001Right. Just a few more seconds. And Miss Mullen Becker ready. Uh, welcome everyone to this meeting of the board of education of Glen Brook High School District 225. Um, we will start with a call to order and a roll call. So, Miss Smith, could you please call the role? Mr. Downing present. Mr. Glowaki present. Mrs. Hope here. Miss Mullenbeck here. Mr. O'Hara here. Mr. Shine present. Dr. Steinberg, six members present. Uh, the next item on our agenda is approval of the agenda. Uh, Dr. Grall, are there any changes to the agenda that was circulated? There have been no changes. Could I please have a motion the agenda? [laughter] Second. All in favor? I. Any opposed? Motion carries. We're moving on now to our superintendent report, Dr. Grall. Well, good evening everyone. Happy Monday and happy
002start semester or technically the second week of the second semester. It has been a joyful time to welcome back our staff for two days of professional learning on Monday and Tuesday last week and then our students back on Wednesday. And it's a bit crazy to see all of the different things that are happening already this week, including celebrating both our varsity boys and girls cross town basketball games uh coming up uh later on this week and even we're starting with musical auditions. So, a lot of exciting things uh to think about. And I wanted to just kind of end on that little um kind of preview note because I'll be sending a note to all the board members uh to remind you to hold Cinderella's date on your calendar and we look forward to having
003everyone come together for that Glenrook Foundation event. Um a few other updates today. True North, our special education cooperative, um just had a uh a new birthday, if you will, with the launch of our new articles of agreement that went into effect on January 1st. Um as part of that transition, there's now two governing boards, if you will. The first is an executive committee of superintendent, and the second is a governing board, which will include still Dr. Steinberg uh as our representative. Uh the executive committee, we're very fortunate. The meetings are held right here around this table in this room. Uh those take uh place monthly and we had our first meeting on January 5th to set the meeting schedule and elect officers. And as part of that, I was um selected to serve as
004treasurer for the next two years. Uh so looking forward to continuing this transition um and uh supporting in any which way we can that ultimately lead to opportunities for our kids who are in need of support outside of the school district. Second topic as a followup to um our last meeting which we only had one in December so it feels like a long time um we presented the first strategic plan update of the year. Um as part of that um we did record the presentation and that's now available on the strategic plan portion of the website. So on any the district or school websites you scroll on down you'll see a big um graphic that says strategic plan. You click on it and now we have a direct link uh for anyone to just watch
005that portion of the video if they'd like. The update was pretty extensive. It was over an hour long. So, a lot of great things there and very fortunate again to have Dr. Cummings and Mr. Breag walk us through so much of what's happening in in goal one. And then based on board member feedback, we took some time to develop a new we are officially calling it the two-pager um but it's a dashboard of what we've done, where we've been, and where are we going in the future. On the front page, you'll see some key uh achievements that we really celebrated from a metric standpoint as well as a looking forward section. And on the second page, you see percentages of how far we have come in our five different strategies for goal one. If uh
006the board member uh any board members have feedback on this structure, please go ahead and send it to me. I'd really like to use this moving forward. Every time we present a goal, we'll also develop this and share it with our community. And this is also now available on the website for our uh community members to review. And added little uh you know 21st century call out, we also have a QR code there in case you just want to quickly go to the strategic plan website. Next up, I'd like to invite uh Mrs. Mandy Hughes, our principal at Glen Brook North, to introduce someone special here with them tonight. Hi everybody. Um, I am pleased to introduce Mr. Matthew Bowser as our next associate principal of operations and student experiences at Glen Brook North. Matt,
007can you come up here? GBN began the hiring series for the associate principal position immediately following the appointment of Lauren Bonner to assistant superintendent and that process included gathering feedback to build a portrait of our ideal candidate. Before Thanksgiving, we received nearly 30 qualified applications for this position. In December, the building conducted two rounds of interviews with six and three candidates, respectively, involving staff from all areas that interact with this role, including teachers, clerical staff, building and grounds personnel, instructional supervisors, and other administrators. Throughout both rounds, Matt stood out in his commitment to many elements of our profile of a candidate, such as problem solving as a team player, building relationships within the school community, communicating with honesty and transparency, and problem solving through creativity, flexibility, and organization, to name a few. Matt began his
008educational career as a physical education and health teacher at Willowbrook High School. Additionally, he's served as a dean of students for two years and coached football and basketball. For the past 18 years, Matt has been the assistant principal for athletics at Glenard North High School. We're practicing making sure we get that right in both settings uh in Carol Stream, Illinois. During that time, Matt has focused on building relationships with staff, students, and the Glenard North community. Those who currently work with him speak very highly of his collaborative nature, visible presence, and high expectations for performance. Matt has a bachelor's degree in physical education with a minor in health from Elmherst University, as well as a master's degree in administrative education from North Central College. When not in school, Matt enjoys music, being active, and supporting
009Chicago sports teams, which has been lots of fun this year. [laughter] Uh Matt lives in Gleniew with his family, and his wife Tracy is here tonight. Uh Matt's excited to work with the dedicated team members, families, and students at Glenberg North High School and across district 225. He believes that building relationships, proactive communication, and collaborative practices make our school the best place for our students to thrive, which I saw in person today. We he came a little early. We did a tour throughout the building again for all the other places he hasn't seen yet. And he's introducing himself to everybody. It just felt like it it's been like this the whole time. So, it was really great. I'm excited that Matt will join our Spartan community officially on July 1, but I'm also thrilled he'll
010be visiting throughout the second semester to meet our community, continue to meet our community and learn about upcoming projects much like he did this evening um here at GBN and also at the facilities meeting uh just before this so he can hit the ground running in July. So, please join me in welcoming Mr. Bowser. See [laughter] you all next. And Matt, we promise in the future on your very first day before you start, you won't necessarily have three hours of meetings on a, you know, regular basis. [laughter] All right. Next up, I want to uh ask Mrs. used to take a few moments to talk about the celebration and welcoming of the class of 2030. Just last Thursday, we introduced all of our new Spartans and Titans. And the numbers are up here. 503 new
011Spartans, 666 new Titans uh to curriculum night uh just last Thursday. And Mandy will walk us through what that experience looked like. Yes. So, at both GBN and GBS uh we had wonderful evening events. Each family received just like you have in front of you, the hard copy of the 2627 course guide and our new student guide. Um the students and families attended large group presentations and they were welcomed by building administrators in those large presentations. We know how this transition is very naturally um surrounded with both excitement and nervousness for our families and our students. Um so the teams worked really hard to be welcoming and reassuring while all also trying to communicate a large volume of information. Uh families learned about course levels, course requesting, the different supports available and most importantly the
012exciting opportunities that they have in their core and elective areas. So using various strategies such as videos or student presenters, those presentations set the stage for the second half of the evening where students and families had the opportunity to talk with instructional supervisors, teachers, and other student volunteers who came to demonstrate things so they could see what it all looked like. Uh it was really exciting and we were thrilled to welcome the class of 2030. I wanted to share two favorite moments from the GBN uh uh event. First, it uh we uh it was wonderful to hear our students who are current students, many of them current freshmen speak to the crowd about their experiences in their courses. So, you can see uh um an image of that up on the screen. Um that was
013great. And then the second thing that I really appreciated as well was watching our parent organizations really welcome all of our families in the fieldhouse when we had our event. Not only were there all the connections between teachers and instructional supervisors, but seeing families welcome other families was really a neat way to join the the community of Spartans and it was really great. Um, these nights are a ton of work to put together. So, I really want to make sure that I emphasize and thank the many hands that work together, such as everyone on the administrative team, the instructional supervisors, teachers, the clerical staff, our theater staff, building and ground staff, and all of the district staff who work together to make these events possible. It was it was really great. Thank you so much,
014Mandy. And that does conclude our report, but it does bring us to the next topic of something we haven't had before. Do you mind if I just kind of give a little preview? So, um, back in December, we identified a group of board members that were committing to go to different parent uh, organization meetings. And just last week, and now I'm forgetting, was it Wednesday. Um, we had Mr. Glowaki and, uh, Mrs. Hope attend the Glenber North Parents Association. So, I didn't know if you guys wanted to provide an opportunity and share your experiences. Sure. Um it was another great meeting and we I think over 75 people registered which was fantastic. It was quite a turnout. Um the guest speakers were wonderful. Of course, Dr. Bruno talked um about CTE and um Mr. Davidson
015about fine arts and and spoke to all of the parents about those particular departments. And there were a lot of incoming freshman parents there too. So they got to hear a lot about that and it was really exciting. And then just hearing from the different parent association board members and Mrs. Hughes, it was it was just really neat. And as always, everyone who spoke talked about how much they love GBN and how invested they are in the community and the students and it was it was a great meeting. So, as we continue to have a few more meetings, I believe this week we have a foundation meeting um and one other uh meeting coming up. Um hopefully the board uh members will have an opportunity to share their experiences. The foundation meeting um actually got
016moved to the following week. Oh, but I'll report back on that next meeting. Very good. Um oops, we have one more item. We did have a facilities committee meeting which you've already heard a little bit about. Um so I will defer to any facilities committee member. It seems like Mr. Shine might have some thoughts that he'd like to share. Well, I've been volunteered to Allen told Matt to share uh just a little bit of information uh from the facility committee uh regarding um long-term master facility plan. And uh just briefly, this is something an initiative that has been worked on for a more than a year um through both facilities and finance and then in conjunction with our our architects and and construction managers. Um looking at the needs of the Glen Brooks for from
017now over the next 10 years um it's a statemandated requirement to uh develop a 10-year facility plan and then within that plan there are various types of projects um and there's a lot of focus on uh safety. they call them life safety but uh safety and security um mechanical electrical upgrades um etc. And I think some of the important or most important takeaways is uh the ability of the Glen Brooks to pursue these projects um without incurring additional additional debt and therefore um no additional cost to taxpayers. So um we would be uh retiring and reissuing debt at the current level and then using those funds to um initiate these projects. Um right now they're they're a framework. So there's a list of projects. They're prioritized and the next step it would then be working
018with our architects and engineers to put some further development into them. Further prioritize uh working with staff and students. Um a lot of effort will go into exterior um uh pieces of of the campus. Um for example um stands the the um in the stadium stands uh turf fields um different things of this nature that press boxes things that have just lingered for literally decades. And it one thing that kind of surprised me is how long or how old our our first round of athletic fields of turf fields. And it was somewhat controversial when we put them in. And we were the last in our in our in our division in our group. Somehow we ended up being the last to do it. And here we are. Was it 20 years roughly we are that
019Yeah. and it's time to, you know, to upgrade and renovate them that they they need a maintenance. They told us when they were put in and we've actually been able to exceed the lifespan of the point to the major maintenance on these. So now that's coming up and the request is we really need more of these fields. When we for example, this was a huge expenditure. It was fields and track and it was a really big deal. As soon as we put them in, we saw the use. The band on the field, the palms on the field, uh, girls field hockey, I mean, you name it. The activities, gym classes, all went to the field because we weren't destroying the football field for 14 days of use out of the year. These things are getting
020hammered all the time. Park District, uh, the the young kids playing playing sports in our feeder programs. So, those are things that we are are are on the docket as well as picking up and continuing uh current initi initiatives like the restrooms that that we're we're slowly renovating. So, it's a dovetail where we're continuing on the stuff we're doing. Plus, then we're layering over the top of this with the 10-year plan and it'll just be business as usual. It's just we've done this before. 10 years is a long time and then this will continue every year roughly what about eight nine10 million dollars a year to just layer these projects in there and work on them. Um as an example we have 75 year old boilers at GBN. They're fine. They're working but that's pretty
021old plant in that building. So, we need to be thinking about those things so one day when it's windchill of 30 below, we don't have to cancel school and nobody comes here and says, "Well, why didn't you deal with that? What wasn't it obvious that you needed to deal with that?" And this plan is is an initiative to get all those things out on the table, allow the board, the community, and the administration to look them over and provide the feedback to help us prioritize that list. So combination of staff facilities committee, finance committee and then our outside our students uh we mentioned the um parent organizations will all have an opportunity to come to the table and talk about these things as we move forward. Anything else from you guys? You sure? Thank you.
022Uh thank you for those reports. Um the next item on our agenda is recognition of community visitors. Um I am told that we do not have anyone who has signed up to speak tonight. Um but we always welcome visitors and anyone who would like to speak. Um please come to a meeting. If you're not comfortable doing that, you can always send us an email. Um leave us a voicemail. We're happy to chat. Uh the next item on our agenda is the consent agenda. Uh, Dr. Grall, have there been any changes to the consent agenda? There have been no changes. In that case, could I please have a motion to approve the consent agenda? So moved. Second. Mr. Downing? Yes. Mr. Glowaki? Yes. Mrs. Hope? Yes. Mr. O'Hara? Yes. Mr. Shine? Yes. Dr. Steinberg? Yes. Miss
023Mullenbeck? Yes. Motion carries 70. Moving on to our discussion agenda. The first item is our intergovernmental agreement between Glen Brook High School District 225 and Oakton College. Right. Thank you so much, Miss Malbeck. Um, as the board knows, we enter into intergovernmental agreements or IGAs with different governmental partners. Um, the existing IGA with Oakton College is quite dated and uh, Dr. John's had worked with Mr. Petrarka on this um prior last year. Um what we've done now is actually expanded that work uh to also include Maine Township, Evson Township, and Niles Township high schools um which all have partnerships with Oakton. So do we have the same agreement? Um the basic elements here is um there's been some legal changes to the dual credit quality act uh that are now reflected in the agreement um
024that provides an opportunity for students to earn college credit while uh participating in high schoolbased courses taught by our faculty members. And then we've also um clarified what's nearly a 40-year agreement um formerly referred to as the um uh lifelong alli or alliance for lifelong learning. Uh those are community ed classes that are actually taught in our schools. Um trying to bring the the community college experience closer uh to all the communities that are within the college footprints uh with the exception of their general facilities in Skoi and Dplaines. Um and it just clarifies that they can utilize our facilities um and that there are fees associated for uh facility rentals just like normal. happy to answer any questions, but it's it's really a standardized agreement. Um, and it provides the ability for uh the
025district to end that agreement uh with a reasonable notice on an annual basis. Thank you, Dr. Grall. Um, Mr. O'Hara, uh, you you mentioned uh ending the agreement. Can Oakton end it too on on that same Okay, it's reciprocal. Miss Hope, did you have any questions? Mr. Shine, Dr. Steinberg, I'm assuming we have enough qualified teachers to We do. We have a large um amount of dual credit programs is actually in the course guide uh that was uh conveniently placed in front of you. Um, chart. One of the things that's very important as we're starting to see uh staff retire uh and as we onboard new staff is identifying what um opportunities we want to continue and what new opportunities want to expand upon. Um so that's always a consideration but right now we are
026staffed to supply support everything that we offer. Mr. Downing Mr. Mr. Gaki, just one quick question. Mr. Grall, you mentioned that this allows them to utilize our space and rent space. How have they utilized it in the past? So, community ed courses have been offered at Glen Brook South since I've started. Um, they're not many. It's two or three classes. Um, often, um, English as a second language courses, um, and then some other personal finance and a few other things. Um, typically they meet once a week. uh and for nine or 10 week terms. Um and uh Mr. Wright uh most recently he's been working with them uh providing access to two or three classrooms. Um however, now we have started the conversation uh over at Glen Brook North. Um Mrs. Bonner, um uh Mrs.
027Rose, our CTE welding teacher, and Oakton are talking about um them actually teaching a credit-based uh welding class at North. Why that is very interesting and intriguing uh directly for our students is as a institution of higher education, Oakton has tremendous access to different grants that we do not have access to. And if we are utilizing the same space, they can procure new equipment, upgrades and enhancements to the space um because it's a shared experience. So uh that is something we are currently exploring. Thank you. Mhm. Okay. Um this all sounds great, especially the expansion of dual credit. I know that's something we've talked about a lot at this table and um are prioritizing. Um, so this will come back on consent, correct? Any objections? Nope. Okay, sounds correct. Let's see. That takes us to
028item 7.2 on the discussion agenda, which is the IEP management software license agreement with Embrace Education. Yes. I will um introduce Dr. Skip Kum, who you have probably met when you were about a year ago. Yeah. [laughter] It's like deja vu all over again. Um, Skip is here tonight. Um, you know, it is his first year in the district, although it feels like it's been in a good way about in a good way about 10 years. Um, but to to say that he's been busy is an understatement. um he has really been spending quite a bit of time getting to know the staff, really listening to the concerns, and tonight he brings to you um a memo and talking about switching IEP programs, not because he came here wanting to do that because the staff
029really um has expressed interest in that. So, I'm going to turn it over to Did I steal that from you? No, you're good. Perfect. It's all yours. All right. Perfect. Thank you so much. So, I still do introduce myself as the new director of special education, even though it has been about a year. And I I standing here makes me kind of think back a little bit. So, I do want to take a moment to thank all of you for the opportunity to work here. I remember when I saw this job posting, it was it's a dream job posting, right? It's something that you really want to go after. So, you ask your friends, you talk to people about the Glen Brooks, and now I can tell you six months in that all the good
030things they said did not even do it justice. The students here have been absolutely amazing. So much fun to work with. Great to get to know. The families have been very collaborative. I've, as you'll see, talked to a lot of parents, anyone who will talk to me. Uh, the community has been absolutely great. I I've been partnering um or we already have partnerships with, but helping to expand with the libraries in both towns, with the um the parks and recreation. So, I've been trying to partner a lot with the community. They've been absolutely phenomenal. And then I could go on and on about how great the staff have been. The teachers, the related service providers, everybody here honestly is just absolutely amazing. I could spend an entire evening talking about that. But I did want
031to take a moment before I jumped in to just say thank you and to acknowledge that. So I appreciate it. And I would also say that as excited as I am to be here, it is a little bit shocking. I did not expect to in my first year in January in the first board presentation talk about changing IEP systems, right? No one would ever start a new job and be like, let's change the way you guys are doing everything. That sounds like fun. That is never in a million years was that what I thought I would be doing today. But I feel comfortable being here because as Dr. Cummings said, I'm really here to represent the voices of the teachers and the related service providers and everything that they have said to me. And I'm
032doing that because when I started it was made very clear to me by Mr. Bag, Dr. Grall, Dr. um Cummings that we really live through our strategic plan, right? We tie everything back to this. That was very clear to me when I started, which makes me happy because I came from a place that was the same. There's nothing better than having someone give you a playbook and be like, here follow this. So that's what I did. And then when it came time to actually do it and we're sit down and talking our goals, it wasn't just in theory, right? Uh Dr. Cummings and I talked about living through this and starting my um tenure here by talking to teachers, being engaged with them, listening, you know, getting to really know our school and our school
033cultures, which ties back to 4C is the feedback and sharing data. 4 D, the values and input, 2D, districtwide relationships. Those are the things that we decided to really focus on in my first year. So, as you can see in the timeline, July to September, I went and met with everyone who will talk to me. I've been meeting with parents in coffee shops. I've been out in the community. I've been talking to teachers. I've been meeting with our related service providers. I've been in classrooms, attending IEP meetings, trying to get to know everyone. And while I was doing that, one I end every conversation with like, what do you need from me and how can I help you? And one thing that kept consistently coming up was [clears throat] power school special programs, how we're
034writing our IEP systems. It didn't matter who I was talking to is a pretty common theme of it taking a little bit longer than it needs to a couple issues. And it it came up often enough that at some point in probably September, I went to Dr. Cummings and was like, "Enough people have said this. As a leader, there's got to be a point where you're like, "Am I just listening or am I really going to try to help here?" Then we decided let's go forward and see if this is something that will really help our staff so they can focus on helping students. So that's what we did in October. I sent out an email and like a kind of needs assessment to our staff. In that one I had um compiled a list
035of some of the most common things that they are brought up some challenges with powers school special programs. I had the box for other and then I had what are things that are working well and then what are some challenges that you're facing right what are the things that are working well that we want to continue and in that I got 57 responses which is a great response rate I feel like that really showed across all four of our buildings uh in that there was roughly 5050 as far as case managers and related service providers so [clears throat] that means our school psyches social workers and speech pathologists and we got qualitative feedback back. So we got that. I went back to our team. We reviewed it, identified some common themes, some common challenges with
036a program we were using and then I went to the system that this company called Embrace. And the reason I went to them and we didn't go out and look at a bunch of IEP systems is for several reasons. First off, sorry, I'll take songs. [laughter] First off, all of our feeder districts use Embrace. So, it's a system that our parents already know, our community is already using. Every single one of our parents of a kid with an IEP has used the Embrace system. Secondly, 95% of high schools in Illinois outside of Chicago public schools are using Embrace. So, when students move in, they are already using Embrace. Families have already used Embrace. Our therapeutic schools are most likely using Embrace. It's kind of the gold standard in Illinois of IEP systems. So that's why
037we went to them and I said, "Here's a couple of the challenges that we're facing. Could you talk to us about how you could address those?" They hosted a series of um presentations to our staff where they could attend. They were voluntary to come during the uh lunch hours and kind of go over and embrace what it is and how it can help address some of our challenges. I then went and did listening sessions at all four of our schools where I met with our staff. I met with everyone. I said, "What are some of your concerns? What are the strengths? what are the challenges and I can tell you that they were all like yes we would be on board with the switch. The qualitative feedback was really good that and that matched the
038qualitative feedback from our first survey as well. teachers were the teachers were giving really positive feedback about wanting a system where they could get more time to focus on students and one of and in that we acknowledge that there is some change right so some of it was even funny one person's like I'm a dinosaur and I don't want change for the sake of change but if it will really help us to help students I'm all for it so we had gotten really good qualitative feedback we had done the presentation so I did one last survey to staff where I did a four-point the liquor scale with one being please don't change four being yes you guys change I'm all in for it. We had 64 uh responses. Of that, 52 were a four, so
03981%. Nine were a three, so 14%. So, we're at over 95% were three and a four. We had one teacher was a two and two teachers were a one. So, overall is really resounding support for switching to Embrace. So, that's what I'm here to talk about tonight. I do think it is a system that will be much more efficient for our teachers. It is going to help them save time. so they can work with students that is going to help our um families because it is a system that they've used before and we've already kind of started looking at what would be the next steps what do we need to do and it also we've learned ties back to goal 3e which is simplifying tech and communication we have found that embrace is compatible with
040all the systems that we use I've talked to our feeder districts I've talked to people in other districts I came from a district that used embrace and power school they do communicate very well the data sharing is very easy and it is something collaborative that all of our teachers can use. So that is my pitch on embrace and why we are where we are today. Any questions? Mr. Glowaki, just a quick question. Thank you for the presentation and everything and all the work you're doing. Uh you referenced 95% of the state and you had various talks with our feeder districts and everything. What percentage of our feeder districts are currently utilizing embrace? All of them are. Okay. Thank you. All of our feeder districts use it. So it's something all of our parents have already
041seen, used and engaged in. Okay. Just want to make sure that I follow. So that's wonderful. Yes. Um and then secondly, the implementation cost you outline the 3500 that Embrace is going to charge us for implementing, but what is your estimate of our time as many implementations? It's wonderful what the company will do, but it comes down to the people who know the records working with them to review everything, and that's usually additional time and effort. What do you estimate that roughly to be? There will be a little bit of time and effort on the front end like you said because we do have to switch our systems over to Embrace. So we are our IEPs over to Embrace. We have worked on that a little bit on who's going to do it and how
042they're going to. It is not very cumbersome. They can upload every single PDF. They can do an electronic transfer. So they will be able to get them on there and then we will need to work on getting them into Embrace. It's per case manager not going to be that much work or we can find some other people who can help us with it. Well, if he I guess that would help just maybe a a footnote as this comes back just if you do have a rough estimate if it's three and a half hours on average per person just to have that context of Yeah, definitely. That's something and that's been a thing that we've been talking to our feeder districts at well because a couple of them switched just a few years ago within like
043the last five years. So, I'm going to work with them and say what were your challenges, what worked well, what did not work well and I can maybe get a guess from them as well. Just it'd be interesting. Thank you. The other thing I will mention, um, typically when the eighth graders come over to high school, we are truly taking every field and copying and pasting it into our IEP system. This year, not needing to do that is going to save us an incredible amount of time for about 130 students that will just automatically transfer over. So, that will save us time. But, yes, we are happy. It will. It'll be nice. We'll have access to students records all the way back to their initial IEP. very easy to click on and just open. So
044it could be back to when they were three years old, whereas now you have to log on to PSSP, click through, find it, try to so there will be a lot of times saving efforts for all of our teachers. Wonderful. Yep. Mr. Downey, you still I was going to say that I knew [clears throat] that was kind of a an issue. So I think it's great. Nice work, Mr. O'Hara. It sounds great. I love the fact that you went through and and talked to everybody and then you do reach the point where like, well, do I have to do something? and and uh so thank you for all all the effort you've put in to to get to this point and to get us to here. Um I guess the the other nice thing is
045that's cost savings will actually occur every year going forward, not just the first year. So that's kind of nice. Miss Hope, Mr. Shine. Um, can you explain briefly how the uh regular ed teachers would interact with this system and then how it's like tied to power school. Yep. The most common way that they're going to interact with it is pulling up accommodations that they need to give in their classroom. So, the systems do communicate. They'll communicate every single night. So if we have an IEP system today and we change accommodations tomorrow when a teacher logs into P school they will be able to see the new accommodations. So within that there's an icon that we can use in P school that you can click on it and all students accommodations can be pulled up so
046it can be right there at a teacher's fingertips. If there is a change will it system like flag them so they like know to look for it? I'm thinking you've got a teacher's got 120 students maybe. Not exactly sure, but what would key them to say, "Hey, an email could do that, too." That's how we've normally done it is after an IP meeting, we would say, "Hey, we have changed the accommodations," especially if they relate to a certain class, right? So, a student with a c specific learning disability in math might only have accommodations changed in math. And then we'd reach out to that teacher to not just let them know there were changes, but get back to us if you have questions about how that might impact your classroom. Thank you, Dr. Steinberg. Just
047simply clarification and I know we're saving a lot. Did power school have special extra cost for helping manage before? So because we are adding a 12,000 per year cost of course we're saving by simplifying processes and everything else. But in the past was there a cost on the purpose of this? It's in the memo. Yeah, that's what I was talking. Yeah, it's in the memo. It's 18,000. It's the first line under financial. I misread that part. [laughter] Thank you. Yep. Thank you. That it. Yeah. Yeah. Thank you. Uh well, thank you so much for presenting tonight. Um I I I have to echo um Matt's comment. I think it's fantastic what you've done to go out and um uh make connections with literally everybody, it sounds like. And when you say you could talk to
048anyone, don't dare me to meet with the people. I'll do it. I get that sense. I that kind of radiates from you. So, um, that's wonderful. This sounds like this will be a great improvement. I think the the to me the big takeaway is that the people who are going to be using this want this. Yes. Um, overwhelmingly want this. Um, and you know, if we're if over time we get a net savings from this as well, fantastic. Um, so yeah, great. Thank you so much. Thank you. Appreciate it. This will come back also on consent then. That's correct. Okay. Thank you. That's working. The next and last item on our discussion agenda is uh board policy and procedures. And this is a particular there's one particular policy that although we're going through the larger
049policy overhaul project which you've heard so much about I know everyone finds fascinating. this particular policy has a um uh more uh uh we have to address it now [laughter] rather than waiting for the longer process. And Dr. Revel will fill us in. Miss Melenbeck summarized it great. Um the Illinois State Board of Education every two years reviews uh bullying policies for a group of of districts in the state of Illinois. Um this year is our year for review. Um, our existing policy was denied by the state board because it was lacking some elements that had recently changed due to some new legislation. Um, after working with the consultant at ISBY, they advised that if we adopted Press's policy as we had shared with them, um, we would be in compliance and not have this
050um, particular issue uh, uh, be an issue. Um, if you look at the highlighted portions of the policy, they're pretty straightforward. Um, our policy did not expressly state the Title 9, the non-discrimination uh, coordinators and the complaint managers. The proposal does. And then there was just, um, a requirement to state consistent with federal and state laws governing student privacy rights, so on and so forth. Um, so minor changes. Um, we did present this to the policy committee last Wednesday. Yes, last Wednesday. Uh, there were no concerns that were raised. So, we're presenting it here tonight. It would come back on consent at the next meeting. Um, yes. So, the policy committee did um look at this and as Dr. points out and the highlighted text. Um these are really um minor changes. Um and of
051you know listing the uh the particular contacts that that someone with a concern about bullying would re reach out to. Um and uh of course we will be consistent with you know applicable laws. Um uh but this is something that because we are technically not in compliance at this point after the audit it's important for us to address. Now, um, did any board member have any questions or concerns about adopting this policy? I just had a quick question, and it's not one of the updated parts, and I may be completely misinterpreting it, but in reading it, the first part talks about um sort of bullying on the basis of and then lists several things, but it's not an exhaustive list. And I wanted to make sure that and later on it talks about what bullying
052is, but this would also cover bullying related to other things that are not listed here. Yeah, it says including without limitation. Okay, great. Mr. O'Hara, no. Mr. Shine, Dr. Steinberg, Mr. Downing, Mr. Gwaki. See, the committee system works. Um, [laughter] all right. So if [clears throat] everyone is okay, this will also come back on consent. Correct. Wonderful. Uh that takes us to uh the next item on our uh discussion agenda which is possible topics for future board meetings. Um and we have a few here. Um but there is a small change I think to this. Yes. Yes. So, um, just as we've been doing, uh, trying to highlight what's coming forward, uh, we'll start with the full board meeting on the 26th, um, at that meeting, uh, representatives from Glenburg North and Glenber South will
053talk about student attendance and chronic absenteeism. Remember that is one of our areas for growth is identified on the Illinois school report card. Um, and also Mr. Bree Tag will be kicking off, if you will, the annual school climate survey, uh, previously known as the five essential survey. Um, but another key component of the state report card and also our school improvement plans. Um, the one item that we are going to move is we were scheduled to talk about bringing student representatives to the board table at the communications committee. Um, and we're going to move that to our next communications meeting just uh to make sure all board members who might want to be part of that conversation can be present. We still, however, are going to talk about the fall communication survey and some
054great data there uh and a few other topics. So, all are welcome at the communications committee meeting. And Miss Smith, I'm forgetting the time that we had agreed to. Five o'clock. All right. Five o'clock, a meal will be served for anyone who attends. All are welcome. Thank you, Dr. Grall. Um, did any board member want to raise any other topics to put on future agendas? Well, if you can't think of anything right now, that's okay. You can always let us know later. Um, and we will continue to, you know, let uh the community know get a little bit in advance so that people are aware of what will be um coming up in future meetings. So we will have a close session tonight. Um and we will be having closed sessions for this purpose to
055consider the appointment, employment, compensation, discipline, performance or dismissal of specific employees of the public body or legal counsel for the public body, including hearing testimony on a complaint lodged against an employee of the public body or against legal counsel for the public body to determine its validity. Litigation, when an action against, affecting, or on behalf of the particular public body has been filed and is pending before a court or administrative tribunal, or when the public body 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. That's section 2 C1 and 11 of the open meeting act. So I need so moved. [laughter] Thank you. Uh, we need a motion. We have a motion. Can someone second? All
056in favor? I. Any opposed? Motion carries. Okay.