001Attendance of board members starting furthest to my left. Please state your name for the record again. Vasilio >> Eva Gillio >> Scott Nelson >> Alex Kealevich >> Julie Moon >> James Dolan >> Jessica Pritsker. >> All right. Welcome. We'll move along to the approval section. I'd like to ask for a motion and a second to approve the agenda. >> So moved. Dolan. >> Second. Jessica. All those in favor? I. >> Any opposed? No. Motion carries. Next, we would like to ask for a motion and a second to approve the regular session minutes from July 21st. >> So move. Dolan. >> Second. Gileio. >> Gabby. May I have a roll call? >> Subos. >> Hi. >> Gilio. >> I. >> Nelson. >> I. >> Chemove. >> I. >> Moon. >> I. >> Dolan. >> I. >>
002Pritsker. >> I. Motion carries. Now we have our communication section. >> Dr. Delhi, >> that's me. Hello. Good evening everyone. Um, welcome to those in attendance at our meeting this evening and those who are joining us remotely as we uh begin the 2526 school year. Uh, I mean, we're here. Ready or not, here they come. We are ready. Uh, we have new and returning students numbering 4,266. That was as of a few hours ago. I imagine that number's uh changed already. Down about 50 students from last year. Now, you know, over eight school buildings. That's, you know, I I think it's fair to call that a flat enrollment year-over-year, at least uh from last year to this year. We also have new and returning employees numbering 835. The work we do here relies heavily on
003the partnerships between staff with our families, our students, and the community working together to serve the children in this school district. Uh we appreciate that teamwork. We rely on the teamwork. Uh I'd like to provide several updates actually that have taken place over the summer. Uh and I have more than I usually share, so I don't know get get comfortable here for a few minutes. We did we have had some construction projects this summer. Notably, uh roofing was updated at six of our schools. Interior renovation work was completed at Westbrook and Hanking um particularly in the specials room as as we refer to them um and being finalized as we speak. Paving and asphalt was completed at Hanking as planned. An outdoor learning space was added at Westbrook for the preschool program. Um, and as
004a reminder, that was paid for out of our preschool for all uh grant. Uh, as well as a new playground at Springman. So, they have something to look forward to over there. In business services, uh, good to be reminded that we are now managing our own financial investments rather than working through the township trustees model. And we've incorporated student supplies into our uh, student registration. So, this is that the first year where we've got, you know, the the school supplies being ordered through the registration process and distributed. Uh, on the student services front, several student services summer work groups um took place this summer. Professional development occurred, including updates on Aeron's law materials, risk assessment updates, motor group planning, uh, dyslexia, and iOS curriculum planning in our multilingual department. And as previewed by Raquel Kim
005a couple of different occasions, we had nine student programs offered this summer and we had 447 multi-ingual learners uh that participated in that in that programming. 14 family events uh took place in partnership with many of the community partners. Um the the park district, uh Glen Brook South, Wesley, the library, um really when I mentioned earlier how we rely on the community connectivity with other organizations, it it really played out so nicely this year in support of students and their families. Uh there was 271 summer curriculum hours across uh 10 global language and bilingual teachers this summer. That was uh very focused professional development. We have new administrators of course uh Lisa Engel who is here this evening. Lisa, welcome to you as a principal of Springman Middle School. Allison Keller uh is the new
006assistant principal for teaching and learning at Springman. That may that name may sound familiar to you. Uh former uh and returning employee. Amy Frederick is the new assistant principal at student services at Hoffman. Allison Freriedman is the new assistant principal for student life at AIA. And Mari Bliss is the new assistant principal for student services at ATA. So we've had some changes. We welcome all of them. Uh we also have new staff. We welcome 34 new staff members to the district uh this year and uh 25 support staff members as well. So that it tracks right around what we typically have in terms of numbers from year to year. We had our new educator orientation uh that ran August 11th through the 15th. Uh that is a a jam-packed and thank you to Kevin and
007your team and the cabinet team for planning out several meaningful days of uh orientation for our new employees. Covered a lot of ground. Uh we also have a new communication platform, a parent square that has been communicated out, but the platform allows really for one-stop shopping for parents uh regarding the the district from the district schools. Uh it's it's really some great connective tissue that we look forward to uh utilizing and for parents to hopefully find helpful. Uh we had additional professional development. Uh three different administrator and teacher book study sessions uh took place um with a couple of books that were specific to topics. Multiple sessions on phonics pilot training occurred with our K3 teachers and coaches and uh D34 coach and external professional development sessions were conducted for our two pilot programs that
008are bridge to reading and really great reading. We also have a 68 ELA pilot uh selection process that took place in June to select two programs to teach this year. And subsequently, professional learning uh for the first pilot program took place with uh grades 6 through 8 ELA pilot teachers at the beginning of August. Uh finally, uh an exciting recognition I recognition I'd like to share. Uh you know, each each year we identify a theme to help guide our work. This year's no different. This year's theme is D34 cares and we've talked about that in a lot of different contexts, but we spent quite a bit of time at our administrator retreat and we're going to do more work on just the importance of caring and how, you know, caring requires work and it requires
009effort. Um, and it's a deliberate process to care. And so we're really emphasizing that related, we have an uplifting uh story that we'd like to share about uh an incoming student to Hoffman, Matteo. Uh Matteo was out driving with his mom when they passed a homeless woman and Matteo offered her all of um the birthday money that he had been saving. Uh this is a story that made several different news outlets uh People magazine and ABC7 News reported on this. um just one example of the kindness of individuals within our school district. In this case, a student. Uh we're very proud of his compassion for others. Uh one of his former teachers, Kate McN, shared, "This is an awesome kid who's full of kindness, compassion, and really wants to change the world." And so, we're
010very proud of uh Matteo for being such a kind person. And I thought this was would be a good opportunity to recognize him. Uh, so those are my comments. >> He also has a GoFundMe page if anyone wants to donate cuz he's keeping his cause alive. >> He does. >> Thank you, Dr. Deli. Next, we have our audience comments. This is the 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. The executive director will call community members who submit cards forward. They will be asked to introduce themselves and describe their relationship to the district. Please keep your comments at 3 minutes or less. And please note the board will be taking
011notes, but will be in listening mode only and an appropriate response will be given in a timely manner. We ask that you only submit one comment per opportunity. We will have a second opportunity. Rebecca, do we have any comments tonight? >> We have one so far. Uh, Mr. Sites. >> Thank you, Mr. Sites. Well, I didn't know if uh if this was the Good evening. >> Good evening. >> I didn't know if this was uh going to be coming at the point in the agenda. I was going to be talking about the school resource officer program. >> So, uh since we're talking public comment, I thought I would comment on that. >> Okay. Uh first off, I do live in I I've been here before. I do live in district 34. Um so my my
012uh familiarity with this uh sort of I I'm familiar in in two two contexts. First off, um I represent NCOR gas, so I'm familiar with less affluent areas. So I'm familiar with this particular topic. I'm also familiar with um uh school districts because I'm working on the football stadium to the to the west of you. So, I'm very familiar with your finances. I'm very sensitive to your financial issues. So, um with that said, um I I would urge you to not approve this contract, similar to what I told you last year. And let me explain to you why. Um first off, um last uh I was looking for this um I was watching your agenda and I was looking for this to be posted. Um I I wanted to I did ask the superintendent to
013pull this uh just sort of a legal point first. Um you know last week on Friday night um what was posted was a draft and I asked him to ask your your legal counsel to see if and then a new document was posted. I had a five o'clock meeting and then another document has been posted. So I asked your legal counsel to to to give me a document that says whether that's an open meetings act violation whether you did that properly. I don't think you did but uh I think you ought to take a look at that. So let's talk about the the the the school resource program. Um first of all you know the whole idea of this you know there I I was working on a u a change to the statute. This
014is controversial in that even those school districts that have it have had problems. So, there's currently a bill the sitting on the governor's desk, Senate Bill uh uh 1516 dealing with problems with officers that are enforcing school tickets. Now, you know, perhaps in Glen View, none of your your officers are all are all great guys. None of them are doing school tickets, but it brings up the problems with having police officers in your in schools. Um, and so what I would say is, you know, on that this program is not free from problems. If you are going to have security issues and and certainly if you're going to if you have issues with security, I would suggest you budget for it and you hire necessary security and secure your schools. The problem that I the
015second problem that I have with this whole program is that the village of Glen View is paying for uh the on the first two officers is paying for 75% of the cost and now you're expanding the program on the second year where the village of Glendry is paying 100% of the cost and on the second year program with these second group of officers you have a >> go ahead you can keep talking Mr. heights. Don't worry. >> Um you have a to me and again maybe this this document has been has been uh revised but this this uh roane or uh SRO is a not a defined function. So in in various schools. So I would encourage you and I do appreciate you probably I'm probably over my time. I would encourage you to consider
016the the the school districts and the schools that don't have SRO's. you won't see them. It's only the schools that that that don't have SRO's where they've they have removed them that you see in the in the in in the paper. But I would encourage you to consider that the the downside of this and the only other thing that I would say is I have looked at the PowerPoint presentation that the superintendent put on the website is just look at just a couple things. Now, if I if I had more time, I would I would go through this, but but look at what your staff how they review your program and how how how uh it's it's not it's not uh it's over 50%, but it's not much over 50%. And it's better this year
017than it was last year. But but look at how, for example, you had 22 African-American students and they answered the question differently. 100% answered it. we saying saying that they uh the school resource officer makes them safer and then another question they didn't they didn't have 100%. So, you know, when you're asking a 10-year-old, I don't know how these kids old these kids are. When you ask him a question, you know, you're going to elicit answers. So, I I would just encourage you just think about it and u I I understand the financial restraints you're under. I understand the securities restraints. I certainly don't envy your task. I would encourage you to just think about this. Thank you very much for listening. >> Thanks for your comments tonight. >> Rebecca, do we have any other
018comments? We do not. >> Okay. Next, we'll move along to our consent agenda, our consideration of resolutions. We have the 250053 personnel report, the 2554 payroll warrants, and the 250055 vendor warrants. Can I have a motion and a second to approve the consent agenda as presented? >> Second, Pritsker. Gabby, may I have a roll call? >> Gilio, >> I. >> Melson, >> I. >> Kemale Levich, >> I. >> Moon, >> I. >> Dolan, >> I. >> Pritsker, >> I. >> Supos. >> Motion carries. Now we have our consideration of other resolutions, discussion, and action. We will start with the 2556 SRO agreement extension. Dr. Deli. >> Yeah, thank you. We have a a few individuals that will speak to this topic tonight. I just wanted to sort of lead into it by saying that for
019your consideration this evening is uh an intergovernmental agreement with the village of Glen View for a one-year extension of our current uh school resource program. uh all of the basic provisions of the renewal are the same as uh the previous two years with one exception that I would like to point out and that is uh there is now language in the agreement referring to a floating SRO and this is an SRO that the village has uh designated to uh sort of divide up services across all of the schools and school districts. in Glen View, both public and private. So, this is a a an SRO, an officer, uh a sworn officer just like the the uh two that we have at our middle schools that he divides up his time across many different schools and
020school districts according to, you know, whatever wants or wishes that those individual schools have. And so um because they the individual is technically an SRO and there was uh not language currently in our SRO agreement around this. It was advised that we include that. So uh that's what you would see uh different if you were to put the two uh side by side. We also have a presentation that we'd like to share and I think Kristen, you and others will help uh guide us. >> Yep. Thank you Dr. Deli. I'm going to invite up our um middle school representatives that are going to help us tonight with our presentation. So, I would say quickly that um and this is a slide that we've used before. This is not a new slide, but this really just
021is designed to depict what a school resource officer is. And the these individuals, we have one at ATA, one at Springman. These are sworn law enforcement uh officers. They work with the Glen View Police Department and have for many years. They are uniformed officers. They're clearly identified within our buildings. Um they do carry a standardissue weapon. We want to be very clear and transparent about that. Uh their assignment happens to be a school. Uh and we have one at each one of our middle schools. The the thing I want to emphasize here is that the relationships that these officers have already built in just the last two years have been very profound. We have some testimonials not only from our principles but also from staff and parents. There's different forms of data both qualitative and
022quantitative that we're going to share with you. Uh we believe that the program is doing what it was designed to do and it's uh providing uh important dividends to us as a school district particularly at our middle schools. We'd like to share some of that information with you and uh ask for your consideration in renewing the agreement. >> All right. So Dr. Deli kind of went over our SRO model and it's just a general model. Um, and although there are some common variables between the SRO model, we did make some variations for our district that is more beneficial for our students. So, we're really building on positive and proactive relationships between the officers and our students and the faculty in our buildings. Um, you have frequently seen that we participate in high- five Fridays, which
023was an initiative that was um brought to us by the police department. um they attend different events of ours such as the community resource fair and they've really become an integral part of our responsive systems. >> Um before we start digging in um into some data, I just want some quick introductions of who's going to help us along with our um reporting tonight. >> Hi, I'm Megan Chen, the assistant principal for student services at Springman. >> Diane O'Donnell, principal of ATA and Lisa Angel, principal at Springman. So um as we've talked about SRO models a little bit already um all models are not equal and we've been very very intentional in how we wanted to develop our SR SRO model. If you had three different districts in front of us and we asked them how
024they implemented their SRO model, you would get three different responses. And so again people might come to the table with a lens of what an SRO model is. But we have been very very intentional about um integrating our SRO's into an already existing responsive system. And so this just illustrates what our responsive system looked like before the introduction of SRO's. We are very very fortunate that at the middle schools we have um three social workers, two psychologists, we have two advocates um through North Cook. We have many many learning behavior specialists which are special ed teachers and we have an administrative team of four. We also are lucky that we've developed an internship program over the last five or six years that also um integrates interns both social work and school psychology into our middle
025schools. And so our system has been responsive. That's been our mission. That's been our strategic plan. And our adoption of an SRO model integrated that person into an already existing model. They are not a standalone. They are not in a silo. They are not operating in a way that we aren't all integrating what we're doing. And so I think that's really important when we talk about what our model looks like. Um we're very lucky that they entered an already existing responsive model. We always promise data. We get good feedback from this board of ed about how the data should look. And so um we've made improvements to our data system so that it includes both both quantitative and qualitative. We've made that commitment. We really closely and continually monitor data for very important reasons. We
026um look at every different area. We've upgraded our power school system. This year we've collected data through our panorama system. If you recall from our last year's presentation, we had data coming through Google forms and we weren't always able to um look at data from various aspects of gender, EL status, special ed status, and race. And so we improve that systems to make sure that we're monitoring data in the way um that we need to. >> So when we look at the data, we're going to show you a lot of different layers of data. We can't really say that the data that we show you tonight is because of the involvement of an SRO because they are integrated into an already existing responsive system. It would be like showing you data to say it's because
027we have three social workers or because we have two psychologists. We can't really isolate the SRO's being the primary and only influencer on the data that you're going to see in just a sec. Um, I think we've been really successful in integrating our SRO's into the into this system and you'll hear more about that. Um, I think this turns it over. >> So, we're going to talk first about just looking at each school with the TIA being first. There's three types of behaviors that we focus on that are considered level three behaviors where we believe the SRO has a positive impact on and that is physical contact uh references to il illegal uh behaviors uh such as drugs. Also, sexual references or behaviors of unkind terms could be considered bullying is also a part of
028that. Um and how we're responding. So, as Kristen already mentioned, we've increased in powers school. we do have ability to have consistency with checking a box with SRO involvement. Um it's really important that it's not necessarily in a negative view because SR involvement the SRO's are in um ex trained at a high expertise on deescalation strategies within the crisis response model. So a lot of their involvement can be calming a student down and creating that space um where students are able to uh regulate so that there isn't an a behavior. So we're coming from a proactive lens of supporting a child through a hard time or a difficult measure and trying to deescalate behavior before u that level three behaviors exist. Um so there's quite a a variety of range in the student in the
029student actions. Um so these have all decreased as far as our our building overall feel um with the uh amount of physical harm that students are incurring with each other. Our drug use we'll talk a little bit more later is um relatively um very few um that we're we're seeing that drugs coming into our building. So that has diminished significantly. Um and then we're continuing to um provide additional supports with awareness. So there's an awareness coming from the community of something happening with our students. There's an awareness with families that might be sharing information um that we might not have privy to, but then we do and we're able to be proactive in holding students more accountable for their behaviors um before they escalate maybe even to that level three. Um and so we're really
030able to intervene as a team. Um so that's just some of the the data pieces for AIA. >> You'll see the the AIN Springman data is pretty comparable actually across um all domains which um is always something that is nice to see. We're trending positively um across many categories. So just as an example, when we look through SRO involvement, I know Diana touched on this a little bit, but examples could be um their involvement might be because they are the trusted adult. So after an incident happens, they already have that strong relationship with students and the students are seeking them out to process. Um sometimes it's also families. Um a lot of times officer Navas coming in and saying, "Charlie Brown's mom called me and this is what's going on and I'm going to um
031help support. They might need a little bit of extra help during recess." Um and then also just knowing that, you know, they are the students trusted adults, but they also can be the parents trusted adult. Um and so the relationships have been paramount. I know that we've talked about the success of this program, but really it's exceeded my expectations and I feel like a large part of that is because the care that they have. You talked about the theme for this year. This this program has been successful, but it also has um largely been successful, I think, because we have the right people in the role. So, we'll talk a little bit more about the relationships that they have um later on some of the additional data. But looking into the next section, I know
032many of these areas we said sometimes they might be involved, sometimes they might not be drug offenses. Our SRO will always be um involved. And so this um area we have seen a significant decrease in. It's really exciting to see and we were we were just talking in Diana's office kind of hypothesizing why, right? Like Kristen said, um it's not solely due to an SRO in the building, but certainly the trend has been um positive and significant. So, one of the biggest pieces that we've seen is that preventative piece. They are so informed by our students. It's not something that we were expecting that students would be kind of flocking to them with information, but kids do see them as an as a trusted adult. They're talking about things that are happening in the community,
033things that they're maybe exposed to or that they're hearing that their friends are engaging in. And so because of that, it's allowing us to be much more proactive um and responsive not not only to individual students but trends in the community um or just trends across our building. So it's been a huge piece also just the the investigation time we used to have when we were having this um occurring so frequently in our building. Um just in general it's allowing all of us to be more responsive to our students needs and more um available for all the other pieces that that come during middle school. And we rarely have a second offense of any drug use because we're using community resources uh for supports for family with peer use services and other community engagement. So
034there's always a learning component. So we're able to spend more time not having the discipline piece which we are there for as administrators providing that but also therefore providing more of the learning opportunities to change behavior right explicit instruction uh skill-based um looking at the cessle competencies so we're able to provide more education for our children to make a better understanding of making the good choices for the for their well-being. Okay. So, now we're going to um shift into some survey results. We do survey our students through the panorama survey. You've all seen the results of that based on some feedback that you um gave us at our last meeting, which was great feedback. We integrated some specific questions into our panorama survey so that we could look at the data at different levels, race,
035gender, um, bilingual background, low income. So, it really has helped us be a little bit more sophisticated in our data analysis. And so, you'll see that those were layered in and we'll give you some results. Um, let's see. You can go ahead and go on to the next one. So, this first question is um our only longitudinal question that we'll be able to show you tonight because this has always been part of our panorama survey. Students um respond to the question, I feel safe at school and um this isn't specifically geared towards because of an SRO. It's just do they feel safe? Is there that feeling of um safety, belonging, and well-being? And so um we always want a 100% but the percent that you see on the answer distribution is favorable responses. And so
036at the end of the 24-25 school year 92% of the students who responded um felt that they feel safe at school. In the corner um the lefth hand bottom corner I did give some longitudinal. So in 2223 at the end of that school year we we ended the year at 88% favorable responses. In the 23 24 school year, we ended at 91 favorable responses and then 92 here for the the year just ending last year. You can see the um red arrow with the two next to it. And that's just a a slight decrease of two percentage points since the winter benchmark. And that's not unusual in the spring. I hear >> Megan Chin kind of that's not unusual. like kids are ready for summer vacation and so their response rate might be a little
037bit off but even a decrease in 2% that's not something that we're extremely worried about. So we ended the year at 92%. We strive for 100%. We don't look at these numbers and say oh this is a good number we're good. We strive for 100% always. Um so I did add some racial data because I know that that was also something that everyone was very interested in. And so this again this global question of I feel safe at school. So from winter to spring there were some increases in certain races as you can see on the screen and a slight dip with um the Hispanic race. And then looking at the questions we added this year specifically related to the school resource officer. Um, we did administer this to our students and students were asked,
038"The presence of a school resource officer makes me feel safer in school than without one." And you can see the uh answer distribution here um where about 95% um which is just over,00 students from both of the middle schools answered favorably. Um you will note that this number doesn't include the students who selected the no opinion. Um so that you see is 245 students which we do obviously keep an eye on that um number of students is pretty large. So overall though the favorable answers were up one percentage point from the winter for this particular question. And then you'll see here the same responses of data broken down by demographics. Um the third column there is the number of students from both middle schools who answered the survey question from that particular race. And then
039followed by the next column which indicates the percentage of those who answered favorably from that particular race. And then again the last column is just indicating the change if any from the winter data collection period. And then sort of the same thing here. So you'll see on the next slide, students were also asked to respond to the statement, having a school resource officer in my school has a positive impact on the environment. The answer distribution is here for you and overall 96% which is approximately again, 1100 students answered favorably. Um, as Kristen said, it's not necessarily uncommon that we see some shifts in the data towards the end of the year. And we did see here a shift in more students answering in that no opinion um range there. So, the spring is the third
040time they're taking the survey. So, just something to be noted. And then the next slide again is that same question broken down by demographics. And um there were some shifts in data here. I think we kind of expect a mild fluctuation um in some of the data points, but nothing super significant. One of the goal areas that we have as a district with our strategic plan is sense of belonging. It's the most important thing for our staff, our students, and our whole community. Um, this is kind of a pictograph or it's called a word cloud. So, every student at each of our middle schools, we identify a trusted adult. If the student doesn't identify their own trusted adult, we talk with the student, figure out who that trusted adult might be. That trusted adult knows
041that that student is their kind of their go-to with communications and supports. And so, this was an opportunity where students could fill in the blank and add whatever name they would like. And the size of the graphic represents the number of times that certain students put certain teachers or staff members. Um, and you can see that the two officers um, plus an plus and we know this is a collaborative supports again with all all of our staff making a connection with students. Um, and also uh, ALOP is one of the larger names on there as well. Yeah. Um, so just like how our students Thanks. Just so um, similar how our students were asked that do you think the presence of an SRO makes you feel safer in school than without an SRO? Our staff
042were asked the same question and you can see that our staff's favorable responses were up 4% from last year. So 81.8% of our staff reported feeling safer in school with our SRO than without. Um it was 77% previously. Um that could be for a variety of reasons. Another thing we were talking about, it could be our SRO is there every day walking the halls. They're checking the doors. They're walking around the outside of the building. So just some of those safety checks, but they're also our first link when we need like a first responder. They are direct access to the police. So I think for several different reasons um our data went up in this area as in regards to staff safety. And then very similar um different wording of the question, but how safe
043do you feel in school with the presence of an a school resource officer? Again, this is our staff responding. Um they're the indicating feeling very safe was up. Um again about 4% from last year. So about 61% of our staff reported feeling very safe in the building with an SRO um present. And then you can see of course the different levels of safety. But um in general most of our staff are feeling very safe having an extra you know a police officer an extra support person in the building. I think the another piece just to add to that is we don't realize our overall health and wellness of a crisis of a staff member or a student for medical needs. And so that's not actually a part of the presentation, but the response time because
044the officer is right here even cuts it quicker because we don't necessarily even have to get on a 911 line to get someone here from Glen View. So we've had some health issues with some of our students um and it's and staff members and they've just been able to respond so quickly. It's it's pretty incredible that the overall care of the person in the building is also uh addressed if there's an emergency. Um a little bit more about education. This is an area that is still an area of growth for us. Um we've made some strides. For example, our SRO helps support all the the safety drills uh with all of our staff, reunification pieces, which um we've all had as a district some some more training on that to keep our whole community safe
045in case of a crisis. And that knowledge of being able to um keep our community safe at all times. Um our SRO's are building um PD or teaching experiences for students. They've been part of our life skills programming for drug prevention, understanding nicotine and the impacts of overall health, um alcohol as well, understanding legal just legal systems in general um within our social studies um protocols um and >> career day. >> Yeah, the career talking about >> career opportunities >> uh a lot more career connections. Uh, one of the area that we'd like to target a little bit more is still this influence that we not all know exists, which is social media and the impacts of cyber bullying and the unkindness that we are finding in social media and to to to try to
046beef up um the power of our words when we put them in writing as well as verbal uh direct verbal comments towards peer-to-peer interactions. >> All right. So, yes, thank you. Um, so again, this is a common theme I think we're seeing across slides, but just our data is trending favorably. And so again, when staff um were asked how they would rate the overall impact of the school resource officers, um, we've gone up to 61% from 52.6% just over the last year. Um, there's also been value in our collaboration. So talking about there's a lot of similarities between um, our SRO and what their day-to-day look like. And there's also different things that are happening at each building. So, we're also learning from each other's experience as we're planning for the upcoming year. And much
047like Megan just alluded to the collaboration, you can see lots of the different ways where an SRO has supported our staff ensuring a safe school environment. Um, we've definitely seen um a big emphasis on school safety. So, building those positive relationships, making sure um like Diana mentioned, our SRO helps in all of our safety drills. They're always there to reflect. If we have a question of just, hey, if this happened, what would you do? They're like that first person to give us some advice or some feedback. Um they're there for every, you know, fire drill that might happen. They're there on hand and they're just like an extra source of resource and they're making sure that we feel as secure in our environment as possible. Um, students see our SRO's as just another trusted adult
048that they can go to in the building. Oftent times they go to our SRO's, you know, so do their families. It could be a weekend, it could be after school hours. They're making sure that they can find them so they can report whatever they need to. They're checking in at school. Um, it's definitely we've seen positive change because of it. Um, we said that, you know, our SRO's have such a positive pulse on the on the building. They know what's going on socially. They have families reaching out. You know, they can really mentor some of our students um and help them make good choices. Um, you know, Officer Nava is just been a fabulous presence at Springman. And I know we we know Officer Mike, too, just because we collaborate. We see him at the
049resource fair. We see him throughout the building if we're ever popping by AIA. Um, and we know that he's also always on hand, working quickly, diligently, helping make sure that he's there for staff and students um, and making sure everybody is safe. And then we also mentioned um that even though a lot of the feedback really from our staff says that our SRO's they already have these really strong relationships with kids, we know that there's always room for improvement. And so like Diana mentioned um kind of coming up with some more programs where our SRO's can be a leader in things like social media and helping with cyber bullying and helping educate some of our parents. I know they reach out and they want that that help and that support. Um, and then at Springman,
050we're also looking to possibly bring Officer Nava into the classroom more. She's been doing a lot of small groupoup things. Um, but just coming in and doing more of a whole classroom presence, pushing into those life skills classes more often when appropriate. Um, and so I think that's somewhere where we definitely want to grow in this year. >> Kids also I see there be less of a friend, be more authoritative. Um we were just saying by being in the classroom she is a trusted adult and so a lot of times you know students may be looking for their trusted adult during the day and they're like if you're in the classroom they'll be looking for you in the classroom instead of um the halls. So that's an area too that we continue to focus on
051to grow. >> I think we had answered these. >> Yeah. This is the next slide. So, we're once again we are collaborating as a te as a middle school team um and we're also working with our SRO's with the middle school team. We also have support with the district when we connect with any changes that might be happening um with the the police uh organization as well as the district. Um so we're continuing to you know build that consistency um and the area of where the most consistency needs to be on the PD that or the instruction and education that we're providing uh within that programming. I think the the overall safety and security um especially in some of our spaces that for especially ATA we are so we are in the middle of your
052community or our community and we have so much public we have access to everyone's available in that. So it's it's not uh it's not as secure with the land and all of the the the roads and intersections we have. So, it's really great to have that presence, especially outside when others are jogging and doing all different things or or dogs that come by. Um, which we love. Um, but really that proactive peer-to-peer piece and that overall safety is just so critical um for our for our students and for our staff and then how quickly that we can respond if there is a need of a crisis situation. So that has been really the piece and then the proactive measures. I just love the fact that we're really able to help kids transform their thinking about
053their actions and be more thoughtful in the education of why we're making those decisions or how we can help support what's the what's the root cause of it. So, I think that's um really where our kids are growing and they're shining um in in the things that they're able to learn and know that yeah, we we are we are kind of watching here and we want to make sure we can support those positive choices which have increased. Um you know, we look at some of these things from a lens of what's the level three, but we also can look at the levels that so many students don't have locks and are very proactive. So I think that's another thing that we could we could share more but it is everyone making an impact on the
054on the community. Anything else that we wanted to add? So what's ahead? There is something that we are keeping on our radar which is Senate Bill 1519. Um it is on the governor's desk as we speak. I checked this morning. And so this came out of um some investigative reporting that some districts models of the SRO were um excessively ticketing or sending citations for municipal code violations and then they were kind of the kids were entering the court system before they needed to because of this. And so this bill intends to um take care of that and to prohibit entirely really the use of any kind of municipal code violation ticketing as a form of student discipline. We do not do that. Our model does not do that. Um and it it stresses the need
055for more restorative approach for discipline. Um which we do and so it is sitting on the governor's desk. If it is signed as is um we would have some variation to our IGA for next school year. If it comes to that, it might be um amended to some degree or it might be vetoed completely. So we're keeping an eye on this. Um any changes would take place July 1, 2026. some of the um stipulations in it. We were very pleased when we saw it because we already do it about um making sure that the um stakeholders have a voice, making sure that we're um focusing on restorative approaches, making sure that we have a good data system. ISBY wouldn't even require a a formal data reporting system till the 2728 school year and we're already
056in a pretty good position where we are looking at data. So, this is um on our radar and we'll probably hear soon about where the status of this is. So, more to come. >> And just to wrap it up, the bottom line of this presentation is that it does align directly with our strategic plan goal of belonging and well-being. Um, we want to ensure that all of our students feel safe and our staff feel safe when they're in the building. And after reviewing two years of data, uh we feel that we're excited to continue with this program and with our SRO that we have in place. >> Thanks for the presentation. Does anyone have any questions they'd like to ask? >> I think you covered it, but just to confirm, the legislation on the governor's
057desk is not going to change our model because that's not how our model is structured, >> right? And so if if he does um sign it or if this is passed as is, there'll be very few changes. Um there's some additional requirements where we have to assemble like a parent advisory committee just so that we're also sharing data with that type of committee, which we already have a parent advisory committee. That would be very easy. But most of what what is involved in that Senate Bill 1519 will not impact us because we don't ticket kids for municipal code violations. We don't give citations for that. We always stress restorative and remember I had mentioned that everyone's SRO model is their SRO model and our model is such that we um take a restorative approach and
058the SRO is part of a bigger responsive system. It's not a standalone police officer. So if this does pass there will be very minor changes to what we do. minor changes in terms of our practice, but I think you could potentially see a substantatively different terms of its appearance agreement from what you're entertaining tonight depending on how that language turns out. But in terms of practice, we feel like we're already there in many areas. >> Yeah, correct. >> Anyone else? >> Um, so two things. First of all, I want to say thank you for the additional demographic data this time which was an ask last year as you mentioned and definitely you know is a is a reason why it wasn't asked was some concerns we had when we started off >> the program. Uh
059second I wanted to ask what the rationale was for um not including the no opinion responses in the in the you know aggregated score. Isn't that just >> Yeah. That would just it was it's just just a neutral response. And so it doesn't count of a favorable response and it's not an unfavorable response. It's just a neutral when kids check no opinion. And so when we look at the 96 or the 92 favorable, we don't like kids to put no opinion, but they're teenagers, right? And so they put no opinion. We would have liked because it is a big sample size of like 272. We would have preferred that they made a choice and not just put no opinion if I'm answering your question because it would have been the it would have made our
060data more rich so that we could interpret it. >> Yeah. I mean I'm I might you know >> take that out next year. >> What? Don't let >> make them have an opinion. >> We did ask about that. We did ask about that. But then we would be eliminating ourselves from the Panorama national norms because that's how they built their data system. We did actually ask that exact question. >> I tend to see no opinion which I would say keep in but as to be indicative in and of its own. Now I recognize they're children so you know how far can we take that but I mean without it you don't leave yourself a lot of headroom for further you know improvement and also when we look at the demographic splits you know these are
061obviously aggregated scores on just you know the two levels of favorable but if there's something below here where we see differences and no opinion from demographic group to demographic group that could be very indicative of of something. Um, so >> and I'm also willing to be overruled and say someone say that's actually a dumb idea with this population. Yeah, the art is in the interpretation and so the teams can really dig in to see like what kids are responding no opinion and try to figure out and hypothesize why that response is coming up so much. So, um, they really dig into the data. I wish I could encapsulate on this PowerPoint what how much data analysis that they do. So >> I assumed that yes that there was a lot of analysis because you guys
062always do. So >> I think a bigger piece just you know you're you're right there it's unknown right because we we can we can dig into who to respond responded that way but we could also say we look at all the data that's coming through Panorama as a system to be able to identify if any of those students like our biggest thing is making sure that they're connected and getting the supports. Um, and so if anyone is below uh three are those levels, then our team comes together to get those supports on that and they're just not answering that question. What we could try to do is a little more emphasis of the importance when students are taking it just like when they're taking any standardized assessment or test and really encourage and have the
063teachers really let's let's try to make an opinion. We can we can say that um but we can't change the platform for panorama if that those could be a couple strategies that we could utilize with the students. So we have less of that number to get more accurate. >> Yeah. I mean I'm just what I'm mainly suggesting is you know and we have this challenge quite often with our data because our data tends to be uniformly good. You have to then really where you do have you have to >> find more differentiation and this one seems an obvious one >> to me. You're not going to see like with that second you know there's 3% on that second one giving you a negative like that there's no headroom there. So the the if it were
064me, you know, my next >> would be where do I move on that no opinion, >> you know, and if the answer if there's no movement, right? You know, you could come back year next year and say, you know what, there's just a certain percentage you're going to be apathetic whether we like it or not, we can move on. But until we do that, we can't say that, you know, and that's something we we could say and it and we should >> try to, especially when we the data puts us in that difficult to analyze box. >> Well, to your point, if they have no opinion in the spring, how many didn't have an opinion in the winter? >> Right. So, one of my other I just build on what Alex was saying is to
065what extent are those individual responses when aggregated changing right so looking at if you have seasonal right fall winter and spring did anybody change their opinion because that's positive movement in one direction >> or negative movement in another direction and looking at what those overall changes are from the beginning to the end of the school particularly when you think of like oh we're year one year two year three of the SRO model there are going to be eighth graders who have been part of the whole experience there are going to be sixth graders and seventh graders. They're going to have a different cohort and population as well. So, one of the things as we look through this going forward is how else can we ask the next question and not go down to the individual
066level but use all the data that you have to look at trends and not just point in time. >> Yeah. Yep. And we do just a little bit about the trends. So knowing that a third of the population changes. Every fall we see a dip, especially in sixth grade where there's more uncertainty, you're not maybe feeling as safe cuz you don't know trust adults. There's still your upper classmen and all the typical things that come with transitioning to a a new building. Um and then in the spring we often see an increase um in some of those level three behaviors. Um like students treat each other with respect for example. That's a goal area of ours. every spring we see a dip in that every year regardless of the population that we just see a
067little little bit of an uptick. So knowing that and seeing those trends um is important and that's what we use to drive some of our zip planning too building. >> Yeah. >> Just to give another example on the presence of a SRO makes me feel safer in school than without one. The African-American demographics at 100%. Does that mean everyone vote, you know, responded agree or strongly disagree or does that mean five did and the rest said no opinion? That's a huge difference. >> Now, it's also a small N and maybe we can't share publicly because the N's so small, but that's fine. But that's that's my point. That's a very significant difference. >> And Panorama does break it down by individual students. So, that's something we do too. review it um teams and go just
068student by student to target follow-up conversations or follow-up interventions. >> Yeah. And and likely just as well as as James said, it also went up 5%. So something that with a small enough end that's actually even more significant. So anyway, but overall I just I mean I know I'm getting nerdy uh data, but I really do appreciate the work that's gone into this and and making what was you know certainly something that a lot of people had concerns about from a programming standpoint um very much a success and integrated in the schools so far. So again, thank you for all the hard work. >> We appreciate the questions and feedback. It's good for us to think about how to look at data that way. Thank you. >> Thanks. Anybody else have any thoughts? All right.
069Well, if that's the case, thanks for a presentation. I really appreciate it. >> I think the air conditioning is back on, too. >> Wow. >> All right. If that's the case, could I ask for a motion and a second to approve the resolution as presented? >> So, move to Pritsker. >> Second. Dolan. >> Gabby. May I have a roll call vote? >> Nelson. >> I. >> Chemic. I >> Moon. >> I Dolan. >> I >> Pritsker. >> I Subos, >> Julio. >> I >> motion carries. Next, we'll move along to 2557 resolution authorizing the emergency expenditure of funds and the approval of an emergency transportation agreement. >> Dr. Deli. >> Yeah, thank you. So, before we There are three items here for your consideration in a row. Before we break those down, I just wanted
070to make a couple of general comments about this because there are several actions related to special education uh transportation services numbers 2, three, and four on your agenda. Unfortunately, it came to our attention uh just a few weeks ago that our current primary service provider for special education transportation, Safeway, is experiencing some financial and organizational challenges. Um, we believe that it resulted in the risk to reliably provide services starting this fall uh for our uh special education students uh to the point where we couldn't simply just wait and see what happened. We needed to take action and make sure that we had some reliable transportation options at our disposal to um get the school year started. Um, you know, while we hope the company can rightsize its organization and and uh, you know, continue its
071service at some point, uh, we don't feel uh, confident doing that now. And so there these subsequent actions that you'll take will help us get reestablished with u actually multiple companies uh, to help achieve the objective of getting these children uh, safely to and from school. >> So Eric, do you want to speak about the first uh, item here? So, you know, we typically we build a runway of a couple months to do some type of a bid, RFP, what have you. >> So, we just didn't have the time. And the attorneys who sat in all the meetings we had with Safeway throughout the last number of weeks agreed this is sort of an emergency situation. And so this first uh agenda item is uh a resolution that just allows the board to enter it
072into agreement with other companies and sort of skip the bid process based on the because of an emergency situation. >> Exactly. So that's the first one. All right. So anybody have any questions about the first resolution? If not, can I get a motion and a second to approve the resolution authorizing the emergency expenditure of funds and the approval of an emergency transportation agreement as presented? >> So move. >> Second. Julio >> Gabby, may I have a roll call, please? >> Kalevich. >> I >> Moon. >> I >> Dolan. >> Hi. >> Pritsker. >> Hi. >> Subupos. >> Hi. >> Gio. >> Hi. >> Nelson. >> Hi. Motion carries. Next, we'll go on to 2558, a first student transportation agreement. >> That's right. It's a standard agreement. Attorneys have reviewed. >> It's a one-year agreement. Um,
073it's very likely will be coming to the board in the next number of months, maybe just to see how the opening of schools goes, track a little bit about what's going on with Safeway, and make put the bid out. Then the board will have the opportunity to kind of see how the first couple months unfold and make a decision about the future. So, this is one-year emergency first student agreement. Pricing is very similar, surprisingly, to our current pricing. Um, there's a startup gentleman who's helping us and uh drivers did dry runs on Friday and we feel as good as we can given the situation with first. >> Does anyone have any questions about the first student transportation services agreement? >> If not, can I have a motion and a second to approve the resolution as
074presented? Second. Moon. >> Gabby. May I have a roll call? >> Moon. >> I. >> Dolan. >> I. >> Pritsker. >> I. >> Subos. >> Hi. >> Gilio. >> I. >> Nelson. >> I. >> Chemove. >> I. >> Motion carries. And then finally, we have the 2559303 taxi specialized transportation services agreement. >> That's right. And so this is what I would call a backup because first student is also helping some other districts. There are primary use, primary provider. Um, but we need backup. Sometimes first week of school, we get a variety of different, you know, situations with students and we need to have a backup plan and that's what this is. Uh, agreement with 303 Taxi who we've been working with to sort of ramp up if the need arises. Does anyone have any questions
075about this specialized transportation service agreement? If not, may I have a motion and a second to approve the resolution as presented? So move Gio. >> Second. Dolan. Uh Gabby have a roll call vote. >> Dolan. >> I. >> Pritsker. >> Hi. >> Supos. >> Hi. >> Gio. >> Hi. >> Nelson. >> Hi. >> Chemage. >> I. >> Moon. >> I. >> The motion carries. I also want to thank you guys for uh keeping us up with emails throughout the summer about the challenges that we're facing for this and glad we were able to get something settled before school started. >> Can I ask an overall question for just wondering if you could share a little bit Dr. Deli um Eric about what the plan is for meeting families needs during this major transition right before
076school starts and how the district is communicating with families. >> Yeah, sure. Thank you for that. So, we had some uh first some generalized communication that went out to parents of u uh special ed students that basically foreshadowed that a change was coming. So, everyone received that and then each family received an individual communication. Uh but was it in writing and a phone call or >> Well, the the assistant principles at each building are reaching out um starting with families that might have some difficulty understanding the transition and then moving through the list um of their own students at the building. So, they're getting >> so it's a point of personal contact uh as as well as something that documents the the fact that you know this is the transportation company that's coming, this is
077your scheduled pickup time, uh etc. So we've we've done that really on kind of the macro and then the micro level. >> Thank you. >> Any other questions? >> Okay. If not, we'll move to our discussion section. We have the uh unudited fiscal year 25 financials. >> So every month we once the budget's approved, we give the board an update every month on how things are trending. The last report we give you is a couple months shy of the end of the fiscal year. So, we like to recap how the year did actually end up uh looking. And so, here we look at our operating funds budgeted verse actual revenues. And we ended up with a little over a million or 1.2% more than budget. Um, not every single fund ends up the way you
078want it to look, but in large part pretty good 1%. uh you know I'm comfortable with that especially when we look at how it matches up with the expenses because our fund balance as a percent of expenses can only keep pace if both the fund balance grows along with the expenses. So you're always looking to put just a little bit into your fund balance to keep up that percent. And I won't bore you with the details. Um, but in the presentation that'll be posted online, we've got some of the more micro variances when it comes to our operating funds budgeted expenses versus actual expenses. We ended up with 3.5 million uh less expenses than we had budgeted. Also, um, good news, I would say. Uh, mindful spending. Again, a budget is an estimate of expenses,
079not a prediction of exactly how it'll end. Again, more uh details for for later review. But then when we put together the actual revenues versus the actual expenses, we ended the year with a 7.6 million surplus and uh about 8.6% of total expenses. And put it all together in all funds, you see the result of us continuing to spend capital project money on the remainder of our referendum work. And then you sort of put it together and you see that revenues came in 1.2 above estimates. Uh expenses 3.8 below estimates resulting in a 7.6 surplus of which this board transferred $5 million out of that budget to help offset the additional construction overage. So just putting that 2.6 toward operating fund balance. And that's all we got. >> Does anybody have any questions? Eric, can
080I ask the for O andM the purchase services was way down. Was that a budget item that we just didn't expend or is it >> So so that was the $3 million that we set aside. We started to set aside but didn't quite need it. Okay. >> Last year. >> That's right. >> That was part of the 5 million that went toward offsetting. >> But that Yeah. And we we always expected >> in the first few years after the referendum work, we wouldn't spend that >> because everything is pretty new, >> right? >> Exactly. But going forward, >> right, this summer, >> we'll be spending >> continue keeping it in the budget. >> Yes. >> Otherwise, we'll be doing another referendum in 20 >> in 20 years >> for although we probably won't be here.
081>> Well, I won't, but you might. >> Okay. I wanted to call out the the I was looking through the uh food service was 7% savings which given the shift to more baking from scratch and I believe quality is up is just that's great. I mean that's it's maybe not be a huge number but that's that's impressive. So >> yes I agree. >> Any other questions for unodited fiscal year 25? If not, we could go to fiscal year 2026 budget presentation. Eric, >> okay, we've been talking about this one for a couple months. I'll call it minor updates to this final uh version that we have. So on the screen here is again all of our funds. If you recall, last time we discussed this operating fund deficit was at 2.7 million. Now we're at
082just 1.7 million. We got confirmation about preschool for all funding. We got some confirmation about some increased Title One funding. Those are the only two changes I believe that you that contribute to this um deficit going down. Always 75% of our typically 75% of our expenses are go towards salary and benefits. This is also a good time to mention that when it comes to benefits that are baked into this fiscal year, we have a health plan year that lines up with the calendar year. Tomorrow night, compensation committee will be taking a look at some opportunities to uh potentially shift from a self-funded PO model to a cooperative model still under Gallagher. And preliminarily, I think that um the numbers look good. So part of that conversation is sort of baked into this budget. So it's
083very likely that toward the end of this fiscal year, our benefit costs may look better than are currently budgeted. So, I just thought I'd mention that. Now, when looking at all the revenue assumptions, what I typically do for the new board members is I'll highlight in red any changes. So, based on this, there's no changes from the tenative budget for our local revenue assumptions. Again, some of the state funding, some of the federal funding is what um increased since the tenative. No changes in expense assumptions. We we didn't know exactly how the benefit conversation was going to play out and obviously we started this process months ago. So we we left in the typical assumption for for health benefit increases and put all the funds together. We're looking at a $7.8 million deficit again um
084result of um construction. $7 million is baked into this fiscal year. And when we look at all the operating funds now, we see a deficit of just 1.7 million and 1.7 million. Just to recap, um part of our three-year curriculum savings plan is baked in. We've got a million dollars this year for any curricular uh materials that come due. always trying to show you the effects of this budget, final budget version and how it could play out in our operating fund balances the year progresses. And new this year is uh recommendation when it comes to taking a look at our fund balance and are we at risk of having too much. There are objectors out there who will challenge school districts who have arguably too much sitting in fund balance. One of the new ratios
085that's out a part of PA 1030394 is take a look at this combining ending cash and investments um along with your average and look at the ratio obviously you can see I'm sorry you can see here based on that 25 year we're at half we're not at risk of having like double your fund balance which puts you at risk for rate objections. So moving forward, uh it's recommended that we show this every year to the bud uh board community just as a reminder to know that we're in decent shape where we'd like to be according to fund balance and there's no threat of >> I'd prefer a higher fund balance for safety right now, but >> great point. Especially because the rumor is property taxes in Cook County are yet again going to be at
086least 3 months late. >> Yeah, that's what I was going to ask. No one's received their bills yet. So does that mean we might be talking about >> yes >> issuing some sort of temporary debt? >> So we are in the process now. We just needed to get up and running with school. We'll go back to PMA. We'll talk cash flow and we'll see. There's a December one bond payment that I don't think we have the flexibility for. That's what we'll talk to the attorneys. It's possible we need to look at some short-term funding just to bridge that gap. But I will conduct the analysis and get back to the board soon. But if we were one of those school districts that had twice as much money as their fund, we wouldn't have a problem,
087right? >> Yes. You wouldn't have a problem in that way. Highlighting just the fact that expenses, you know, outpace our revenues based on this one time 2.75 million true north withdrawal fee. Uh $1 million earmarked for curriculum materials. We've got 7 million baked in for construction costs. And the budget, yes, now includes this ongoing $3 million every year for building maintenance. Uh just some of the requirements for the budget. Look toward next month. We're going to hold a public hearing for this uh FY26 final budget and we'll get all the documents sent in to uh to the various agencies in October. And like we talked about here, uh new audit, oh sorry, potential changes in healthcare coming up. And um speaking of the budget and audited financials, a small committee of us actually met and
088interviewed several auditors who or sorry, one auditor of which uh who submitted a proposal for the recent RFP. That recommendation will be coming uh to the board soon as well uh for an approval on a contract for for their services moving forward. along those lines of the 2.75 million you have for the Trumor membership fee. Uh I just that's a that's a number that we're not sure of. So we're just keeping that in the budget. That's it. Just >> a placeholder. We have some strong opinions about the accuracy of that number that we'll be pursuing. >> Good. Yeah, that's a it's part of our plan. >> So that's all for the final uh FY26 budget. >> Any questions? All right. It'll keep us up to date on that. This is a second opportunity for audience
089comments. Becca, do we have any comments? >> We do not. >> Next one. >> True North. >> Oh, yeah. True North update. Sorry. All right. So, True North has a meeting this Wednesday. We'll be going to uh I don't know if anyone knows the superintendent uh Dr. Schneider resigned as of July 11th. So, uh they had a special meeting to interview interim superintendents for this year. And there will be a a contract offered to uh some individuals. And then um there is a concurrent group of attorneys from all the other school districts that are meeting to discuss two parallel paths I believe at this time. One to keep True North in a different format or another to dissolve and see what they do. Uh so we have a meeting this Wednesday. There'll be two other
090special meetings in September to discuss those plans and once that's done then the board will uh take a vote on which way they want to go. Uh so yeah, it's there's a lot of things in flux, but we want to remind everybody that any special education students that are participating in to True North programming are always going to be taken care of. And independent of the directionality, uh, come June 30th of 26, we will no longer be members of the cooperative. >> Yes. So, uh, that this is a there's a lot of moving targets here and it's a very large board. So, it it's really interesting to see how this shakes out. But, uh, as Dr. Deli says, we will be leaving, uh, July 1st, 26. Is that correct? Any other questions on Trunor? All
091right, good. Now I'll go to audience comments. No audience comments. >> Nope. >> Okay, now we have our report section. We have the number one foyer report. There was no foyers, right? >> Yeah. No, >> I have one. It's just not due. >> Okay. >> By the time we were doing the report. >> Any other business? If not, we're adjourned. Thank you for everyone uh for coming tonight. Thanks. Careful. >> Thank you presenters and those in attendance. Thank you. >> Thank you. >> Mhm. Yes. Should be exciting on Thursday. >> Thank you.