001[Music] She's closer now. Her daughter can hear. Welcome everybody. I believe it is 6 o' education meeting underway. Uh can we have the roll call and Silva here? Bradley here. Stacy here, here. Linaman. Vinnie I here. Currin here. And L here. We have a quum. Okay. Everyone rise for the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. And for the invitation, we have Pastor Jared Corsine Bapt. Thank you very much. Uh again, my name is Jared Cororsine. On behalf of Unity, thank you for belonging in this wonderful community with us. And before uh I pray, we're going to begin with a moment of silence. You may be aware that Yanni
002Ivory, uh, Yanni Ivy, a student at Koolage, an eighth grade student, passed away peacefully a few days ago. Uh, wonderful woman and a strong leader. And so, we're going to have a moment of silence for her. So, let's bow our heads. Gracious God, we thank you for the blessings of community. And Father, we thank you for the blessing of this particular city and all that it means, the families, the schools, the students, God, everybody who works to make these things possible. Lord, we pray for a blessing on Yanni's family. God, we ask in many ways that you would guide so many decisions being made here tonight by this board. God, we pray that you would be honored and glorified by the things that are celebrated. God, we thank you for the the track team from
003Kulage, so many students who went to state, and God, I I just can't help but be uh proud on behalf of our family uh of our nephew Landon. God, we thank you for the gifts that you give and for the ways that you receive glory from your people. God guide this time tonight. In Christ's name we pray. Amen. Amen. Thank you. And is there anyone here for public comment? I'm very excited. We have a lot. It always makes me happy when there's a lot of cool and things to celebrate, right? Um, first we'd like the board uh with line administration would like to recognize our 22 23 Koolage Junior High School track and field team. If you would all come up [Applause] please were 14 of you correct that that qualified but 14 [Applause] I
004do believe there were of course I said so there's uh 14 amazing I was at when they announced how many of you were going you don't know I was there but I was listening at the track and uh 14 going qualifying for state was pretty amazing so that's quite a feat um for their athletes and for their coaches I mean it's just amazing so I'm going to call we have right behind Okay, we'll start with Kaylee Bastion. Did I say that right? Oh, so Cordell Bond [Applause] Jersey Edward. Did I say that right? [Applause] Joel Peron. Is that right? Did I say it right? There we go. Tyrese Graham. Not here. Tyrese Graham. Okay. Landon Harris have a little more time. Amir Rogers Harris not here either. Desmond Hart, [Applause] Jeremiah Martin. [Applause] Lincoln Odell
005not here. [Applause] Charlie Schwaller [Music] [Applause] not that's what happens, right? Ethan [Applause] Shaw, Claire Woodward, and Autumn Ward. [Applause] So maybe some in front of you guys. Couple rows. There we go. There we go. There we go. You guys got this. You got it. Your knees. No, we need need at least one down here. One more. There you go. There we go. All right. Here we go. One, two, three. One, two, three. One, two, three. All right, parents. Hold on. Hold on. Hold on. Stand up. I still want to say something. You can stand up and move here. I got you. I got you. You're not getting it for this. I was just going to steal the one that you guys posted. You're going to post it. I'm not going to lie to you.
006your children to your picture. I know that's right. There you go. Okay. Thank you so much. We want to talk about Landon a little bit too. So, uh, we want to recognize also through the IESA, which is the Illinois Elementary School Association. We have IHSA and IDSA 4A 8th grade 1600 meter state champion and new state record holder with a time of 4 minutes 31 seconds 56 whatever that milliseconds as well as you thought that wasn't good enough the 800 meter state champion and new state meet record holder with a time of 20116 Landon Harris from college Junior High we are so proud of you. [Music] Just so you know too, the 4A is the the largest school group, right? So, we're looking at what seven how many schools? Oh, I couldn't even I don't
007have any. a lot. I mean, the fact that he a whole new state record holder for the entire state in class 4A is just I I don't know if everyone understands the accomplishment that that really is and we're just incredibly proud of them and we can't wait to see what's to come. So, I wanted to make sure we did that. Thank you all [Applause] for those bud Elena, come over. Congrats, [Applause] Landon. The events because they all get those. My kids both ran state cross country. So, that was exciting. Um, we'd also at this time like to recognize a pair professional at Prather Elementary, Miss Rhonda Conlin. So, this is the second time we've had an amazing human save save save another child. I mean, it's incredible that we've we're lucky to have people like
008you working for us. Do you want to explain? She's the principal of Great. Absolutely. We actually had a student earn a reward as of a Starburst. So, they were excited. They got their treat and they happened to choke on it. But Miss Conklin was the saving grace, the calm in the storm. She just swooped right in, used her skills and and saved the little guy. So we we absolutely appreciate service at Prather and we we we can't thank you enough. We can't thank you enough for being there for our kids and we wanted to give you a nice and we're so fortunate to have you. Thank you. So thank you. No, he'll be careful with his starburst. Starburst. No more starburst. Thank you. Um, what I like who would like to bring up now is
009a secondyear teacher at the high school. It's hard to believe sometimes that she's only been here two years. I feel like she's already a staple at the high school. I'd like to bring up Miss Ashley Richie [Applause] from She has been selected uh to receive the $1,000 book love grant. It was for expanding classroom libraries with a diverse selection of books that students can and will want to read and teachers that will guide them through as readers. But you need to know that she went out to look for this grant on her own. Uh obtained it on her own. Uh it's just amazing. A thousand. Did you buy a lot of books already? Oh yeah, she's already book books. And I also like want to tell you that with Ashley, it's there's so much more
010um her attitude uh just the way she wants to help kids that that inspiration she inspires. Um just going in her classroom if anybody ever wants to call and go in there's always something inspirational encourages strong learning. I think right now you have what are those welia? What what are the things? She's got greenery. She has quotes everywhere. It's just a wonderful uh environment I think for kids to and also her dedication as a second year teacher. She ran the teacher's choice awards this year personal sorry personal choice awards. Um did all ran all that as a second year teacher. You see her everywhere in her room. Uh on her first year I had an email from a parent of a young boy. She teaches what? Freshman sophomore. Uh, and the dad said that not
011an English student, never really enjoyed it, but he made a point of sending me this to talk about Miss Richie and say how much his son enjoyed English and got it. I think he got an A was super excited and so I framed it and sent it to her because not often I mean, do you hear positives, right? And so I just wanted to make sure. But that's an example, just one example of of all the stuff she does with students and how she's become a staple. I think you would all agree you probably have her, but you've seen her everywhere, right? Right. So, but we really are happy to make sure I don't have it. Okay. We wanted to give you because $1,000 worth of books that she went out to get her own.
012We're just so proud of you. Everything you do. Thank you for being here. [Applause] One of the traffic Oh, track athlete. Where's the who took? Where's the stitch? So, she wanna come help me out. You I'm glad you made it. So, which one is this? Oh, Tyrese Grant. Did I say Tyrus? I apologize. Good job. [Applause] [Music] [Applause] What was your event? Yes. What was your event? Got a special picture for you. fast. [Applause] Um, at this time we're going to bring up our wonderful am I getting emotions? Uh, student board member for this year, Miss Caitlyn Linger. We'll do that next. Um, I don't think there's enough I can say about Caitlyn. If you've been to any of the award ceremonies for the last two weeks, she's been in all of them and you're
013going to school Missou. Is that right? For secondary yet. Yes. Which I'm super excited about. And in which social studies, which is so excited. So she there's nothing that that she doesn't do. She's done what? Drama. You've done band. You were um student council, honor society. Make sure I get everything. speech. Oh, speech is waiting. Right. There's just so many things if you can't turn around at the high school and find without finding Caitlyn doing something. So, and then taking on this responsibility, which has been really wonderful and getting to know her, this special young woman. I can't wait to see everything that you accomplished. We have something for you. I'm excited about have a nice award for her from the board. So, um, it has that, you know, award of excellence presented to student
014advisory school board member Caitlyn Linger 2333. So, we would having a student voice on the board is so important. Uh, being able to hear what's important to them, that's that's why we're all here. So, what we'd like to do now, we had an interview committee. You want to go up there? Well, let me get a picture real quick. Oh, okay. Hold on. Uh, we're gonna call up. We have interviews. We had some incredible candidates. We're going to start a student advisory council next year. We're going to start with the three candidates that that were part of the selection process because they were also amazing. Um, so uh we had made a decision and we decided on Miss Anna Forbes if she'd like to come up. So, uh, we have this little tradition that I do
015believe Anna's brother Max started. So, we're passing the torch. That's good. Love that. And it's her responsibility to keep that torch safe for the next year. So, and if it breaks, Max didn't fix it. Max does those things, right? So, we're excited to have Anna on. We're going to miss Caitlyn, but we can't can't imagine all you're going to accomplish. And you're always free to come back anytime you want and visit and let us know. And we're so happy to have Anna on board. Congratulations. Okay. Thank you very much. [Applause] That's okay. That's okay. You were fast when you ran, right? So, you know, that's okay. I think it's okay. This is Lincoln Odell. Everybody [Applause] good and 4x4 both difficult to do 4x4. So great job. We're super proud of you. Thanks for getting
016here. Right in the middle. [Music] Good job. [Applause] Okay, last but not least, we have some significant retirees here tonight that we would like to recognize the district. Um, when you added them up, there was over 120 years of experience. I added all the years of service to the district. And that sounds really old, doesn't it? So, I'd like to call up uh first Miss Lisa Yarro, principal at Mitchell, 34 attendance center. [Applause] Well, while um well, while you know, 33 years, I mean, that kind of dedication isn't I don't know anymore if we're even going to find things like that. And imagining while it'll be great, but imagining not having you here is difficult for me. Uh she's an amazing principal. uh just does a great job. He has been to the district in
017different roles throughout the years. So, how long have you been at Mitch? 10 years. That's what I thought. I was going to say I wasn't sure. So, like I said, we're going to miss you terribly, but you can always come back and sub. And we have some plaques for them, but we're having a retirement thing tomorrow. So, we're going to be presenting those at the at the retirement center. That's why there's just we we're giving them more than just a piece of paper. You gave us 33 years. Thank you. Everybody go. [Applause] Thank you so much for your service. Thank you. Enjoy your retirement. Thanks. [Applause] I had Mrs. Yarro. Oh, here we [Music] go. It was very good. Oh, there we go. Okay. So did I. And yeah. Come on, guys. And both of
018you had different names. Um, is uh Miss Mitchell here tonight? I didn't know if we So, um, Terry Mitchell was a principal at the Brohart 34 Center. She has given 28 years to the district. Let's give her a hand, too. [Applause] Uh, now we're gonna have Dr. Stacy Miller. Where is Dr. Yes, she couldn't. Oh, no. I talk about her, too. Like her great style and she's always smiling and always giving everything we need in terms of assessments, helping kids get through SAT, ACT, whatever we have. She's always there. An amazing individual. So, I just want to um She's 21 years as well. So, let's give her I guess we say the best. I don't know. We're all pretty good. He did put it north. If any of you went to graduation, I did put
019a warrior shirt on the Steeler statue um at graduation evening. You know, just right. So, Mr. Dew would come forward, please. [Applause] Oh, no. Lisa, you never told me that. That was a whole another graduate from North like he did though. Oh yeah, I wore a pen. Shut it down. I know. I wore a pin the other night that said uh we found for me my husband graduated 81 from here and it said u was warrior homecoming stomp the Steelers and was very quick to tell me uh you didn't we won. So very quickly he responded and he said and we won the year after that and the year after that we continue to rub it in. But uh I don't know if there's enough I can say uh 33 years uh with the district
020to the amount of time and dedication that all these people have given to their schools to kids to athletics in your face. Um at graduation just seeing the connection and the bonds he's made with these students over the years as he stood and and them all come by. That was just really touching to see how many of them couldn't wait to to get up there and see him. And I think that's a testament to how much he's done through the years and the relationships he's built with those kids. So, we really appreciate it. [Applause] And he gets taken a plaque tomorrow. That Okay. Thank you very much. [Applause] Yeah. Before we move on, if any of you are ready to go. Oh yeah. [Music] I mean the real excitement is about He's nice. [Music] arbitrary.
021Approval of the minutes. Second. All those in favor. Um and then the uh next is the consent agenda report and some gifts. Uh that's kind of exciting. U the aerial surprise pranther I think they gave squishy balls like like squishy stress balls fidget. A lot of them right. Oh tons of them. boxes of them which was really was really cool. Very much appreciated. And uh Mr. Moran, is he here? Yes. He did a great job on senior what was that? Senior senior decision day. Senior decision day. It's a time where students get to come in and be recognized for decisions and what school they're going to. And he acquired like I think it was over $4,000 worth of of gifts uh for that. They had the drawing and Amy came put in there and he
022would draw her gifts. There was even I do believe was it uh who gave the uh MacBook? Duke Bakery. Duke Bakery. Yes. With AirPods too, correct? Yes. So, and there were just a lot of things gave some luggage, a lot of things that the credit union, a lot of things you can see on page five. Okay. Well, anyway, it was a really nice night and then the the kids got a lot of nice gifts and it was really it's interesting to where they're all going and what they had signed up to do. So, I thank you very much, Mr. Okay. Is there anything anybody wants to pull out? I just wanted to mention something on the bill is because I've been learning, you know, where everything's going and something and Zach was very kind. He
023emailed all of us kind of like the code so we know if it's a grant and then like I think on page 23 it's the location what where these items are going to. So that was really helpful for me. So I just wanted to tell you guys watch that. So thank you Z because there's a lot too. There's a lot to go through some of the brand that come to me different places. So we appreciate that's wonderful. Okay then. We have a motion for second. Any more discussion? Roll call. Stacey I. Noble I Lman Benny I Curin I Silva I Bradley I um 8A resend retirements and resignations. I wanted to check with Mr. Parker real quickly. Is this correct that Karen Toppel teacher at Mitchell rescending end of 2425 or is it 232? No,
024she's rescending 2425. It is. Okay. Thank you. Okay. So that would be recommend the following retirements teacher Mitchell for effective move. Roll call. No. Iman Vinnie. I Curin. Hi Silva. Hi Bradley. I Stacy I Okay. Uh 8B retirements and resignation. It is recommended the following retirements and resignations be accepted. Um Kimberly Fulbright, nurse at Wilson, retirement end of 2324 school year. Kim Johan Peter, first grade teacher at Wilson, retirement end of 2728. You still cover for Kimberly Lnell, social choice teacher, GCHS, retirement 2627. Alicia null par professional at Wilson retirement 62923 Meredith Tabscott English teacher GCHS retirement end of 2627 and Karen Toppo teacher Mitchell retirement end of 2324 Lacy Wilkerson nurse at Mitchell resignation effective 53023 we have a motion so move second Um, do I say Lynman even though I know he's not
025here? Do we still have to do that? Go ahead. Okay. I just didn't want to be redundant. Thank you. Vinnie, I Currin. Hi. Silva. Hi. Bradley. Hi. Stacy. Hi. No. Hi. Okay. 8C. Requests for leaves of absence. It is recommended that the following requests for leaves of absence be approved. Miss Cander Bristol, this is teacher GCHS effective 51923 to 81123. This is the special ed teacher GCHS effective 3823 to 52423 second Bradley I Stacy I current I Silva hi okay uh 8 D requests for extensions to leaves of absence is recommended that the following request for extension to leaves of absence be approved Miss Cheryl Clark, administrative assistant offices effective 51523 to 8723. Miss Reneer, par professional prayer prek effective 51723 to 11:15. So moved. Second. Silva. I Stacey. I Noble. I Vinnie I 8E
026extracurricular resignations for the 2324 school year. You have received detailed information about this item. The admin is prepared to make recommendations or hold discussion in executive session. The GCSD9 administration is recommending the following extracurricular resignations for the 2324 school year be approved. Alan Schmidt, assistant track coach, Koolage Junior High. Kathleen Connley, science club sponsor at Grand City High School. So move second. Call. Bradley. I Stacy. Hi. No. Hi. Vinnie. I Curin. Hi. Silva. I 8F. Extracurricular recommendations for the 2223. This is 2324. Is this for? Oh, this is for the remainder. It is 223. Okay. Oh, that's right. Okay. You received detailed information about this item below. The administration is prepared to make recommendations or hope for discussion in executive session. GCS9 administration is recommending the following extracurricular recommendations for the 223 school year be
027approved. Ashley Hipper, fourth quarter lunch at move. Second. Roll call. Stacy. Hi, Noble. Hi, Vinnie. I Curin. Hi, Silva. Hi, Bradley. Hi. 8G is extracurricular recommendations for the 2324 school year. administration is recommending the following extracurricular recommendations for 2323 school year be approved. I think that all of them on coolage are um coaching and coolage has list um all kinds of things on there and they're listed for the board. Yes, coach and high school. We have a second. Second roll call. Noble. Hi, Vinnie. Abstain. Hi, Silva. Hi, Bradley. Hi, Stacy. Hi. Okay. And 8H, certified classified substitutes. Receive detailed information about this. Administration is prepared to make recommendations or hold for discussion in executive session. It is recommended the following applicants be board approved to substitutes for the 223 school year. Certified Miss Olivia Beckwood
028classified Miss Tana Asperger and Mr. James Lewis. So move second I Curry. Hi Silva. Hi Bradley. Hi Stacey. I Okay. Um 8 I1 employment of kindergarten special education code talk teacher for the 2324 school year. You received detailed information about this item below. Administration is prepared to make recommendations or to hold the discussion executive session. GCSD9 administration and the interview committee consisting of Nikki Watkins and Jenny Bratton are recommending the employment of Tracy Garrett as a kindergarten top teacher for the 2324 school year. Approval is recommended pending the submission of the required paperwork. So move second discussion. Vinnie I Curran. Hi Silva. Hi Bradley. Hi Stacy. Hi Noble. Hi. Okay. 8 I2 employment of fifth grade special education co-t talk teacher for the 2324 school year. Hello. You have received detailed information about this item.
029administration is prepared to make recommendations or hold for an executive session. GCSD9 administration and the interview committee consisting of Mickey Watkins and Sue Matis are recommending the employment of Scott Poppy as the fifth grade special education co-op teacher at Griggsby Intermediate School for the 2324 school year. Approval is recommended pending the submission of April. So moved second. Any discussion? Can I ask will he be moving around from one fifth grade to another. He's a co-od teacher. He'll be teaching with another teacher. So he teaches with another teacher and I and does and in resource. Some resource in some resource. Yes. Other resource. Thank you. Welcome. Silva. Hi. Bradley. Hi. Stacy. I Noble. I Curran. I 8 I3 employment of special education teacher at Granite City High School for the 23 24 school year. Below you
030have received detailed information about this item. The administration is prepared to make recommendations or hold for discussion in executive session. GCSD9 administration and the interview committee consisting of Nikki Watkins, Steve Matis, and Deborah Mills by recommending the employment of Margaret Dunn as a special education teacher at Grand City High School for the 2324 school year. Approval is recommended and the submission of required paperwork. So move second. I have a point of order question. So I want to make sure I'm doing a good job. Okay. Since Talon is the president, am I supposed to say him last or I just go in regular order? Just rotate the order. Regular order. Thank you. I'm learning as I go. Okay. Bradley. Hi Stacy. Hi Kenobyl. Hi Vinnie. Hi. Hi Silva. Hi. 8 I4. for the employment of seventh
031grade science teacher at Kage Junior High School for the 2324 school year. Below you have received detailed information about this item. Administration is prepared to make recommendations or to hold for discussion in executive session. GCS9 administration and the interview committee consisting of Kristen Nasus Kerna, executive director of curriculum and development, college principal Patrick Curry, assistant principal, Alex Schaw, and department chair Tony Dod is recommending the employment of Amy Ory as a seventh grade science teacher at Sher High School for the 2324 school year. Approval is recommended pending the submission of the required paperwork. So move discussion Roll call Stacy. Hi Zinny. I Curran. Hi Silva. Hi Bradley. Hi. Okay. 8 I5. Employment of ESL bilingual teacher for the 2324 school year. Receive detailed information about this item. The administration is prepared to make recommendations or
032hold for discussion in executive session. GCS United Administration Interview Committee consisting of Christa uh principal Dr. Liz Neer ESL department chair Stacy Swingler are recommending the appointment of Caitlyn Null as an ESL bilingual teacher for the 23 24 school year. Approval is recommended pending the submission of a fire. So move second discussion. Yeah, I was going to say this is it's hard to find this position with the certification. But again, I'd like to mention that all of these people have this extensive interview process that is uh very, you know, carefully done and I I know that these are the people that are going to do the best job. We are so happy to have them on board. Hi, Benny. Hi Curran. Hi Silva. Hi Bradley. Hi Stacy. Hi. Okay, now we're in new business. There's
033no old business. Yeah, no business. So new business. Um 10 A. Uh actions of the region one board. Uh the administration is requesting ratification of the following actions of the region one board meeting on May 10th, 2023. Uh regarding the selection of region one officers, uh the region one board voted to retain the current region one board members the same as the 2324 school year. They are chairman Tisha Glasper, vice chairman Simon Rogers and secretary Becky. Regarding FY24 director's conference, the region will approve sending a special education administrators and finance secretary to the ISP FY24 director's conference. The date is to be determined pending ISB notification. All costs will be built to member districts with the greatest using idea grant partner funds. Uh regarding the joint agreement 2324 budget resolution of publication notice the newspaper
034region one approved placing in the advertisement of local newspaper for the resolution related to the preparation publication notice of public hearing for the region 2324 school budget regarding the designation of depositories for FY24. The region one board approved the granite se school district to adopt a resolution authorizing the investment of region one funds designating depositories for the FY24 school year. It is recommended board ratify the actions of region one board in regard to items one through four. So second any discussion Vinnie I Curin I Silva I Stacy I and uh 10 the creation of special education teacher position. We received detailed information about this item. Administration is prepared to make recommendations or hold for discussion executive session. We did speak about this last time about the possible need for that. Sorry, say I was going
035to say this is the fourth. This is the fourth. We didn't know, but now with the numbers in it, it appears that special education services were bound by by certain requirements. We respectfully seeking permission to create one new special education teacher position for the 23 24 school year at the elementary level. Approval is recommended. And you're going to post it if it's post second. Any discussion? What type of I know it's an elementary. Is this a co-eing? Is this a teaching? Roll call. Penny. I Curran. Hi, Silva. Hi, Bradley. Hi, Stacy. Hi, Noble. Hi. Okay. 10 C. The addition of Illinois Center for Autism classroom at Prather Elementary Education Center for the 2324 school year. This is really kind of amazing. administration is requesting approval to lease a fifth classroom to the Illinois Center for
036Autism at Pra to expand our locally based autistic program to accommodate the increased number of elementary age students. We we've seen a large increase and to be able to to address those increases and to give these kids the services they need. This is a great opportunity for us. The program will be operated as the other classrooms at Mville, grade pool in the high school. Cost savings will be realized due to decreased transportation expense. we don't have to ship them somewhere else for services, we can keep them with us because it's best. Um along with the receipt of lease payments for five classrooms and then they hire the teachers, they don't go for us. So the numbers go down. So approval is recommended. So move second. Any discussion? Mickey and I did go over the existing
037contract already. It's just an additional room. It's under the same terms and conditions of the original contract. How long does that contract last? like a year or Yeah, they're one year contract. So the numbers are different. Silva I Bradley I Stacy I Noble I Vinnie I am 10D recess duty teachers for Griggsby Intermediate School. I'm going to explain a little background on this. I think it was two years ago the state required recess at different levels for different times. Fifth grade is a part of that. We currently don't do that at Griggsby. So, it's something that we need to incorporate. I think it's really good for uh so school does not currently offer recess for it students. Aside from the physical benefits of recess studies show that recess students are more attentive in class, perform
038better cognitively and have fewer behavioral problems. Recess is an opportunity for cognitive brain breaks, development of problem solving and social emotional skills. exploration and free play, all of which are critical factors in adolescent brain development. Representatives of the teachers unit and bricks intermediates survey current teaching staff, 92% were in favor of the students having recess. Um to have the people we need, the one year's cost with benefits is approximately $68,820. Um there will be a part-time lunch monitor resids ago. This position is proven difficult to fill. Building administrators will be covering this six lunches. Each lunch would have four teachers on duty with two teachers supervising the first 15 minutes, the other teachers supervising the second 15 minutes and instructional time is protected in this model. The structure would allow duty teachers an opportunity to
039still address self-care necessities such as the restroom etc. Students would then be supervised in the cafeteria for the entirety 30 minute lunch period and event weather. Is there anything Mr. Mis you would like to add to this? Uh after looking at the schedule today, the structure is going to be slightly different than what you just read aloud, but it's still it will still it'll mirror more closely to how we do elementary times at the elementaryaries where we'll move them through. 400 kids get fed an hour, 800 kids get fed in two hours. So, it's going to more closely model what we do at the elementary level. But yeah, the research is all in the favor of this. 92% of staff are in support of that. It's hard to find 92% of people agree on anything
040right now. Um the benefits outweigh the cost. So, I agree. request. How will they how will they be supervised or encouraged to play or act at that age? At that age, it's more it's more the time traditionally where you'd move them off the playground. So, it'll be more like more sports equipment, more balls, more the field. There's logistic things that work out. Right now, if they break them from recess, they take them into the area, the courtyard at the front of the school. Uh that's an option for some days, but we're hoping more to have more ball play in the grass, get them out more when it's wet or if it's going to be slightly inclement. Maybe we move to that courtyard space where it's more confined. But I think if you give them more
041areas to explore and hopefully it learns that they can develop how to make games themselves as well. I think my own children benefit from more time outside too. I think it's just something that kids kind of lost in this gap. So it's a it's a problem solving. It's a time to problem solve and just unstructured play is beneficial for brain development as well. I think that's why the state put these regulations out. Oh, you're going to hear disappointed. That's a shock. Well, that's a shock to But that's why I think this is not to be a stiffer, but we need to have a motion. Sorry. I'm also the caller. Good job. Second. All right. Then I have some questions, too. So, um it's this is title under recess duty. effectively is expanding your recess/ lunch
042supervision. Correct. Currently, there is no recess. Currently, the recess duty being performed was by a part-time. Right. Right. So, yes, it is expanding what's offered, but it just includes teacher super and with the 15 and 15, am I right to assume that it's 15? It's going to end up being 30 and we're going to pair it with a plan period that mirrors the elementary level. Just want to make sure. Yep. So, it's going to mirror everything that we already do. They did a great job doing this creatively. Mr. Sur is a big help in that. I told you completely developmentally appropriate. Like you said earlier, those the fifth and sixth graders, they fall through the cracks and we have to stop treating children as adults. As adults [Music] because in the cafeteria there Oh yes,
043exactly. That's right. There was no I needed some time. I spent several years. So, do I need to reopen the current language? No. Approval is roll call. What? Sorry, one more question. So, with like it mirroring more the elementary, the cost is still the same. Yes. Okay. So, we all right. Bradley, I Stacy, I Vinnie I Curran. Hi, Silva. I Okay. Uh 10E Granite City High School intercom replacement. This is Dang, this is way overdue. I'm sure they will all tell you to know. So GCS intercom is the largest replacement to the districtwide uh intercom system with this intercom system though, which is really amazing. We'll be able to communicate with all schools from admin from the administration building. So if there is a safety issue, Mr. Brian, I just talked about this today. Um
044we can make the call to all the schools. We can have communication from here because I think you would be able to call the other schools as well. They already have this system. Yes. Hi Eric. Yeah. This is the last one will be late. That is that will be the last intercom to complete the system where we'll be able to communicate with everybody. The replacement cost is $46,825. Like I said, it's districtwide. It's the biggest building. money approval is recommended. Absolutely. As far as discussion, Eric, um would this one be like, you know, down the road easy to add on to? Like if we wanted speakers outside, uh we ran into that. Um far as the addition, I forget how many rooms there are there. We have extra ports for more rooms or we did
045that with all the buildings. one building we had to uh take parts off of because uh it was new and we had an older one so we were able to interchange so parts are readily available everything's interchangeable with these cool I I got one question it's a little off the line of that but the telephone systems here do anybody know how old they are because I I don't know about anybody else but sometimes it's so hard to understand people talking on the phone it seems to me that They're pretty antiquated. Uh they're all IP they're all IP phones which they're within the last probably 10 years at least. Is that right? Okay. So this system that we're voting on right now is more like a PA system, not so much an intercom like communication. It's
046still an intercom, but it's going to have a function on that intercom system that we will be able to pick up our telephone and it's going to be able to communicate with all buildings at one time or go to an individual building and communicate over the loudspeaker. Yeah. And then within the building, they can communicate out to everyone as well. The teachers in a classroom can still communicate to the office that that all gets gone through. So all the panic buttons are are checked. All the speakers in the the rooms are checked. Everything is uh brought up to uh working order and we really need and there is not like aside from office communication there's not like room to room. So for example that was like more into the phone and stuff. Okay good. I
047just want to be clear on what we a different level of communication that we haven't had session. Roll call. Stacy. I Benny. I Curran. Hi Silva. I Bradley. Hi. And 10F district three district three-year trash bid. I know. The GCSD9 administration requested the BOE award waste management services the three-year trash bid from 7123 to 63026 to the low bid specifications. Uh waste management came in at $42,1302 while public services came in at $56,428.56 with an additional 7% increase each year starting in 7124 and Aspen did not provide it. So approval of waste management is not so so just clarifying here. So waste management will be that same price all three years. Yes. Yes. No. No. Yes. Roll call. Noble. Hi, Benny. I Currin. Hi, Silva. Hi, Bradley. Hi, Stacey. Hi. Okay. 10G, playground fence for
048Mville, Wilson, and Mitchell. Okay. Uh, the detailed information about this item is below. Administration is prepared to make recommendations or discussion executive session. This is pretty exciting. The playground fence will be a black 4oot chain link fence that will encompass the playgrounds at Mville Wilson and Mitchell School. See, Lisa, you're finally getting the fence. I was just saying I knew she left. We were trying. It will include a four four foot gate and a service gate at each location. This will block traffic from entering playgrounds. This will also include a white six split vinyl fence to shield the gas meters. Um, see photos below. You have those. Um, we did receive money for our cell tower that we're getting every year annually. It will help offset these expenses which I really like as well. So
049Mville is $35,350 Wilson 52,250. It's just a much larger in the back. Mitchell 32,500 with a total of $120,100 and approval is recommended. So second. I have a question. So how many schools are going to have these expenses then at this time? Right now we get these three. Oh, you mean which already have them. High school is partially done. Coolage is partially almost college is done. Uh Coolage is is basically completed. What we did here is uh just to get an idea these these schools have a combination playground and traffic. So they have cars entering the playground, dropping parents or dropping kids off buses going in. So we wanted to stop those first. We're going to see if this works real good. And then our next uh we're looking at drive or um drop off
050like in Frohart. So we're really unsure where that fence is going to go. Looking at Prather. We might be able to get by with some gates on the playground to block off uh all the fence. And then look at maybe putting gates up on the Elks where they have a U bar gate. We might look at maybe just putting a gate there like cost savings instead of cutting everything off. So we're still looking into all those options, right? So these these three were the ones we wanted to hit first because Wilson has that giant like ride all along where where the kids are out playing. It just makes me nervous and really Mitchell if they tried hard enough they could get almost to the highway. They've done it before. So yeah. So that would those
051were really emergency situation and with Mville there's just traffic. Yeah. And we walked through. I remember it was the example was like sometimes you have a kid who's here and now they want to be over there. Oh yeah. Wilson slows them down a bit. So the runners a maybe it was discussed before like with the littlest one but if it's more traffic because other vill. That's right. and they kind of sit back and we have the soccer field and the fences are already here. So, that's where we're starting and they've done a great job already. So, moved and there I 10H. Um received detailed information about this item below. Administration is prepared to make recommendations or hold for discussion. Uh it is discipline employee. Yeah, I mean it's the the board is being asked to
052approve the discipline of one day without pay for district employee named under separate cover. So move. Second. Roll call. Benny. I Curran. Hi. Silva. Hi. Bradley. Hi. Stacy. Hi. No. Hi. Okay. 10. I consolidated district plan approval. Sure. State Board of Education is the uh is continuing for FY2022. Should that be 223? Um 23 24. the requirement of a consolidated district plan. This is something every district has to do online. They have to fill out the the sections and needs if we've been working on it. Those have to be filled out before we can uh ensure our grant funding including title one, two, three, essing, idea part, uh Perkins grant, TAP, all those grants. In order to receive those, we have to have the consolidated district plan finished. All of the departments collaborated on this
053and we're ready to submit approval first. So move you clarify consolidated plan versus a strategic plan. Oh, it's completely different. It has needs assessment. It has I just printed some. There's all kinds of things we have to go through. Um they have sections on needs assessment, um preschool coordination, uh professional development, college and career readiness, safe learning environments, title one specific pages, idea specific, the idea grant specific requirements, assurance pages that we have to use through insurance, uh stakeholders, private school participation, those are all included as part. It just it sounds like really like consolidated understand that not the strategic plan that I'm jumping and trying to get a lot more. This is really for the logistics of being able to apply for grants that we submit every year. Uh it needs to be submitted
054again for the 232 clear. This is the 23. No, we're next year. Yep. So we have a vote or a motion. Anyone discussion? Silva. Hi Bradley. Hi Stacy. Hi Noble. I current I and 10J IHSA membership renewal for the 2324 school year. This is something we do every year. The administration request authorization for renew our membership with the Illinois High School Association for the 2324 school year. There is no cost. Um approval is recommended. If we don't have that, we can't replace any second. Any discussion? Roll call. Bradley. Hi, Stacey. I Benny. I Curran. Hi. Silva. Hi. Okay. 10K. Designation of depositories. I'll read this. Any questions? Attached is a resolution designating deposiitories for the greatest school district. This resolution should be filed each year so the district's administration may deposit and or invest district
055funds with and through a variety of institutions to obtain the highest monetary return on district investments consistent with investments authorized by the law. It is recommended that the board adopt a resolution authorizing the investment of district funds and region one funds as presented and authorized the necessary signatures. This this one is for Granite City. We'll do another resolution for region one. Okay. There's two different res. Yeah, it's in there. Yes, we need to vote on them separately. Two votes. One for district. This one is Granite City. Yeah, just approval for Granite City and then approval of region one. Move to approve for Grant City. Second. So move. Any more discussion? Roll call. Stacy. I. Noble. Hi. Benny. I Curran. Hi. Silva. Hi. Bradley. Hi. Okay. And then region. Region one designation pos. So move. Second.
056Any discussion? Roll call. One second. Okay. Uh Stacy. I Noble. Hi, Zenny. Hi, Curran. Hi, Silva. Hi, Bradley. Hi. Okay. 10 L, breakfast after the bell cost analysis. I'm just going to read this first part. The rest of it is included in your packet. In reviewing possible changes required to implement the breakfast after the bell program, the administration will provide the board with the cost analysis. The analysis figures are based on two delivery models. Provide breakfast in the cafeteria in a similar setup to the current lunch delivery model. Add add hour provide breakfast in the classroom as consumed at the student's desk to have an additional hour. There are four possible items economic impact identify that for reviewing program requirements. Uh this is something we're not taking anything away from anyone. This is Zach. Do
057you want to It's just this is this is for information only to meet the requirements to hold the public hearing at the next one. Everybody eats. I promise for everyone we just don't do it in the middle class. Thank you very much. Because if the child is late, we do make sure. Yeah, this just lays out the cost analysis that would prove that it would be very costly for the school district to implement vote on an analysis or for information. Okay, then moving on. Uh 10M District 9 budget amended budget resolution and publication of notice in newspaper. Do we need to It's all in front of you. preparing amended budget is assigned to the same person or persons by the board of education's responsibility was designated Zach Sur director of finance the board is only
058approving when the budget will be placed on display when the notice will appear in the newspaper and when the budget hearing will be it is recommended the board adopt the resolution authorizing necessary signatures and then any more discussion okay roll Kenobyl. Hi, Zinny. Hi, Curran. Hi, Silva. Hi, Bradley. I Stacy, I Okay. 10 N. Illinois Energy Consortium Natural Gas Resolution. Authorization is requested to approve the resolution to join the Illinois Energy Consortium for natural gas. This would allow us to lock in a rate and time frame that work the best for the district and will bring all electricity and gas service to one contract. Uh, Zach looked over all this. This is the best way for us to go. We looked at different options. We're just trying to get everything back under one and then
059go from there. This is just to get us to where we know where we are. Authorization is recommended. Second. Any more discussion? Um, actually I wanted to say too, I didn't thank him yet, but Zach got me some numbers on the solar panels for those who are curious. They have saved us six figures. Yes. At this point. So, that was a question that came up at one point. Yeah, they're not doing what they're supposed to. I know some community members were concerned about the grass. I talked to Eric about that and he's been on them because they're responsible for taking care of the grass and stuff that goes back. Thank you for staying on them. We have We've been staying on them for years. It's been challenging. I think it's going to be what 20
060years we're going to be on this. Yeah. But I mean on the on the people who are from the original the original solar people that are supposed to be taking care of Yeah. They they contract contract the grass mowing out to an individual and they get a little lax this time of year. So we'll get on them. They He promised me that they would be spraying uh the fence lines and cleaning them up. So fingers crossed. Okay, Eric, was it uh wasn't it a type of grass that was not supposed to grow tall that they planted underneath those? No, they didn't. No, none of that. Everything they told um prior sales pitch. I don't think it happened. Okay, roll call. Vinnie Iran. Hi, Silva. Hi, Bradley. Hi, Stacy. I No, I Okay. Uh 100 finance
061human resources renewal. Authorization is requested to renew the agreement for the 2324 school year with Tyler Technologies for the Infinite Visions finance human resources system. An annual support agreement is required for updates including state mandated changes and technical support. The software is used by all administration and administrative assistants for finance and HR processes. All staff members also have online access to pay time off and contract information. The renewal had been budgeted for the 2323 school year at a cost of $12,330. Um approval is recommended. Questions? Brad? Nope. I think it's it it's just something we use every year. Um something we can't really get away from. Um so all the processes for finance, human resources, payroll, um POS, anything that has to do with district funds use this system. So in HR, yeah, HR all
062all anything with employees. So some second I have another question. Does I visions offer anything in terms of like throughout the hiring process like for applications like some like frontline for example you can have that as an HR management like for people already hired but also for application submission like an extra module Jim do you want to address that we've been looking at those it does work with addition products yes they don't have their own they do work with as well we've been we've gone over how many have we looked at now to four three three or four three or four of those programs Yeah, 102,000 sounds like a lot when you break it down per employee and try to keep track of all those days. They host it too. They host it. Yeah, it's
063it's hosted by them now instead of us. So, is there an opportunity in I vision like for automatic sub generation like your subs are again I'm speaking from frontline experience. So, like let's say I'm a teacher, I'm going to be out sick. I put it in and I visions can contact subs or is that still has to go through HR department? They do work with third party modules for that also. They have they have their own. It's not their own proprietary. It's another company they work with. We're going to demo that also. But they do interact with other modules. Cool. Thank you. Front line seems to be the most compatible correct with vision. Is that where we are right now guys? Mr. Sir, Mr. Parker. We still have to review the one that they roll
064call. I Bradley. Hi. Stacy. Hi. No. Hi. Benny. I Curran. Hi. Tim P. Madison County CTE System Intergovernmental Agreement. Authorization is requested to renew the Madison County CTE career technical education governmental agreement for the 23 24 school year. This is an updated version to replace the out of date information. Caleb Smith with the mass accounting training and employment has been he's just uh looked over this updated it was correct. So this is just us replacing that approval is recommended. Second. Any more discussion? Okay. Roll call. Bradley. Hi. Stacy. Hi. No. Hi. Benny. I current 10 Q request to intervene in appeal proceeding at the property tax appeal board PTAB uh NP Edwardsville LLC. This is GCSD9 administration request that the board approve the attached resolution that district attorney Tom Spoolie can intervene on the property
065tax appeal board with regard to an appeal by the NP original LLC at address one Gateway Commerce Drive West Illinois. Maybe you want to add to that Tom. No, for the new board members these are the warehouse one of the warehouses on Pontoon Beach. They've appealed their property tax assessment to PTAB and for us to defend our position we have to file the resolution at the time. Saved us money by doing that as well. Didn't we do this last year? You did it last year. And because PTAB is about 92,000 cases behind in the docket. We're seeing these go on for years now. But wow. We should get notices. I mean, I think this is probably the third or fourth year that we're having to do this before we get a hearing on the original
066one four years ago. So, and Edwardsville goes in with us on some of the warehouses. Yes, the city of Edwardsville has annexed down the bluff into the warehouse district as so has the school district and so yes, we have an agreement with them that we split the appraisal cost and that sort of thing and approval is recommended. Motion second. Any more discussion? Roll call. Stacy. Hi, Noble. Hi, Vinny. Hi, Curran. Hi, Silva. Hi, Bradley. Hi. Okay. 10R. Recommendation for the GCSD9 student advisory school board member for the 2324 school year. The student school board member committee uh consisting of BOE members, Miss Erica Vinnie, Mr. Don Leman, superintendent Stephanie K, GCHS principal Mr. JW and Muo assistant principal interview applicants at Granite City High School for this position. The committee is recommending Miss Anna Forbes
067to serve as the student board member to service to serve in this advisory capacity during her senior year at Grand City High School 2324. Approval is second. You know, it'd be pretty bad if we Yeah. We pass the torch. I got photos, too. I got photos. It's official. Oh, really? We don't. I got photos. It's on the video. This Facebook official. Oh, that's right. That's right. All right. Well, we just need aation. Accumation. Okay. All those in favor? I. All those opposed the eyes. Congratulations. Thank you. [Applause] I would like to say that Anna is a great person to choose for this. I've worked with her and many leadership positions and she has been my co- captain for this past year on the speech and acting team. And I'm happy to have passed the torch
068to her because I know she's going to do great things. [Applause] [Music] [Applause] very nice 10R the recommendation for the GCSD9 student that's 10 S1 extend the term of MSVIC employee benefits pool I'm just going to give this one to Zach to explain more quickly than I can for we are members of misfit sick which is the insurance our health insurance and our property casualty insurance this just extends the term for an additional year so we always have three years forward and it designates the voting members who are myself and Mr. order and we have to do all and we have to do this in order to all four items though require motion that's why to stay in the pool okay which we would recommend so do you want us to just approve that one
069yeah so we need a vote on this yeah we need separate votes for each four items that this one We need a roll call, right? Yeah. Vinnie, hi. Silva. Hi. Bradley. Hi. Stacy. Hi. Hi. Okay. Yeah. Excs to appoint Miss Vic Property Employee Benefits Pool Board. So, this one will be to appoint Missic employee benefit pool members. Second. Motion to second. Any discussion roll, Stacy? I Noble. Hi, Benny. I And then 10 S3 extended the term of Miss Vic Property Casualty. So moved. Second. Discussion. Roll call. Bradley. Hi. Stacy. I. Noble. Hi Denny. I Curran. Hi Silva. I 10s4 appoint Mississippi property casualt casualty pool board members. Do we need to say who they are? Yeah. Um well in this case uh the board members are Zach Suri as a voting member and Jim Parker
070has alternate. So move second. Discussion. Roll call. Stacy. Hi. Noble. Hi. Zinny. Hi. Shin. Hi. Silva. Hi. Bradley. Hi. Okay. 11D. Freedom of information act request. We received one request under the Freedom of Information Act during the period of April 1923 through May 1623. The first request was received on May 10th from testing of local labs. Requested the following information. Copies of records and email correspondence with Hospital Murray Children's Hospital from July 1st 22nd 2022. This request was handled very well by Mr. Mitchell. Thank you. Okay. And then 11E is a request to appeal alternative education placement. This is under the students are named under separate cover. They're presented to the board for discipline. Approval is recommended. The hearing was held on May 2nd, 2023. [Music] Multure was the hearing officer officer. So the approval
071being recommended is to uphold the decision not to grant the appeal. That's correct. Okay. So second I second. I don't know what I'm supposed to I Benny. Hi, Curran. Hi, Silva. Hi, Bradley. Hi. Okay. 11F expulsion of Grand City High School student one. The students are the students are named under separate cover present to the board office for discipline. This is over the expulsion of the GC. The hearing is held on May 6, 202. So move second. Iran. Hi. Silva. Hi. Bradley. Hi. Stacy. Hi. Sorry. right now. I'm so sorry. 11G. The expulsion of Grand City High School student two. Student is named under separate color cover below the presented to the board for discipline to uphold the expulsion of the student. The hearing was held on May 17th, 2023. So move I current I
072Silva I Bradley hi Stacy I No I and 11H expulsion of Grand City High School student three uh the students name below under separate cover are presented to the board for discipline um the hearing was held on May 17 2023 uh approval is recommended to uphold So move second. Okay. Roll call. Silva. Hi. Bradley. Hi. Stacy. Hi. Noble. Hi. Benny. I just want to ask a question. In all cases here, the special services will be to these students. Yes, if they're available, that is correct. But I think we we've got it figured out to where we have the space to take care of that. Yes. Do you know Dr. available? They are not. Okay. They are not here. Okay. And um if We are [Music] on the agenda for executive session. Are you wanting for
073the executive session? No, no, notarily. Oh, before we do executive session, if that's okay. I just wanted to uh thank everybody for the documents that I requested last time. I got um you know the chain of command for the district which I you know was interesting um I had just a question as far as it didn't go down for like principles I was wondering who the principles report to the building principles I can clarify that that would be great yeah correct okay and also u the safety director and vocational director were not was not on that list and I don't know who covers bus Okay. Okay. So, we had to double check that. Okay. All right. And then um we had um the districtwide survey results which I thought were very interesting and I would
074like to know if we could like get copies for everybody else on board. I just have to ask is this proprietary to insight group that did the plan. So I'll have to verify that through them. why it was so we okay it was just interesting to see some of the responses so that but they did it okay another thing was um evaluations and contracts I think that that's something that we should look at it in executive session that was recommended so at the next meeting we could have those available to look at in executive session that would be great extension administrators just administrators for the last three years. Uh also um had another question the committee uh minutes those were great. I did uh bring up last time at the meeting about uh some community
075concerns about residency. And I know that um on one of the policy meetings uh from December 15, 2021, uh Christina Smith brought up the question too in regards to student residency. It said she would like the policy to be stricter. Uh she compared our policy to area schools and ferals. Ours needs to be stricter. Uh, prior to this policy change, affidavit were required to be notorized and that's no longer required. Uh, Superintendent K stated that was first time she heard about the problem or said it would be addressed. Has that been addressed? We are working on affidavit for this year especially being notorized. Well, I don't know about being notorized. How many do we have? And again, you got to be careful about notorized academics because the overriding policies to enroll the student policies and
076putting obstacles in the way have been held to be invalid. But I I can check on that. Okay. What about just register re-registering everybody like every few years set four years or something? I mean, somebody could live here and move to Edwardsville, but still be sending our students here to school when they should be going to the school in the district where they live. They have to have residency requirements, paperwork when they come in to register. So, I mean, that's what the affidavits we're working on are doing more of that. Um, they go through the whole registration process in student services. proof it's now we can interact as affect right that's what somebody says right and so exactly then we have so if I'm hearing you correctly I think you're saying like yeah we have
077that when they initially register but you don't have to prove residency after that like year to year so you're saying like they show all their paperwork when they first register but then they might move but they're not show which I think we know happens a lot I mean not just I'm Not just in our district, but every district. And we can put blocks on them if we know if someone like if someone lets us know, we put a block on it. We did that last week. We found out we put a block on them and they have to come back in. So, and if we have any issue with um an address that's coming back, return mail, we put blocks on them as well. So, anything that anything we get back like if we get
078any mail, we got phone numbers, those we put blocks on there. they have to come in their service. I I just have had a lot of reports that there are students coming here from other districts that So Tom, I have a question that I think that you'll be able to answer better than most. Um if if I say I'm homeless, but I live in uh Madison, you're homeless though. You live everywhere. you're with. So, but I can send my kid anywhere. So, like if I say I'm homeless today, I can send my kids anywhere I go. Prior to homelessness, they can go there or start, you know, that's that's a tough one. I I mean, I'm just asking I you know, if I if I'm living in Bandia, but I move here and I don't
079have a place to stay and I'm homeless and I have children, guess what? I'm my kids here. If you don't, I'm going to file a complaint against general victim. But we also have to address their school of origin. So it's not all falling on our district, right? So because we need to get their records and so forth. So we need to know for sure. If you claim home, but do you have to renew that or is it like once your home? Every year. Once a year. We just want to be fair to the residents that we're not paying for an education for everybody and their brother. Is that the same for an affidavit? Every year it's renewed also. And then uh Mr. changing those affidavit. Yeah. It's just that you know like I said if
080somebody has registered and moved and then we just never check again because you know it never comes up. They can go here and live in Colville or Edville wherever. Okay. Uh another thing that I wanted to ask was about uh discipline because that's another issue that I have heard quite a bit about from residents you know because they hear about one fight and it's then they get kind of nervous about discipline and I know myself uh from experience discipline seems to be a little inconsistent from building to building. Sometimes there's some discipline that's still in the computer. So I think if you wouldn't mind I would like to see a discipline report from each building um with the number of referrals that were submitted each year. This can be done on Skyward pretty easy. Skyward.
081Yeah. Uh with the number of teacher interventions listed, principal interventions, the number of uh referrals that are resulting in disciplinary action and the number of referrals that are still outstanding that have not been addressed. And since the end of school's coming, this would be a great time to do it. Also, if there's a graph that you can print out with like infraction frequency. So like if one building has an excess of cell phone discipline, they're going to have like 20 cell phones or something and you know otherwise disrespect, fighting, bullying, whatever would be on the graph. So we can kind of see from building to building and also um the disciplinary action that they use. So maybe principles can say this discipline's working better in my building. Let's try doing that all around because being
082an uh a sub principal, you go from building to building like what I issue at this building might not be different. Yes. Because it's a different age. But when parents move from building to building, they're going, "Well, that's not what they did the other building." And I just feel like we need to be more consistent. Well, Tom, correct me if I'm wrong, but we need to be careful about the discussion of those things, too. Yes. This is just numbers. This is not Yeah, we're not going to attach any student names. No, not at all. No, just just for us to look at. Again, the law requires that we look at there's no zero tolerance anymore where if you get five tardies, you get three days ISS that there's zero tolerance. You have to discipline each
083case or case by case and you have to look at the number of interventions that are have been applied prior to extracting them. the main thing like an expulsion whenever we do expulsion hearings I mean we have from point A to point Z how we got here how many interventions we put that all as the administrative record whether it's his discipline record his tardies his attendance his grades his or her grades and what sort of interventions have been applied to try to get to the root core issue of what the problem is with the student there's also a case by case we don't give parents information on how we discipline their students. So, we don't know how many times they've done something with the record is that will depend on what their discipline is as
084well. Um, if they're uh have IEP, there's a difference depending on what type. I I'm not particularly interested in that. I just want I think that sometimes some uh incidents get a lot of press when it may be that we have more cell phone incidents in schools than we have of other things. And I want people to realize that, you know, When we have fights, we may not have many fights at all, but of course they're going to be the ones that people talk about. I wish I had a nickel for every time Mr. Dw or any of the principles have said, "Oh, we do a ton of dispute resolution." That and that is short of me seeing the student and actually, you know, intervention. Yeah. Teacher intervention. Right. I mean, exactly. It's it's a
085major problem with not only our school district, but with every school district in the state, right? And then, you know, if the principles could look at this information and then kind of like set up a plan for the next year, how they would, you know, address this discipline, I think that would be helpful. Well, and then, you know, some of this stuff we can um like, yeah, I mean, we can actually get it in the agenda, too. I mean, email me and Stephanie or whoever and then we'll hit it back like in the next meeting. Okay, that sounds great. But to just come up with, you know, at this time it seems like it's it's really inappropriate. It seems like it should be on the agenda. Every item that you mentioned on the agenda and
086you can do that with the superintendent in her office and it'll be right there for you and we'll have it in open discussion. Okay. I it's just community u you know that uh uh concerns and I just wanted to bring them up so that absolutely you know we get those things on the Okay. All right. Thank you. Okay. Um and then so we won't have executive session today. I think we're going to address that address. Um there were no executive session last meeting either. So reason to approve um setting of the agenda. Our next board meeting is June 27, 2023. There's no presentation. We're starting with It's under It's under 11. Oh, okay. They just Okay. Sorry. We knew I knew they were here. Okay. So, we'll start with the environment. didn't have anything. I
087just we don't we started with on ours we started with D. We didn't have A through C, right? So, yeah. So, we do have uh an environmental club presentation um from Granite City High School students. Um Okay, come on up, guys. [Applause] You guys are really interested in what we're talking Let me make some more space. [Music] So this is going to be our proposal for the environmental club for this upcoming school year. Okay. So with this club uh uh we would like to implement more eco-friendly and sustainable products in the cafeteria and school grounds cafe. Along with that, we would be responsible for uh picking up and cleaning our campus, which is not only important to the environment, but also to the mindsets of our students. Uh we'd also like to get actively involved
088in the community with the education and clean up of it. We'd also want some more optional waste bins like aluminum, plastic, and recycling. We could also use that to to fund the club. And then if we're in planting trees, gardening, and we want to put like a plant or two in a classroom so that could educate others on the idea of conservation and just make a more positive impact to our high school. So we believe this club is very important and vital uh because it's it's uh so like the health and life of communities is very important to keep people especially teens uh educated interested and active in the care and conservation of our planet and I believe our generation can have a very big and powerful impact on it. And this slide is just
089discussing how we've kind of had some uh conversations and steps uh regarding certain teachers uh for heading towards more sustainable and just environmentally friendly uh things throughout the building. This year that'll be student RAM with Miss Connley as our sponsor. And our main goal is to just educate, better educate the idea of conservation. And we're going to have a big step for student leadership, independency, and it'll just be a great pride in our community. Do you have any questions? [Applause] [Music] step by step process. Wow, I love it. recycling, but unfortunately a lot of help with that. [Music] Good job. Next up is the MTSS presentation. You want to have this up? Yeah, I was very I don't think I want to be bored with this. On Friday, you all received a multi-tered system of
090support packet. You should have in your Friday update. I wanted you to have that document. It was a fluid document that was started in 2020 and the team was listed in the front beforehand of that. Since then, we've added a few more members to the team, so they've been a welcome addition as well. Um the slide you have before you is just a very simple slide that discusses the behavioral system and the academic system. You can see it's a three- tier system. No matter how you look at it, you have for all in tier one, you have for some in tier 2 and for a few in tier three. It addresses all your concerns for behavior and academics. Tonight with me, what I have is I have uh two of our interventionists that are going
091to discuss some wonderful things that we have put in place in this last year. They're both working at the three force centers. We have Marla Miller and Billy Nebert. They're going to talk to you about data that we have employed through this MTSS system of support on the academic side. So, at this time, I'm going to go ahead and turn it over to them, Billy and Mara. Okay. All right. First off, uh thank you for having Mara and I here tonight uh to present and talk to you about our district's new reading interventionist positions. Uh we'll be giving you just kind of a brief overview of what our program uh is about. Uh then we'll look at some of the data. Uh then we'll show you the growth we've made um over the year and
092kind of show you how we collected that that data. Uh so what we have noticed in our district is that student reading is struggling. Uh over the past several years by the time students are getting uh to third and fourth grade we are seeing many of the foundational skills that are needed in order uh to read fluently and comprehend are not being mastered. Uh so research shows that children who read slowly by stopping to figure out words uh will have difficulty comprehending text. Uh this difficulty compounds as the students uh proceed to the higher grades. and uh they read more complex texts. Ideally, students should spend most of their energy trying to understand the text uh or reading to learn. Uh the district recognized this and created these two reading interventionist positions uh to help
093with this issue we are seeing. Uh these new positions now allow us to work alongside with title and get services to students uh who still need additional reading support that in the past they were not receiving uh services. So what students do we service? Many people ask. Uh with so many struggling readers now in the third and the fourth grade buildings, two titled teachers uh per building can only provide services to so many students throughout the year. Uh those students a majority of the time uh they need services all year long to show good growth. Uh so there really is no time or ability uh to get more students the help that they need. Uh with that you have a large number of students who still have not mastered all of the reading skills necessary
094to become proficient readers. Uh there's a large majority of students who are kind of on that bubble. Uh these students probably needed to receive title services. Uh but there was just too many students below them um that were already chosen for title and we just couldn't get to them. Uh so with Mara and I's new positions, uh we're now able to service those students and get them the much neededed help they need before moving on to the upper grades. Uh in just the two schools alone this year, Mitchell and Froart, Mara and I were able to service an additional 58 students at both schools who were in need of more reading instruction and help. Uh in the past, these students would have been missed. Uh but now they're able to receive the services uh that
095that we were able to give them. Uh we provided services to regular ed students um resource students and ESL students. Uh these students receive instruction 5 days a week for 25 minutes a day totaling an additional 125 minutes a week of additional reading support. Uh for this program being in its first year, Marla and I were very pleased with the progress and growth of the students that we provide services to. without question, we feel they're much better readers and they're much more prepared to go to the next level. Uh so now we've prepared just a few slides that will kind of show you uh the growth that our third and our fourth graders made over the year and we'll kind of also talk about and explain the assess assessments that we used uh to gather
096this data. Okay, there it is. So this first slide here uh this is the intervention focus of instruction. These are the five skills that we focused on throughout the year with our groups. Uh that being phmic awareness, phonics, fluency, uh comprehension and vocabulary. Those are those are the big five that we that we hit this year. Uh the next slide here we go is our scope and sequence. These are the subs skills that we worked on uh during the entire year with our groups. Uh these skills were kind of adjusted based on uh student needs. I won't read all these for you, but you can kind of see that uh we we covered a lot of things this year and probably more than than what's up here. Okay, so this first set of data we're
097going to go over is our star enterprise. That's not good. Bad angle maybe. Okay. All right. This first day, like I said, this is our STAR Enterprise assessment. This assessment focuses on vocabulary and passage comprehension. Uh the results for each student are calculated and we will be looking at the students grade equivalent uh growth. So, the students we service this year were reading at about one or more grade levels behind. Our goal, me and Marl's goal was to increase their grade equivalent by one full school year, which is the same as about 10 months growth. So like a third grade student on level should be at a 3.0 at the beginning of the school year and by the end about a 3.9. So according to our data on the slide and uh the handouts that
098you all received, the average growth of our third grade regular ed and resource students, ironically, both were one year and four months growth. Uh so we were really we were really happy with that. And for each one of these, we did break up uh our data by regular ed students and then resource students. You'll kind of see that on both slides. Then for our fourth grade, the regular not yet. So for our fourth grade, uh a regular ed student averaged one year and one month's gross while our resource averaged about nine months gross. Nine months growth. Uh so both of them resource students that are designated like with the special ed IEP also receive tier reading intervention. Yes. Yeah. Yeah. So a lot of students we Yes. Okay. Okay. So what we were really proud
099of that out of the 58 students that we serviced we were able to increase 34 students reading levels by over one school year's uh growth. That's 59% of our students making uh over a year's growth. And actually seven of those students even made over two years growth. So we were really we were really happy with that. Okay. Uh the next set of slides will be of the CBM assessments. Maybe not your laptop. Are we on easy? Yes. Yeah. All right. So the next set uh will be of the CVM assessments both STAR and easy CBM uh which involve having students read aloud from an unpracticed passage for one minute. Uh any errors are noted um then calculated and words recur as word reads correctly per minute. Uh this practice has been used for over 30
100years as a validated research tool in the primary grades. Uh these assessments are used to regularly monitor student progress and to determine if the interventions being used are effective. Um, as the data on the slide shows, when given the STAR CBM, our third graders in both regular ed and resource students increased by 53 words per minute from their initial STAR test at the beginning of the year. So, that was their growth uh from the beginning to the end. Uh, they both ironically again average 53 words growth per minute. So, again, we were we were pretty proud of that. uh fourth graders increased by 35 words per minute in regular ed and 22 words per minute uh with the resource students. Uh another assessment tool called easy CBM was used in the same format as the
101star CBM. Uh third graders in the regular ed increased 44 words per minute from their initial test from the beginning of the year and 49 words per minute for the resource students. Again, that's the growth over the whole year. That's how many words per minute they got better at over the course of the year. Okay. Um so yes, so we're uh very proud of the growth that we have seen in our students this school year. Um as you can see in the handouts that you all have, you have the individual of both schools, all of the students. Uh so you can see individually how each one of those students did. uh we were uh we feel we were very successful in achieving growth in all areas more than we typically saw in a regular school
102year within our own regular ed classrooms. Uh so without this program uh these 58 students would have not received services and would have not seen the growth in their reading abilities that we saw with the interventions that we provided. uh we were very pleased and happy to be able to finally reach those students uh who needed that additional reading support uh than in the past uh were not able to to receive that. So uh that's kind of a quick snapshot of what we did this year. Like I said, I think we were we were pretty proud of the results. [Applause] So, this is done in tandem with title or in like I look at as it's kind of like an extension of title. Yes. So, a student will see both a title and a reading
103interventionist or one or the other. uh you it kind of overlaps sometimes, but how we kind of broke it up was Tidal kind of took the lowest students. Like at my school, um Allison Downey took the lowest then Angie West took kind of the next group and then I took that group that that was kind of on that bubble like they probably needed to receive title services but but they just didn't have the room for them. So we were able to get to those students. That's awesome. So, we pretty much covered all the kids that that we feel were struggling, we we got to this year and the ones that were left over were, you know, they're either all grade level or were pretty close. So, so how is this like Sorry, you're about to
104I was going to say and at Brohart, Marvelous saw a lot of title kids as well, you know, where hers was a little different scenario than his. So, yeah, and it's, you know, it's different needs, too. It's based on kids needs. And so this is what we do in tears is you're giving students what they need. So you talked about scope and sequence. So what what scope and sequence? What curriculum? What interventions are we using tier two and tier three? Well, we're following the science and reading which is the new trend that everyone is is following which is phonics based. So we're finding what what challenges the kids are having. You know, maybe they're not knowing the th sound when they come in. So we the the lowest bare bones what they need to accomplish
105to be successful readers. How long does it take you to kind of evaluate where to begin? Um it took us quite a few weeks because there's a lot of assessments that are given. We use the star reports. We use um some one-on-one testing that we do conscious we used at my school. I'm not sure what specifically they they did that might have been a little different, but um just a lot of the reports that we that the schoolwide that's done schoolwide that we follow. Do the students seem to be pretty receptive to the approach. Oh, absolutely. They're eager to come and they're sad when it ends. And again, a lot of it what you see is um just the confidence um the confidence that you see throughout the year. Not not even just in small
106group. When you talk to the teachers, you know, they're raising their hands to read. They're just they're they're because they're they're more fluent. They're not worried so much about sounding out all those words. They can grab those passages now and they can read them. So, that's kind of it's it was nice to see. Really neat to see. I'm sorry. During their reading period, when they pulled out, oh, uh it's just throughout the entire day. Usually, like at my school, they did it a little bit different. So like when Tidle would grab let's say your classroom we would try to do it all at once. I see. So like when Tidle would take their students um I would grab my students classroom with a smaller group as well. Yeah. And then the the classroom teacher could
107work with uh they were given students too and they could do if they wanted to at that time they could work with their their small group. Yeah. Looking at um these students or you know just generally speaking what would you say is the breakdown of students receiving t two interventions versus tier three interventions. That's kind of hard. We we treat almost all of them as tier three. That way that we can progress monitor them weekly to see, you know, the growth or the decline that might be happening. So, so you see them individually, you see them in groups and then progress monitor individually. Correct. Yes. Yeah. I saw I was able to see a few more like tier three students like it fit into my schedule. uh like a couple kids I I would just
108take them out once a week um you know and just do a just work with them. But I think they also work with like PE teachers were involved and um who else MTSS groups? Yeah. Yeah. Yeah. They all do MTSS different tiered intervention groups within their buildings as well. And your the building principles are here too and they can tell you about their different little groups if you have any questions. But because every building does it a little differently for their small group interventions. Um but everybody does and you know so it just depends on you know their what type of groups that they're doing. What's the um quote unquote any building administrator or we can just talk in generalities of like graduating from a tier because the idea of RTI MTSS is that you're
109providing those services and then eventually we want them to move out. Not we're not trying to push them out you know but like I'm trying I'm thinking in terms of efficacy and efficiency. So looking at your case loads, when and how do you determine when they're graduating now or you know I guess talking to the building leadership team here when you're making those how periodically do you meet when you make those decisions just to see who's moving up and who's who's moving out. Our title teachers meet with classroom teachers monthly and we do just that data review whether it's um ongoing classroom assessments, whether it's tiered kids with progress monitoring and we have those conversations at that time. So about every month that's the same for the three four centers a month to six weeks
110maybe a month there are data meetings. So in your buildings how do you delineate or distinguish between tier 2 intervention and tier three intervention progress how what progress they've made. Sorry I mean the actual intervention you're providing um progress if they're doing well then we we don't need to change the intervention but if they aren't then we look at it. Do we need to shorten the group? Do we need to increase the time? Do we need to change the intervention alto together? So that's those data meetings every month is are crucial. Those are the kind of conversations. Exactly. Um is Hagerty working? Is Dr. Hagerty working? Maybe we need to do one more oneonone. So th those kind of conversations happen at that time if we need to change the intervention or tweak. Person on
111the street walks up curious about tiered interventions like I am. How would you define a tier two intervention versus a tier three intervention in your building? In our building, uh tier two supports the instruction and curriculum to support the classroom teacher and tier three is working on the skills that those students basic skills that those students have missed. So more kind of like not augmenting in the terms of enrichment but providing additional scaffolding to access that tier one curriculum. That would be tier two and tier three would be more gap filling more individually. I see it as like core plus more plus more. So you have your core as your tier one and then tier two is more than that. Tier three is core plus more and then more than that. So that could be
112higher frequency with um how often you're seeing the kids lower student toteer ratio things like that. Is this you know I'm thrilled to see that this is coming into fruition after we've been talking about since I taught here and that a long time ago. Um, I would love to see some data of again how students move in and out of tier two and tier three. Um, whether it's I mean I think the layout of this is fantastic. I love the data, the reports for that. But again, it's good as we as we move forward and continue to evaluate the needs of our students and also the quality interventions because as you all know those interventions are key. We can't just throw inter I'm not saying you too are by any means but like we can't
113just like throw interventions at kids and hope something sticks, right? So just seeing those targeted interventions. Um one other question I have. So currently it's reading intervention that is in place not math. Just yeah just reading that's that's what we reading is currently what we have. So there plans for adding that I'd like to thank you so much every move from their first grade building to the third grade building. Everybody's on the same page. We're working as a team and with the employment of Donna White helping us as the interventionist moving forward next year on the path forward then that will be also a help with the vision for the next two years as well and um working with Brainspring and the phmic awareness that that will bring to the table and everyone using the
114same interventions and speaking the same language that that will also help our students and our staff. Great. So yeah this You said you began it in 2020, but it's kind of been evolving. It's been fluid. Well, then CO hit and you know, so there's been a lot. So, we haven't really made like a hard roll out of this. So, like we pulled teachers, you guys are actually the first to see it. Yes. Yep. Yes. Yes. Oh, I have one more. I'm sorry. Real quick, it won't go off. I'm sorry. This like I love this stuff. I'm passionate about it. Um, so this is third and fourth grade. What does this look like in first? Is this then play in all the buildings, right? Like we have presentation from third and fourth, but in first grade,
115what do you have for support? You have title teachers. Yes. So, Wilson, we have we have four um like three and then a little bit more than a half um title teachers that service our students. Uh we serve um in the spring of about 150 kids. Um 82 of those in tier 2 and 33 were in tier three in the spring. Um we use also the um the mindset of the science of reading the curriculum that that our teachers use this year's blast curriculum by really great reading and I know that uh Donna White's going to be helping us you know hone in on one common language and one common vision for the district. So, we're totally stoked to to you know continue the training that our teachers have um had with the science of
116reading um which is great because the science of reading itself is not a curriculum tied to the science of reading and holding together and and Mville has three title teachers. Um and we had one title aid this year. Um, and then we we kind of do a a building stops and we do RTI at the end of the day currently right now for 25 minutes a day, four days a week. And ours are determined by ISA scores. And then what's it look like for fifth and six? Yeah, we have title built in for our throughout our day as well. We have two title teachers and a you do social emotional. We do. Right. We have MTSS on the behavioral end too. That's a whole other It is like brought that up. So like this general
117MTSS plan, this is for all kinds of because you can have behavior boot camps, which they're all going to do this fall. So they're all super excited about that because we're going to get back to that because when we first started MTSS, we decided as a group that kids have to be able to behave to be able to learn. So we all started with behavior boot camps when it first started. Lori, I don't know if you remember that or not, but it first started with behavior boot camps. And then we went to the academic MTSS end. So, everyone had posters in their buildings about, you know, how to behave in the hallway and what the certain hand signals meant and the voices, you know, your voice volume in the cafeteria versus your voice volume in
118the hallway, in the classroom, in the bathroom. So, it's kind of along lines like a PV matrix. Yes. Exactly. Exactly. So, [Applause] Thanks for careful. The time has come. Thank you all for waiting. I know this is the moment you were waiting for. I want to thank Billy for an 8:00 time slot he left me. Appreciate that as well. So, I was asked to give an update on the alternative uh education programs that we offer in the district. We do offer two. The uh Granite City High School uh Evening Academy just completed its fifth year. We have now graduated 192 students over those five years in that program. Uh it is a program that is housed at the Grand City High School. It the students attend classes above the cafeteria. They go to school from
1194 to 9:15 p.m. Um, it serves mainly juniors and seniors. Our day program at the uh Lake School, it serves students in grades 5 through 12 and they go to school from 8 to 1:30. So, we'll dig a little deeper into both of these programs. And if you have questions, you can jump in anytime. I will. So, well, you said you were passionate about elementary. [Music] So the evening academy um it did start in the fall of 2018. The total number served this year we had 120 students this year that that were served in the program. We did have uh 11 graduates in December and we had 24 that graduated May uh just last Friday. And we have uh seven summer school graduates that are on pace to graduate this summer. Just have to complete
120a course or two. So that's important because it it does assist the high school graduation rate. So right now you're looking at possible 42 assuming those seven students graduating in June at the end of June from summer school and those 25 of the 42 are four-year grads and that's really important. The plus seven more are graduating less than four years. So out of what's that 32 um that's a big difference and that's the reason why it's important is because we have a graduation rate at the high school which is 74% last year but these numbers right here that's 8.5% of our overall graduation rate we had 376 students graduate last Friday and if you take the 32 students into that and 8 and a half% is a huge percent of our graduation rate and that
121can't be ignored. Um the attendance rate was 75% which for the year which is fantastic for an alternative program. It uh I said it serves students in 11th and 12th grade. Offers a work study program. That's important because it's an easy way to catch up on credit. So a lot of our students they have to work. Like I I co-opted in high school because I wanted to drive a car. These students they work because they have to work. They're helping out at home. Um it's it's it's completely different nowadays. But there's so much criteria that you'd have to get to in the traditional day program at high school in order to get into the work co-op program because there's not that many slots available. Well, it's kind of a hamster on a wheel because you
122have these kids that work and they work so much they don't go to school or they don't have the assignments turned in or they come in tardy so they miss first hour or second hour and it's it's going the opposite direction. So, they're not getting their credits. they are failing classes um and so they get behind but here at the evening academy they can get credit for the job that they already have. So they earn they take the online course through egeneuity which has been awesome. Um they get a credit for that and then they also get credit for the work that they do. So if you go to the evening academy it's it's pretty easy to get four credits in a semester. So, if I'm a junior going to my junior year and I
123have eight credits, if I can pick up eight credits my junior year and then take a summer school class or two, I'm on pace to graduate on time with my peers or possibly graduate early, which is unheard of. So, it opens up a lot of doors. Yes, Lord. I just have one question. When they're working on the Ingenuity, it's an online, they can work on that at home at their own time. Yes, great question. So, the first it's 4 to 9:15. So, we have three classes every night and we have multiple classes going on at the same time. So, we have a 4 to uh it starts at 4:00, goes from 4:00 to 5:45. That first hour and 45 minutes, that first class is an independent study course for everyone. So, if everybody in this
124room was in room 12 doing independent study, we'd all be on our on our Chromebook and we'd all I'd be working on English, Chris would be working on math, you'd be working on history, whatever we're behind on, wherever we need our credits. Okay. So, um so it's easy to assign that specifically just to kids instead of us having to offer or hire 42 teachers to teach all those classes. But so you can go during an hour and 45 minutes, work on your independent study course, but you can also work on it at home, you can work it on Fridays, you can work it on the weekends. And the other plus to the U evening academy is once you take that course, if you knock one out in six or seven weeks, you can take another
125one. So that's that's a great opportunity if you're a kid who's behind. Okay. And there are teachers there, too, for assistance. Yes. And we have a Yes. Thank you. We have a teacher in each one of those independent study courses that help students along with that. They open up tests, they close them, all those things, but they're also there to help them and assist them with that. If they're working on at the like say 10:00 at night at home, is that count toward their attendance? If they're working, can you tell they've been working an hour an hour and a half on the program? Yes, you can tell. Yes, you can tell everything. You can monitor everything that they're doing online. But if they miss a class, it's just an absence. They don't get to apply
126that to like time that they Correct. may have been working. Correct. And that's why clearly they don't go to school on Friday nights from 4:00 to 9:15. Kids won't go and I can't find teachers that do it. So um we all understand that. So the Friday is um the Fridays are set aside for students to work who have um work co-op and then the um for them to work on their um specific independent study courses and their online courses for that. Um so offers online courses through Egeneuity. We just talked about that. That's kind of been a godsend because that's also helped out in study halls at the high school. So now they have some credit recovery there. So if I've already failed an English class or math class, then in my study hall I
127can take an egeneuity class for that and hopefully catch up on that credit. um teacher recruitment success. That's kind of been a a sneaky success for us as well because we've had teachers from other districts that have friends here in the community because those teachers live in this community. They just teach somewhere else and they find out about the program and they want to teach in the program and so they've kind of helped out with that and then we went ahead and stole them from their district and we hired them at full time. So we did that with Lindsay Doolittle who is now a coordinator in this program and we also stole um a science teacher and a math teacher and both of them work for lake at the alt program there. So it's been
128wonderful. Um also we have a coordinator administrator path uh Steve and I always joke that it's the um what what what do you call Steve? The principal preparation program. Yes, the principal preparation program because Christy mode and Chris Hutchings were both coordinators in this program and they have since been hired as assistant principles and Chris Hutchings actually oversees the program now. So, uh, so that's kind of worked out for that as well because they get a taste of doing home visits, calling and people about attendance, um, working on scheduling, looking at, um, you know, their plan. Hey, you know, trying to let them know this is the light at the end of the tunnel. um and sometimes dealing with behaviors and things like that. They work uh in conjunction with the high school and and
129their counselors and things like that as well to make sure kids are on path. And um sometimes kids they get success, they want to go back to the traditional day program for maybe their last semester of their senior year, things like that. So all works together. Um it is grant funded. I have a grant a payout grant. It's about $270,000 something like that, but it it funds that. We're also able to pay um for like driver safety and we pay a teacher just for nine weeks. So, we get those kids caught up. We do the same thing with Donny's building as well. Um and I know Lori, when you worked at SWIC, I'll never forget when you called me and you said, "Hey," cuz you were teaching GED classes and you said, "Hey, what's going
130on with this night school program? We're our numbers are way down in our GED students." And I said, "Well, that's that's good news to hear for us because that means we're keeping our students." And that is what happened because Laura's like, "Hey, seriously, like our numbers are really really down." And I said, "Well, our numbers are really really up." And so, um, we average about 40 graduates a year over the last five years, which is phenomenal. Really, really is. So, GED is not easy. No, it's not. It's not. Um, and neither is the uh the evening academy. So, that's we tell people all the time. And I will say that even with the evening academy and with um the program they have at Lake uh Donnie meets with every family, Chris Hutchings meets with every
131family, Steve met with every family, I met with every family um when the whole thing first started. Uh but we meet with every family and their and the student and let them know about the program before they uh before they get accepted into the program. So everybody understands exactly what the expectations are. So, and that's probably, it's not probably, it's the only school building that and program that can actually do something like that. Um, because you couldn't possibly do that with 400 students and things like that. So, and I think that's what helps make it work because the parent really gets to know the principal. Um, and they see that they're involved and they're engaged and that they want what's best for their kid. So, all right. So, moving on to um Lake Educational Support
132Services Center. This started off above the high school cafeteria literally with two kids and two teachers. Um, thank God for Gerard Moore who did the junior high class and um for Edna Sen who did the fitness sixth grade class. So that's kind of what we had and they were both fantastic. Without either one of them, I I say this all the time, without Edna and Gerard Moore, I'm telling you, we wouldn't have this program. We really really wouldn't because um you know Gerard we had to pry um over he was more than willing to come but we really did hurt the high school by doing that but we we really needed him. He was great with um we knew he'd be great with those kids and Edna was um you know she was the one
133who applied and she was she's always been a great fit there. She really really has. So um we we I owe a lot to them. Uh I've always said that the uh but it started with two kids uh the year after the evening academy in the fall of 2019. It's now since moved to Lake and uh the total number of students served this year is 98. Uh we ended up with a little less than that because like any other program you know some kids move away or some kids you know they don't attend. Same thing with an evening academy. Uh but that's a huge jump in the last four years to start off with just two kids above a high school cafeteria and then to have your own building and to have, you know, several
134classrooms. Now, um we had a number of uh two graduates in December from Dr. Harris's building. We've had two May graduates and we have one student graduating this summer. So again, that's important because his five are all fouryear or less graduates. And so when you add his to the evening academy, it's almost 10% that um that make up for our graduation rate. So both of these programs are huge um to what's going on, not just our graduation rate, but to students and what the next step is for them. They now have that diploma that they need to go on to the next step. Uh we have 10 students, and these are exciting numbers, too. 10 students return to their home schools this year, and we have 23 students that are returning to their home schools
135next school year. So that's huge because Donnie was in the room, Dr. Harris was in the room with me and Kristen and Jim and Zach and Brad and and others in this building when we put this thing together. And the one thing that we wanted to do was we wanted to focus on putting a program together that just gave kids the resources that they needed to be successful so they could go back to their traditional school if they wanted to. Now, Dr. Harris has several students that don't want to go back. Um he has you know seventh and eighth graders that are there right now is 10th and 11th graders that are great students but have been honest with Dr. Harrison said I don't want to go to the high school with 1,800 kids. I
136you know it's too much for me. It's too big for me. I want to stay here. I'm being successful. I have 15 kids in a classroom. I have a teacher and I have an aid um that's helping me with my work. And you know we can't Darren can't offer that at the high school. No nobody can. Um but that's what it takes for these kids to be successful. So we say all the time that you know the evening academy and and especially Lake um you know this it it's not a place for bad kids. It's a place for kids to get the resources that they need so they can go back to where they were. And we allow that and we allow them to stay if they want to stay. Um and we've had a
137lot of success with that. We really really have. Um I have a few questions about numbers real quick. Sorry. Sure. So you have total number served 98. Um so at any given moment like what was your like max enrollment in that like at that point like did you hit 98 or was it like over time that would you know it'd be over time. Yes. No it'd be over time because it's mobility in this district is it hits every just because I was looking at 98 and I was looking at you know 33. So you're talking about like a third in terms of graduation from that into whatever other setting and that's remarkable. Yes. What kind of data, and it might be early still, but what kind of data do you have for those that have
138returned to their home schools and how well they've done while there? That we we've had a remarkable turnout there. We we really really have. Um and a lot of our students, they don't get to go back. You can come to us. You can come to Dr. Harris's building anytime, okay? Whether it's the middle of February or whatnot. Even the academy, you have to go in uh by semester. But um Dr. Harris's program, you can go back to your home school on at a semester break. So, but we've had great success with the students that have gone back. Um, we haven't had anybody, Dr. Harris, that I know of that has gone back to their traditional school and then returned to your program. Have we? We actually have had a few uh they got back there
139at the high school and they were some anxiety kids and it was just so their own so much. Yes. Not due to discipline. Yeah. It wasn't a discipline, but it was their choice. Yeah. They ch they chose. We had two kiddos and that would have miss very many though. Yeah. No, I remember two. Good on them also to understand themselves. Once you get that setting at they understand if we could replicate forever and we do take students with IEPs um there as well and they've had a lot of success there also. They really have. Um the attendance rate there is 73%. I will say at that program and the uh evening academy I have to for my grant I have to report those numbers every year we have always been uh 70% or higher it's
140usually right around um it's between 72 and 75% uh for either one of those programs and that may not seem like a big deal but I'm telling you right now that's a huge deal we we do have um I don't have it right now especially at 18 whatever on a Tuesday but we have uh we have a lot of data that supports that um you know we have a a lot data to show that and Steve started that. We have a lot of historical data in those programs that show how many credits they had, how many courses they took, how many courses they failed, what their attendance was, and a GPA before they came to these programs and what it is since. And it's it's night and day. It really really is. It's I mean
141for the kids who stay in those programs, it is literally night and day. One more question. I probably not talking anymore curriculum wise. So you know you have offers online courses through egeneuity. Is that exclus like they exclusively use egeneuity there or is it like district curriculum plus it is absolutely the majority of Dr. Harris's curriculum is yes it's district curriculum. So that the one thing that uh that Dr. Harris has implemented in his program he's you know he's brought driver safety in there. He's brought um he's figured out scheduling for drivers training. He's um we we offer work co-op there now. So now those kids and that was that's why we have five I'll be honest with you that's that's part of the reason why we have five students graduating this year is when
142we started that work co-op and those kids because those kids work too and when they get that credit and a half for a semester uh that's huge and and we pay a sixth hour assignment from my grant money so we have a teacher that comes from the high school um who teaches word co-op at the high school so she teaches it there first hour then after that hour she goes um to the high school and she monitors all that Um and uh but that credit and a half each semester is huge. And so they can if you can show a student who's behind a light at the end of the tunnel and that and it's and it's a clear light instead of a a speck um which is what it used to look like. Then
143that's the biggest success we have is when you sit down and say, "Hey, you we can get you out of here in a year or a year and a half." You know what I mean? And so when they see that path, it's night and day for them. It really is. That's when they buy in on that. Um so uh serve students in uh grades 5 through 12 offers work study offers uh online courses through egeneuity that we do. It's it's a small number because at this point um Dr. does offer that we it's not as big it's there's not enough space in his schedule probably for that to to do more than that he wants to do. Um and then grant funds are allocated for this program. It does not pay for that program. Um
144but grant funds help that program. That's how we pay the driver's training and driver safety or the driver safety teacher. That's how we pay the work co-op teacher is those six-hour assignments. We um that comes from the grant money on that. But I will always say that, you know, Steve Matthysse, uh, Chris Hutchkins, um, Christy Mode, and, uh, right now Lindsay Dittle and Adrien Johnson have been a huge success for the evening academy. We also have u Dr. Harris at Lake has built so many relationships and he says it at the end, we're a family here and they really, really are family. It's not perfect. either one of those programs are perfect, but they're well done and they have a lot of success between both of those programs. And you know, the model really is,
145you know, you have to offer different options for different learners. And if you keep trying to force a square peg to go into a round hole, it's just not going to work. And you know, that that high school, I mean, it's got kids in those hallways that that they know it's just it's too much for them. Um, and that the evening academy at at the high school, it sells itself. They have been coming to that office ever since it opened asking, "How can I get in? How can I get in? How can I get in?" I subed Dr. Harris's building on Friday when he's watches eat everybody. [Music] But yes, but when I subed his building, I got to talking to a girl to a student and Dr. Harris, she had been for a few
146weeks and he said, "Yeah, I was looking for on my radar, too." So he and I had the same thought process and you know I talked to Chris Hutchings on Friday and we're going to move her to the evening academy and uh Dr. said no I've been trying to get her there but her attendance has been so bad he just couldn't get her and then he did you know couldn't move her in the middle of the semester. So um so it works well it it really really does and um he meets Dr. Harris meets with every single student at the end of the year and their family to let them know if they're going back or if they're staying. What do you want to do? A student has a voice in that. Um and we
147find out that when you options. That's huge. I will say in Dr. Harris's um program, we've had kids that have been on the debate team, varsity football, varsity track, they go to prom, they go to homecoming, just like they do in the evening academy. Um so, you want to watch a video here in just a second. And when we show that video, you'll see um really in both buildings, not so much in Dr. Harris's building because it was filmed in a different classroom, but you see these kids in the evening academy. It was it was all done purposely. We put the GC logo just like that and we had them painted in the hallway. So those kids when they go, they know they're a high school student. They just go in the evening. And I've
148always tell them, we tell them at the end, it's no different than when we went at night school for college. You take a college class at night sometimes because the professor was easier or it just worked out for your schedule. Um but every one of us has done it. We said the same thing. The only difference between those two especially late is the address. That's it. Um at the high school, they just go a different time. Um but it's all Grand City School District teachers, administrators, and curriculum. Before the video, I just want to add one more thing I think it's really important Dr. Harris has done there. I've been really impressed with bringing the character education, the rethink, making sure that they have that social emotional support, which is also approach. And I think
149that's been really helpful in in the success of these students as well because we said before, if they're not behaving, it's hard for them to learn. So, I just wanted to No, great point. Yes. And the other thing he's been able to do that nobody else can do and they're super jealous about is um he has the metal detector, he has an SRO and he has a nurse and he has a cafeteria lady. Um but that he takes every phone from every student before they come in and then they sit in a box so they can see it because otherwise you know it's like a third of but um but he takes that so he doesn't have the social media headaches and the drama that comes with that. has to figure out how to do
150that. Said he would have stayed a couple more years that way he can figure it out. So, I have a video. So, let's hear from students and staff that they do a better job than I did. It's real hands-on. The teachers are real hands-on. It's just a smaller environment to do your work and catch up on your credits. Definitely got my credits up. I was behind a lot. I had like six credits going into my junior year and I'm going back to the high school for my last semester. I I definitely prefer the like smaller school settings because like less people that I have to like be around. It's kind of a little bit more peaceful than other schools I've been to. And also changing to be a nicer person is helpful for me and
151have less kids in class is helpful for me too. It's fun. I like doing my math. I like the lunch and I like the food. Misa and Miss Gilly is nice and they help me with my homework and stuff whenever I need help. I like um like how I get to work with my teacher by myself sometimes like just me and my teacher. I have social anxiety like after co so being in like a little community of people it's helping me like like a lot. So I'm graduating three and a half years and then I'm going to slick. What's worked out here at Lake is that I think um from a staff perspective, we all kind of are on the same page in trying to ensure that if there's a kid that's struggling that they've
152got another adult that they can come to and find. It's very much the feel of a family out here. We work really hard at staying together as a team to do what's best for our kids. We're a smaller community, but we're also a family. Having a relationship with the students, making sure that we establish rapport with them, getting on their level. Um, I think if we help develop their seal, their social emotional more, um, then we'll be more successful. I think the, uh, smaller class sizes allows, uh, the staff, everybody to be a little bit more flexible in the way that we deliver, uh, stuff to the students. And I believe that with that, that coincides with us being able to work with the parents and work together as a staff. Um, I think that
153that all blends in and um helps us out so that we can do better for the students. With the smaller class sizes, it allows me to uh maybe have individual one-on-one conversations uh not just around the academics uh but around what's going on in their life. I think with the smaller class sizes um you're we're able to focus in more on their needs. Um, this is my first school year out at Lake and one thing I really love about this building in particular is the support from the administrators and the teachers, how they work so well together to kind of build a community in this building. Specifically in our fifth and sixth grade classroom, having students who have had a lot of behavior issues in the past school year coming out here and having almost
154zero because it's a smaller atmosphere. their anxiety is more under control and they are learning the skills of how to ask for help rather than leaving the classroom or having other behavior issues that they've had in the past. I'm in high school cuz I want to help my father. This was this opportunity was given to me by Mr. Hutchkins. He's like uh cuz I wanted to do I want to help my dad a lot. you know, he's getting I was just like, is there any opportunity I can like sometimes I was thinking of like sometimes it's not going to school and like just kind of work with my dad mostly. Night school has been just a good time. Great time. Um, all the teachers I have uh great connections with. I felt like a real
155bond with them cuz this is night school. It's like a different atmosphere. I'm graduating a whole year early. Now that I look back at it, I I worked hard in night school. I don't think I ever did that. and even in daytime. But when I came here, it was like a totally different switch my personality. I wanted to do school. I wanted to work. I just wanted to just be a better person, be more productive. Why I transferred out into night school? Being in day school was a very big struggle for me. Like I wasn't going to be graduating in May. But when I transferred to night school, it actually changed my pers my p perspective on everything. There was a point when I was here, there was a point where I wanted to give
156up. Like I just didn't want to do it no more. I was going to say, you know what, I'm done with school. But they actually pushed me to become a better person. I am graduating May. Um I'm planning on either going to SIOU or TSU, Tennessee State University, to become a nurse. I've been with this program for so long because I truly believe that it is helping students in our district um be successful when alternatively they would not find success. The difference between night school and day school is it's more tailor fit to the student. Kids that come here, they are looking for somebody to build a relationship with and we build trust with the kids. They trust us and we trust them. With our academy being so small, we only take a certain number
157of students. It lets the teacher to student ratio be very small. Uh which allows for a lot more individualized instruction. I think we're providing an opportunity for young boys and girls that do not have the time available to them to come to day school that they can come to night school and get their high school diploma. And that's a win-win for everyone because a lot of students would love to stay in school but their circumstances beyond their control. is rewarding because some of these students I've had in base school and they are fine students. But knowing that it wasn't a good fit for whatever their circumstances were just to help them to have the success to finish their high school, I think it's rewarding enough. You know, I I just enjoy seeing them have success.
158[Applause] So it's pretty much what we have that the first student, he did go back for spring semester because we see that a lot. They'll go to Dr. Harris and say, "Hey, done everything I supposed to do. Think I'm going to go back and enjoy my the last half of my senior year." And you know, they do it. And that's that as soon as they graduate also. But when these kids talk about having social anxiety, I mean, they know that it's real. So, but the thing that really makes those programs be successful, it's the leadership. Um, and the teachers that are there, they care. The staff does, and I think the kids know that, and they really, you can hear them say that that those teachers and the staff just really um taken a bond
159to them and really making sure that they they are successful. So, thank you. [Applause] Okay. Yeah, that video is great. I love the statistics, but that video is the elevator pitch a little longer than that, but that's Yeah, it's always best to hear it from the students. Yeah, that's for sure. We should I think the opportunity as teachers to have a small and all our teachers do a great job of being able to have a smaller class. class size and building. It allows them to do more things necessarily student classroom. I've always felt like some of the solutions to SEAL has been individual attention from an adult where they're not getting it and this program they do and it seems to bring them much more [Music] comfort. So I I don't know. I just think
160anyone who has the opportunity to get one-on-one attention from an adult that really cares is going to do much better not only in school but in their life. Thank you so much. Okay. Um, the next board meeting, I think I said this a long time ago. June 27th, 2023, right here at 6. And um, do we have a motion to adjourn? So, let's make it so I'll second. Nope. Yes. We have a second. Okay. All those in favor? I post. And we're done.