001Okay, good evening everybody. We're going to go ahead and get the meeting started. Welcome to the Community Consolidated School District Board of Education uh meeting this evening, Wednesday, November 5th, 2025, 6 p.m. here at Frederick School. I need a call to order, please roll call >> here. Nash >> here. Thank you. We do have join Thank you everybody. I need a motion to approve this evening's agenda, please. >> I'll move. I'll second. >> Okay. >> Miller. >> I >> Herson. >> Braden. >> I >> and Nash. >> I. >> Okay. Thank you. The agenda is approved. Do we have any public comments signed up down at the end there? No public comments. Okay. Uh we do have an amazingly celebratory recognition this evening with the GMS cross country team. So, welcome to the board meeting
002this evening. We're very glad to have you here and to celebrate you. And I believe I'm hanging it over to Mrs. Tangler. Is that correct? Yes. Okay. Yeah. talked in here before. Okay. First of all, thank you so much, Dr. Glitman, board members for having us. We're so honored and grateful to be here today. Um, I know that Coach Friezma and the coaches are going to celebrate the athletes, but I would like to just take a minute and celebrate our amazing coaches as well. um they stepped into this coaching position and I know they were all a little nervous with 74 cross country athletes to start with. We lost a couple with some injuries, but um you guys did an amazing job. I want to thank you for that. Calm and caring and just your
003demeanor with the kids was just so wonderful with them and I think that really means a lot and gives them something to look forward to every day. which I want to talk about this little panther for two seconds. Something that they came up with um and they honored the athletes with a panther. They had a big panther and little panthers and they gave Panthers out for PRs. Um we did special things with attendance. Athletes nominated athletes. So then they went home with a panther that they got to keep that just kind of like for them it just meant something very special that they were honored with this for their accomplishments and what they did. So I want to give a special one to head coach Fzma so you can have a special panther for yourself
004and then I'll turn it over to you. And congratulations all our athletes. I've seen some of you fifth, sixth, seventh, and eighth. And it's always so great to see you as you come from Frederick to GMS. >> Could I have all the coaches and the runners come and join me at the podium? First, I'd like to thank the board for um recognizing and honoring these incredible scholar athletes um on such a successful season. Um a couple quick highlights of our season. Um, we started I can't go over all the meets because we had a very packed schedule, but um, the first real kind of exciting meet I think was on Saturday, September 6 at the second annual Vicki Pila Invitational where our boys team finished in first place in the two-mile race. Um, and we
005had individual medals in that two-mile race to Christian, Jeremy, Isaac, Sean, Tyler, Isaiah, Theo, Evelyn, Cece, and Mackenzie. So, it was an incredible way to start the race or start the season. Um, I didn't know what to expect and so I was like, "Oh my goodness, we're gonna have a year here." Um, the next one that was really exciting was on Monday, September 8th. So, it was real rapid fire this season. Um, we went to the Lakes Euro Challenge at Lakes High School. U, it's one of the largest meets of the season with over 20 schools and 400 runners competing. Our boys team earned third place and our girls team earned seventh place out of 20 schools that attended. Um, at this race there's, you know, over 400 runners and the top 10 in each
006of the races received these special finisher t-shirts and that was awarded to Christian, uh, Evelyn and Cece. Um, on Tuesday, September 3rd, we had our final home meet at GMS. Um, it was a very special day for all of us being the last uh, race for a lot of our eighth graders. Um the girls team finished in first place and the boys team finished in first place. So the way you'd like to end the year at home. Um and then we were really excited about our chances at the conference finals at Big Hollow. That was on Monday um the 6th of October. Um the girls varsity team earned third place with top 15 medal winners Evelyn who got first place at conferences and CC who got eighth place. Um, the boys varsity team finished in
007second place. Um, top 15 medals were awarded to Christian, uh, Jeremy, Isaiah, and Isaac, who are here with us today. Then we went to sectionals, which is very exciting, at Mckenry. Um, the boys team finished in third place out of the 15 schools that competed. Um, and we qualified for the state meet uh, Saturday, October 18 in Bloomington. Along with the team earning third place in a trip to the state meet, individual medals were earned by Christian who got third place and Jeremy who got eighth place at conference at sectionals, I'm sorry. Uh the girls team finished in fifth place out of 15 teams. Um and individual awards were earned by Evelyn who got first place at sectionals. Congratulations. And Cece, who got sixth place. Um yeah, absolutely. Uh Evelyn and Cece joined the boys
008team in representing Graz Lake at the state cross country meet on Saturday, October 18th. So um it was an incredible day for everybody. Um coach, on behalf of Coach Forest and Coach Deoviaak, um we just want to thank um all of the scholars for an incredible season. Um we already miss running with you and we can't wait until next season so we can continue to work on running fast and running together. Um a big thanks to uh Miss Tangler. We couldn't do it without you. Um, and to all the parents who supported their runners. Um, and thanks again to the board for recognizing these incredible athletes. Congratulations on an amazing season. We do have uh some awards for you up here to pass out in a moment, but does any board member have any comments
009or questions they'd like to share or anything? We're very proud of you and thank you for being here this evening and representing Grace Lake 46 really, really well. Bravo. We've got some uh ribbons for you up here. If you want to come up here, we can pass those out. Okay. Okay. Parents and students, I did tell you that I would give you a moment for a quiet and graceful exit if you want. We understand if you want don't want to stay for the rest of the meeting. You're welcome to stay. >> Our students from Central, I think you have to stay. >> That's right. >> We'll talk to you in a moment. Thanks for being here, everybody. >> [applause] >> Yeah, you can sit more in the middle if you want. I was going to
010officially welcome our guests from Grey Lake Central High School. And now that you're the only ones in the room besides us, welcome to the meeting. We'll keep plugging along. You might need a picture, I think, at some point. Yeah. Yeah. Yeah. Uh, okay. That moves us to the presentation for this evening's meeting, which is the student assessment data. I will hand it over to Mrs. Buck. >> Thank you. Good evening, board. Uh we are here tonight to talk about the student assessment data. Um I want to point out that I typically do this presentation later in the school year. So usually around January. Uh the Illinois school report card uh as you may know came up became live last week on October 30th. And there were some pretty significant changes in terms of proficiency benchmarks.
011So we wanted to move it up earlier in the year so we could make sure we explained all of those to you. So that's why I'm talking about this now and happy to explain uh a lot about our student assessment data. So I want to talk about our mission and where this fits with the data that I'm going to share with you. And the first is that it's all about empowering our learners. So while this is about our proficiency for our students, um it's also looking at um how are we ensuring that our students are meeting our state standards um and meeting the benchmarks that the state has put in place for us. So we want to make sure that we are doing what we need to do um and that we are seeing the
012growth that we need as well. And so it's empowering us as a district and as our staff to be able to uh as learners. Um and then as we think about what are we doing within our classrooms and I'm going to talk a little bit about some of our student group data that's also about how are we ensuring that there's equity within our classrooms and what are we doing to ensure that all of our students are getting what they need whether it be some kind of enrichment or extension or some sort of extra support. And so we'll talk about all that as I dig into the data. So there are three outcomes for today. The first is that I want for everyone to understand the changes that were made by the um state um in
013order to rightsize proficiency benchmarks and I'll explain all about what that means um on the next few slides. Um after that I we're we will review the Illinois assessment of readiness data which will be shared by dem uh both by demographic groups our student groups as well as our grade levels. That is our assessment data for math and for um ELA. So for literacy and then the last piece that we'll talk about is what does this all mean for us for next steps. So let's start with the Illinois rightsized benchmark for proficiency. So this looks small on the screen, but I can explain it. So as you're looking at this, this has to do with where our state falls in comparison to others in the nation. So what you see from that blue arrow that's
014all the way down at the right hand side is that is the state of Illinois. And so what we know and what Illinois has come to share with us and we knew this from NAPE is that we have our proficiency benchmarks were the most difficult out of all of the states. And so what they the conversations that were had at the state level is what does this mean for us and how can we ensure that we are really measuring proficiency and proficiency of the state standards. So you'll see on some of the slides that are coming up, what was happening is that students were showing they were not proficient on the assessment, which was showing they weren't ready for college and career readiness, but yet they were still then outperforming students from other states. Um,
015and so it just wasn't a fair comparison. Uh, something important to know about NAPE, which is the National Assessment of Educational Progress, is that a district we are um often chosen districts are chosen to participate in NAPE our eighth graders are often chosen and to participate in that assessment uh it's not an assessment that's done every year we were chosen for this year our students from GMS will be participating so um some of that data in NAPE is actually about our district so as I shared the performance levels didn't match reality so what this balance is showing is then that state came back to share with us through their process is that the ELA and math proficiency that they were expecting for students was too high. So what was happening was it was not showing
016where students were really the match of did students really understand the state standards. So it was making it more difficult and then for science it was too low. So it was showing it was a little bit easier than what was happening in the classroom. So students might be proficient in a classroom but not proficient on the assessment on the state assessment and then for ELA math and the opposite in science. So what they decided to do and this is a little bit I'll explain what all this means. It's a very colorful. Um, as we're looking at this, what they looked at, what ISBY looked at was they created some new right-siz performance levels. And what you'll notice in those top three bar graphs is that when you look at the performance levels for the three
017assessments, so I so the Illinois assessment of readiness, which is math and literacy, ISA, which is the Illinois science assessment, and SAT, which was the state high school assessment, all had different proficiency levels. They didn't align, and they all meant different things. So, it wasn't giving us information that we could use to be able to look at growth over time, to be able to look at proficiency over time, and they couldn't be related. So, what the state did is they went back and they said, "So, we need to look at our performance levels." You'll also notice in the top ones, they don't aren't even called the same thing. So, you could have an approaching meets on AR and a developing on ISA, but they kind of don't really align. Right? So you can see that
018part. Um so when you look at the bottom they did two things. One they looked at and created performance benchmarks that meet and match the same. They all match. So we can look at the alignment and they are all called exactly the same thing. So when we're looking at the names of them and I'll show you the descriptions of them. Those also mean the same thing. So, what you're able to see on this is then anyone who's in green, who's in proficient or above proficient, those are our students that are counted as proficient. Anyone who's in that orange or yellow for approaching proficient or below proficient are not. Um, oftentimes the state talks about the approaching part as students that are kind of on that bubble. So, many of those students are almost at that
019proficient level, but not quite. So, here's Again, the description, what you will notice on this, and I'm not going to read all this to you, but what you will notice is that, and I'm going to start with that proficient one, which is the second one down, that's where we expect mastery from our students. So that if a student is reaching proficient, then what they are showing us is that they deeply understand the state standard for that grade level. And so it is giving us the opportunity and you will see Illinois learning standards are in every single one of those categories. It's measuring the Illinois learning standards to show us what is the evidence that a student is prepared for academic demands for that next grade level. If I look at the above proficient above that
020and the row above that that's showing us that students are ready for extension or have already started to extend or have started to have show strong evidence that they not only can understand the proficiency of the standard but they can go above and beyond that. When we start going down to that approaching it's students who might need some additional support. they may not qualify for deep levels of support, but they might need some extra attention from their teachers in their classroom or during their intervention. And then that below proficient are students who have strong evidence that they need a lot more support. And so we want to look at when we're looking at individual student scores, how do we anticipate and how do we start to think about what we need to do instructionally for
021our students? So, this gives us those same four proficiency levels and performance levels mean exactly the same thing. Now, for all three of those assessments, one of the other things that I'm going to go back to this one also, you notice in the top one it was SAT. This is high school, but you notice the top one was SAT, the bottom one is ACT. That's because the state assessment in high school for a short time was SAT. It's gone back and forth. It is currently ACT. Okay. So, what does this all mean as we're looking at this? When we're looking at our performance levels and our proficiency, the performance levels are those ranges that are going to give us that full spectrum of where do our students fall. Students receive cut scores based on their
022performance on the assessment. And I'll show you on the next slide. The cut scores then align with where proficient is, but it also aligns to each of these levels. So, we know based on a student's score where they would fit on this spectrum. When we're looking at proficiency, again, that's showing us that students are on track for learning. And proficiency is telling us they are where they should be in that grade level. So, here are those cut scores. And again, I'm I shared with you that they were right sizing. So, what it looks like on here, and I want to make sure that I am really clear about, is it looks like for ELA and math that that those scores are going down, and it's making it easier, but the state was really clear about
023because our proficiency cut scores were so high, they needed to make them so that they were where they should be in comparison to other states and in comparison to what it is we're really expecting kids to know and be able to do. So when we look at this, you will also notice the cut score was exactly the same for ELA and math in every grade level, third through 8th grade. They have changed that so that the cut score matches it changes by the grade level. Um this was a really long process that included lots of different stakeholders at the state level um in order to change this. You'll also notice for science, and we're only going to talk about ELA and math data today, but you'll notice for science that that they were also 799
024went up to 812. Science is only taken in fifth and eighth grade. So, we don't have as much data. So, why does all this matter? So, there's three different levels of why we would use this data. the state or ISBY uses this to identify schools that might need additional support and to track progress of proficiency over time. So that's partially where they're using some of this information to help to identify what are some of the targeted schools that maybe need additional support from the state. In addition to that at the school level, this is where we're using that data to improve teaching and learning for all of our students. So this data we took this assessment April. We just got the data a couple weeks ago. [laughter] So, I'm gonna call it more of autopsy
025data because it's give coming to us a little bit later, right? But it gives us a lot of information. We look at things like trends and patterns. We can dig down to say is there a specific unit of in type of unit of instruction that students maybe are missing in a grade level? um it where are might we continue to see patterns that there's a specific grade level that is showing that they're really high versus a on a regular basis. So it gives us information to start to think about instructional programming versus individual student support because it's so much later. I mean our eighth graders that took this last year have already been at the high school for a whole trimester. So we can't give them support anymore. They do get their scores though. And
026then the last piece of why this performance matters or these performance level matters is so that families can understand where their own students are in terms of learning. So we did send home the reports last week so families were able to get those um through parent square so families were able to see where did their student fall. Um again gives us different information than some of the other assessments that we use. Now I want to point out this is not our data. This is state data. But what this slide shows us is under the new benchmarks where is the proficiency performance proficiency. Where does that lie for each grade level? The blue is ELA. So are the English language arts or literacy data. And when you look at that literacy data, the majority of the
027grade levels are hovering around 50% of students are proficient at each of the grade levels. This also goes all the way up to grade 11. We only need to look to eight. Um, math shows a little bit lower. So, as a state, that is an area that the state is working on in order to improve math instruction. An Illinois literacy pla plan came out a couple years ago. The state is currently working on an Illinois numeracy plan. And I actually went last night on a listening tour where they were asking for feedback on the first draft. Um, is the state is also identifying that math is an area of need. So what is what else do we want to know before we start to get into our data? So let's talk a little bit about
028proficiency versus growth. So proficiency is about what is it we want our students to know and be able to do. So that is really about looking at the standards. What is it the standards are asking us to teach and how will we know if our students are successful and have met that standard? On the other hand, when we're looking at growth, we're looking at measuring progress over time compare compared to other students. So, we use and I'll talk about MAP in a little while, but we use MAP to measure student growth over the course of a school year. the state looks at math a little or looks at growth a little bit differently and you can see here they have both cohort growth and baseline growth. So what they're looking at and there are lots
029of graphs that you can we can share but there are graphs that are showing when they started looking at baseline data as a state and what did the growth look like they're shifting to the right ELA shifts way more to the right than math does but it's showing that students are making growth since they started collecting that data in 2019. So think about where when 2019 was. [laughter] So yes, we want to see growth. The other piece is the importance of the growth is that it's showing where the gains are happening. So we can look at individual student data. That growth piece is also part of how right now the uh school designations are identified. That's one piece of it. So when we look at this, I want to talk a little bit about um
030the school designations, what they mean, and how does this impact us. So there are a couple different pieces to that. As I said, growth is a part of that. Um when we look at school designations, I want to remind you what those school designations are. So the top is exemplary. Um something to note, I guess also about school designations is this is the last year that school designations will exist as they currently do. The state is working on changing the designation process. Um and a piece of Why they're doing that is because currently exemplary is only the top 10% of schools rather than just criteria. And what they've been talking about is that it should probably be more if I've met criteria even if I'm not in the top 10% that we could be exemplary.
031So something they're working on they will be sending us more information as soon as we get that as soon as they start to create more of that. I think they've just started working on that. Um but again that exemplary is that those are the schools performing in the top 10% of the state. Commendable is a wider range of schools. Um both exemplary and commendable have stu no student groups underperforming. So that's the biggest difference between exemplary and commendable is whether you're in the top 10% of the state or not. Um targeted are is really where those schools in which one or more of those student groups is performing below the level of all student of the all students group. Um and comprehensive is then those schools that are in the lowest performing 5%. So time
032for some celebration. All of our schools are in that commendable or exemplary range. Um so we have uh one school in exemplary and the remainder and the rest of our schools are in commendable and as I shared that's a huge celebration that means we have no student groups that are underperforming. Um and so we definitely want to celebrate that. Um yeah thanks Christie. [laughter] Um so that is something that you know we continue to look at and continue to see how did how did we perform. So let's about the actual data from the assessments. So, I want to remind you what we're assessing. So, the first piece, remember that these are assessments for our third through 8th graders. Uh kindergarten, first and second, obviously everything they're doing in kindergarten, first and second is preparing our
033students for that. So, they definitely play a role in this. But our students starting in third grade are the ones that are taking the assessment. The English language arts assessment is a literacy assessment. It is not just a reading assessment. It is uh 51% of their score is from writing. And so it's asking students to write about what they've read. It's asking them to compare multimedia to passages. Um oftentimes it's multiple passages and multiple types of of multimedia. Uh we saw a fourth grade example um that had um there was a message that the students read, they watched a video and then they also had to read an interview with the author and they had to write about all of that and compare um and analyze. So, it's pretty indepth, but it's drawing on experiences
034and what they know based on the standards in that grade level. Uh for both fiction and non-fiction, there's also vocabulary. There's basically every type of literacy standard that's out there is going to be assessed on this on the ELA portion. Math is also has portions that are written. So, it's asking students to think about and apply what is it that they've learned based on those math standards and then to explain their thinking. So if we think about traditional math assessments that many of us took, I'm not going to date anyone else but myself, but when I took math assessments, it was a lot of it was just a lot of wrote learn wrote math, right? I needed to know formulas. I needed to know how to solve something and that was it. Now it's really
035asking students to apply their knowledge to real real world problems and be able to write about why did I solve it this way and how did I solve it. So, it's more than just being able to solve it. So, that's partially, I think, where some of that math is coming into this. Um, we know that we've been working on math and that's where our new resource came in. We've already started to hear and see some things there. Um, and I'm going to give you an example in a minute. Um, so as we talk about the student groups, uh, these are all celebrations as well. Um, as we look at our student group data, you'll notice the yellow again are the is the below proficient and approaching proficient and then the green is the uh shows
036the students that were proficient and above proficient. So, it has it just broken in. Um, I will share this the school report card didn't used to break it down like this. It now does. So, new features as well, school report card. Um so as we look at this uh we can celebrate the majority of these were above the state um and all hovering right around there. Um you know I think this is where we're looking at are we providing equitable instruction for our students and what do we need to do maybe differently as we're having some of those conversations about programming. Here's math. Um as I shared previously math is an area of um growth for the district. uh something that we're working on. But I do think that everything that we are doing in
037terms of math instruction right now and engaging our students in math discourse with each other um having the conversations. Uh I was in a math classroom yesterday where students were standing in pairs at the board solving problems explaining it to each other. So that is right there how we're doing some of that. Um, in addition to that, I'm going to share an example that Dr. Glickman gave with me, gave to me today. Um, she was here at Frederick and there was a fifth grader in the hallway. Correct me if I get this wrong, Dr. Glickman, but there was a fifth grader in the hallway talking to a friend um about the interval of between of 14 months between him and his and used that term um between him and his siblings. So, um, that's mathematical
038language [laughter] that was applied in the hallway having a conversation. So, [laughter] we like to, uh, celebrate those things. So, we know what we're doing in the classroom is then starting to, to apply to our students. Um, this slide shows us our grade level proficiency. Um, you know, we notice here again, we can celebrate in most cases we're above the state or right with the state. Um, we do notice and one of the things that we've looked at and started having some conversation about is the drop between sixth grade and seventh grade. So, it's something that we're continuing to have some conversation. What's um happening in instruction? Again, this is where we're then having some conversation about how this is there's a lot of writing on this assessment. So, how deeply are we um having
039our students engage in writing? Um we have um performance descriptors that are given to us that we're at to be able to help to guide some of our instruction and it gives us uh examples of how students might be assessed. So we want to give students opportunities to do the same thing. Um so we've been breaking that apart too in terms of the standards. Math proficiency again uh we can celebrate we are right around hovering either hovering or above the state. Um, and so again, we know this is an area that everyone needs to work on, but we are seeing improvements and we are looking at um how we're seeing improvements in our students uh in the classroom. And so we know we're focusing on the right things especially with that new math resource we
040have. Okay. So I didn't sometime usually when I do this in January I have our winter map data NWA data to share with you. We haven't taken winter map yet because it's too early. [laughter] So um I just want to talk a little bit about the difference between NWA and which is MAP and I AR. Um we will look at our MAP growth. Uh students will be taking that at the beginning of December. So in just a few weeks um we will be spending our actually our December half day digging into that data and having conversations at this building level so that they can start to look at students and are they making the growth that they should um one thing to note is that they are measuring different things. So when we look at
041N and have different purposes, right? So when we look at our NWA map data, it is measuring more reading comprehension and vocabulary. It does not have a writing portion. So we can't measure the writing piece of it that's on that I've talked a lot about for I um but it does allow us to see with grade level passages. Are students able to uh master the standards in that way related to just reading a passage? and answering related to vocabulary or syntax or anything that they need to infer analyze still within that while they're not writing. So still gives us information. The other piece with NWA is previously it they did a linking study to show how it aligned to I well when the state shared the new proficiency levels in August NWA came out and
042said we given that the state just finished this we don't have the linking study yet. So, they're working on that right now. They tell us that we should have it by the end of the year. That is how in the past we were able to see how did their NWA scores align to AR. So, we should have those in the spring to be able to start to look at that again because that did give us really important information. Um, we used map, we use map a lot for growth. And I'm going to show you a graphic in a second to kind of talk about that. Um, but the other piece that's different is again when we're looking at, we're looking at that proficiency, we're looking at where we are in compared to the state, but
043we're looking more at cohort and baseline growth than we are individual student growth. So big differences between NWA and I but I want to talk a little bit about the growth piece. So if you don't this will work proficiency and low growth. If we have students who are low proficiency and low growth that means we need to do something different to meet their needs. If we however had students who are low proficiency and high growth, then those are students that we know are starting to close those gaps and they're getting what they need. We just need to continue to raise their proficiency scores. So that growth gives us a lot of information as instructors to be able to to look at what are we doing within the classroom and that's how we use MAP to
044be able to help us. um map does break everything down by it actually has a portion on it that you can look at a student individual student and you can have you can choose uh the standards and you can you can either choose by topic or standards. Most of us go to standards and it will break it down to the depth of what standards does the student need developed versus introduced versus enriched. So we can get that depth of knowledge from our map data to be able to help with that growth. Okay. So lots of data. What does that mean? Data is only as good as what you use it for. Right? So that this is helping us to think about and I talked about this already a little bit, but how do we focus
045on instruction and planning through an equity lens? So what are we doing in order to ensure that all of our students are receiving exactly what they need? and are they receiving the right programming? Are they receiving the right intervention? What are they what do each individual student need in order for us to provide uh to provide them that instruction so that they can make that growth? It's also a we are continuing to look at that standardsbased instructional planning. So when I talked about those performance level descriptors, those are given to us from the state and it breaks it down by every topic and standard that's on the assessed status on I to say here are samples of what you it looks like, but here's also what success criteria looks like. And so then our teachers
046are able to start to have some conversation about, okay, these are the standards I'm expecting proficiency of in my classroom. How do I make sure that I'm really looking for the right things when I'm looking for proficiency? So it's giving us and we're having a lot of conversations about that. We're also having conversation about student data on a regular basis. So teams are coming together and having conversation about classroom performance and as well as looking at that district level data, but they're looking specifically at data to say, what do students need in that intervention period? So, I might be pulling a group to do some extension if students are already mastering something and already showing they're proficient, but I also might be pulling a group to say, you know what, you're struggling with this specific
047skill and here's how we're going to support that. So, that's all happening. And then like I said, we're going to we do the in uh December, we're going to look at map data again too and see where are students making the growth that they need to make. Uh as we're looking at this, we're talking about high leverage instructional practices. What is it that our students need? Um how are we as instructors learning and growing to be able to provide students that high level of instruction in the classroom? Uh and then we're having conversation about transition in instructional practices. So talked a little bit about math and I want to think about one of the things that we're having conversations about is and I saw some of this uh at one of the schools earlier this
048week was about student centered instruction versus teacher centered instruction. And so what does that look like and how does that impact? So we're helping our teachers to kind of make that transition. math has been a huge transition for some of our for some of our teachers. So, thinking about what does that look like and how do we support them? And then we continue to have planning and design teams. So, our committees, our PDTs, uh we have a PDT that is um focusing on culture responsive teaching and leading practices. We are have we have um already been talking with about K4 and made a lot of changes to that K4 standardsbased report card. We are starting at 5'8 to have that conversation this year. So what does that look like? What does that sound like? In
049order to help us to be able to be really standards focused. Okay. So we did all three of these things. [laughter] We talked about or I shared with you uh the right sizing of the proficiency benchmarks, showed you our data, and we talked a little bit about some of the next steps. So with that, I open it up for questions. Thank you, Mrs. Glove, very much. I'll open it to the board for questions or comments. >> Thank you for that deep dive. So, appreciate it. Um, I have three questions. We looked at 2025, but and I'm interested in the trends over the last three to five years. So, how what do those show and how do we interpret them given the changes in the benchmarking? >> Yeah. So, one of the first things they told
050us is don't compare. >> Okay. [laughter] >> Um yeah, they said it's really difficult to compare um how because the proficiency levels are so different um whether student that's why they even took that off of the school report card as well. So if you go to the school report card, it only shows 2025 now. Um where in the past you could click on all of them. It does have archived historical data. Um but with the different proficiency levels, we can't see that. One of the things that I did as I was looking at some of the data was I did try and look at some cohorts of students just to see where they compared to the state. So like I looked at some of our seventh graders when they were in sixth grade to see
051did they still compare to the state in the same way. I mean based on what the state is telling us even that's not really accurate but it so you know we're trying to see overall our students growing. I think right now map is going to help us to still be able to do that and we can look at our map trends to continue to do that. >> Great. Thank you. >> Second question is um just generally where are the bright spots? What are you seeing and how kind of can you tie those to um the investments we've made in instruction? What are you excited about? >> Yeah. Uh we've been focusing a lot on small group instruction. Uh and I think that that has been something that we are seeing the impact of and it's
052not small group instruction during core during you know literacy instruction or math instruction but it's also how we're using that intervention time um I think we're meeting the needs of more of our students um at the higher end as well as the the lower end where students need more support um which is really important because one of the things that we had noticed previously is that our students that were already scoring pretty high proficiency weren't making as big growth as large amounts of growth um as our students who we were spending more time on who were struggling and so that is one of the areas that I think we is making an impact then overall because students are going to continue to show proficiency and growth in that way. >> Okay, last one. Um so
053this one focuses on IR data mostly mostly ELA and math but if I'm a parent watching my question probably at least mine was as a parent is how is my whole kid doing? So I I think I understand that this data is part of the school report card. So is that where you would advise parents to go for more holistic? >> Yeah, I mean they're not going to find everything on there, right? So if you go to the school report card, you will see um information specifically about science. You'll see more about our five essentials data. Um you will see about our attendance data, um chronic absenteeism, those kinds of things. Um I think that there are pieces that were that won't show up there but as but are still you can get a big
054you can get a better picture overall. >> So fine arts hasn't changed still 100%. >> Fine artication rates. >> Yeah. So fine arts is just showing us participation rates. Um the one area that isn't necessarily measured, it's measured some from our um five essentials data, but it's really that social emotional learning. >> And if I'm interested in climate literacy, that's going to be embedded in the >> in science. >> Okay. >> Thank you very much, >> Mr. >> Sorry. Um I think you might have already answered the question, but I it's about the cohorts. Yeah. You said in, you know, you listed in seventh and eighth grade, we saw we see a dip in the ELA, >> right? >> Um, is that was that cohort, which five years ago, >> would have been kindergarten, first
055grade, >> is that been their trend all the way through or because now you're not going to be able to really tell because the standards have changed, >> right? So, I can't really tell for sure um because the proficiency levels have changed. However, when I went back to look, so if we look at the seventh graders from last year, um, so two years ago with the old proficiency levels, they would have been sixth grade, they were showing that they were above the state at that point. But I don't know how that compares then using these cut scores in these proficiency levels. >> Okay. So, it could be a um a need to change instructional ways in those grade levels. than everything else. >> Yeah, I mean it could be um and I think that's partially
056even before we had this data. We're continuing to talk about how do we support literacy instruction in terms of writing in terms of looking at uh the standards and that's we really have been digging into those performance descriptors this year to be able to help us to have a better understanding. Thank you. Thank you so much for the presentation. It was a lot of information that you covered and um one of the things that came to mind for me as part of the right sizing effort when I look at the prof proficiency numbers um while in most cases we're ahead of state um I know we're always challenging ourselves to grow, right? And so has as part of the right sizing effort, has there been any conversation about like what our north star is as
057a state or as a country when we look at all, you know, that's a great question. Um, and I went to a lot of webinars with the state in order to really understand the right sizing. Um, one of the things that they spent a lot of time talking about at the state level was just around ensuring that piece that students regardless of what school you went to. You if it said you were what was happening was there were students and it was more high school level but there were students who were showing they were saying not proficient on the state assessment and that that meant they weren't going to be college or career ready but yet they were still getting accepted to great schools. And so that was one of the thing if they decided
058to go the college route and that was one of the things that the state wanted to rightsize was to make sure that we were providing students college and career readiness and giving students and families accurate information related to their college and career readiness. Um I think when I look at our data and we have this conversation, we actually just had this conversation earlier today. um is around how you know it's great to be above the state but are we okay with in some cases having less than 50% of our students proficient. Um and so those are the conversations we're having of how do we increase proficiency to ensure that our students are getting exactly what they need and it's more than just a state assessment. It's about learning and they have you know kids have
059one chance at each grade level. So, how do we make sure they are proficient on the standards for that grade level before they leave that grade level and go to the next one? >> Thank you, Mrs. >> You're welcome. >> Okay, that brings us to the uh board report section of the agenda this evening. And I'll start down on this end this time with this. >> No board. Mrs. Nash. Okay. Okay. All right. Well, I went to the coral fest a couple of weeks ago and to the fall choir uh concert for GMS and I just want to congratulate the choir and the staff and teachers and everything we do. That's all I have. Mr. >> I have two. Um first I wanted to make you aware the community engagement committee is running a food
060drive and thank you Dr. for nudging us on that. Um, she reached out and I want to call out Andrea Young. She is running the food drive and has been running the food drive and she is particularly talented at this. She's talented at many things, but one of the things she does really really well is she goes every Monday and she gathers a group of people and she talks with our um our township supervisor Michelle B. And Michelle often reaches out to the clients to ask them what they and has been very insistent that we not just provide things that we want to provide or we think they need, but really making sure that we go out and ask the clients what they want. So, if you are interested in participating in the food drive,
061boxes will be at each one of our schools. I believe most of them will be in the foyers, but I'm not positive I think so. So you can just drop food right in those boxes and on Friday um CC volunteers will pick up the food and drop it off to the township pantry for our families especially those who are impacted by the snap changes. So that's the first thing the food drive. Um also I attended two virtual workshops about immigration law. I just wanted to understand the law not only as it pertains to schools but as it pertains to our communities. One of them was particularly helpful in helping me untangle the competing narratives that we have about immigration right now. So I wanted to bring it to your attention because the group is called
062Immigration Connection and their mission I'm just going to read it is to ensure greater access to highquality lowcost immigration legal services across the US and they would be willing to come to our board meetings and do a presentation about immigration law again not only to school specific scenarios, but as it pertains to our community, I think it'd be valuable for a couple different reasons. Most importantly, it would help us um provide a venue where people could watch to untangle the narratives, the competing narratives that we have in the media right now. And we also have committed to equity training, annual equity training. It could check that box for us and we could do it together. So, they would be willing to come. You'll have an email in your inbox tomorrow. Just tell me if I
063should. more information or not, but I can come back with more interest. >> Thank you, Mr. Mr. Weber. >> Uh, no, I apologize for being here. >> Thank you. That brings us to the superintendent report and I'll hand it over to Dr. Goodman. >> Thank you, Jim. We're glad you're here. um board. As you know, I'm a part of the executive board for Sedall. That's our special education cooperative. Excuse [clears throat] me. And Seedall is in the process of seeking a new superintendent to begin next school year. So, I've been a part of that search. Um so, I've been pretty deeply engaged in interviewing uh candidates for that. Um, we have some more interviews to be doing next week and hopefully it'll get wrapped up this next week and thank you Dr. Mack. I know
064you've also given time for that um as well. So, thank you for that. Yep. Um, this week our calendar committee met for the first time this school year. Um, I believe we met a little earlier than we usually do because we really wanted to get um to get a calendar out. Um, we don't have a calendar ready present for you to you yet. Um we have drafted one, but we need to check to see if it needs to be tweaked and we'll know that first of all after we are able to see a draft or a completed um 127 calendar because board as you know we endeavor to um match our calendar as closely as we can to 127th calendar at least as far as our winter breaks and spring breaks go and we don't
065have that calendar yet. We're also going to be um cons uh considering our parent teacher conference schedule for next year. So once we are having that all wrapped up, we'll have an actual draft to share with you. We're we're hoping we may be able to bring one in December, but if not December or January. In the meantime, we do have something that we can share out which is the start of the school year. Um I think people have been really waiting for what's that date because there's been a lot of back and forth. You remember we had, excuse [clears throat] me, initially um communicated out during the 2425 school year that 2627 would start a year later than usual. That was what am I saying? Wow. Awesome. But I appreciate that you're listening so carefully.
066You do listen. All right, let's try that again. Um the 26 we We had shared that the 26 27th school year would be starting a week later than usual. That was based on the recommendations we had gotten from our architects at the time. Then um as you know we've hired a um construction management firm. They have looked at our needs and recommended actually no you don't need to do it a week later. Say it right. Yes. um and our architects agree based on some changes in in our plans. So, we're able to open as usual in 2627. So, we do have dates. Um the school year will start for staff on Monday, August 17th, and we'll start for students on Wednesday, August 19th. Um we will share that out through our district newsletter at the
067next um issue. And um and again, as soon as we have a a fuller draft, we'll be sharing it with you. Um before I hand it over to Mrs. Block, I do want to welcome our four students. I think you're all from Central. Is that right? We know that you're so excited to be here for our board meeting, but I'm guessing you have a class assignment you're doing as well. Is that correct? All right. Well, we're glad you're here. Did any of you go to school in District 46? You all did. Oh, very cool. Well, we're glad you're with us tonight. All right. I'm going to hand it over to Mrs. to talk about Navigate. >> I will. This is a lot shorter than what I just shared. So, uh [laughter] hello again. Uh I'm
068going to talk a little bit about Navigate Lake. Um and that was something that our uh eighth graders, all of our eighth graders, so both from Park and GMS attended uh the morning of October 22nd, so just a couple two weeks ago. Um and it was held at the Lake County Fairgrounds. Uh the purpose of Navigate Lake is it's put on by uh the regional office of education um along with some businesses in the area. Um and it allows students and it's for 612. They separate typically the high schoolers from the middle schoolers as kids are walking through. But it's connecting students with tactile realities of their chosen career pathway. So it's there's uh booths that are set up. Kids can walk around. They can see what um some careers look like and have conversations
069with potential employers in our communities. Um and it's also a way for students to identify courses that might align with their pathway when they get to the high school. Um and so then they can start to think about what courses do they want to take soon [laughter] in the next even starting next year. Um and so uh students prior to going, all of our students completed a career assessment that then that aligned with their interests. And so from that, they were able to start to learn about some career sectors um and clusters together and then they were able to go to Nate Lake and learn all about their interests. It's pretty cool. Thanks, Mrs. Buck. And I'm gonna hand it over to Mr. Wildman. He's got good news to share with us regarding debt certificates.
070>> Thank you. Um [clears throat] the district successfully completed the financing of our general obligation debt certificates, what we're calling the series 2025. Um following confirmation of our double A credit rating from the standard and pause global ratings. Um the district held the sale on November 4th, resulting in a successful issuance of $17 million in debt certificates. According to our underwriters, uh, investor demand was strong, allowing the district to secure favorable rates and achieve interest savings of just over $250,000 compared to the original estimate. So, what was presented on September 17th by Liz Hennessy from Raymond James, we were we went from 24.1 million to 23.8 of the total costs of the 20 years to borrow $17 million. So with the entire market being what it is, we were really happy with that. Um and
071the money will be received by the district on December 7. >> Thank you. And that's the end of the superintendent report for tonight. >> Thank you, Dr. Woodman. Uh that brings us to the consent agenda portion of the agenda tonight. So, I need a motion to approve this evening's consent agenda, which also includes the personal addendum that was sent to us earlier today. >> Second. >> Okay. >> Braden, >> I >> We Okay, thank you very much. We do have uh three action items today. These were ones that were discussed, but we're voting on this evening. First, I need a motion to approve the fiscal year 2026 school maintenance project grant. >> I'll second. >> Okay. Hi >> Miller. >> I >> Nash. >> Hi >> Braden. >> Hi >> I. >> Okay. Motion approved.
072Second. I need a motion please to approve the contract extension with Durham Transportation for the 2026 2027 and 2027 2028 school years. I'll second. Okay. Hi, Braden. Hi, >> Albertson. Hi, Miller. >> Hi, M. >> Iman. >> And Nash. >> Hi. >> Okay. Motion approved. And finally, I need a motion to approve the revised board meeting calendar for 2025 2026. >> I'll move. >> I'll second. >> Albertson. I >> Braden >> I >> Miller >> I match >> I >> and >> I >> thank you. Motion approved. >> Dr. Yes. [laughter] >> Go ahead, Mr. Miller. >> I wish I could just pull out my French quickly you but here we go. Um just a note to remember to add Jason and Trent to the distribution list for the change of the finance date. >>
073Okay. Uh under our unfinished portion of the agenda, we do have a discussion about the K4 security camera project with Forward Edge. Mr. Wman, >> thank you. As part of the districtwide safety and security improvement efforts, the technology and the operations and maintenance departments have been collaborating closely aligned with the work of our safety and security committee and the district technology plan. Security cameras are one key layer in a multi-layer approach to campus safety. Over the past three years, we've successfully completed upgrades at Graves Lake Middle School, Park Campus, and Frederick School. The maintaining excellence referendum approved in March of 2024 included funding to continue the upgrades at our remaining K4 buildings. The current camera systems this is in these schools are technologically obsolete and very limited. New systems will provide comprehensive coverage and centralized
074monitoring capabilities. The district plans to continue its partnership with Forward Edge which successfully completed the previous installations. We've received a quote of about 359,000 and change, $1445 for hardware, software, and installation of 137 cameras across the 4K buildings, 4K for school buildings. Uh the project will result in all district camera systems being integrated under a single management platform for efficiency and consistency. >> Thank you, Mr. Wman. We do have two items under new business this evening. The first one is student fees that Mr. Okay. So each year the the school board uh reviews and approves the fee structure for the upcoming school year in advance of registration. Tonight's discussion provides an overview of the current fees and administrative recommendations for the 2627 school year. So I'm going to walk through the four key areas. Following
075your memo, you might see some repetition, but I will try and not to just repeat the entire memo. So, first of all, we have student registration and technology fees. These will last increase seven years ago. In 2019 2020 um where we introduced in 2021, we actually introduced a $50 fee for technology for onetoone devices. Um the district has a $25 discount if fees are paid by May 31st and that was previously July 15th but we moved it last year and we have a refund policy if a student withdraws before January 1st the 50% is given back. The recommendation from administration is to keep registration technology fees unchanged for the 2026 unchanged. Next we have student extracurricular fees. So this is one of the things we we had was the cross country. That would be one
076that would have a fee. So we have like $175 for major sports, $120 for musical. Just giving you a couple of examples. Um the recent bud focus in 23 2024 that we explored alternatives to this current structure. Um and at that time we didn't make any changes. We're continuing to keep that unchanged recommendation to keep extracurricular fees unchanged for 2026 2027 in recognition of our current financial realities and what we believe is to maintain access current accessibility. Then we have preschool tuition and transportation. This relates directly to our preschool for all students who are not accepted under the preschool for all grant and do and don't have a special education IEP. Uh the tuition is $250 per month and that gives them access to four days a week. And additionally, if transportation if they're able
077to we don't we don't add routes, but if they're able to be added to a route, they're able to do 52 pay $52 a month and add only the met recommendation from the administration is to maintain current rates for 2627 and then finally have facility rental fees. Um the district's facilities are made available to community groups reflecting CCSD 46 commitment to community engagement. Uh we do have two intergovernmental agreements with the Graves Lake Park District and we have one with the Round Lake Park District with Park Campus and we charge them for any use of our donors. So that's not included in this. This is any other groups outside of that. Um we recommending recommending maintaining the current fee structure for 26 27. >> Thank you Mr. Any questions? >> I have a question. >>
078Yeah, thank you Mr. for the overview. Quick question. I can't remember. Do we offer payment plans or or augmented pay structures for sports. >> We do offer payment plans. They're usually when a a family is falling behind in payments. So, we don't always offer them up front, but if a if a student and a family does fall behind before we do anything, we reach out to the family to make just to actually find out what's happening. And we do offer a payment plan at that point. >> Okay. Would it be a bit of overreach? And I I apologize I didn't send this to you in advance but just thinking through just given our economic climate right um and all the challenges facing our families I'm glad to hear that rates and fees are going to
079remain unchanged I'm just wondering if you can have a or consider rather a more correct approach in articulating options to families because some people may shy away they'll you know you'll start you'll sign up and then just to avoid the make it one less thing I have to worry about trying to come up with a lump sum if you can just say we recognize all the varying things you know you can pay in one lump sum or you know the option to pay over just something to just be a little bit more corrective recognizing everything and I'm not asking for you to solve for it now it's just something that came to mind >> I do I do I am aware that there is quite an active amount of com of conversation and communication between
080families and the registration the registar in that if there are individuals families who are struggling to pay the let's just talk about the registration fee and the technology fee we we immediately reach out. So that that's kind of straight away >> if an individual if a student is can't afford a that parent can't afford to to pay for the extracurricular we do offer a waiver at a per building so the principles the discretion to help out as well. That's listed in the memo as well. So, we talked about that back in 232 24 and we wanted to continue that because we have a little bit of building autonomy in terms of just generally offering it. It's just difficult because it's a platform and we we want to obviously collect as much money as we can
081um from those individuals as quickly as we can because we just do um because if we don't collect it on the I have to collect it through another way which usually through collections and all that other stuff. So, um, we do offer it, but it's not an automatic thing all the time. >> That's probably the best answer I can give you right now, but I can give you more information. >> That's helpful. Thank you. And I appreciate it. >> Thank you, Mr. Wildman. Any other comments? >> Okay. And the final item for new business is the IASB resolutions. Is this where we're doing the delegate thing? Yes. So, I'm the delegate and the topics. Yes. I don't think I had those with me. That's what That's what it was. Okay. And we were going to
082figure that out. There was only one resolution, I believe, this year. Correct. So, let me open that one up here because I didn't have it on my computer. Okay. So, the topic and I don't have it. What page is it on? There's the articles of change for the constitution. The all those amendments are being recommended to be accepted. So that should be pretty straightforward. One of my colleagues in Wakanda is going to be at the delegate assembly as well. So this is the first time that I'm doing the delegates. So um with one resolution that's going to be uh nice, I guess I suppose, although they assume that it's going to go still go long. That's what I've been told. Okay. So those first parts of the resolution document are the amendments which I believe
083is going to automatically pass through everything. The one resolution I'm having a hard time finding the resolution for considering consideration before the um thing is the school bus safety funding. That is the one that is up. Um, the statement of the resolution is the committee is recommending adoption of the school bus safety funding. And I believe we talked about this once before, but the district rationale for it is the 2025 enactment of a Senate bill that it's requiring all newly acquired school buses to include lap and shoulder belts, but provides no state appropriation for that added expense. So the current vendor quotes show that belts add about seven to $18,000 per bus per vehicle for that safety, but a disproportionate burden for the rural and the low EAB districts that can only replace one or
084two buses per year. So the idea behind the resolution is the fiscal relief or the additional time smaller districts will have to divert limited dollars away from education in order to um take care of the fleet. So a needsbased grant paired with a narrow waiver window is the basis for the resolution which ensures equity um fiscal responsibility and then safety through the uh that is our resolution >> or again >> the resolution committee does recommend do adopt and I'm assuming that what they're looking for too as well and I had discussed this with um I discussed with with with Laura actually I had reached out to her so safety belts that all buses new all newly purchased buses by 2031 agreement on that one then I will go with fidelity to and no one funed
085mandates. Right. Right. Do I need to be approved as the delegate? Was that already done? >> And you're the backup delegate. Okay. If I can't handle the one resolution. I have never been to that thing before. So, somebody's gonna have to tell me where to go when I get down there. So, we're gonna Yeah. So, I am I am vulnerable in that respect at this moment. >> I'm not sure I feel, but that's okay. We're going >> people can hear that. We all feel faith in you, Dr. Mack. It will be fine. It'll be great. >> All right. Thank you. >> Uh, do we have topics for future agenda items? >> We do. Um, we have another board meeting in November, November 19th. That one will be focused on finance. That will be one of
086our finance meetings. Uh we've got three finance topics that evening. The audit, updated five-year projections, also discussion of a 1% sales tax, something that um boards across the county are talking about, trying to kind of um see if if people have an interest in pursuing that. We'll explain more about that in two weeks. Um so those will be the discussions. Um, we of course will do a few other things. First of all, it will be board appreciation. Um, so we'll have a little board appreciation that night. Um, we've asked to add uh to include the approval of that K4 security camera project with Forward Edge because we need to be able to move forward with um with that project. So, that will come on there. Um, and hoping that you're approving a new superintendent contract
087on November 19th. Um, if you're if you wrap up next week, um, otherwise that will bump into December. December 17th, um, our park campus wolves will be coming. So, we'll have some students here at the table. We'll have students presenting to us. It'll be a big park night because we're also going to have athletes that we're honoring. So, we've got um girls volleyball team coming. We've got girls uh cross country coming and um and some boys as well talking uh from their from their work at the cross country state. Um and we'll be approving bid awards for summer construction. Um Dr. Ro will bring the approval of the seniority lists. That's uh something we do annually. Um Mr. the web will come back with the student fees again. So, we'll be asking for approval for
088those student fees and then as I mentioned earlier, we are hoping we might have a um 20 627 school calendar to show you, but if not then it'll come in January and that's it. And we're in 2026. >> Goes fast. >> Okay. Do we have any public comments signed up at this point? I don't think so. Okay. We are going to enter into close session. So, and then we'll stop and get a picture with you guys before you leave. Okay. Um, we need to I need a motion to enter into close session this evening in accordance with public act 5, Illinois CS120, paragraph C1, the appointment, employment, compensation, discipline, performance, or dismissal of specific employees of the public body or legal counsel for the public body, including hearing testimony on a complaint lodged against an
089employee of the public body or against legal counsel for the public body to determine it validity. We need a motion. >> I'll move. I'll second. >> Okay. >> I >> Miller I >> Matt >> Hi, >> Iman. >> Hi. >> And Braden. >> Hi. >> Okay, great. We're going to go ahead and after we do the picture, we're going to go ahead and close session. Thank you. Good night, everybody.