] wonderful blake any questions no thank you all right well thank you all right dr kaskowski please continue all right moving on to our next is remote learning group um our guia collaboration group is meeting again on 6 21. um we decided we had two back-to-back days scheduled that we were going to work as a large group but the reality is is the state has not put their directives out for next

088year so we canceled day two just because we we need that information for this group to move forward so we are scheduled again for 6 21 and it's our hope that we receive something prior to then or that we're at least hearing some rumblings of what um the sb directives may be um but this again is where i just want to you know really um emphasize that isbe has put significant restrictions on eligibility for remote learning requests so in order to be um approved the student has to be ineligible for the vaccine and under a mandated quarantine other requests from for remote learning due to a student's medical condition can be addressed through our policy on homebound instruction we're hoping that things continue to move in the right direction and we have very few um

089students that are actually on full remote um by choice this year but we will as soon as we have something concrete from the state we'll be moving forward our collaboration group will be meeting again on the 21st and we're breaking it down into elementary classroom and teachers and then elementary specials to solve the problem of what to do when we we know we will have some kids on quarantine we hope it's marginal um but how we're gonna solve that issue of remote learning um so we're breaking down into smaller groups so that we can solve it because it might look different between elementary and hadley and it might look different from a classroom to a special setting so our next meeting is on the 21st um ken you can go on to the next slide

090please moving into committee of the whole see can would you please open up that link that's there oh you oh request access and i'll give it to you okey dokey i'll give it to you quickly okay all righty so where we've landed with input and and just as a draft of how we're going to structure the committee of the whole meetings we're looking at eight tables set up kind of in a circular fashion where all participants can see each other tables will consist of a board member plus one or two community members depending on how many people show up for these meetings superintendent and any administrators in attendance will each be assigned to a table as well as visitors arrive they'll be given a table number um so that people can come in and and

091be sprinkled it's not the board talking at people it's the board talking with people um when we go into our norms again this is a fresh opportunity to set new expectations for how all of us including our visitors will participate in these meetings norms will find a formalize the expectation for how we will work together and interact and engage with each other during these meetings i'm suggesting that we create a digital brochure about how the cow meetings will work so that visitors and guests know what to expect when they come to these meetings and i'm hoping that we can make a nice visual and project the norms up in the room where we're meeting where it looks like we landed is one person speaks at a time phones are set to silent refrain from using

092during these meetings assume positive presuppositions or positive attempt about others in the room ask questions to seek clarity make comments that are about the agenda topics only this is what helps us not run afoul of an open meetings issue is that we have to state a topic that's what allows us to have more of that conversation and dialogue because these are pretty much single topic meetings do not make comments about people stick to the topics everyone gets the opportunity to speak before allowing for multiple opportunities um if you think it say it respectfully questions or comments are future focused and not evaluations of past actions and decisions questions or comments should be concise and to the point we can start with these for our first one and if that's too many or we need to

093add these can be a work in progress um topics the june 14th meeting we'd like to have the board come to consensus on the first three topics this will leave the board some flexibility with topics that may emerge as important down the road so september 7th cow is understanding the board's role as governance and the board's relationship with the district as a governance body um we're working with cec to have somebody come in and facilitate this unfortunately um mark van clay as we said stepping into retirement so he can't do that first but he was working to identify somebody who can um interestingly cec is doing some partnering with the illinois association of school boards so it'll either be somebody from cec or iasb but but it'll be through their their partnership work together so

094other topics that we're looking at is full day kindergarten or expanded early learning opportunities sel and mental wellness communication innovative practices special education school finance and funding again we can decide on the first three and then leave ourselves some wiggle room and i'm going to let's see we are at the june 14th again um meeting one is really about the board's role in governance so i'm going to ask bob to help us come to consensus on the order that these are on here so um so that we can at least get the next three meetings topics done um so if we know meeting one or our first cow will be the board's governance role and the board's relationship with district administration um let's move on to to equity yes okay so there are you see

095some suggested topics i think the the districts has a strong interest particularly given the strategic plan in the dei the diversity equity and inclusion then of course all of the work around early learning opportunities as perhaps our second and third meetings and it does the board have any any thoughts about those two as you see listed the two topics as being the second and third one um you weren't expecting that were you for eric no it is looking at the school on finance funding and what do you give a reporter what do we do to love yourself because it seems like that and that'll we're looking at this september november it might make sense to have a meeting on that topic somewhere around that time nancy what are our cow dates because then november january

096okay so then if we would need one topic being dei would be september or no we said no it would be ford governance is would be the first one is it would be the first one so the november meeting could be dei is or or school finance funding because that's november and that leads into when eric's process will be starting that would be the only other that would be the only opportunity if we wanted to do that before does that make sense board members are you clear what jason's proposing that the second meeting in november could focus on finance and funding given that eric will do the intro to the levy and the board will take action on the levy in december so if we wanted to maximize a conversation around this issue uh this

097topic then november would be the appropriate time for that let me see if we wanted to do one on on that uh so maybe some conversation dr martelly your thoughts i think that makes sense um i also think that the school finance and funding should also be in conjunction or prior to the full day kindergarten conversation because i do think those two things are intertwined and so i think if people have a better understanding of the funding and how it is that we you know what's included with the levy and i think that just leads into the next conversation around full day kindergarten okay what's the next cow after november november 3rd is the beginning of the month and then the next one will be january 4th the day we return so then we could

098tentatively slate um full day kindergarten expanded early learning for the january cow let's get some let's get some some feedback jess how do you how do you feel about that order for the first three i think that makes sense um [Music] to prioritize those two and i'm wondering when we think the long-range plan will be completed because i feel like that might impact the conversations with dei and scl and innovative practices and other ones um the only other one i might prioritize is communication um for january if we don't feel like we would be ready for the full day kindergarten discussion i could do either one of those in january because we'll have um you know our summer programs that we're doing for communication and we'll have um one ones one cow under our belt

099in january so we might just we'll have two we'll have september and november november's oh yeah well yeah um so we might want to talk communication right we'll be done with the strategic plan in november um as long as we stay on cec's timeline so you know that will generate a flurry of communication and information sharing so i think from a strategic plan standpoint we're almost covered with that because so much will have to happen anyway um you know even outside of a cow so you know it could make sense to do september board governance november finance and funding january early learning and then see where that takes us like what bubbles up okay my fear is that if we disconnect the finance and funding and early learning too far from each other we'll have

100to redo the finance and funding chris and i'm understanding what you're suggesting is is that we'll have enough communication that will have gone on with the strategic plan and we wouldn't need an additional cow first i don't think we'll need it how i think what will have to happen um don't have a cow we don't have to have a cow yeah i i think we'll be doing things to communicate and share at our regular board meetings um and just through all the district communication and i don't think we need to make sense to devote a cow to it so uh i think we're arriving at a plan ted any uh thoughts about what we're what we're looking at here for these first three meetings uh that all sounds good to me yeah yeah very good

101how about yourself um i had a couple of questions please i i was gonna say the same thing as chris um and i still think we could combine them in november um because it's been a big concern the full day kindergarten so kind of addressing it earlier with the budgeting would make a little more sense um and then the second question i have for communication like what communication are we talking about with the with the community can we incorporate that in the first cow when we talk about governance yeah i i think they're big topics i i don't i don't think in a 90-minute block right we'll be able to tackle two big topics just based on past experience i think we'll be able to set the stage give some context in november with finance

102and funding related to full-day kindergarten past and for you know lay a little history um do some projections in terms of um what it takes to make that happen um but i think then that's a much bigger topic in itself so i don't i don't see that we can combine big topics like that and do them justice yeah i would agree i think that would be chewing off a little uh too much did you get your first question answered uh-huh okay just want to make sure i'm hearing the conversation appropriately for you too okay um anything else the second was communication is that what does what was that what does that mean yeah that was just a topic that somebody threw out there i mean could it be tied in with the with governance in

103the first cow well again i i think there's probably going to be some conversation in the governance session that will just necessarily touch on what the board is doing and what the district is doing and so you know how that is communic and therefore how that gets communicated to the community but communication so if that's what you mean i think it probably does it probably does necessarily flow somewhat out of that conversation but i think the suggestion here communication as a whole separate skill set a whole separate dimension of what a district does and how it does it the strategy behind doing it i think that it's a pretty weighty uh subject and and to do it justice you would require right well and don't forget also erica does a full report presentation on her

104communication plan for the year so that'll kick off next year yeah so that'll be in august there will be a a presentation devoted just to communication at the beginning of the year but then every cow meeting will have communication done after it so um you know that'll that'll happen as well okay so let's look forward to that in that governance conversation to be attentive particularly if there are community questions about that julie your thoughts on this plan going forward i'm good with playing governance school funding philadelphia yes yes you got it all right uh jason yeah i found it as well all right well i am also so we have a consensus on the following schedule we do the board governance district relationship on january on november november 3rd september september september 7th yes yes

105and then november got that one right and then november 3rd finance and funding we will do the finance and then come back january 4th follow that up with the early learning full day kindergarten conversation absolutely all right um a little bit in terms of meeting format we're going to try and keep these meetings to 90 minutes in length um we may have to push a discussion or an action item into these if absolutely necessary just because sometimes things come up that are timely that have to be done but we will devote 90 minutes to the cow part of it you know so again just starting the meeting with a quick review of the norms set the context for the topic introduce the topic and any guest speakers or presenters we would roll the topic out

106with a presentation if it was appropriate for that topic um conversations and questions start with the board member and then anybody wishing to speak should address the board president who will serve as the chair of this meeting or facilitate this meeting so the board president will invite other board members or district administration to respond to questions as appropriate um and the board president will also facilitate um inviting the community that attends to participate as well um let's see if there's a need to add business again we'll do that outside of the 90 minutes if there are not many audience members in attendance or if the discussion wraps up sooner than 90 minutes we'll obviously adjourn we're not going to make it last for 90 minutes if if the meetings kind of concluded itself um just

107some um kind of procedural issues to think about the norms will be posted but if an audience member fails to comply with the norms or refuses to follow the conversation topic or otherwise disrupts the meeting board president will redirect the behavior if the behavior continues the board president or designee can call for a short resource recess this all fits with what we have in policy and can do already when the meeting adjourns the board president will remind every one of the norms and seek to continue the meeting if unable to the meeting will be adjourned this is a kind of a compilation of input from people who have done something similar as to a cow and it also goes back to all of the meetings that we've had legal council and cec and others talk

108about just meeting management so it fits nicely with practices that we already have in place um depending on the topic appropriate district administration will be invited to attend so i'll attend all of them um but if it's finance and funding you know that'll be eric's um you know we're we will invite relevant people um to the topic um gia and ask me leadership will always be invited to attend that's totally up to them it's not an expectation but we will make sure that they are invited they are they are all notified of um board meetings um regardless that's a standard practice in the district so i think we have enough that we can start to build a brochure and kind of introduce the committee of the whole meetings to the community and and let people

109know what to expect when they come um again it's about putting mixed groups of people at the table so it's not the board talking at people or people talking at the board it's you know more of a conversational style so that is where we landed on cow any questions if you change the name it's horrible it's kind of stuck now though i know because it's so horrible that it sticks with you well we'll have a contest for and then okay i like that idea all right we'll start with it let's go with it and then we'll see where we where it leads right okay then um the next topic is um i learned of an opportunity through aasa and it's called learning student-centered equity focused education i've provided the board with some information just to

110start reviewing when i thought when i when i really read through the parameters and information on this program it intrigued me because it can provide if we think this through and you look at everything that i gave it really provides a structure and a format to do further equity work and and it's about realigning um and re-engineering school um there's flexibility built in obviously we do many many really quality things in this district both from an sel standpoint and a cognitive growth standpoint we have strong programs but this really to think of it is not it's not reinventing the wheel so let's step into this work and work smarter not harder so by applying to be a demonstration district we have the opportunity to work and receive support on a national level through aasa and

111districts who are selected work over a five-year period to achieve what's called lighthouse status through the national school superintendents association it allows us to network with other districts who are also doing this work and again it's about utilizing a process and a timeline that's driven by research so that this becomes the how for this in our strategic plan and we're not making making this road map up on our own um there's deliverables for every year that the district would have to accomplish but they all seem very doable what i liked when when i looked at the format of this work is um it breaks it it it builds upon itself so the sequence of what you're doing and why there's a thought process behind it and it all is linked to research um so let

112me see can i go ahead forward to that next slide one more ken whoa it's moving slowly that's fancy there didn't you um and i won't ask we won't even try to open it up on there um but for the board i've given um all the information there's a link to the benefits services and supports that are provided to demonstration districts it walks walks you through everything so um i have requested additional information and i'm hoping that um district 41 might be selected to participate in this process um and it really just gives us a structure um to work from and and really develop our how and the strategic plan for the next five years and i like this because it's it's a structure that isn't driven by people it's a structure that's in place

113so you know as we see every year we have some change you know when staff that leave this is an anchor to people this is a structure that anybody can step into and work from um and we are a district i think that is just ripe to work on a larger national level because we have many many strengths already taking place and and we have a lot of great work left to do so um any questions from the board about learning 2025 thank you thank you melissa uh table any questions about this thank you nope sounds great very good ted questions no questions good uh jess any questions for melissa no questions thank you thank you julie questions no questions thanks and dr martel any questions none very good jason no questions thanks all right

114melissa thank you for looking into this for sharing this information for bringing back additional information and opportunities to the to the board into the district for doing this hard but really important long-term work right so we look forward to seeing where this i let the board know how this goes um and again we're hoping to hear something from isb um this week hopefully um you know that we can move our planning and and our work forward um i think our principals and and with katie and laurel and marcy's and everybody's help um have really um gone as far as they can and they're planning in preparation for next year and their staffing right now we really need some clear directive from isb we're kind of in a holding zone for them and there's a point

115if it doesn't come we're going to have to make some decisions as a district along with legal counsel we we're not going to wait until august for directives to come um so i may be coming back to you you know at our last meeting to say you know our last meeting of june to say is b's not issued anything yet and i don't want to say take matters into our own hands but we need to continue our work whether is be ready or not um so we will be ready um there is no doubt about that so we will keep everybody updated on the 21st and fingers crossed that they get something out um as they say they will um but if not um i i will say what puts us in a different position

116this year from last year well i mean on top of the fact that from a pandemic standpoint we're in a very different position is the directives we're waiting for for msb are are few the rest you know we we know what we're doing we're waiting for a few key clarifications from them whereas last year we were waiting for everything um so you know again our principles are not all 12 months um for our principals that will be out for the month of july we will keep in touch with them but we are as far as we can go without um the next guidance coming from isb so as soon as we know you will know i promise i i would just add that it does appear as if issby is listening they certainly seem to

117be listening to us um district 41 and they've been solicitous of us and we've never missed an opportunity to communicate with them and offer to partner with them but they're listening to other school districts and i think even the one exception to the quarantine while it was somewhat oddly tied to this testing uh requirement it did show some movement around that quarantine and it did come in june which is when we asked for it so they are listening so let's be hopeful that they continue to be responsive to communication from school districts absolutely all right melissa thank you for that presentation we will now move on to the next item on our agenda and that is the conversation the final conversation around the last two chapters of the book that we have been doing in

118preparation for the long-range plan and for doing work around diversity equity and inclusion in school so jess has been our facilitator for this and i will turn to her for a brief discussion about the last two chapters of the book [Music] hi um so thank you bob um and it's actually three chapters i hope you read all three about it we get the final [Laughter] i think i got it um yeah so um chapters five six and seven um and i'm trying to bring up my notes sorry um [Music] so i guess i i um we have some new members to the book who haven't um been able to participate in the previous discussions um so i'm curious maybe to just kind of get some first impressions from chris and ava and see kind of

119what's stood out to you and not to put you on the spot but um i was gonna say is that how this works jess you think of you guys and you just put them on the spot i'm gonna put you on a spot where i look for my notes but um i know chris you had you had some initial um reactions that i i i'd love to start with if you don't mind yeah no i thought it was fascinating stuff to read um i've read multiple articles on critical race theory and i thought the summary that was given in chapter five here was really good i thought there were some very compelling points i don't recall if it was in chapter five or in chapter six where they just talked about how really it's it's

120challenging for those of us and i will use the term us myself for those of us that are in a culture of power to to reflect on topics such as race and how challenging that can be and how difficult that can be and how vulnerable that can make us and i think whether it's myself as a school administrator or as a board member or teachers themselves i think it can be very very challenging to try to take that perspective um into account when giving consideration to topics such as race in in our school system so i thought that was you know a very good point that was made in this chapter i think it was chapter five or six i can't remember which yeah and i think just to kind of level set everybody chapter

121five uh the discussion in chapter five was summarizes that race is different from culture and that racial ideas belief and attitudes continue to influence educational practices it's not a neutral thing and so we have to look at what the impacts are and what it means for students um and then chapter six was really about teachers can and should build cultural competence and rachel racial awareness so while we will strive for a diverse teaching um staff uh it is possible for a not so diverse staff to build skill sets um and and build awareness and then chapter seven highlighted some successful schools and key themes um among those successful schools and highlighted areas where more research is needed um did anyone feel like there were specific passages that struck you as significant either interesting profound amusing

122illuminating disturbing or sad from these three chapters let me let me see if uh board members i have some reflections on that uh miss hill sure um i i was thinking about because i was like this is kind of what i want to share at the meeting and then it brought to mind the human x thing and i think what i'm going to point out it would be very telling for my humanx evaluation because it was like go to the data and solve the problem so the what i thought like kind of summed up the whole book was um paige i think it started on 108 here however yeah at the very bottom of 108 however the ultimate goal in examining race and all of its manifestations is to gain greater clarity about how it

123shapes the realities of millions of us citizens to recognize the privileges it has afforded various racial groups and how it has denied freedom and justice to millions of citizens and subsequently all that to say this subsequently to work tirelessly to dismantle the racial hierarchies that have provided economic social and political opportunities for some while denying them for others um i kind of felt like that was the whole that was the main idea of the whole book right like figure it out understand it so you can fix it and then we can all be better but that was the sentence of all of this stood out to me well again very good yes yes ted any um reflections on the page just before that um 107 page 107. julie 7108 so yeah um i have a

124couple things highlighted that sort of um struck home here it talks about um this one author says there's uh some agreements when engaging such conversations and one of those is that um it is that we're going to experience discomfort is not talking about these issues that create divisiveness it's the divisiveness that already exists in the society and in our schools it is through dialogue even when uncomfortable that healing and change begin um and then another author that cited here and i didn't highlight the author though says white people attempt to avoid issues of race because of their inability to um engage in deep honest dialogues about race racial privileges and opportunities afforded to whites solely because of their race yeah and i should say that that was many white people so um good yeah no

125very good powerful section of the book jason i don't know whether you heard jess had invited board members if there were passages that stood out uh so you don't have your you don't have your highlighted passage so i apologize for that but i think one thing just just a takeaway just going back on memory is more of the thought process of identifying you know what's going on in your district in your schools in your classrooms um whatever whatever whatever ones you want to look at whether it be disciplinary action whether it be academic success or you know lack thereof and it's not bad to look at your subgroups and say hey are some subgroups doing better than other subgroups and what and they just work at the school and the teacher what have you are

126we doing to help that or cause that and what can we do to change to better support some of those groups to help them succeed succeeds on a systemic level is a fair thing to look at yes yes well let me just add that like ted i and in the the passage that julie states uh had jumped out at me also um and it's good to get sort of the thesis of the of the argument um it's really just kind of laid out there and i think it was repeated throughout the book but as you say nicely stated on page 108 but a ted's point about understanding that it's not having these courageous conversations that creates conflict although it can be uncomfortable that the you know that the the the the conflict or the problem

127is exists and it's not talking about those topics that allows that to fester and of course it allows a constituent constituency group in this case students of color particularly african-american students to suffer as a result of a kind of blindness because we're not being attentive to the topic and to do to be attentive to it is to name it and is to have a conversation and to do it in a way that can identify the problem is so that we can systematically takes uh take a step so i'm glad to hear brother esther's bringing that portion of the book and he got a whole he got the whole page highlighted so there you go very good well jess you asked the question how about uh yourself yeah i i i liked i had a few

128i have a number of things one marked but um i won't bore you with all of them but at the end in the final thoughts on page 143 going into 144 um each of us has a moral responsibility to ponder what role we are taking to challenge injustice what questions are we posing to eradicate discrimination and what actions are we engaged in to end exclusion and oppression no matter what shape or form it takes and it goes on to say our work must operate from a paradigm of possibility a stand of empowerment a framework of faith a firm belief in the intellectual prowess of young people and a stance that recognizes the unlimited potential that students from low income and diverse backgrounds bring from home to their schools every day and i think that just

129um for me just is is inspiring a way to think about the work that needs to be done and empowering and it's a sense of responsibility to help see that to fruition so i appreciate everyone reading along um with us who has gotten the book and um the thoughts that it's brought forward and the discussion we've been able to start but i think that we'll continue to have especially with the long range plan thank you jess and before we close the conversation i did want to uh invite uh uh to offer any uh reflections i just had asked the board if there was a passage was there a section of the book that stood out for you um that was particularly meaningful and impactful so we've all been kind of sharing our our takeaways and

130and i know you and dr martelly got the book a little late so there may have been some speed reading on your part and we probably took all the good parts but but tab daba um so i wasn't able to read the whole book um since i just recently got it but um i think one of the things that really moved me and made me um kind of think about what we need to really be talking about like healthy conversations um i found it on page 95 and say the page number one get upset 95.95 thank you and the concept of anti-blackness and um how we can easily just um like group their experience with the experience of other minorities and it really needs to be separated and looked at and studied um as a

131separate concern so um i i really think that's something maybe we need to do in our district as well so yeah that was something that really stood out to me thank you anything else i'm good all right very good and blake asia and you weren't given any reading homework um you've heard some of the conversations around this uh you obviously did your report so maybe that's your contribution but any final i'll give you i'll give the two of you the final word that's pretty good you can just put bob back on the spot and say he didn't give us the book um on the subject writ large anything um i i i didn't read the book but um hearing the discussion i think that um a lot of it did show up in our report

132um like what uh what mr este said i think that a lot of people like almost half this is like i don't know um and i feel like maybe they don't know how to talk about diversity we don't know what to say and then a lot of the responses was talk about it more maybe that's because they don't know about diversity so i think that that was something really important wonderful point see that jason she didn't really know i didn't want to put that any thoughts um i'd like to echo what asia said and other than that i don't have any thoughts okay thank you and dr keskowski you also read the book and you highlighted the book and you have some patience so i shouldn't actually leave you out of this look at that

133you've got purple you've got a lot of sticky notes rival jess i think chapter 6 chapter six to me really had a lot of what we could take away for schools you know if you if you read some of the commonalities that flow through the chapters it's about relationship building and on page 113 it talks about we teach who we are and so to make this topic a little bit more or a little bit less uncomfortable it's understanding that um the more work you do the more conversations you have about culture and race the more you understand that like i approach teaching from who i am and my lived experiences and that by building relations with relationships with your students and learning about their race and their culture um that's how you get out of

134that um you know so it's about um separating our own lived experience from the act of teaching but i thought chapter six was probably the meatiest chapter in terms of work that schools could do to get moving or to start building awareness because something they repeat throughout the book is it's all about self-reflection and self-awareness you don't know what you don't know so i thought chapter six um did a nice job of really bringing it breaking it down to um [Music] conversation that could start at school you know start at the school level and with the professional development and cultural competence this is to me chapter six wrapped it all up nicely i see said thank you all right well thank you all jess thanks for your leadership on this and board members thanks for

135reading the book and for commenting and the work will continue all right we'll move in then to our action items and first up is the personnel report may have a motion to approve the personnel report which includes employment recommendations resignations and resignations with retirement as presented i need a motion in a second i think we heard one any discussion roll call mrs milk mrs hill yes dr martelly yes mrs cyan yes mr robock yes mrs buttimer yes mr estes yes dr bruno yes also additional fte for the 21 22 school year may have a motion to accept and approve the request for additional staffing for the 21 22 school year as presented and outlined in the board report take a second did we hear a second no second ted second any discussion roll call mrs

136mo mrs butter yes mrs hill yes dr martelly yes mr lobock mr estes yes mrs syad yes dr bruno yes and we have a third item which is the approval of the learn platform purchase the administration has presented a request to make a technology purchase to support requirements of the student online personnel protection act sopa for short which takes effect july 1 21. learn platform provides insight into the products and applications that are being used by students with a portal to manage vendor contracts in one location it will also provide district staff with a list of approved applications for classroom use and a structured process to request new applications for review when needed learn platform provides the public-facing portal for parents to see what applicants are being used applications are being used what data may

137or may not be shared with a vendor and the contracts in place with these vendors due to the timeliness of this request this request is presented tonight may i have a motion to authorize assistant superintendent eric the porter to enter enter into a contract with learn platform with a yearly cost of fifteen thousand nine hundred and seventy three dollars and twenty cents and a one-time implementation cost of to be paid from the technology purchase service account as outlined in the board report motion you need a second second second thank you any discussion okay roll call mrs milk dr martelly yes mr loback yes mrs buttimer yes mrs saya yes mrs hill yes mr estes yes dr bruno yes we also are looking at a uh actually two proposed items for the illinois associate of association

138of school board one is a resolution one is a belief statement and i'll introduce julie um here before i call the motion just to maybe preview and summarize what we're looking at and then we will take action yeah um and if we can i would like to just have a very quick conversation with my colleagues here about the belief statement because i know and i apologize that it came out really late i was spoiled once again by technology um is my computer updated for i don't know 20 hours or something ridiculous um so the resolution you've seen before um i think i introduced it last time we met but it's about um gun safety regulation changing the loss so that instead of making it for eight ages 18 and up no sorry ages oh goodness

139ages 14 and down to raise it to 18 and down to make sure people who have guns with children in their homes or who could reasonably gain access to the weapon that they would have that locked up in a safe um that was all upside down backwards sorry um so that's the resolution um and then the amended belief statement is according to the resolutions committee report 2020 it is um it is number 12 did it eight so i change wanted to make sure oh is there a new one because i pulled this like online from 2020. it's what was posted on their website today oh this was from the book last year okay so it's different now that's what i saw oh okay cool i didn't know where that came from yeah make sure the

140same thing so at the um requests in order buttermer we were trying to get some a wider definition of health including mental health into this overall health of our students previously belief statement 12 now belief statement 8 apparently um and basically this one just talks about vision and there's so much more than vision to somebody's overall health so dental physical mental kind of the things we wanted to add to it so you guys i sent it to you again apologies it was so late i had it done and then i forgot to share it um so it will include physical and mental health you know it's turning colors um basically to that end iasb urges school districts to comply with the required notification provisions regarding vision screening for students recommends that parents provide for regular

141and ongoing comprehensive vision dental physical and mental health examinations for their children instead of just vision it would be all of these things because it's all important to a human's health frankly it encourages school districts to consider adopting a policy requiring optometric vision examinations for all children entering kindergarten and to implement yearly mental health screenings and there was a question um regarding the yearly and i was just trying to like give it a baseline i don't have anything special about yearly that i'm particularly attached to it was just like just something i was just trying to make it like kind of minimal just to push for something um it hadley daily is better but like something would be great and that's not mandated um so i just kind of was trying to get the ball

142rolling and that's why i said yearly like if there's and i don't know what screening tools there are but if there's like a screen until you get sent home with the parents or do at home room the first week of class or you know that would be up to the schools to figure out you know that's not my job but um just something to make sure that the students are being checked in on for that and not just their eyes eyes are also important um so that's that's where all this came from um i'm looking at the edits you guys mentioned yeah dr martinelli i did not put the coal in there it was there that's like there's just little you know little things it wasn't like holding i don't have an attachment to it

143um and other than that i am fine with everybody's edits as long as everybody else is fine with the edits um but i think this would be a great and probably probably something that would be universal and it feels like something that would be pretty easily approved at the isb i would imagine i'm not you know i don't know maybe not but it feels pretty not controversial maybe it's not controversial i guess the question that i would have is and this is the legit question is i'm not exactly sure what a mental health screening or mental health examination is um yeah i'm just i'm just honestly thinking about taking my kids at a doctor for their vision you know their vision chapter dental check and their physical you know and you know whatever um and

144they'll ask your typical mental health questions that you know when you when you get there um and they're more you know you know abuse at home questions um i don't know what a mental health examination is um that i had originally just put it at the end asking for a screening so i don't know if um no yeah i added i just was trying to stick mental health in there as part of regular um checks i guess but um you know when we talk about non-controversial i think there's a way that somebody can look at that and say is this something that's going to require a parent to take their kid to another doctor that's going to require another copay that could be a way to get something that isn't controversial kind of looked at

145differently um i was thinking just thinking out loud and looking at it that it was something i didn't really look at until now and it could be just wording that differently because mental health examination is kind of you're right that's not like a typical yeah it does it sounds like you're right um and i guess my other piece that i just wanna i think that piece on the end um and to implement yearly mental health screenings it it the way it reads is that that would be a pop we would recommend a policy that requires that and i'm not sure if we want to go that far i don't know is that it was that the intent to make it a requirement i think the intent was to make it part of um part of

146making sure our children are okay right um right i i guess i'd i i kind of with jason like i don't know what i don't know what you're gonna do to like tell the parents to go do to get your child's mental health checked like i don't even know what i'm supposed to do if you tell me that you know um but if we put it to the professionals in schools who know what that means and who have the tools to do those things and to um encourage them to do something about it i think that is maybe maybe a more effective or universal way of handling that is that cannot i was going to invite yeah for sure dr k maybe katie i don't know whether yeah there are mental health screenings that schools

147can use there's nothing out there that says districts have to it's a district choice and usually it comes with a lot of groundwork with your parent community so um you know the way it's worded there it would be a requirement whereas now it's not many districts do do mental health screeners though um just like pediatricians do check in on mental health you know i mean so with some wordsmithing i think what you're just trying to say is that you know keeping in mind that the health and wellness of a child includes their mental health and wellness yeah maybe that would be the way to go you know that you're looking to expand the definition of wellness beyond just vision you know um so how would you do you have a i don't want to make

148it you repeat what you just said you have no do you have do you have a way to fix the words to make it work better because i'm i'm totally do please do that if anybody has it do you have a thought you've been following this conversation well i i i think you have to be careful like melissa said and how you word that language because when you require something you also have to be in a position that you can that you can react to whatever those needs are and have the services readily available for that to happen so for example in a crisis situation here in district 41 we do do assessments of a student's mental health to determine you know what are those next steps that you know that we need to take

149as a district and what external resources we need to utilize um to support that that child or that situation so i think you just have to be careful in the wording [Music] i'm not sure that we could word it on the spot well we think about it let's see listening to what melissa suggested if the framing of this was that that student health encompassed these elements and this was the belief of the body then districts would take action to try to meet those so as opposed to using you know saying suggesting some action that compels a screening or a test maybe stating as framing it as what wellness looks like would be sufficient because we started off by saying well the only thing that's mentioned here is vision right but clear so it's restating it

150that way what if we just put do you guys all have the document in different colors too i do okay so if we just leave in that first line the physical and mental purple there and then take out the mental health in the bottom part so we're making you know we believe that physical and mental health of our students is of prime importance but not adding any um regulations or requirements to it and take it out of the bottom part is that the iasb believes that the overall health physical and mental health of our students blah blah blah yeah physical and mental health of our students and then take out the mental health part at the bottom so don't worry about the screenings because we already have the ability to do that what do we

151think boy did you follow that julie you want to repeat it so i think i can read it okay melissa go ahead please tell me if it sounds right to you illinois association of school boards believes that the overall health and what did you say i think it's important to leave that mental health in there though because i wanted to be explicit but maybe not overall physical and mental health yeah i can't edit the document oh i don't have editing that's okay but somebody is so overall physical and mental health of our students is of prime importance i think then that's everything you need to say in that first sentence right um and then going down to that end iasb urges school districts to comply with the required notification provisions regarding vision screening for students

152recommends that parents provide for regular and ongoing comprehensive vision dental and physical examinations for their children and encourages school districts to consider adopting a policy requiring symmetric vision examinations for all children entering kindergarten um that has to be in there i was already there yeah but i think you rolled in the physical overall physical and mental health of our students so that's a good place for them to start and then so that's what that was the piece that you're adding and overall right that works for me jess this was um your suggestion and urging is this does this feel good to you do you like this yeah i mean it's it's i i think this is even less controversial than we started with yeah not all of a change but it it's more comprehensive than

153it was before um i think we could try to squeeze more into it but um it'd be less likely to get approved then right let's keep it simple and see what we can get pushed through yeah okay i think you're at least getting mental health specifically added to it to a belief statement yeah absolutely i agree thank you all for your all right very good all right well then we've got uh two motions tell you what why don't we um before we close i just need to add free clothes sure okay um the association of pediatric health has a mental health questionnaire um so maybe we could use that for um screening kids mental health she said the association of pediatric health has a questionnaire for mental health oh it has one okay you're informing

154us of that i got thank you okay very good i'm sorry very good thank you question two know that very good okay then we've got language on two motions why don't we start with the motion on the amended belief statement given the conversation that we just had here so may i have a motion to approve submitting to the resolutions committee of the illinois association of school boards the amended belief statement has prepared edited and presented by mrs hill motion yeah well you should just second that seemed appropriate we've had plenty of uh very good and then roll call mr smoke mrs hill yes mrs buttimer yes mr lobock dr martelly yes mrs taya yes mr estes yes dr bruno yes thank you and then we have a second motion motion two may have a motion

155to approve submitting to the resolution committee of the illinois association of school boards the proposed resolution as prepared and presented by mrs hill everyone has a reminder this was on gun safety storage so motion motion very good i think i heard a second from jess any further discussion very good mrs milk roll call mrs hill yes dr martelly yes mrs buttimer yes mrs syed yes mr lobach yes mr estes yes dr bruno yes thank you board and thank you julie and just before we move off this topic of resolutions i did explore um i'm trying to advocate for augmenting some legislation that is around scholarships for minorities pursuing a teaching career and i emailed the administrator of that legislation and got a really thorough response back that actually um in january that was already augmented

156so the the what i was reading was recent changes and so i would expect to see um some of the things that i was exploring go into fruition this year and largely it was about i was hoping to pursue greater funding which is um which had i think there's an opportunity for that and i think that since this change to the legislation was made this year there's momentum for that one one um aspect of the legislation is that um recipients of that scholarship fund must teach in a school district that has 30 minority students um for every year that the award was given and i asked them about you know the impact of that um requirement and if that dissuades people from applying or prevents some teachers from completing meeting their obligation and if they

157can't find a job in that district or it just doesn't work out with their life that they would be in a district that has that requirement and um it's something to maybe think about and explore since we wouldn't necessarily qualify to get any of those candidates coming out of that pipeline until after they meet their requirement um but you know it's there's a pro and con to trying to reduce that um requirement and that that might create more flexibility for the participants in the program but it might then leave the targeted populations disadvantaged and so so i chose not to pursue that at this point but maybe something to consider for next year as we see what happens with the changes in the legislation this year i would just tag on there that kind of

158to just as great creative credit kind of everything almost everything she asked for somebody else with more power maybe um already asked for it and it's already being hopefully granted and so that was that was really cool to read and actually jess i think your email was super comprehensive and i think the woman that responded was also super comprehensive and i wondered if you would be willing to pass that on to the rest of the board because i think that's a really informative um i'm going to say a bit of information but that's going to sound really because um a really informative email for everybody to maybe have if you'd be willing to share that yeah yeah affordable heavy lifting there and that's that was good work and i appreciate that yeah well it was

159i felt really schooled by her reply it was like oh i tried well i think that was great you're like i want this she's like you already got it i thought it was yeah but it does sound like maybe she was gonna be forthcoming with even more information i'm not sure um yeah i haven't responded to her yet because i thought maybe more would come through but um i'll forward that onto the board and i'll touch base with her again as well once i figure out how to respond yeah thank you jess thank you all right we will then move on to our uh upcoming meetings and we have our june 28th regular board meeting seven o'clock here at hadley and then on monday august 16th we will transition to the next school year regular

160board meetings and just a reminder we're moving up the start time so we will be we will be beginning at 6 30 starting august 16th and that will be here at hadley and then of course as we've discussed earlier the first committee of the hole will be on september the 7th again that will start at 6 30 and we will be holding that first meeting at abraham lincoln school as you recall the board would like to move these meetings around the the district to its school so september 7th the first committee of the whole meeting at abraham lincoln and both the august 16th and september 7th meeting will start at 6 30. are there any items board members wish to suggest for a future meeting future meetings that they have a lot to do well

161i have don't have one for a future meeting but i just i think they're not going to be here at the next meeting you're not going to be at the gym so i just want to note something as a board report now it's a bit one but i just want to thank district 87 for inviting me to be a part of their um equity of a workshop that they put on um and their conversation on the book about belonging through a culture of dignity um the way that they set up was really was really good breaking up into different groups and really have good thoughtful conversations i really appreciate being a part of that that's terrific jason yes that's wonderful i'm glad you could contribute to that that's a good report you got that report

162wonderful good all right the board has a need to adjourn to closed session may have a motion to adjourn to a closed session to confidentially discuss section 2 c 10 the placement of individual students in special education programs and other matters relating to individual students section 2 c 11 litigation when an action against affecting or on behalf of the school board has been filed and is pending before a quarter administrative tribunal or when the school board finds that an action is probable or imminent in which case the basis for the finding shall be recorded and entered into the minutes of the closed meeting and section 2c14 discussion of minutes of meetings lawfully closed under the open meetings act whether for purposes of school board approval of the minutes or semi-annual review of the minutes as

163required by the act i hear a motion and we have a chase in seconds any discussion mr smoke roll call please mr loback yes mrs buttimer yes mr estes yes dr martelly yes sam yes mrs hill yes dr bruno uh yes uh the board will not be taking any action after the closed session uh the board will now move to our closed session meeting and the open meeting public meeting thank you