001Welcome back. We are just coming from executive session and so I would like to call the meeting to order again and for verbal attendance for board members starting first to my left please state your name. >> Eva Gilio, >> Scott Nelson, >> Alex Kamalovich, >> Julie Man, Jessica Pritsker. >> And that's all of us tonight. The other two couldn't make it. And just to remind everybody, Julie is our secretary prom. >> Congratulations on that. >> Thank you. >> All right. I would wait what do we have here? Communications or no approvals. I'd like to ask for a motion and a second to approve the agenda. >> So moved. Pritzkar. >> Second. Moon. >> All those in favor? >> I. >> Any opposed? Motion carries. Now we have the approval. I'd like to ask for a
002motion and a second to approve the regular and executive session minutes. >> So move. Julio. >> Second. Camelich. >> Gabby. May I have a roll call? Chemovich. >> Hi. >> Gilio. >> Hi. >> Nelson. >> Hi. >> Pritsker. >> I. >> Moon. >> I. >> Motion carries. Now I'd like to ask for a motion and a second to approve the board self- evaluation executive session meeting minutes. >> So moved. Kimovich. >> Second. Pritsker. >> Gabby. May I have a roll call? >> Chileio. >> I. >> Nelson. >> I. >> Pritsker. >> I. >> Moon. >> I. >> Chemove. >> I. Motion carries. Now we're at our superintendent comments section. >> Good evening everyone and welcome to anyone who's uh streaming in this evening. For the history buffs, in 2007, the Illinois House of Representatives declared
003November 15th as school board members day. Uh a day in District 34 that we're proud to acknowledge. Although it was a couple of days ago, uh we're still proud to acknowledge it. Our school board members wear many hats. They're education leaders, policy makers, contract negotiators, fiscal stewards, and you serve as the elected emissaries of this community. Uh but we also know that you are community members and parents and volunteers and have families of your own. You spend multiple hours each month on important district work, attending meetings, and assume other advisory SP uh responsibilities often unseen to the larger community. I want to personally thank all seven of you, five this evening, but we'll get to the other two. There's no escaping this. for your service to this community, to the students who go to school
004here. And I would encourage those in the community who are watching, and we'll make sure we promote this, that when they see you out and about in the community, whether it's Jewel or the hardware store or wherever it is, to thank you for your service. And we do have a small token of our appreciation for you in the bag along with a certificate suitable for framing uh if you choose to do so and we thank you very much. So let's give him a hand. >> Thank you. I do appreciate these handwritten notes from students. It's really >> informs us what our job is really about. >> Anything else? >> That's all I have. Thank you. >> All right. Now, we'll move along to our consent agenda. We have the 2575 personnel report. The 257 Oh,
005I'm sorry. I skipped audience comments. This is a first opportunity for audience comments. Anyone wishing to address the board can submit a comment card available at the check-in table and give it to the executive director of communications and strategic planning. Do we have any comments? >> We do not. >> Okay. Now we'll move along to our resolutions. personnel report, the 2576 payroll warrants, the 2577 vendor warrants, and the 2578 press issue 119. Can I have a motion and a second to approve the consent agenda as presented? >> So move Julio. >> Second. Moon. >> Gabby. May I have a roll call? >> Nelson. >> I. >> Pritsker. >> I. >> Moon. >> I. >> Kemale Levich. >> I. >> Julio. >> I. >> Motion carries. Now we'll do our consideration of other resolutions. We have
006the 2579 health life safety tenure report. Steve, >> welcome up here. Steve, we got the first two agenda items, so we'll you can get comfortable and you can welcome our guests. Thank you. >> Good evening. Um, tonight we want to uh give you a little presentation on the 10-year health life safety report. Uh, ISBY requires school districts perform this uh audit every 10 years. um identifies deficiencies that the school district is responsible for repairing um over the next few years. So, tonight with me um I have Troy Kerr uh with FGM Architects and Michelle with FGM Architects. I didn't want to mispronounce your last name, so Okay. Um anyway, so they're here uh to uh start the presentation and uh answer any questions if you have any questions. All right. So, tonight, as Steve mentioned,
007we're just going to go through a little bit of what the HLS process looks like and why we do it, uh, and what the deliverables are, and we'll talk a little bit about the findings that are specific to District 34. All right, so the history of the HLS process. So, just a fun fact, this image is what Lion Elementary School looked like when it opened. So, this is a picture of your school. All right, next slide, please. >> It looked like that just a few years ago. >> Sure did. All right. So, the HLS process grew out of a number of different things, most of which happened prior to 1958. So, before 1958, there was no true life safety code for public schools in the state of Illinois. There were a couple of laws that
008applied to school buildings. In 1874, the Illinois Public Egress Act was passed that said that if you had a gathering space that the public could come into, doors needed to swing out from it. That was pretty much the only law that applied to any big building in the state. And then in 1915, the state gave the superintendent of public instruction, which was the precursor to today's ISBE, the authority to issue specifications to govern minimum standards in public schools. And again, that was pretty much it. So in 1958 on December 1st, the Our Lady of the Angels fire happened in the city of Chicago. That is the third most deadly fire that has ever happened in a public school or in a school. since it wasn't a public school uh in the country and obviously the
009state of Illinois freaked out and so they said okay we need to have a set of standards to prevent something like this from ever happening again and so that led them to create and enforce life safety codes for the very first time. Now they said we can't really enforce anything on a private school but we can do it on a public school because the superintendent of the state has the authority to do that. So they mandated that not only would life safety codes come into effect, but that every public school in the state would be surveyed for compliance with those life safety codes and that that would happen every 10 years. And thus was the beginning of the 10-year health life safety process. This is a little snapshot of your buildings. This is a chart
010that we created to show how they line up with code. And what this is showing you is that the majority of your building stock was constructed prior to the advent of those life safety codes. So what that means is that most of the original buildings went through every single phase of the health life safety survey that has happened in the state. Uh and then most of the additions were built after that point and then obviously ATA was the most recent of the full school construction that happened well within the advent of life safety codes. So that means that for the majority of the buildings here in district 34 less ATA this health life safety survey that we performed is the fifth time that that has happened in these buildings. So talking a little bit about
011process and deliverables. Next slide. So architects and engineers go through your buildings and we survey them for compliance with the life safety code that was in place at the time that each portion of the building was built. That means that in buildings like in district 34, there could be up to five different life safety codes that we're looking at for each of these buildings. So when we note deficiencies, we'll mark them up on a plan and we will establish an approximate cost to address those deficiencies. uh we assign we assign the priorities based on how severe the deficiencies are. So um when you look at the deficiencies that are found, priority A items need to be addressed basically immediately you within one year of filing the HLS with ISB. Priority B items you get um
012five years to complete uh corrections and priority C items are largely recommended um typically unfunded through the HLS uh amendment process um and are are something to keep in mind when when you're doing future work. >> So oftentimes we roll priority C items into maintenance work that we might be doing otherwise. Uh and so once all that's done, our final reports are uploaded through a platform called IWAS that is run by the ISBE and uh it will create a statement of board authorization that we'll bring to you to act on and sign and then that'll get uploaded with the state and then that'll be off to the state's reviewer to determine if they agree with everything that is on the list. So, the deliverables that we create are essentially three different things. We create safety
013reference plans, which are just what they sound like. They are floor plans and a roof plan and a site plan of each building that describe the buildings, what they're made of, and what the healthife safety uh systems in the building are, as well as major utility shut offs, things like gas and electric because a copy of this goes to the ISBE, but a copy also goes to the police department and the fire department so that they understand how to address emergencies in your buildings. We create a narrative for each of the buildings. So, it's a written document that essentially says the same thing, what the building is made out of, its construction type, its life safety systems, etc. And then we create the budget information that goes along with the deficiency list. All right. So,
014as I mentioned, this is now for most of your buildings the fifth time that somebody has gone through. It's the first time that we have gone through, but the fifth time total that somebody has gone through. And so the majority of the things that we found are relatively minor as we one would hope. We've done a lot of work here in the district and so what we have found are primarily things that are at the end of their useful life, things that are wearing out and need to be replaced and a few minor issues to be repaired. Um, I would note that there were two buildings that got kind of a light touch in the referendum or no touch really at all >> and that would be here at AIA and at the district office.
015And so, not surprisingly, the majority of the items that we found were at those buildings. So, all told, again, this is pretty minor. We do a lot of these health safety surveys throughout the Chicagoland area. This is pretty t minor, but you have about $30,000 worth of priority uh priority A items that need to be addressed in a year and then you have a higher amount of priority B's and C's. So, those will be structured out over five years to get addressed. >> Just I just want to throw in that the priority A items um we're going to address ourselves in house. Um they're relatively small and we're going to be able to knock those out ourselves. Any questions? Is >> there a breakdown by building especially for B? I mean, how much is like
016say the district office? >> We do have that. I didn't come prepared with that tonight. >> I can send that to you. >> What's is there a next step in sort of prioritizing? What the reason why I'm asking is I don't know how much we want to do on the district office if we're looking at other options. >> I mean, for im immediate planning purposes. We're not planning to spend any money on the district office unless there's some type of an emergency that >> sure comes up. >> Yeah. So, so typically a priority A item would be something that was an imminent life safety hazard. And so you would want to address that even if it wasn't something you were, you know, a building you weren't planning to maintain. Yeah. >> Long term. But priority
017B items, they do allow for that fiveyear window so that a district has the choice to do something different if they wanted to. And that would then close out the item or or eventually get it addressed if they wanted to do that. >> And I assume C will kind of just do opportunistically if we're doing something adjacent or similar. Yeah, >> exactly. >> Okay. Great. Thank you. >> Any other questions? >> Thanks for uh coming out tonight. >> Our pleasure. Thank you. Thank you. >> And now uh >> can I ask for a motion and a second to prove approve the health life safety tenure report. >> So moved to Pritsker >> second. Camelich >> Gabby. May I have a roll call? >> Can I have a question first? I'm sorry. >> Sure. Mike. >>
018Um does that include the site work at the elementary buildings? We those numbers >> we Yes, we did include the those numbers don't but we added it to the report that we're sending into the state. >> Okay. Thank you. Thank you. I appreciate that because I'm looking for additional funding mechanisms to take care of some network. >> Oh, that'd be great. Yeah. >> Yeah. I I would add on that note that the state recently kind of revamped the way that they look at health life safety items. So historically paving was not often times approved by the ISBE. However, we have seen recently that there's been an uptick in approval of that. So things like the site work would be something we'll include for that, but they're not baked into those numbers as Steve noted. >>
019All right. Uh can I have a roll call? >> Pritsker. >> I. >> Moon. >> I. >> Chemic. >> I. >> Julio. >> I. >> Nelson. I motion carries. Now we have the 250080 approval of the 2026 school year maintenance grant. >> Yes. Um each year uh ISBY offers a uh $50,000 maintenance grant uh that applies to capital projects and it's a matching grant. So the district has to agree to match the 50,000. And this year I'm in the middle of the uh application process and one of the requirements is it needs board approval. So I'm here asking the board tonight to approve me moving forward with the application for the $50,000 maintenance grant. Any questions? All right. Can I have a motion and a second to approve the 2026 school year maintenance grant as
020presented? >> So moved. Julio. >> Second. Move. >> Gabby, may I have a roll call? Moon >> I >> Kemale Levage >> I >> Gileio >> I >> Nelson >> I >> Pritsker >> I >> motion carries. Thanks J. >> Thank you. Now we have the 2581 2025 resolution to approve the tenative tax levy and schedule a public hearing. Mike. >> Thank you. uh the information that you have in your packet is uh what we discussed the last time uh last month with the presentation. The only difference and change that was made to the calculations was the existing EAV going up to 32%. >> Oh, >> and this is just the first step in uh the levy process. >> Thanks. Any other questions? And we'll have a public hearing at our next meeting. Correct. >>
021Correct. Yes. This would authorize the public hearing as well and establish it. All right. Any questions? If not, I'd like to ask for a motion and a second to approve the resolution as presented. >> So moved. Chemovich. >> Second. Pritsker. >> Gabby. May I have a roll call? >> Chemic. >> I. >> Gilio. >> I. >> Nelson. >> I. >> Pritsker. >> I. >> Moon. >> I. Uh. >> Motion carries. Now I have a 2582 resolution to appoint the IMRF authorized agent. >> Yes, that is authorizing uh Mina uh as the authorized agent. The authorized agent pretty much all oversees um all of the securities and who has access to what parts of IMRF for reporting purposes and then any communication would go to that person as well. >> Is there any questions about that?
022Can I have a motion and a second to approve the resolution as presented? >> So moved. Moon. Second. Julio. >> Gabby. May I have a roll call? >> Gilio. >> I. >> Nelson. >> I. >> Pritsker. >> I. >> Moon. >> I. >> Chemage. >> I. >> Motion carries. And now we have the 2583 resolution authorizing participation in property tax proceedings. >> I for that particular one. Um, that actually will be part of your packet for December 15th. >> Okay. >> So, if we can table that, I'd appreciate >> I'll table that. >> And could you just explain what this is exactly, too? >> Gabby, is this the one that you put in here? I didn't see this one. >> Uh, sorry. Okay. Yeah. Oh, I got it out. Thank you. Um, >> yeah, this
023pretty much will just authorize the school district to uh levy taxes. >> Okay, >> but like I said, this I have, unless this is something that I'm not aware of, um I think I have these documents actually in the levy for the 15th. >> Okay, we'll do it at the 15th. >> Okay, thank you. >> So, save that res 2583 >> for that one. >> It's the last one anyway, so the number won't change. You just shortened the meeting. Great. >> Exciting right there. >> Now we move to our discussion section. We have the uh 2026 2027 student transportation and building use fees. This is a full mic presentation tonight, isn't it? >> Well, I'm going to interject here. >> Oh, good. >> If you're not tired of hearing from me uh me yet, uh
024don't look now. But we are in the um throws of planning for the 2627 school year. I mean >> sure >> Kevin started his work with uh you know looking at staffing allocations already on a preliminary basis for next year. Um this is the time when we uh make decisions about setting our student fee structure. Uh and this evening for your consideration is a recommendation um that all fees increase by 3% with the exception of uh lunch prices which are recommended to be increased by 25 cents and milk prices to remain the same. Uh so those are the two exceptions. The other fees we're recommending a 3% increase. Uh the backup sheet is included in your information for you to look at and um you may have picked out that some of the fees don't
025actually change due to rounding. So when we applied the 3% you get a whole host of sort of odd numbers. So the rounding for instance for a current $6 fee you know if it rounded up to 17 cents it's we're going to round lower or whatever. Thank you. I knew you you'd have it to the penny. >> I got that. Um uh so that uh that explains that. I should also note that you know not all fees are increased each year. Um we we've had years where we haven't increased fees at all. We've had other years where certain fees have increased based on certain information that we have. Um during COVID for instance the the fees were frozen I I think for at least two years. Um so this is something that we do periodically
026and the increases uh actually allow us to not then in any given year um have a big increase to the fees. So we try to do it uh incrementally. It is also consistent with what SEFAC has recommended um in past years to uh you know help offset some of the budgetary costs that we have associated with really all of the items that you see on that um sheet. I think also of particular note uh this was the first year that we had a a blanket field trip fee um that was added for students which gave uh uh each uh student two opportunities for field trips. Um there were also supply kits. This was the first year where we had a standardized supply kit um that was provided to um uh students in the the K
027through five grade level. This didn't apply to uh middle school. and um that helped with both efficiency uh and for um uh really for equity across the district. Those those were the two main points that we we try to keep bringing ourselves back to. We have received some some feedback that in terms of the logistics of the supply kits that it went pretty smoothly. I mean they arrived when they were supposed to. They were distributed as they were supposed to. Uh there may have been some exceptions to that uh I'm sure but we have uh learned in the process that um we need to go through those supply item lists again that there were some items that were in some cases over orderered and in other cases under ordered. Uh it was all reconciled you
028know as these supplies were were being used by students. So, it didn't pose any problems, but to the extent that we can have a cleaner quote unquote list from the beginning, uh we're going to make every attempt to uh to do that. So, with that, this is was merely a discussion item. You'll you'll see it again next month for approval, but this is the time of year we we generally do that. Well, I'm I'm glad we're uh taking CFAC's recommendation again to >> analyze our fees on a year yearly basis, especially with the way costs have gone up. >> The uh the other Oh, I'm sorry. The other thing I wanted to note was that next year is the final year of our full day kindergarten fee. Um because then it's mandated and we are
029no longer able to charge. So, next year is the last year for that. Yeah, the only other thing is that uh there was no change in the uh building use fees. >> Thank you. That is something that we can come back to. We we did not explore that um at least at this point. That's something that we've um considered doing in the past. Uh haven't recently. Uh don't don't really know what that actually generates us because we don't there's not largecale use of our buildings for charge in general. you know, we have an arrangement with the park district that um you know, where they use the facilities but at no charge. We have Wesley that uses uh classroom spaces and um common area spaces through an agreement and there is a charge structure with that
030that is something we can certainly uh revisit but not a part of this recommendation. >> And just for those who don't know, there is a fee waiver process. >> Thank you. Nothing has changed with our fee waiver process. So, um, fa students and families are eligible for reduced or free fees associated with any of these charges. Thank you for that. I was interested to note the there was a a note in here that the increase ensures that we don't have the free and reduced lunch reimbursements pay for >> subsidized right okay so we have to there's a >> there's a reason we have to raise >> yes >> okay >> any other discussion >> thanks for the presentation now we uh move to the 2026 2027 CFAC charge citizens finance advisory committee. >> Thank you.
031So, excuse me. Uh this is generally the time when we would have had a CFAC meeting already. November is typically the month we would have our um our first one. And really the point of that would be to start reviewing assumptions related to our five-year financial projections. Um, and it's a it's an activity that is uh just it it's very interesting to have experts in our community participate in a process like that. We're not quite ready to do that for several reasons because we don't really feel like our level of preparedness in terms of information is what it should be to actually assemble this group. I would cite a few factors. I mean, although Dr. Zelich has done a phenomenal job hitting the ground running here. Um he's still wrapping his his arms around some
032things. We've got uh transitioning to a new auditing firm if you recall that which is a a pretty big undertaking. Our transitioning away from the township treasurers model uh is another large undertaking. Uh, and at the time, um, you know, we had to issue these tax anticipation warrants because we didn't really have any reliable information about when tax receipts would be, um, realized. So, uh, we're not going to start the committee work on this for at least another month, but it's going to happen. And, uh, I anticipate that we can still have some form of a presentation in February like we typically do. I don't see a reason why we can't at least. Um, and then I guess related to the tax anticipation warrants that we had to issue last month, uh, we have it
033on pretty good authority now that we don't risk having to do that a second time because tax bills were generated on November the 14 15th. >> Uh, they were printed, they've been distributed, they're due now December 15th. And so, um, we're now confident that we don't have to do a second issuance of, uh, of warrants. So, that's the CFAC update. >> Thank you. Uh, in relation to the tax anticipation warrants, uh, are we going to be able to pay those off earlier now? >> Yes. >> Okay. Yes. If we if we have the right amount of property tax receipts, we look at the cash flow again and make sure that we can obviously still pay the staff and then pay our bills, then the answer would be yes, we do it as soon as we
034can. >> And one thing I did notice with these late bills is now uh they've moved the spring date a month later. Is that going to affect us? >> That that should not be >> we should be okay. >> Should be okay. Should be okay. Any >> other questions about the CFAC charge? Okay. Now, we have the 2025 workers compensation insurance renewal. >> Yeah. So, I'm meeting this week with uh the insurance company to kind of go through the renewal, see what the increases are, hopefully some decreases maybe, but just also get to know what the coverages are. Uh so, I'm going to be meeting with them on Wednesday uh to go through that process and then bring it to the board for, you know, approval in December. And currently we are using a co-op.
035Correct. >> Yeah. I'm sorry. I'm trying to understand, but it's some type of co-op. Yes. But I don't know how they how they function yet. >> Bless you. >> Okay. Thanks. So, we'll have something more on that in December. Yes. Excellent. Any other questions? Now, we have the 2026 2027 calendar recommendation. >> Thank you. So the proposed calendar that the board has in in front of you is the product of our personnel committee's work per our contract. We have a subcommittee that meets and discusses the various parameters and puts together this recommendation for the board. Uh based on board policy, this aligns very closely with uh Gumbrook High School District 225's calendar for the 2627 school year. uh specifically starting and ending within a week of 225 matching winter break matching spring break. Um some
036highlights of this calendar for district 34. We have three staff days before the first student day in August to attend to various professional needs, some safety training, other things we have to plan way in advance. Uh so the first student day would be a Thursday, August 20th. We had quite a bit of discussion with the committee about the timing of the fall institute day. There were some advantages to pushing it back a little bit. So, we've got that scheduled for the end of October. And, uh, just because of the way various dates fell within the student week or not, um, it's a year where we would end before the Memorial Day holiday. So, the last student day would be the 27th, last staff day would be the 28th as proposed here. And then we have
037five emergency days per uh guidelines from the state for a total of 176 student days and 185 staff days which is based on our current contract. But I would welcome any questions from the board. >> Does anybody have any questions with on the calendar? >> We'll be voting on this next month. >> We would request your approval in December. Yeah. >> People are already asking. So >> yeah. So they can reference this. >> Yep. >> Yeah. >> If they're planning their trips and >> any other discussion or questions. >> If not, we'll move to the Illinois school report card data strategic plan alignment. >> Dr. Silverman, >> way do you see this? >> Wow. >> I mean, a little strategic plan woven into the uh >> report card data. Good evening. I'm going to fire
038up the the show. Just waiting for the right connection here. Sorry. Give me a second. Try again. Okay. All right. Here we go. Okay. So, we are we are really excited. We have lots of data to share, but more importantly and the excitement lies in the fact that we're talking about our children, their achievement, our opportunities to grow our our achievement and um our instructional practices. And equally as important, the hard work of our educators, our staff. It's incredible. And while there's a lot of slides here tonight, it doesn't come >> doesn't come anywhere near the >> but it won't take long. >> Uh the incredible work of our of our staff and teachers and educators and everybody else. So, here we go. I actually always prefer our vision statement over our mission statement. I
039feel like we're striving. We're always in a continuous improvement cycle whether it's daily, weekly or yearly through the strategic plan. But I I I really connect with our vision and and so that's why it's included here. And of course, we live, we breathe, we do our strategic plan. Tonight in particular, we're going to concentrate on these goal areas. And a lot of it will be commentary. Um but you'll see the connection in future meetings where we take some action on our dashboard plan. So the state of Illinois has created a uh designation system and it is the criteria that you see on the screen. So basically 75% of the designation comes from what they consider academic indicators and then the 25% as school quality and student success indicators. My only highlight here is that 50%
040of the academic indicator is on growth. And uh while that makes sense for a lot of places, um you'll see in our data, we have opportunity for growth. And it's something that we've been thinking about analyzing, strategizing, looking already actually to our upcoming testing season and how that would be impacted by um striving for additional growth and more growth. And on the right hand side, you can see our summited designations uh all commendable with two schools being exemplary and uh it's something to celebrate um for those two categories. And again, it it takes just a tremendous amount of commitment and passion and energy by everybody in our system. So part of our thinking and part of our grounding and almost a version 2.0 of this process and spending a lot of thinking time with Dr.
041Deli and the teaching and learning crew, we wanted to wrap our heads around some essential questions and we we work and think about our actual lessons in classrooms. We want to wrap our heads and teach and deliver essential questions. So these three here you see on the screen and we're going to talk about the different proficiency levels that have been administered by the state of Illinois. uh as you know and it's been an annual um interest of ours and something that we wish to move upon is our achievement gaps. Um sometimes they're called opportunity gaps. I don't really know um just for clarity purposes we're going to call them achievement gaps tonight. And then of course our commitment to such things as uh pre preK and then full day kindergarten and then how that movement
042it really spans and metriculates into first through 8th grade into the into GBS of the high school. We're also thinking about some factors that we've never really talked about here tonight in this particular presentation. Student attendance, class size, and then fiscal responsibility. So really expanding our thinking just beyond learning standards, assessments, but as it was in our vision and in our mission and in our strategic plan, the whole child. >> Yeah. One of the things we didn't want to lose in our presentation about the data is how we look at all of our learners. And this is something we've um spoken to the board and to the community about and that is having our learners be this list of items because it doesn't specifically come up in an assessment. But it is when we talk
043about our students when they get to high school or when they get to college or beyond. Having these core components is something that we value as a district. So when we're talking about data, we're using these as well as the assessment data to talk through what we want out of a student. And that is both for our learners and for our uh next slide. Um and for our educators and making sure that they are curious and creative and empowering our students to be the same. So we're going to jump into our actual report card. These are going to be screenshots, but if you wish to dig deeper, it's illinoportcard.com and it's a live site now. It went live October 30th. And uh there is just more and more data every year that the state of
044Illinois is tracking within the report card. Um when it's pretty stable, I'm just going to kind of reference that. And all of these data points relative to us is stable from last year. Um now we are looking at the 2425 fall to spring data set. this year brings us into a new sort of criteria set that we'll report on uh next November, but this is from last year. The information similar with our staff, our teachers in particular, um all of this is stable information when it's statistically significant. We'll point that out, but all of this is less than 5% movement either positive or in the other direction negative. Same thing with our administrators stable. Um, and then there's some support personnel that you'll also see along here, but also very um consistent information year-over-year, in
045particular last year as well. So, let's jump and talk a little bit about absenteeism. We felt like this is the most interesting data entry point. And if you looked at the report card, there are different types of absenteeism, truency, those types of areas that the state looks at. But this is universal. And so you can see the percentage of students who miss 10% or more. And that is with or without a valid excuse. And and so we find that interesting. Just some quick research points here. And you also see that our data, we want this to be as low as possible. And you can see last year we had 12.3% of our children were in this category. But as of course you know um missing 10% of school a year about it's about 18 days
046is enough to cause significant drops in achievement and again this is what research will bear out. Also as we know the relationship is cumulative absences in early grades predicted lower academic performance and later grades even if attendance improves. Regular attendance ensures continuous exposure to grade level instruction, practice, support services. Um, and students really can't make that up. Um, it's just a gap that's very difficult to pursue when you're talking about really over 10 days, 15 days, 18 days. Another long-term in middle school and high school chronic absenteeism is one of the top early warning indicators for course failures, disengagement, and at the high school high school level dropout risk. And again, it's something that we think through as our children move into the high school and and we track them that way. Um, attendance gaps
047often mirror achievement gaps. Improving attendance can be a powerful level for equity. And again, we we have achievement gaps. We've had them for years. And again, it's just a more holistic whole child view of looking at this and even small indicators and you can see some of the best years you know now uh 2020 was co that that's >> it's a great year. >> Yeah, >> we >> everybody was present. >> Um but really I think at least to pursue a single digit number versus a double digit is something that um we're striving for. >> Yeah. I would say also that this is something that's not just unique to Glen View. Um, and I'll give a an example. My daughter missed her very first day of her sophomore year of high school last Thursday. And
048the second that she missed it, the next day the high school sent communication to us as parents about the importance of being at school. Now, she's missed one day this year and this it triggered that immediate communication. So, we're not unique to it, but we're looking at how do we help educate our parents about the importance of being in school um all the time. >> So, oh, >> what' you say? >> Not not the first day, but a high school's a little different in terms of they track it by period, too. And so it triggers a a number, but it is important for us. We're not at that level yet where we're triggering it on the first day. But I do believe it's one of the things we're talking about in terms of increased education
049on the importance of how many days and then educating parents on actually how many days because you can lose track. Your kids sick once every other week. Well, that would already be six times and six times right now is the trigger for 10%. >> Right? There are emails that are generated, correct, that we get. >> Those emails are fantastic. >> I've talked about them with other districts as well. They explain >> what they put into context. That's a huge there's a huge learning curve around attendance because 90% in every other scenario is an A and we think of that as a good thing >> and that's actually really low attendance. And these emails go out to parents a quarterly basis I think explaining why it's important to be in school. How many days a kid
050miss monthly >> and everyone gets it. So even if your child is 100% in school, everyone gets it. >> Do you know where we're at right now for the year? >> We do. >> Yeah. >> Where are we at? >> We're at 9%. >> Some buildings are >> It's like 9.2%. >> Yeah. and and actually we have a leadership meeting coming up on Thursday and we're going to dig dig into the data and talk about it as a end of trimester point. >> Yeah, there is some interesting things that we have to discuss from a state management level in terms of kids that are absent a lot like because a lot of districts this is just a technical thing unenroll them. >> Yeah. because you have a certain amount of days after 15 days you
051unenroll them now they don't there's a whole bunch of stuff we're just trying to get kids to school not play the game >> and so right now we're at that level >> is this uh are there certain grades that it's worse >> yes >> that's answer yes >> yes all right >> so just to add without I'd probably not rather unpack this but there are also also um some contemporary circumstances um that are at play here that are keeping some children out of school. >> Yeah. >> Okay. So when we move into per pupil operational expenses or instructional uh side um we realize that district 225 and most recently Glen Brook South I believe has been isolated as one of the best high schools in the state in the country. >> Yeah. Um and >>
052there are students. That's great. >> Yes. and and and as really exciting and amazing and uh something that should be celebrated. We want to stay um competitive as possible within that structure of becoming one of the best high schools in America and our sincere commitment to again the metriculation process starting in our prek program all the way through 8th grade and some of that honestly you know we we the board is very well in tune and you've brought this up and processed it in other public forums the financial element to that um as an administrative team, we we are very grateful to your commitment and to the community's commitment, but these are just data points for us to process and realize that when you just look at our feeders only. Now, the addendum report has
053a broader lens with some other districts that we find either size or um demographic wise comparable, but you know, um we just thought it would be interesting to share and talk through this a little bit tonight about the financial aspect. Well, these are districts our kids will go to school with. >> Yes. >> Yeah. Okay. Moving on to class size, which again is is a is a a topic that you can uh dig deep into. But one area of instruction to relate to class size. So there's sort of the m uh the macro level where it's just total class size. And again, we've highlighted in this particular slide the class size for our feeders. Um the addendum has more information about class size, but certainly when we're doing whole group instruction, you you have that
054aggregate together. But we are committed to small group instruction, uh rotational instruction, um different types of deliverables um in in terms of how we uh confer and um give feedback to children. And the smaller and more personalized we can make those experiences both for the educator and for our children the better. So while some of these class sizes are the largest or are big um another report to reference is um the percentile report from ECRA and and you can see in there they actually show a state analysis of where we reside in the state in terms of class sizes. So, you know, we try to make a large class size as small as possible through our instructional model, but some days, you know, a large class size is is a large class size. So, just
055to share that. Okay. So, let's dig into our achievement data and also our social emotional data. And we use these particular assessments uh starting with map then as web panorama when we'll talk a little bit deeper about IRISA and then access we're also going to touch upon tonight. So one change that we're going to hone in on and you'll see what has occurred with our data. The state of Illinois over the last couple of years have has come to the determination that um our levels of achievement relative to other states. Um that's what they determined and they benchmarked against the national assessment. So there is a national assessment. It's been going on forever and in fact uh we'll have the experience two of our schools will be part of that this spring. But our level
056of basically meeting on the national test and then when you compared that to state levels, it was completely misaligned. And so the state of Illinois is considering sort of rightsizing the proficiency cut scores relative to the scaled score of the IR and the ISA. So they did that and then they also went from a fivelevel system to a fourlevel system. It used to be exceeds is what was the highest and then meets and then there. So now we have basically above proficient proficient approaching. For the purposes of being able to talk about this, we're basically going to be concentrating on children being proficient or not proficient. Oh, and I missed the strategic plan connection. I apologize. That's right here. Thanks to Becca and my notes. Um so the strategic plan connection is review reflect on
057the proficiency levels of IR ISA achievement indicators. Um making adjustments to school improvement plans as needed. This is actually a tactic for objective 2.1 which is each school year students and all student groups will show an increase in growth and achievement on available assessments. Okay with that let's dig in a little bit to our data. One thing we can't do in terms of proficiency and pure achievement is compare to previous years because the rules have changed and the guidelines have changed. And so this is an isolated one year on the top. That's our number of children that are proficient both for IR and the DM which is the alternative IR assessment. So let's call 77% or 76.9% of our children are proficient from last year on the English language arts assessment. And now that is
058substantial growth from the uh 24 school year but again we can't compare their apples and oranges now um because the cut scores have changed. The scale has not changed but it's the interpretation. The growth though is indeed based on a scaled score. It's cohort growth. So let's say I'm a fourth grader. I received a scaled score of 735. I then fall into a cohort across children of all other fourth graders in the state. I'm sort of banded together. Then we all move to fifth grade. I take IR again and then my growth is completely normalized and it's relative to the growth of my peer group. And so the data basically we receive is whether or not you made growth above the norm. That that's kind of the the growth process. Uh parent reports will show
059where the child was specific to their little cohort group in the first to the 99th percentile. But for our purposes here, we're in the 53rd percentile in terms of growth. Um the optimal scenario is to be above the 50th which in essence we're working towards such things as our achievement gap. We're growing faster than than this norm the state norm uh year-over-year. It's similar and you can see where we've had more where we've had less. Okay, here's another category in space. We've been I've been talking about it. These are the categories that the state of Illinois provides and we dig a little bit deeper into some other student groups and some other demographic information. But you can basically see here the the top line if we use low-inccome and non-l low-inccome on the upper left
060hand side. The non-l low-inccome is the isolated group of children that are not identified as low-inccome and that is their proficiency score. Let's call that I don't know 80% or 82%. And then the lowincome group are the children that are categorized as low income and that they're isolated and then that's their proficiency level. So the gap is the difference between the two. That that's how that works. Um, and when you when we rely on the state, we're assuming the data is accurate, that that they've pulled the the different groups out to make this as um such as you see it here. Okay, I'm going to move on to math. So, here's our uh proficiency for math, and you can see we're at 62.9% proficient. Um, and that's again isolated. We can't compare to previous years.
061Again, it was a jump from the past years, but it's a different uh scale. And then you could see growth is at 48%. So, after just proclaiming um our or achievement, I mean, I'm sorry, our growth expectation is 50. I'm going to editorialize here and just insert some things that we've been thinking about and my colleagues may as well. Um, we're looking at everything. We're looking at the whole experience of the child and the whole experience of our educators. I will say it was rapid fire the way the calendar happened last year. And so coming out of January where um many children are taking the access test that Raquel will talk about a little bit um things on the calendar were truncated a little bit where we kind of sped through and there wasn't as
062much breathing room as we would normally like to leave some space between the Illinois science assessment which happens in March and then the Illinois assessment for of readiness which is in April. And so basically we're almost going back to back and you know it just it's just the way it happened. Again on our leadership meeting coming up we're going to be much more strategic about trying to space out and leave some more days and weeks between th those tests. We also program historically math um towards the back end and it's on the on if there's a test that's going to maybe be in the afternoon or something, we prioritize English language arts over that. Some of it is a stamina of the reading, all those kind of things, we're we're going to try to work
063with that and maybe flip it flip it around and prioritize math. And I know that might be reaching for things, but these are eight-year-olds, 13, 14 year olds taking a lot of tests in succession. So, we're we're just thinking about everything. >> Yeah, we just as Matt shared, we've already started the basic exploration into the data by grade, by population. Um, and we could theorize a bunch before we even looked at the data like, oh, and then it gets thrown off right away. We're like, well, that didn't come true. So, we're really trying to work with the leadership to figure out not just what happened, but what we can do now in terms of helping to because the focus is knowing what you did, but really it's on what are we doing different now to
064expand our growth so that this year we don't experience the same level dependent on the grade level um expectations. We also brought in uh a new fact fluency intervention program that we have more and more children every day. Again, that's something different and new that we're that we're going to see. And if you remember uh last June, we had a math update presentation and there was one particular PD in their uh building thinking classrooms. And in the moment in June, we didn't have a real clear u plan for implementing that in terms of PD and we do now. And so each middle school staff, math staff is going to have a full day of the building thinking classrooms, which again not necessarily aligned directly to um test taking, but it's you saw it was an
065exciting kind of approach to some math instruction. So, we are we are thinking and processing everything and uh and and we're doing it as small teams and then the big leadership team. Okay, here is our achievement gaps for math. Again, you can use the same exact logic uh the way it works. So the top group is an isolated group and then the bottom group is what the difference is in terms of isolated achievement levels. Our Illinois science assessment also had a proficiency level change actually. So for IR the criteria was um lowered to be able to be proficient. science was raised. Um and so um our proficiency although again it's apples and oranges changed a little bit um a little bit lower here. Um but again the criteria changed. This is a fifth grade and
066an eighth grade assessment. Bless you. Um and so we had to start fresh, start clean. So this is last year. The number of children that are proficient on science uh 72.2 This also is a connection point in terms of of the strategic plan which is review, reflect on and prioritize IISA achievement indic indicators based on our levels of proficiency. Making adjustments to school improvement plans is needed. And the tactic again is each school year students and all student groups will show an increase in growth and achievement on available assessments. All right, I'm going to turn it over to Raquel. At this point, >> let's take a look at our Let's take a look at our English learner population over the past several years with some context for the numbers. From 2016 to 2025, district 34's
067EL population has remained fairly steady, making up about 16 to 18% of all of our students. This reflects Glen View's long-standing vibrant multilingual community supporting 65 languages this year. Where we do see some shortterm changes is the number of newcomers that we've served over the past few years. Those are students new to the United States and learning academic English for the first time. These numbers can vary from year to year and it can also influence our overall EL percentages in the short term. So for example, in 2022 2024 school year, we had a surge of 103 to 106 newcomers which contributed to higher EL percentages in the 2324 school years. And then in 2425, the num number of newcomers dropped from 72 to 54. um helping to explain the slight dip in how many e
068students um we currently serve or served last year. Every January, students who qualify for English language services have to take the statemandated exam called access. This uh test measures the English proficiency of students across four language domains, listening, speaking, reading, and writing. Each one weighs at a different percentage um for an overall composite score. Reading and writing at 35% each and then 15 um% for listening and speaking. Listening speaking are the first two language domains for students to reach proficiency and then reading and writing um are the last two proficiency uh domains that students would uh become more proficient. In Illinois, students are expected to reach a composite exit score of 4.8 within five years. Uh, however, research shows that students learning another language typically show proficiency um up to needing 10 years. Um, meaning
069that our high school um counterparts would would be the ones benefiting from the actual um proficiency reached. uh at the September is the multilingual department meeting. Um we were notified that um they are reviewing the exit criteria much like they did with some of our other exams um to better understand if this really is the um correct cut score for showing proficiency. They looked at actual student profiles um of students still identified as EL, especially at the high school level, who could not pass access, but were maintaining uh GPA over 4.0 um in multiple AP courses, but they could not pass access. Uh so they are they see that um there's a huge discrepancy in what students are able to demonstrate in the day-to-day versus uh through this exam. So this summer they are convening
070a group of educators and um experts in terms of EEL um proficiency and they will be identifying new criteria um the cut score ranges for each of the domains and then potentially establishing some new um a new cut score that would not go into effect until 2028 at the at the soonest. um to meet and align with the newer uh EL standards that were put in effect in 2020. So, our kids will be taking a new version of the test that aligns with the 2020 standards this year. Um so, the exit rate that you see here um in red there, 4.8 28 exit criteria. Um we do believe that it can you know we you see more kids leaning to the right of that line um as the years progress especially post um COVID pandemic
071and uh we attribute some of these successes to the commitment we have for co-planning and co-eing. We do not believe um in pulling students out to provide them the service. We want them to stay in the classrooms as much as possible and so that they are with their peers. We've heard that time and time again. The parents want our EL students um to be to be in the classrooms with their uh like peers and we have worked to better align services to provide people who are bilingual in those languages to help with the acquisition of shifting kids from their home language to acquiring English at the same time. and uh also working very hard to make sure that all communication is provided in the home language so that parents understand what's going on at school
072and how they can further support. Um please also keep in mind that students who are new to the states are also required to participate in this exam. Um and it is academic content that's being tested not social language. Okay, quick update on NWA. While I don't have to go over what NWA is because we have been using it for so long, we do want to reiterate some of the changes that took place. So, the test, as you recall, in the past was focused on uh kids would continue to get harder and harder questions um no matter what grade level they were, it would just keep continue to go up. they've changed and altered the test where it still gets complex, but the the questions are prioritized around their grade level um and the standards that
073are required in that grade level. So, it's slightly different but still with the progression that you're going. So, the Rit scale stays the same. It's just wanted to let everybody know that that was part of it. In June, we talked about math a little bit and we got into a conversation about the norms and how they looked a little different and and they hadn't come out yet. I know we've updated the board previously, but they did come out in the summer. Um, and we have worked with the norms as it relates to the data from so that we can project moving forward um how that would look. So, when you go to the next um area, and I'm going to fly through these slides because they what they do is they provide you an opportunity
074to look at what our growth is. As Matt shared earlier, we look at at a minimum of having um 50% being if you're not at 50%, you're actually decreasing your growth because 50% is the normed middle. So, anything above 50 is is going to be that way no matter what achievement level you're at. However, if you are at uh a low achievement level and you're making above 50, it's the only way to start closing that gap. If you're at a high level, it's there's still you matching the norm group that you're with and making achievement. The expectation may be smaller for your achievement than maybe at a lower RIT level to the next one. Um, and just as a tie to the strategic plan, going back to the first one, you don't have to go
075it, this is obviously directly tied to the strategic plan, strategic plan, I think it's tactic 2.1. All buildings um staff um and grade levels will look at student achievement and look at NWA and helping to set growth um expectations for students as we move forward. This is an opportunity to pull out when we talk about closing that gap. This represents um different subpopuls as an example of areas that we're looking at and then working with those departments to figure out how we can help um improve the growth in any particular area if we if required. This is again another group um into our gifted area that how they fall out. Obviously you see that achievement is high, growth is above the 50th, but it doesn't mean that everybody in the group is making growth. So
076how do we help work with students at all levels to continue that growth um component? Ideally, we would love for 100% growth for everybody. We know statistically that's almost impossible, but that is always our goal is to get as many as possible in there. Here is an example of our trend um information on where we fall with reading growth. Go to the next one. This is using our ethnicity. Everything relatively moving at the same um we're looking at how do we close the growth gap between all of our ethnicities, but they all are either going up or down in the same group. So as a whole district they're model there's no one group necessarily flying off and offsetting the whole group um in our data the RIT relatively staying the same. This is a chart
077that we have in Power School. It's actually one that um buildings have for their classrooms. It was in NWA. We took it put it into P school so that we can look at it. Our goal, just as a reminder, is to have high growth, high achievement. So to have that top um square at the highest level possible, um we're going to see when we look at math um that we may have had high achievement, which our kids are high, but low growth, which is the opposite of what we want. If you have low achievement and high growth, those two, that is also the only way that we're going to get over the achievement gap is if you're at the high growth. Does that make sense? This is for math. Again, we have students making it.
078We are actually at a higher achievement level. Go to the next one. If you remember back to reading, our IEP and math is higher in both these areas. Um, our growth took a slight dip in comparison to 20 um 32 24. It was at an all-time high at that point, but we're still looking at how do we maintain where we're at and go back up um to that area as part of that previous conversation looking at AR. It's the same conversation. What is happening with math? We are at a high achievement level, but where is our growth? How do we maintain that growth and ex expand upon it so that our achievement is maintained or increased? Same thing here um as we shared with um reading and same thing with the red. What I um
079shared earlier is you do see an area here where we have cause for concern in the sense that we want to make sure that our high achievement low growth area um when you see a positive number there indifference that is not a positive side. you want, you know, the up above at high achievement and high growth where we decreased from last year by 5.5 um points or overall in high growth we decreased by 7.7 points. We want all those to be positive numbers. And so we're going to again dig into what that looks like, why that might be happening. Matt spoke to a few things around testing. We, you know, the spring component is we do test a lot a lot. Um, for kids, we have a population that gets hit a lot. Our eighth
080graders may or may not be as engaged at times. Um, our third grade, you know, like you have a lot of things that we have to figure out how to address those because everybody across the country is dealing with the same thing. So, this is all in comparison to them. Scott, you were going to share something. As you approach higher and higher achievement, do you I would expect to see lower growth as it occurs? >> You would. The issue is >> is there a way to like logithmically measure that growth so that higher achievement doesn't necessarily hurt your growth rate? >> So it's a tough conversation because you're being normed against other students who are also at high achievement. So the new norms take into consideration if a population what they expect out of that
081population based on the norm. So if a student I'm just going to use a number. Um if a student was in the 95th percentile when they take the test, they're being normed against those same students who are at the 95th for growth. Meaning we are each being asked to grow the same amount because our RIT is the same. So, we're each being at and that that number, sorry, that number is a smaller number than you would have if you're at a lower RIT. So, a student who's at the 50th percentile may be asked to grow 10 RIT points to grow because they expect based on the norm that you would grow more. A student at that high achievement, they already considered that kids aren't going to, to your point, aren't going to grow. there's not
082as much area to grow. The thing that we're going to have to look at is with the new test and it being grade level specific does we'll have to look at how much does that cap a kid >> that could cap growth. >> It could cap growth if it's not extending it beyond. So we have students who may be taking geometry and it's not testing geometry and how do you take that into consideration? Okay, we're going to move on to Ames web. The strategic plan connection is buildings analyze and respond to fall winter and spring Ames web data to drive building classroom and student goal setting or reflecting for Ames web growth. And the tactic objective is each school year students and all student groups will show an increase in growth in achievement on available
083assessment. So this is a different report that I'd usually include in this presentation. This is fall, winter, spring, similar to how MAP is presented um growth compared to the norm group. We are the solid line and you can see for early literacy for kindergarten. This is a composite score. So it's subtests that are administered to each kindergarten. We did not grow um similar in similar rates to the national norm. To tie it into um a sidebar that we're working on, we're going to bring to you is an instructional element of our day. Um and that is specific to phonics and early literacy development. And we we've known for a while now we're taking action that that's a core change in our instructional programming we need to make and and we're going to do so. And
084we do expect this to to uh change as well once we implement our new phonics programming. Math, you could see that we kind of with the fall to winter grew more and then sort of leveled off in terms of the norm group. And again, this is early numerousy. It's math subtest, little mini tests for little mini children uh that we administer fall, winter, and spring. Moving on to first grade. same setup and same concept. And now this is a different group of children. So this is all this isn't cohort across the years. So this is now first grade. And similarly they um you can see on the top is early literacy growth and they did this group did grow more than the national norm. And math you could see the bottom early numeracy started below
085the norm and then made gains above as the spring came along there. And then second grade, similar to first grade, where um children, our children started fairly close to the national norm in the fall and then made great growth relative to winter and spring compared to the norm group. And then the bottom is early or I'm sorry, is math um and it's a math assessment um in different components as well for second grade. And you can see how the our children grew relative to the norm group over the years. That's our first group of students who had all day kindergarten. Correct. >> Yeah. Yeah. Yes. >> So, yes, that is a nice long-term indicator of that time. >> Okay. >> All right. So, we're going to shift over to some social emotional data. We do
086use the Panorama survey to assess um and screen students in the area of social emotional development. Um, Panorama is a survey and so at the earlier grades, the teacher fills out the survey because the kids are too young and it's teacher perception. And then in the older grades, the reading is calibrated for the different levels, but the students fill out their own survey. And so the panorama does contain about six to seven different domains in social emotional functioning, but we've been tracking two like what we call power domains, supportive relationships and um emotional regulation with you all for the last couple years to see um how our kids are doing. We felt those domains were more powerful. They align very closely to our strategic plan when we're talking about cultivating a positive environment from the
087beginning of the school year, maintaining it throughout the school year, demonstrating increased engagement and learning and just that goal that we always have of that belonging and well-being. Um that's important and we know the intersection is really strong between social emotional um functioning and academic achievement. And so for supportive relationships in the K2 level is again teacher perception. Um this is a scale where teachers rate their students in um different areas. They answer questions and they rate I almost never see this in this student. I see it once in a while in this student. I sometimes see it in this student. I frequently see it in the student. Or I almost always see it in the student. If a student receives a rating of frequently and almost always, those are considered favorable responses and that's
088what's indicated on the screen. So this fall, 92% of the students received favorable because they were rated um either almost always or frequently. Oftentimes at the beginning of the year it is a little bit lower because teachers are still working hard to develop those relationships. students are working hard to um understand their peer group and where they fit in. And oftentimes we get more sometimes responses in the fall and that's kind of like a neutral that doesn't count as a favorable response, but it's remained pretty steady um since fall 2024 when they added this metric. 35 again I mentioned is a student self- assessment. the reading levels are calibrated for that developmental level. And kids are asked, do you feel supported in the school with adults in the school, your peers in the school, and
089adults outside of the school? And again, as you look at the trend line, um it always is a little bit lower in the fall and then as um the students develop their relationships with their peers and their teachers, you see it um move up a little bit. And so if you look at the fall over the years, it has remained fairly stable with the amount of favorable responses that students assess them in themselves in 68. Similarly, um you see the same these are basically yes and no. Do you have an adult in school who you can rely on? Yes or no. Do you have an adult at home who you can rely on? Yes or no. Do you have peers that you can reach out to to support you? Yes or no. So similar trend
090line. The second power standard that we identified is emotional regulation because if you're not regulated, it's hard to um be engaged in your learning. And that is a very big part of our strategic plan, engaging our learners. And so this is again K2 teacher perception. You can see this fall it was at 82% favorable. Again, the fall is usually at a little bit lower and the teachers work so hard to develop the relationships and you see it spike in winter and spring and we're hoping again um to see that spike. 35. The students self assess and they again talk about whether or not they feel that they can kind of I have a couple of the questions. Can they get themselves out of a bad mood if they're in a bad mood? Can they control
091their emotions? Can they stay calm if things go wrong? So, they're kind of rating themselves. And this is that like scale. I can never do that. I can once in a while do that. I can sometimes do that. I can frequently or almost always. And a favorable response is students saying that they can frequently or almost always um kind of regulate those emotions. And so this is one of the lower um metrics that we see. You saw the other ones were high 80s and 90s. And so these are always um areas that our teachers work hard on. our clinical team, they really dig into what's happening with individual students and how we can support them, how we can build our system to include skills groups or more activities involving connections so they feel that they
092can do that emotional regulation. Um, sixth grade similar 68% favorably feel that they can kind of dig themselves out of a bad mood and um react to frustrating situations appropriately. Okay. >> So, this is just a short list of ways that we are working with our children, our families, our educators, the full administrative team to increase achievement, reduce achievement gaps, and expect and commit and put all of our passion in maximizing the growth of every single child. and and every day like again that's what our strategic plan talks about and that's what we live and do. With that are there any thoughts or questions from the board? >> Does anybody have any questions? >> Um so first of all, thank you for putting this all together. Uh this is a really great picture of how
093all this progress is going forward. Did I hear you talk about coming back in some of these topics with a deeper discussion once you've had some more time to work through the data and talk about you know specific things we're going to do or looking to do correlations that kind of thing. Is that in the plan? Yeah, I mean our our focus is to be able to dive in and come back with hopefully some more informed um rationale behind some of the changes, good and bad. Like if there's something we did well, we want to be able to capitalize on that dependent on the grade level. And there's areas where like math or we saw some areas for potential growth that what what were those and and how do we figure it out? It's going
094to be um conversations that we've already started um with specific buildings um or grade bands, not individual buildings, whole grade bands. I I think I also recall that there may be some board interest in >> um some having having some um educational achievement ambassadors if you will uh perhaps get together with the teaching and learning team and myself and uh really unpacking and triangulating some of these a priorities that we sort of started with at the beginning of the presentation. So we think that too I think would be an outlet that would be >> beneficial for the board. >> Absolutely. >> Anybody else with any thoughts or questions? >> I just have a comment. Um first I think the Thank you for putting this all together. It's really helpful to see this. A couple of
095quick notes. The um chronic absenteeism we spent some time talking about and while there's room to grow by nationally when we're looking at nationally we're doing very well. Um, I think it's worth probably digging a little more to the teacher attendance data as well, though. Um, if you flip that from the 66% is just 44% that are missing 10 or more days. Um, one highlight though, uh, those smaller student population for us in through in grades three through eight, the students uh, who are meeting growth in math, our black students were the only subgroup that was increasing and showed growth. And so I thought that was something worth noting there. Um and uh I also think the connection of the Ames web data to full day K is a really powerful one and one we
096should probably make sure more people know about um how important that transition has been for our schools and our communities. Uh so just a couple of quick thoughts there. Thank you. >> Especially as those students continue to metriculate to higher grades. >> Yeah, >> I'd like to see that. >> Thank you. >> Julie or Jessica, do you have anything? I just had one question because I can't remember the the phonics pilot is that happening now >> and then it will be uh piloted this year and then hopefully next year that will be >> fully implemented. Yes. Yeah. For K through three actually through third grade. >> Yeah. >> Okay. >> Is there um a contractual cap on class size? >> No. Actually, I have one more comment. Sorry, Scott. I forgot this one. Um, it
097might be helpful uh if you not not now over time maybe when you do your other analyses or maybe you already do to see the uh EL's data by cohort over time as well rather than seeing it, you know, like 2024 against 2025s. But I'm curious as how long it takes someone who's at entering or beginning stages to reach exit stage and what that looks like for individual cohorts of students over time. >> But overall this is a good report card. So >> yeah, >> thank you. Continue. Excellent work. Let's raise our growth. >> Everybody good? >> Thank you. >> All right. Now we'll move along to audience comments. Do we have any audience comments? >> We do not. >> We have our report section. We have the number one foyer report, the number two
098monthly budget report. Number three, student enrollment report. Number four, school improvement plans by building. And number five, school report card data addendum. More data for us. Thank you. Any questions on the reports? Um, other business I do want to bring up that True North is having a meeting this Wednesday. Uh, we are going to be expressing our uh that we are going to be leaving >> and we are going to be voting for the new articles agreement. >> What >> do you think that'll surprise them? >> I think they're going to be surprised. I don't know why, but uh and we'll be uh voting on a new articles of agreement which will encompass us leaving also. So, uh, if there's any questions about True North, feel free to email or call. And, uh, I think
099that's about it. Otherwise, this weekend we also have our professional development, the triple eye convention, and I hope everybody gets a chance to learn and grow there, too. >> And happy Thanksgiving. >> Oh, yeah. Happy Thanksgiving. >> Yes, it's coming up. >> Any other questions or thoughts? >> I just wanted to share real quick. We talked as a board about sort of sharing a little bit more during other business about, you know, work that we're doing on committees or >> with like GF and whatnot. So, Julie and I have been with the compensation committee and um uh the everyone's been going through open enrollment, which is typical. All of us do open enrollment, but um I didn't realize until I got on the compensation committee that um enrollment has been all paperbased for years. So,
100this is a big switch not only to a co-op, which we've talked about previously at the board is is definitely a good thing going forward, but a switch to doing enrollment online. Um, not with been without its challenges. You would always expect challenges with this kind of shift, but I just want to say personally, I've been really impressed by the team um working to help everybody get through the process. all of these you can't you can't um you know predict every challenge that's going to come up both be it system be it paperwork be it even people's approach to the whole thing and uh it's it's you know it's complicated it's a lot easier once you're on a system you know in years from now uh but this is a big change and I've been
101very impressed by the team that's been working on that and it will definitely be beneficial to all folks uh in the district going forward So, >> little update from that committee. >> Thank you. Appreciate that. >> Anybody else? >> And everybody has to go on and sign up even if they're not doing it. So, that will be a bit of a change as well. But, >> Right. So, everyone has to do it this year. >> Yeah. >> So, it's definitely a big big undertaking, but they seem like they're doing a great job, >> the district team and and our Gallagher team. So, if you're listening, I think there's still time. We're down to I think it's less It's less than 20. It's It's >> Oh, really? >> It may be as few as 10 or
10212 who still need to uh >> I don't know when the window closes, but >> we do know that the day that it closes, it's at 11:59 that night. >> So, if it's today, which I don't think it is, but you you still have a few hours. So, >> excellent. All right. Well, happy Thanksgiving and our meetings adjourned.