001I ask every board member uh to state their name for the record again. >> Basilios, >> Eva, >> Scott Nelson, >> Alex Camevich, >> Julie Moon, >> James Dolan, >> Jessica Pritzker. >> All right, we are open. And now we're going to move to our approval section. I'd like to ask for a motion and a second to approve the agenda as presented. >> So moved. Camelavich. Second. Dolan. >> All those in favor? I. >> Any opposed? No. The agenda uh is approved. Now I'd like to ask for approval of the December 15th public hearing regular and executive session minutes. Is there a motion and second to approve the public hearing regular and executive session minutes? >> So moved. Seconded. Pritsker. >> Uh Gabby. May I have a roll call? Tupos >> I >> Julio >>
002I >> Moon >> I >> Nelson >> I >> Pritsker >> I >> Dolan >> I >> Kemale Levage >> I >> motion carries >> now we're at our communications >> Dr. Delhi. >> Hello. Yes. Good evening everyone. I have a few um pieces of information I'd like to share. Uh both of which are exciting. Uh first, a new law, Illinois House Bill 5394, if you don't know, requires that all school districts develop and implement a cardiac emergency response plan. And in compliance with that law, uh, the district nurses, and really a credit to them and all the hard work that they did on this, uh, partnered with Project ADOM to develop comprehensive plans and establish and implement school-based response teams. Uh, the project is named after a student athlete who suffered a sudden and
003fatal cardiac arrest during a basketball game. That's really what's behind this. and uh the family has really taken this on as a uh as a mission. uh since we've implemented this I'm proud to share that all the schools now have received uh and achieved the heartsafe school designation through this project atom which is a designation attained by schools upon successful implementation of a quality sudden cardiac arrest program of awareness training and effective emergency responses to promote a heart safe environment for students for visitors for the building staff uh all of which are outlined in this uh hearts safe school checklist. And I should say it's uh not just at the schools. We have a cardiac response team of which I happen to be a member at the district office. And so uh we really tried
004to reach all all corners of our school district with this uh with this important life-saving technique that is always our objective. So I wanted to share that with you. Uh secondly, we did have our uh Lunar New Year uh celebration on February 13th. The Glen Grove Community Project in collaboration with many parent and community organizations hosted its uh I couldn't believe Raquel it's four years fourth year um already uh annual Lunar New Year celebration. Um do we have photos behind me that I can't see? Thank you. Uh on Q uh eyes in the back of my head. You can see from the photos shared on the screen. It was it was really a very fun time, an engaging time for students and for families. Uh the night was filled with dynamic performances and celebrations to
005ring in um the year of the firehorse and so thank you to everyone who helped plan the event and there's planning that goes into this. We all know these things don't just happen. There's a lot of planning by a lot of dedicated people and the engagement, you know, from our community was just very heartwarming to see. So, I wanted to share those two items with you in um in my comments. Thank you. >> Thank you, Dr. Deli. Um next, we're moving along to our audience comments. Do we have any audience comments tonight? Okay. Then we'll move along to our consent agenda. Dr. Deli. >> Yes. Uh I do have uh some comments specific to our our personnel report. And I know Kevin, you'll you'll follow me here in a second, but uh we have three
006administrator recommendations this evening. Um you know, which is not typical for us in a in a single board meeting. And so I I thought it was important to highlight that. Um not only because we have three this evening, we're likely to have three more at our next uh school board meeting. And um I I think because of that I think it's a good reminder to just share with people that we take the hiring of all employees in the district uh very seriously and you know administrators are no are you know they're no different. So, uh, we always try to apply best practice when it comes to advertising for positions, creating applicant pools, screening applicants, interviewing candidates, and conducting reference checks before finalists are offered positions. It's a part of everything that we do when we
007embark on the important uh process of bringing a new employee into our uh, school district. Um, and even for some internal applicants, I think it's important to note that passing an interview is part of the multiple hurdle process that we have in place here. Um, and we think that the process that we use has proven valuable in matching the best person to the position. So, I just wanted to kind of lead with that before we we get into some more particulars. Thanks. >> Thank you. So, this evening we are delighted to recommend uh for the board's approval three new administrators. If Dr. Deli has just mentioned and in order on your personnel report first we'd like to recommend Megan Chin as our new director of student services. People will know that name. Megan is currently
008our assistant principal for student services at Springman Middle School. She has previously been assistant principal for student services at Pleasant Ridge. Um and she will join Natalie Zealus in our student services leadership. So that's Megan. Uh we are delighted to recommend Michael Darollo as our new assistant superintendent for business services CSBO. And Michael is currently serving in an interim capacity for the district. As of April 1st would take on this role full-time with us. Michael has been the assistant super business services CSPO at Wheeling School District and Prospect Heights prior to joining D34. Michael is also a licensed attorney and has practiced education law for several years. And then finally, and in attendance tonight, we would like to recommend Jeremy Fiser. Uh people will know Jeremy as a familiar D34 name. Jeremy started his career
009here in D34 at a TIA Middle School, where we are presently, as an ELA teacher. He's also served as an instructional innovation specialist, which is a teacher leader role here in the district. Jeremy is currently an assistant principal in Arlington Heights School District, and has also been an assistant principal in Lake Forest School District. and Jeremy will be the new principal at Pleasant Ridge School. So, we welcome those three new administrators to the D34 team. Welcome. Thank you. Thanks for coming tonight, Jeremy. >> All right. If there's not any uh other discussion on this, I would like to ask uh for a motion and a second to approve the consent agenda. We have the 260001 personnel report, the 260002 payroll warrants, the 263003 vendor warrants, and the 260004 press issue 120. Can I have a
010motion and a second to approve the consent agenda as presented? >> So move Gio >> second. Dolan >> Gabby, may I have a roll call? >> Gio, >> I. >> Moon, >> I. >> Nelson, >> I. >> Pritsker, >> I. Dolan >> I >> Kalevich >> I >> supos >> motion carries. It's official now. >> Now we'll go to our consideration of other resolutions. We have the 26005 approval of resolution awarding and assigning trade contracts for the 2026 capital improvements site work at Lion and Springman schools. Good evening everyone. Um, with me tonight's Chris Wascal U from Nicholas Associates. I'm sure many of you or most of you have seen him a handful of times over the last few years. Uh, he's a project manager that's uh, been on all our projects since the beginning.
011But just as a reminder, this is upcoming in 26 is year two of our um capital improvements plan. And uh this plan this summer includes site work at Lion School and Springman School. And site work involves milling and grinding of asphalt and replacement of concrete. Um a on February 4th, we went out to bid and I'll let Chris take over. Um, as far as the bidding process went, >> yeah, we had a great turnout. Um, a lot of contractors are very interested in the job. Um, as you can see from the bid tabs on the screen, um, Chicago Land Paving came in low when we took into consideration all the alternates. Um, we had three alternates which comprised all the work at Springman Middle School um, on all three of their parking lot and asphalt
012areas. Um, so Chicago Land Paving uh, came in low. They're a great contractor. uh look looking forward to working with them. And then on the concrete for sidewalks, um Abbey Construction came in low on that front and uh they're a very reputable contractor as well. So, great turnout, great bid results. Um looking forward to a great project. >> Sure looks like Landmark didn't want this, >> right? uh the numbers uh came out very favorable for us and um so tonight I'm just going to ask the board to approve the resolution awarding the contracts to Abby Paving and Chicago Land Paving for the 2026 site work at Lion and Spring. >> Any questions? >> I just had one quick question and it was just uh great job on the bids. Do either or both have experience
013with any of the schools and their configurations and and all that in the last we'll say 10 years? I'm just wondering if these are all both new vendors or is there some familiarity with >> I used them in the past. >> I thought the names were familiar. >> I've used them in the past. I'm sure Chris has. Um >> we have experience with both contractors. uh not specifically in district 34 since I've been working here, but we have experience with both both of them. >> They're both good contractors from my past experience. >> All right. Can I have a motion and a second to approve the resolution as presented? >> Second. Move. >> Gabby, may I have a roll call? >> Moon. >> I. >> Nelson. >> I. >> Pritsker. >> I. >> Dolan. I
014>> chemic >> I >> sos Gilio >> I >> motion passes. Thank you. >> I'm wondering Steve um given how these bid results came in against what we anticipated is is there any is there any room to maybe get a little bit more aggressive with some of the site uh work paving at some of the other schools? Can you speak to that? I was just about to bring up that um I've already instructed FGM architects to go ahead and start the documents um to do Glen Grove School um same thing asphalt and uh concrete work and I'm hoping to get those uh documents ready so maybe we can get out the bid in April and bring that to the board in May for their approval. Um you know we had set aside three million a
015year for 10 years if you guys remember and we're well on earth this year. So, let's try to knock out another school and Glen Grove was scheduled to be done in 2027. So, if we can move it up a year and, you know, get a good price on that, that'd be great. >> Yeah, that'd be great because uh prices aren't coming down. >> No. No. >> Thank you. >> Good job. >> Great. Thank you. >> Next, we have our 26006 middle school science curriculum resource adoption. Dr. Silverman, >> thank you so much. I have some samples or some souvenirs if you wish uh just to showcase the format of this program that I'm going to be recommending to you tonight. If you want to brush up on your middle school science, feel free. So, uh
016I'm trying a new format >> based on my colleagues feedback because I originally had about 42 slides for tonight. Um I'm not joking. And >> good job. He's not he doesn't kid about slides. >> No. Right. Um >> but we can see those on our own. Right. >> If you wish. Uh I spared you because um the new format is I have that uh report and a a brief presentation to try and be as efficient and effective tonight uh as I share the work of this team and the teachers. So in the board packet you'll see uh a little bit of detail and the results of uh survey information and the purpose for that is to reinforce that we do use data. We use teacher perception. Our goal always when I come to you with
017a resource is to find the best match for our children and what we believe to be the best experience for them. And so that's what drives and our decision- making process and that's our commitment. So with that uh these particular teachers I just really want to express my gratitude. Piloting is a tremendous amount of work. They are really extrapolating out uh dissecting out to use a science word um the core materials and infusing in these uh pilot materials resources and it is a tremendous amount of work and commitment. So huge appreciation to them. And Jenny Felman, one of our coaches, uh also did a tremendous amount of connecting, collaborating, meeting, uh trying to understand teacher perception, uh the pedagogical factor like so much going into this as I come to you tonight with great confidence
018in this decision and presentation. So we have been using a resource. It's from Hotton Mifflin and hardcourt over the last five years or so called science dimensions. Um it does have a little bit different format. There is not a textbook like you're seeing here tonight. It does use a consumable book and then it has a full online suite. And so our uh focus our our lens on the pilot was to try and find publishers that indeed based on feedback from Glen Brook South um some of our community parents honestly this um I don't know maybe it's just my yearning for offline critical thinking and setting up our children for um I think universal forward forward thinking skills, believe it or not, um that are not on uh computer-driven or where we at least have that
019option. We at least have the option. You're seeing that tonight. So, SAVIS, which is a Pearson subsidiary, has this program called Elevate Science and then TCI Science Alive, which you're seeing tonight. And just as uh a connector on all of this, we do have our own um standards aligned curriculum that teachers have developed over many years. And in terms of delivering next generation science standards and all of the critical thinking and criteria from the state of Illinois which is measured as we know on the Illinois science assessment in fifth and eighth grades in terms of some accountability structure that is the outstanding work of our teaching staff in terms of curriculum development. So we're trying to match a resource with the curriculum work that they've done over many years. So as I briefly touched upon
020these different categories uh drilled in a little bit further into what we were seeking in terms of a match in ter with a resource and you could see that establishment to the learning targets and science curriculum that was a significant factor uh for our staff. We we didn't want to well we'll make adjustments and we'll make some modifications but we didn't want to have to really sort of take a resource and then completely redesign our curriculum. We wanted to work the other way around. Um another huge amazing jump that our science and social studies teachers have been doing is interdisciplinary literacy work. And it's amazing um again the notion that we're building background knowledge. um children are going to experience and still learn from text and words and they're very important and and that's how
021we gain knowledge and again as you see with books tonight um as well as a a full suite of online resources. It's something that the science teachers have been receiving professional development around and it's you know their uh specialists in science uh but their openness to crossing over into literacy skill development at the middle school level which is really heavy duty comprehension work and that's the hardest work. They've been absolutely amazing. differentiation is always on our minds. And then schooly which is just a longestablished welleus resource for all things curricular teaching and learning uh management delivery really differentiation capacity multidia multimodal um it's used extensively and supported very well by the full innovation and technology department. So we did spend a full year. Uh I have to be patient. I'm gonna remind myself to be
022patient. And um the design of this and the teachers really wanted this particular model. The same group of teachers teaching both sets of uh resources. Sometimes when we can't do that or when it's just too big, we have two different groups of teachers and separate the resources. But this group really wanted to be able to compare directly with their own teaching. So that's that's a lot that's a lot of work. Uh again, they did amazing um time and focus and planning. They had to have two professional development sequences uh with the two different programs. So it was a tremendous amount of work. So you can see we started last winter took us to this uh winter basically December and over the different time mainly trimesters we mapped it out so we were able to make
023a decision coming to you this evening. So the decision was to go with TCI uh science and uh while I brought with you brought to you um the the textbooks themselves um and I I don't I think the website would work in your um presentation, but um it is a fully digitized and um modern curriculum along with the text and we would be able to take advantage of all of the different uh options and opportunities. Again, you could see the different types of multimedia uh the engineering opportunities. Uh as you scroll through, you can peruse all the different ways that tech is provided and intended to make the learning even more meaningful between the uh paper text and then the opportunities online. Um some features for example that we absolutely are just needing as a
024necessity online you can toggle between Spanish and English with a button. So it's features like that. All of the text can be read to children. Um so modern features absolutely in conjunction with the opportunity to use textbooks. So uh just bringing that to your attention. We sort of have a full plan and opportunity to um make the resource come to life in the district. But then you can see in the next steps uh a lot of professional development and a lot of collaboration time for the science teachers. They are very serious about the depth and rigor of their curriculum. Uh equally serious about ensuring the preparation and the work that children are experiencing and our beautiful science labs. Uh especially at Springman, uh some of the labs I've been privileged to see are amazing. If
025you have a minute ever and you're in Springman, stop by and um see those rooms in action. Uh they're amazing and matching now the the beauty of it uh spaces. But at any rate, um we're still going to stay aligned with our own lab work. Um you can buy labs with this program from the publisher but we believe our labs are the best for our kids um and the hands-on type of learning with we expect for science. So a lot of those different um developments and articulation. Um it's also essential that sixth, seventh and eighth have as much opportunity to articulate horizontally and vertically when again our goal is to ensure over those three years that they receive the depth of knowledge and learning and hands-on experience to when they go into Glenberg South. There's
026so many options for our children. It's absolutely amazing and exciting. And we want to set every child up to maximize their potential so they have choices. Another factor is the preac. Um that is a touch point in terms of classroom placement. And so that that is a that's a hard test. It's a it's a the real deal an outside factor that will also continue to be examined and integrated into our learning. So when children do experience, which is in October, as an eighth grader, they're they're prepared and ready to go. So with that, I am requesting for your approval tonight. Um, basically what we'd be looking at is these uh classroom textbook sets. And always when we have traditional textbook sets, um, if a child or a family would benefit from one at home, we
027we take care of all of that. But some of it is just sheer management because this is a lot of books uh coming to the district. So that's why we look at classroom sets and then we'll modify and adjust based on student need. Children will then have an online subscription like what they're used to with most of our curricular resources. Um fully iPad accessible login. The curriculum resource has its own site but then they would probably end up accessing most of it through schooly. So that would be an seamless experience and then subscriptions and PD for teachers um sort of baked to this. We're looking at a three-year cycle on this one. 13776. The big initial purchase are the textbooks themselves. Modern textbooks, you know, I they better last for three years. I don't know.
028Um that's our hope. Five really like, you know, we'll see. Um they feel like good paper. >> They do. >> Right. So, so that's that's our hope. Um, and then after um this initial three-year investment, we would just really be looking at whatever maintenance we'd have to do on the textbook replacement and then for sure uh giving every child access in terms of an online subscription, which is typical. Just as a point of reference, um our current programming again has that consumable workbook. Those are actually they're very expensive. Um, and you know, we don't we don't use every single page uh with every single child. And you know, it's a different model and it's a different design, but you could see if you're kind of doing the math, it's about $40,000 a year to um
029current with our current investment in the program. And uh for what it's worth, this is a little bit more economical uh in terms of that layout. So with that, I look forward to any questions or any comments and uh hopefully uh your u seal of approval on this and if it helps you can keep the books u I'm keeping these um first of all >> he's got a lot to learn. I know. I know. It's great to see the classics, the return to even the smell excites me, you know. So, I think this is a good direction. That's my comment. >> Question is, does this cover it over six, seven, eight, all these books or how does that how's the breakdown looking for middle school coverage? Do they >> Yeah. Right. So, >> year or
030>> So, the easiest kind of overlay is um three areas of science, one for each trimester over the three years. nine >> uh areas if you will to kind of >> bring it right to the point. Yeah. >> Perfect. Thank you. >> Do we have the space in the classrooms to start? >> Uh uh we'll figure it out. >> Okay. >> That's a good answer. >> In the science rooms, they have additional. >> Yeah. Yeah. >> Just a comment is as a science teacher, I'm very happy to see a textbook. I often get kids at the high school that don't know what an index is, don't know what a glossery is, don't know how to use one. And I think it's really important, especially when it's so easy to Google or check GPT, that we
031go back a little bit and make sure that our kids have the basics. And this is a good step in the right direction. I was just going to chime in and say, well, first thank you for the presentation and such a thoughtful review of the curriculum and including teachers voices along the way is so so critically important. Um, you know, you've emphasized the textbook being such a important part of this and there's kind of growing research around taking out some of the digital um parts and kind of going back to textbooks too. Can you share more about the implementation of this so that maybe educators are encouraged to use the textbook when all the materials are also available digitally? How do you envision that working out when it's actually in front of them? It's a
032great question because uh we will provide it significant professional development structures frameworks but yeah at the end of the day uh teachers are going to go into their spaces. Um, one major factor uh that was um not not not anything new or or uh earthshattering but we talk about especially in social emotional learning about agency and voice >> and again this I I don't know why I have to make such a deal out of this but giving children the option of the book versus the online just in a pilot we were seeing about 70 to 80% of children actually um wanting asking can I just use the book um I don't scientifically I I don't know um so I do believe a lot of our movement on this is going to be around student choice
033um some of it some of it will be developed through those literacy skills like table of contents and um factors of of how a book works. >> Um >> you don't have time that >> there's no timer. >> Yeah. >> Uh so ensuring that the texts are used. It may even come through the literacy development that we've been doing with science. Um uh part of this as well will be the note takingaking. Um, we do spend a great amount of time annotating and note-taking like in English language arts. We're intentionally crossing over that skill into both science and social studies. So maybe not so direct with science development, but this blending of literacy skills, writing, um, the different factors involved um, in terms of expressing knowledge using the books. It's going to take some time
034though too. Um, as teachers acclimate to the books. >> Thank you. >> Any other questions? >> See, this is why we're going to be disappointed when you retire because this was great presentation, man. Thank you. >> This was beautiful. >> We loved it. >> Okay. Feedback on the new model. >> Double Good job. >> Uh, please pass along our thanks to the teachers who took the extra time to do the pilot, too. >> For sure. >> Thank you. >> Yeah. >> Exciting. Can I have a motion and a second to approve the resolution as presented? >> So, move to Pritsker. >> Second. Dolan. >> Gabby may have a roll call. >> Dolan. >> I. >> Nelson. >> I. >> Pritsker. >> I chemic. >> Hi. >> Subupos. >> Hi. >> Gilio. >> Hi. >> Moon.
035I >> motion carries. >> New books for school. Thank you. Thank you. Thank you. >> New books. >> The science is the same, right? I'm >> next we have our discussion section 2026 2027 staffing allocations. Kevin, >> thank you. So, our cabinet team has been working for the last several weeks to bring this information forward to the board. I just have a few slides to summarize what was in your report. Um, of course, district-wide staffing would hit on all three of our lenses articulated in the strategic plan. Staffing absolutely is directly related to student success and we take that extremely seriously probably most prominently with this recommendation. Um equity is a prominent focus of our work. Uh and that certainly comes across in our recommendations for staffing and then financial sustainability is always an important
036lens as uh staffing drives the majority of our expenses in the form of salaries and benefits. At this time, each chair, I always like to remind uh the board and and our community that there are really three variables that drive this comprehensive plan. That's of course student enrollment, which we've talked about at this table a couple of months ago. Um that's both by school and by grade. So, you know, enrollment doesn't come neatly in set increments. It may hit different schools and different grade levels differently each year. Case loads is another variable that would be, you know, for example, the number of children we're serving with IEPs, children learning English, etc. So, how many children are each of those folks case loads? And then finally, program needs where the district supports programs such as middle
037school encore classes, intermediate science instruction, our LRC's, also known as libraries. Those are staffed sort of more consistently from year to year. So, those three variables are driving this this comprehensive plan each year. So, a little bit of a highle summary. Uh, in March of last year on the certified side, the board approved 457.3 full-time equivalent staff or FTE. Over the course of the year, sometimes these numbers will change. It just so happened that last year um or to this point this year that that did not change. So we are still at 457.3 FTE for certified staff and we are recommending for next school year at this meeting 453.1 FTE. So that's a net decrease of 4.2 on the whole certified staff recommendation from this year into next. On the support staff side in March
038of last year the board approved 255.1 FTE. Now that it is not uncommon for things to change over the course of a year. So to this point in this school year, we have seen an increase in 7.5 support staff. And I'll describe the reasons for that in in just a few moments. But that change along with some increased needs for next year, we're projecting a need for 266.6 uh support staff for next school year. So that's a net increase of 4.0 0 from present and 11.5 from March of last year. So what's driving the changes? So as I said, we stayed consistent with what was approved last March. That's the same level we're at currently for the on the certified side. For next school year, we're seeing some small shifts in the projected uh enrollment
039in our K5 classrooms as well as at 68. So that's overall a decrease of 5.0 0 and that is inclusive of our second year of the phase out of our dual language program. So that those are baked in again that the way the numbers fall they don't always work in lock step with our related arts. So we actually are seeing a slight increase in the need for related arts PE music etc. So the um the net of that is 4.2 two decrease. And then the uh we do have some shifting language support needs and student services support needs, but those are netting out at zero change. So the total of that is that decrease of 4.2 that I mentioned on the certified side for next school year. On the support staff side, as I mentioned
040this year, we did see some changes over the course of the year, primarily driven by a small increase plus five around our students with IEPs and some increased program needs. As the year has progressed, um we did see some influx of of need to support Russian Ukrainian at a few of our different schools. So, we added two support staff uh to meet those needs. And then we did uh see a need at at D34 preschool for some additional health office support. We had some title one funds available. So we did um add during the school year a half-time role in that office. So this year we've seen that increase of 7.5 as I mentioned. Then heading into next year on the support staff side, we are proposing adding uh six additional associates, two at each
041primary building to provide increased flexible support. Often that relates directly to kindergarten students first formal school experience, but could be deployed to other grade levels as well if needed. We've seen some shifting one-on-one and special ed program needs. So that's a proposed or projected increase of three staff members. We've seen a decrease in language support needs and just where they fall throughout the district and a decrease in preschool associates for a decrease of six total. That again bakes in the second year of the dual language setting phase out. And then we have seen um now that we've lived with our additions for a few years, a lot more equipment internally maintaining all that. We see we've seen an increase in maintenance department needs. So we're proposing 1.0 increase in our maintenance department on the support
042staff side, which gets to a 4.0 total support staff increase from current levels to next year. And what would come next would be we'd be seeking board approval at the March meeting. Tonight was just to present this information along with what was in your report. Um, so I'll be back in March. If there are any small changes, I'll highlight those and I would be happy to answer any questions you may have. Just one question for when you send the um information and any updates. Can you include the enrollment projections as well that kind of serve as the one of the inputs the those couple inputs that you had at the top? >> Sure. Are you saying in March bring back the enrollment? >> Bring the enrollment projections in as well just when we look at
043it across all the different >> and can take and tie. >> Yep. Happy. I could that enrollment report is 20 some odd pages long. I could pull out just the schoolbased. >> Yeah, >> whatever. Sure. >> Either one. Because I think it's important also to have a little bit of a historical understanding of what the demographics projections were versus what we've had in actuals. Yep. >> And how >> how much fidelity was there to that projection versus some of the dynamics we're seeing in in the community. >> Yep. >> Especially as we look ahead to some of the impacts for future residential projects. be happy. >> We'll absolutely share that the projections are eerily accurate. >> In our experience, but I understand your points about the development and all those things tracking. >> Absolutely. >>
044Y >> and the bottom line is it all depends on who comes in the door next year. Correct. >> Yep. And where. So the projections have been incredibly accurate districtwide. Sometimes they land in a slightly different location than were predicted grade level or school, but it certainly aligns pretty directly with what you end up seeing on the staffing recommendation. So I'll be happy to resurface those in in March for any other question. Next we have uh audience comments. Uh do we have any audience comments this time? Then we'll go to our report section. We have our number one foyer report, our number two monthly budget report, and our number three tax warrant payoff letter. Any questions on the reports? >> I just not to harp on foil requests, but I just these are verbatim. The
045foyer requests in the in the report here. Are they summarized, Rebecca? Sorry, the the foyer request report. These are verbatim. These aren't summarized. So like someone just requests without context like first name, last name, position title, department. Like that's the request. >> They're probably written by >> This is nuts. Well, there's also some three pending legis This is Yeah. Wow. Okay. Sorry. I know. I am so sorry. I mean, I know we have a duty, but come on. >> Okay. Sorry, that was >> Yeah. No, >> my own personal gripe. >> Please continue. >> Uh I'm hoping some of this new legislation alleviate some of these crazy requests. I'm okay with freedom of information, but some of this is so saying there are a few laws that are in effect now. I know there are
046some legislation that's still coming forward, but um as of January 1, we do have some things in effect currently. So, one of them as an example is if you believe that somebody might be a robot, um you're allowed to ask them to verify that they're a human. Um so, there's some rules with that, but there are some things already in place and more hopefully coming soon. >> I mean, a few of these are clearly robots. There's no other explanation. Yeah. And then a whole bunch of them are just naked competitive intelligence. Wild. Okay. >> Sorry. >> I was gonna ask the same. >> Why is my tail? >> Thanks. Any other business? Uh, we're journ Thank you.