001Okay. Good evening everybody. I'm going to go ahead and call the meeting to order this evening. The community consolidated school district 46 board of education meeting Wednesday evening, April 9th, 2025 here at Frederick School. Calling to order with a roll call, please. Mac here. Braden here. Nash present. Albert here. Lacroy here. Miller here. And Weedman here. Macauen here. Mata here. And Lagonas here. Fantastic. This meeting is in order and welcome to our student representative this evening sitting at the board table. Welcome to us here tonight. Please join me for the pledge. Thank you very much. I need a motion to approve this evening's agenda, please. I'll move. I'll second. Okay. Miller, I Albert I. Weedman I Braden I LCroy I and Nash I Okay, fantastic. Thank you very much. Do we have any public comments
002signed up down there? Dr. Not at this time. Not at this time. Thank you. Okay, that moves us right into the opening presentations for this evening. We have the Graves Lake Middle School way of the Panther here and I'm going to hand it over to Mr. Smith and his team. All right, good evening everyone. As always, we very much appreciate the invitation to come and be part of uh the board meeting. And tonight is going to be a um a kind of a mixed presentation of an update on some of the projects they've been working on and a few celebrations to end up um our presentation tonight as well. We have some invited some friends of ours from GMS to come with us tonight. So, um, I'm going to hand it over because this is
003all their work. And here we go. Um, as we've told you before, the Way of the Panther is a group of GMS students and educators who value leadership, productivity, and teamwork. Um, we want to help make every voice, big or small, heard. And our goal is to make GMS better for the future and leave a legacy of in inspiration and passion for the upcoming students and staff members and continue our work. I'm Violet and we're working on No Place for Hate and anti-bullying right now. We've worked with our dean, Miss Dulian, to create, print, and post no place for hate posters around GMS that include a QR code that brings students and staff straight to reporting website. We are also going to continue working on finding a way to show the students and staff members
004how bullying really affects us and um show things in a way that is better for our specific age group. Good afternoon. My name is Augustine and right now we're currently working on absenteeism in our school right now. We're continuing to look for ways that we can catch students up on missing school days. We also we also ask when we can grant them time to work at school and then when they should work on missing work or homework at home. We also want to encourage students to have a better over overall better attendance and we would like to find ways to encourage no more more often in in attendance. Oh. Um my name is Marilyn Matza and I'll be talking about another one of our projects, student led tutoring, um or SLT. Student led tutoring can
005be a chance for students to learn and grow with their peers because sometimes teacher teach it teachers teach it one way but we learn it a different way and we think that um SLT can be held during when homework club or some um time after school. Um we we like posted a link for a letter to families more about SOT if you're interested and then a link to apply to get tutored or to be a tutor. Thank you. Um, we're also working on trying to figure out a better way to spend our advisory time. So, we've interviewed all our core class teachers on what they typically would do for advisory and if it would benefit the class. We we've also brainstormed topics that could typically like replace the current activities we have. And some ideas
006we've come up with are updating like our activities, um, better suited topics for our schedule, free reading, study hall, or just removing it overall. Hello, I'm Ely Macauen and we are continuing to update our sensory rooms. You may ask how we better update our students and let staffs and parents know about the sensory rooms and let them know how to ask for them. We are thinking of sending parents um a little bit of information about it and they can ask to have their kids in it or students can request it. We are going to add more information, maybe posters um around the building to help students work through their feelings and needs. And we will continue to work with GMS staff to determine what materials and other items we can add to our sensory rooms
007to make them better for students. Hi, I'm Ally Schultz and for bathroom needs and hallway times, um, we're looking to research ways to get new soap dispensers and, um, more feminine products and equipment for all the bathrooms. And we're working to help our staff communicate the needs for safety and positive behavior in our bathrooms and hallways. We're working with the GMS administration to discuss ways to continue our update and update our online pass processes and look for ways to increase our hallway passing times. Some positive way of the panther projects that we're just starting to get into. The way of the Panther leadership team will cons will consistently work to make GMS a positive place for all Panthers. Some other ideas that we are just starting to brainstorm possible solutions about are GMS Panther branding
008all around our building. Making every space in GMS warm and inviting. Break times during class. Making GMS a place where all students are encouraged to make healthy choices. Student lunchroom helped to get all students to better organize waste, greeting families during fall and spring conferences, and the sixth and seventh grade school transition tours, graduation, bringing backpacks to class, and making dismissal better. We have a congratulations. We want to thank Miss Corey. Will you please stand up? [Music] [Applause] May you also please come to the front. [Applause] Okay. Thank you very much, Miss Cory, for your 10 years of hard work. Thanks to you for your hard work. Our event last Friday raised more than $6,500 in donations. [Applause] We've had 14 We've had 14 hair donations, 18 uh blood donations. We were also able to
009support the Avon food pantry and the Comfort Cares organizations with donations to help others in local and national communities. And during our 10 years of service, we've donated more than $160,000 to the St. Baldick's Foundation. [Applause] and have celebrated this great event with more than three uh 3,500 GMS students and families. We hope that these types of community service projects will continue to help our students know how much their voice and their actions can help those around them and to prove to be an activity that helps them continue to look for other ways to help those in need in the future. [Applause] We'd also like to thank Abby Mack. Will you please step up? She was our largest fundraiser for our St. Baldick event this school year and she raised over $950 to donate. [Applause]
010Another thank you we have is to Miss Tangler. Please stand up. [Applause] We want to thank Miss Tangler to for all of her help in helping to ensure that all of our after school activities continue to be focused on participation, sportsmanship, and success. In support of all her hard work, GMS has been awarded the 2025ESA Division Sportsmanship Award. Graves Lake Middle School will be recognized at the IESA Celebration of Excellence banquet on April 29th in Bloomington. Our sportsmanship award banner will hang in our large gym for all to see and celebrate from that day forward. [Applause] This group here is only a small portion of our Way of the Panther team and we just wanted to remind you of all the hardworking students who are helping make GMS a better [Applause] place. And then last
011but not least, we just want to say thank you. Thank you to all of our D46 board school board members of education, Dr. Glickman, Miss Gluck, and the D46 learning community for allowing us this time to introduce ourselves and giving us this opportunity to speak about what it means what it makes what makes GMS such a wonderful place to be. We look forward to seeing you next time with more updates on how our projects are going. Thank you. Thank you very very much for opening up the meeting with such a wonderful presentation. Do any of the board members have any questions or comments you'd like to share at this time? Okay. No, thank you for sharing such wonderful stories, Mr. And that's all I want to just say. Thank you so much for your work
012on top of being excellent students. We're so proud to to hear what you're up to and it's a very ambitious agend agenda. So, thank you. And I especially want to thank you for the work you're doing in the lunchroom. It's so important to reduce the food waste that goes into our landfills and it makes all of us healthier. So, thank you so much for all your work. Thank you very much. Okay, that brings us to our next presentation for this evening, which is the social emotional learning program evolve. I'll hand it over to the team for that. like do I start? Hello. Good evening. Um, nice to see you all. Nice to be at this board meeting and hear about all the wonderful work that your students are doing. My name is Kathleen Lenus and
013I am presentation. What's that? This isn't the right slides. Oh, it's okay. Um, I'll just introduce myself. Uh, again, my name is Kathy Lenus. I'm the director of professional development and curriculum design for Evolve by Youth Guidance. Um, we have been here at D46 for the last two years now and um, really excited to hear a little bit more about all of the wonderful work your educators are doing with all of your young people. Um, I'm also joined by one of our Evolved coaches and I'll let her introduce herself to you guys. Hi, my name is Megan Tagi. I'm an Evolve coach and so I work with the educators in your district to bring this program to your students. So I'll start off by sharing a little bit of information about youth guidance as an
014organization. So we are based out of Chicago. Uh we are a national nonprofit organization and we were founded in 1924. So this year we are celebrating 101 years um as an organization. And so um at the very beginning of our inception, we started as a social service organization that was providing resources for young mothers and their children. And about 50 years ago, we transitioned into offering school-based programs because we believe that it is really important to meet young people where they are. Um, so our first partnership was forged in 1974 with the Chicago public schools and to date we are offering programs across the country about 20,000 students served last year. Um, and we are now in uh Los Angeles, Kansas City, Washington DC, Boston, Pittsburgh, um, a few others. We're also in the UK.
015Um, and so the program that we're here to talk to you about today is Evolve. We are a tier 2 social emotional learning program. Um, and we were founded about three years ago. Our organization has been facilitating tier 2 social emotional learning groups for the last 50 years. And the organization really sought a need saw a need to be able to figure out a way to scale the best practices of our organization and bring that nationwide. So we are here in D46. We are also in 11 other school districts across the country including the Chicago public schools. Um we are also in school districts in Florida, Texas and in Michigan. And so these are this is us. So we finally have the right presentation up. Thank you for the tech support on that. And so
016I am going to hand it over to Megan who's going to share a little bit more about our evolve program model and exactly how it looks here at your district. Could you do one more slide, please? Okay, so this is our program model. And so how Evolve works is first it starts with a two-day in-person training for all of our lovely facilitators behind me. This is where they're introduced to our program and they get to experience lesson activities straight from the curriculum, both as participants and as facilitators. This is also where they're introduced to Evolve Ed, which is our learning management system. And so online is where they access anything and everything related to Evolve. This is where our 16 lesson curriculum is for them. They implement this weekly in circles of about 8 to
01712 students and each lesson follows the same format to ensure reliability and consistency for students. So for example, some topics include belonging, positive identity development and trust. And so in addition to that um we have other professional development opportunities in each curricula in each lesson before we um they implement it. We have interactive modules in which the facilitators get to click through go through some of the interactive activities learn about the lesson the theme some research behind it and also facilitation tips for the specific lesson activities. We also have a monthly live virtual coaching session and so that occurs across the district. So that includes Park, GMS, and Frederick. So there's this cross collaboration and we all meet, talk about what's working, what could be better, and get support from peers as well as me
018as their coach. I also check in weekly with everyone one-on-one and send them lesson breakdowns for whatever lesson they're on that week. And then we'll do on co on call coaching support when needed. So they can call, text, or email me throughout the week if something comes up and they're preparing for their lesson. Lastly, we have the data side of things. And so we use facilitator and student feedback that just that goes back into the program. We improve and we revise the program each year based on that feedback to make sure that our program is really fitting the needs of your district. Um, and so if we go next, you've probably heard me talk a bit about the facilitator experience. And this is because we really emphasize the parallel process. What that is is the
019growth and development of both facilitators, our circle leaders behind me and the students. And so, you know, our team likes to say everyone's human. We all can grow in these skills for our whole lives. And so, the parallel process is not just facilitators and students. It's also me as their coach, our larger evolved team, our director Kathleen, and all of the community members here tonight. And so because of that, our facilitators play a crucial role in modeling those competencies for our youth, which is why we really emphasize that facilitator growth and development as well. So now I'll pass it over to them so you can hear from them. Yes. So now you're going to hear from some teachers and students who've been involved in Evolve for the last couple years. So I am uh Dr.
020Tracy Terassic and I have been a reading specialist here at District 46 for 25 years. Working mostly with older students, fifth grade and above. Um, Evolve has really filled a need that I have when working with students, older students who struggle because we know that when older students struggle, very seldom is an educational intervention going to be the key to helping them. there's a lot of other things to get through and I have seen Evolve help students become more emotionally aware. Um, Evolve has helped students learn more about themselves. Um, it helps them with their motivation, their ability to engage in class, their self-efficacy. So I'm speaking tonight from a point of view of a person who's who's done this for many many years and I have really experienced a difference um with the students
021when we're working through Evolve and it's been a great program and a great help for us. Whoops. There we go. Hi, I'm Yvan Schmid. Um, I'm also a reading specialist at the district at GMS. It is my 19th year here at GMS and my 31st year teaching overall. And the reason why I say that is, as we were talking about the dual process, um, I am because of Evolve, I think, a better teacher now than I've ever been. Um, I'm more energized and just have a whole new way of looking at how I interact with the kids. Um, and so I'd like to talk to you about how much the Evolve program, for lack of a better word, has evolved just in the year that we've had it. Uh, last year we had two groups,
022one at GMS and one at Park. And, um, I remember the first day we did it, the nervousness. And now it's like the highlight of my week and of many students week. I often hear why do we have to wait till Friday to do it or can't we do Evolve every day? Um and we found a way when we were at GMS East that was really important to me that we still kept um Evolve going and we did. We found a place to have it and a way to split the lessons up. And what's really interesting, uh 23 students did it last year. And of all the seventh graders, um I'll speak to GMS just because that's what I know. um all the seventh graders who did it last year, every single one of them
023came back this year. They wanted to do it again and to be leaders and to see them be participants last year and to grow into these leadership roles uh was pretty amazing. Um so, as I said, we had two groups last year. This year we have 19 groups. Um we have had over 241 students. In fact, we've had students on a wait list. Um, I had students that did it last year come around to every single advisory and talk it up at the beginning of the year. Um, we've had kids already asking seventh graders, can we be in it next year? Can we do it again? Um, so I just think the some really important statistics there of just how much the program has grown in the one year since we had it says a
024lot about the success and how much we believe in the program. Thank you. Okay. Um, hi, my name is Stephanie Helms. I am an eighth grade special education teacher over at GMS. Um, I've been at GMS now for six years and I've been a facilitator um, for the past two years. Um, I did want to share um, one of our facilitators over at Park, Shannon, couldn't be here tonight. Um, her kiddo is sick. So, I just am going to share her portion and then I'll get into my spiel here. Um, as a newcomer to the Evolved team and leading a group of sixth graders, I have greatly benefited from the combination of group coaching and individualized support. The collaborative approach through whole group monthly sessions has helped me grow my skills alongside my peers. While
025the one-on-one coaching has provided me with personalized guidance tailored to my specific needs, I feel well supported. And what stands out the most is how the continuing education and professional development provided by my facilitator and colleagues across the district have helped me not just as a teacher but as a professional striving to continue and grow to support my students in the best way possible. Um I wanted to give a little background. Um, I did my graduate uh school research pro capstone project last year and I completed it uh last spring and I actually chose to collect research and data on whether Evolve was impacting students um within the building. So I looked at the five SEAL core competencies that make up the Evolve lessons in the curriculum and it was because I was so passionate
026about the program that that's what I decided to do come the spring um as we had been working on it throughout the year. Um we can see just from the data that um the program is so beneficial to both students and also staff uh also saw positive changes in their classrooms and throughout the building. And I just wanted to go ahead and share just a few data points. I could sit here forever and talk about how great the program is, but just wanted to highlight a few. From pre and post surveys, 60% of students saw an increase in their social awareness and 42% saw an increase in their responsible decision-making. Staff noted on pre and post surveys that relationship skills and self-awareness were the most practiced competencies throughout the building and within the classroom. And
027then lastly, um, when I observed students within the classroom setting in various subject areas and grade levels, relationship skills were the most prevalent out of the four core competencies. Thank you. And I'm going to go ahead pass it over to Grant, I believe. Yeah. Hi. Um, my name is Grant Chapman. I've been with the school district for two years and facilitator for two years. Um, I'm a GMS uh, school social worker. So, I I've been kind of part of a lot of these tier 2 groups and absolutely this is hands down the best one I've ever been part of. Um the way that they're involved with us and you know I'm going to say like protect us I think as facilitators in a sense that it's traumainformed but there's definitely a boundary there. I think
028they equip us, you know, as as the teachers, facilitators to know how to navigate that while also making it an absolutely open, vulnerable um space for students to be just how they are. You know, we'll have students that they can be silly. They can also say, "I'm so proud of my mom for, you know, going to rehab or something like that or something that they've been struggling with." and you see a a place where you enter it. And um just like students kind of are expected to enter it, we're also expected and actually have to be trained to be able to take off kind of our title hat um school social worker or a classroom teacher or a reading specialist and be able to actually just be the kids facilitate like circle facilitator. And uh
029the rules that they sign, the group norms they come up with, we sign also. And I think that's hard for us maybe to step out of to not treat it like a classroom, but treat it like the evolve um you know, circle that it is. And that's where the coaching really comes in handy. Um they individualize it completely for us. They learn our building logistics. Um as a social worker, I only had an office. I had to have somehow a classroom um that I could rely on because the students need that consistency and like Megan worked with our school, our district. They understand it and they also problem solve with us. And so, you know, it's been amazing the amount of effort they put in for us and we've seen students get excited about the
030group, be able to check in and really not care about whatever clicks, but actually support one another and then also bring it back into the classroom. And so it's just really brought confidence all around and uh it's been super successful and so we're just really happy to have this one here with us and just have them supporting us as if they were just, you know, our coworker next to us. Thank you. Hi, my name is Matt Malamid. I'm one of the principles over at Park Campus. Um, I think Grant really just said that all well of what the the program does for everyone involved, but we talk a lot as a board and as a school district, as an administrative team about our district mission, and it it it's posted on the board and we
031talk about empowering learners. We talk about creating equity and cultivating community. And this program is really that in action. It's taking our mission and it's living it on a regular basis where these students and staff members find belonging. And this group um are all really excited about the work they're doing. They're really excited about the impact they're hearing it's having on students because the students are telling them. And we've asked a few students to come up here today to share their firsthand account of of what it's meant to them. Park students, you want to come up first? I'm Callie. And I'm Josie. And we're part of the Park Campus 8th grade Evolve 2024 to 2025. Today we're just going to talk about some things that we like to do and enjoy about Evolve. So I'll
032start off with something that's helped me. Such a little thing that's had so much impact on me is setting personal boundaries. We like to talk about things that make us feel uncomfortable and ways to deal with them and avoid in certain situations. The next one is creating a bond with other students involved. We created we create bonds with students involved by working together on like fun little games and talking about other things and coming up with ideas to like communicate with each other. We also learn about how to support others. So every Friday during our evolve period, we check out the be we check in at the beginning and at the end. We have different topics every week and it helps us to learn how to support each other and just come together as a
033whole community. Next is learning how to calm ourselves and clear our brain. We do that by sometimes like laying on the floor or some people decide that they want to like sit in a chair and Miss Hearn will put like music on or like any noise on and we'll sit there and listen to it for like 2 minutes or so just grounding ourselves. And then we also talk about building self-confidence by just talking about things we go through and helping to support each other. and it helps me build self-confidence and make me feel that I have an importance and a purpose in the school. And last is learning that evolve can make school a fun place and look forward to look forward to something during the week. Uh we look forward to evolve during the
034week because Miss Hearn makes it such a fun environment and she always has like fun activities and games to do. Thank you. And that's it. Thank you. Thank you, Cali and Josie. Ally, I I think from Grace Lake Middle School, could you come up and share some words? Hi, I'm Ally Schultz. Um, and they said pretty much what evolve is, but it's something that pe that students look forward to because it's like a time where you can talk about how you feel and there's like fun games to play and it's just like it's calming and it's relaxing and it's they said it pretty much all. Thank you, Allie. Thank you, Ally. We had one other student who wasn't able to be here tonight. um but they had a lot to share as well. Overall, we're
035just thrilled with the impact it's having. We're grateful for our partners um from youth guidance and we're grateful for the students and staff that are making it fly because without the role that they're all playing, it wouldn't be what it is. And um we've been searching for that tool to help us find that sense of belonging and connect. So, thank you again to our students, thank you to the staff, and thank you Kathleen and Megan. And thank you board for allowing us to make this possible. Thank you very much for sharing that incredible story. And what I love about the presentation is the idea of circles. Everything operates in circles and it's really really good to see that in play here in our communities. Thank you for sharing that. Uh other comments or questions from
036other board members? Anybody? Thank you very much. Oh, sorry. Sorry, pardon me. Pardon me. Yes, there Elise, right? Um, I would just like to say that as a student who was um, in Evolve, it really did change my mood in the classroom and even at home at at sports. And at the end of the session, we had a little like party to celebrate everything we had accomplished in Evolve. And I feel like that was like a really happy time, but it was also very sad because we only got to be in Evolve a part of the year because there were so many students who wanted to be in it. So I'd love to see like maybe a longer Evolve session because it was a lot of fun. I made a lot of friends and they
037didn't everybody came from a different background and they all had their own it was very inclusive group and it was very comforting. [Applause] Okay, thank you very much. Thank you. Before we move on to our next presentation, uh parents and students, you are welcome to stay for the rest of the board meeting, but you are also welcome to sneak out right now if you'd like. Thank you everybody for being here tonight. I'll wait. Oh, okay. Inc., right? Yes. It's so beautiful. You guys want Okay, next on our agenda this evening is the presentation on the multilingual and bilingual program recommendations here in the district. And I'm handing that over to Mrs. Gluck and her team. Hello. Good evening. Uh we are super excited tonight to be able to share with you our multilingual and bilingual
038programming. um recommendation. I don't know if that's this one. Um so, uh we uh we're going to talk a lot about the process that we went through in order to get to this re this recommendation as well as um share some details with you. Uh as we think about all of this, it definitely uh encompasses our entire mission. we are going to be talking about how we're empowering our learners and I would say throughout the process we empowered ourselves as learners um and how we're going to continue to create equity within our system um and thinking about how do we cultivate our community and our community of learners as we're talking through u the recommendations that we're bringing tonight. So this all relates back to two of our curricular goals in our in our strategic
039plan. First one has to do with just updating our teaching, learning and assessment um in relation to utilizing an equity lens to create culturally responsive learning environments. So that is very much a piece of all of this recommendation. And then the second in within the second curricular goal um part of that was to look at our dual language programming. And so um as I shared earlier in the year when I did our data update, I also shared that we were going to be talking about our multilingual programming as well in general. Uh this also fits back with our board policy 640 6140 around curriculum development and adoption. And so thinking about how are we ensuring that um our uh that we're offering opportunities for our resident English learners, our ELS or MLS as we call
040them here, our multilingual learners to achieve at high levels. So really thinking about how are we doing that and what are we doing to ensure that that's happening. Um, I do have some PDT members here with me to help, but I also have some sitting in the audience as well. So, um, we have lots of people here to that have been part of this work. And I'm going to turn it over to Amanda. Hello, my name is Amanda Larvy and I teach at Prairie View um as a multilingual teacher. Um, I loved being a part of this planning uh, planning and design team. Um, so how we created the team. First they looked for staff volunteers and then we created the team. Um we had multiple meetings um that were scheduled that we were a
041part of. Uh we reviewed um current and historical data related to um the students in our district. Um and then we reviewed research regarding different types of program models. Um we had different presentations from a variety of school districts about the models that they used. Um and they also talked about their positives and negatives. Um and we also completed a SWOT analysis of different types of supports for students and then we provided input on um our recommendation. Um so we had um a great group of people that kind of represented our entire district. We had Martha Ivanz from Avon, Jamie Parker from district office, Nita from Avon, Barbara Zares from Avon, Laura Golden from Frederick, Valeria Ramos from Frederick, James Goi from Frederick, Carrie Nazinski from Frederick, Lily from Prairie View, myself from Prairie View,
042Dominguez Garcia from GMS, Amy Forest from GMS, Jessica Act from Park, Kelly Murphy and Tammy Singer from Park, Haley Sesteran from Prairie View, Kim D from Prairie View, Brianna Penton from Woodview, Chris Folk um from the district office, and Vanessa Morales from So, our proposal overview um prehens uh presents a comprehensive plan to support multilingual students in kindergarten through 8th grade through a two-way dual language program and differentiated co-eing models. The goal is to provide an equitable access to high quality education while at the same time fostering language acquisition, academic success, and cultural inclusion. By implementing these targeted language development opportunities, um our hope is that the program ensures that all students, regardless of their proficiency level, um receive the necessary support um to thrive academically in our district. Good evening everyone. My name is
043Nia Talanda and I'm a bilingual teacher at Aon, a kindergarten teacher at AEL at Daven. And um our objective with this two uh two-way dual language program K through 8 is to provide a 5050 two-way teacher dual language model where English and Spanish are used for instruction promoting bilingualism biculturalism and biliteracy for both native and non-native Spanish speakers. participation in programming. Non-native non-native Spanish speakers who choose to participate will enter a lottery to participate in the two-way dual language program. Native Spanish speakers identified through the district screening process will automatically be placed in the program if they wish to participate and have the linguistic ability. Thank you. Hello, my name is Jamie Parker. I am our district TOSA and for the two-way dual language program for KA, we're looking at grade level implementation. So, the
044program will begin in kindergarten during the 26 27 school year. First grade for 2728 school year and will continue through fifth grade with gradual rollup. And then once students enter sixth grade, students will participate in a span Spanish heritage class in lie of English social studies course. This course is planned to include all of the same content as social studies courses, but it will be taught in Spanish and include some additional content. Further decisions will be made as the program is rolled up. And then as far as um parent commitment, parents and students must commit to staying in the program at least until fifth grade with the intent to stay through 8th grade to ensure long-term success. Hello, I'm Barbara Zerus. I'm the principal of Avon Center School and I'm going to continue talking a
045little bit about our dual language program. And we want to stress that the current planning on the side of some of the slides is because this is what our preliminary thoughts are and as we have our subcommittees, we will continue to make changes as we see fit to the decisions. Um the language distribution model will be 50/50. So they'll be learning part of their day in English and part of the day in Spanish. Um right now what we're thinking is that they will receive math and literacy in both English and Spanish. And then science and social studies will alternate by unit between Spanish and English. But the time will be 50/50 model will allow students to be taught in both English and Spanish daily throughout the day. The makeup of our classes, it will be
046each class will be made up of both native and non-native speakers. So students will receive either Spanish or English instruction for part of their day and then rotate and do the opposite for the other part of their day. We're going to provide what we need to do to help us prepare and support this program is provide professional development to support our English and Spanish teachers pairs because they're going to be grouped together. Um build a schedule to support students split days. Create family information and um nights and promotion. And develop a lottery system in case we have a lot of interested people and um have too many non-native Spanish speakers that apply to attend the program. Uh good evening. I'm James Gohi, a principal of Frederick School. Um and I'm going to shift a little
047bit and talk about uh the requirements of a TPI model or a transitional program of instruction. Um so to start with uh in going over these requirements there's really no technical uh minimal amount of time that we're required to provide EL services to students. Um in the past there was kind of a a grouping of a high moderate or low uh designation. Uh that used to be tied back uh to state funding before evidence-based funding became the primary mechanism. um districts uh themselves are determining what level of services is going to be appropriate for each student based on English proficiency level. Um and the state uh board of education would be expecting that a student with a lower English proficiency level uh would have a higher level of services. Um, as we kind of continue
048looking at those requirements, um, any district also needs to be able to justify why a student either is or is not, uh, getting a specific level of services. Um, districts also need to be prepared to show that the decisions we're making um are based on sound educational theory, research, and that we're using um, you know, appropriate and adequate resources. And then finally, um, whatever program we use has to result in like, you know, positive outcomes. academic outcomes for our ML students. Um, that's a huge priority. Um, and then just kind of t looking at a continuum of sports and services and what it might look like in a TPI model. Um, on the far left, you know, just simple collaboration, discussing types of strategies or effective uh, you know, language models or or whatever we
049can do to kind of help beef up our instruction that way. in the middle um a co-taught or pushin type model where we're having our our teachers push in and help uh support students that way. And then finally um a little bit more restrictive a pullout type model where the students are receiving um instruction directly um usually in uh by an ML teacher. So just a different uh continuum of types of supports and services there. Hi Amy, I'm Amy Forest. I'm one of the seventh and eighth grade math specialists at GMS. I am not a labeled ML teacher, but I have a lot of ML students and I I'm just grateful I got to be on this um PDT. I learned a lot. Um it it was it was great. So, just um I'm excited
050too for our nonlabeled ML teachers to be able to um have this co-eing experience and gain more tools with working with our students. So, um, our our for our K5s, our, um, ML students are going to be integrated into the general education classrooms, but receiving their targeted instru um, linguistic support there. And we're going to do it with three different ways. Some students get might apply for um, be eligible for all. So this co-eing model, we learned about six different models, six different ways you could teach a lesson and get the two teachers working together. And so this would be an ML trained teacher to come in and work with either a home room teacher or a content teacher and really get the whole um the specialized language instruction right in the class. There'll be
051additional support for our newcomers where that will actually be pulled out by the ML teacher. really to help make them more comfortable with their social and academic vocabulary and help with their transition here. Um and then our win program, our district-wide um intervention program, there will be again that will be more individualized attention on what the students need and they can be eligible for that. um that will be more so based on our data whether it's a formative data in class the access wida data um or scores excuse me our NWA data and then really just anything that kind of pops out for our student needs our 68 model very similar um and we're really focusing on the language proficiency when we're deciding who you know like our students who need the the most support
052so again they're getting the targeted linguistic support in their um mainstream classes and the again the ML teachers will be pushing in and working together again with our six models. So there's a lot of PD planned for our teachers to be comfortable working together and make ensuring the success of all of our students including our nonML students. So we're it really is going to be a win-win. Um the focus will be in ELA and science again with the heavy um language and giving the support in those classes but not not limiting to only that. Again our newcomers to help make them feel more comfortable. They'll get more pull out attention dealing with their social and academic vocabulary and helping with their transition. And then our win time. So that again will be based on their
053formative data, their access and weed scores, NWA data um and really just any kind of student needs. So very excited. Um, and as Amy shared at the beginning of that with this, this is part of why we call this a differentiated co-eing model is we might have students that are co-taught and getting newcomer support and getting support during when. So they might get all three. It's all going to be differentiated based on student proficiency and student needs. So we're going to um be digging into that a little bit further. So what are some other things that we needed to consider? Uh the first is we do have students who are dually identified. So we have students that are identified both as multilingual and student that also have an IEP. So as we're having those conversations,
054those students needs are going to be identified through the IEP process as they are right now. Um and then determination of programs and services will be outlined through the students IEP and through those discussions. Uh we had a lot of conversation about students who move in midyear. We have that all the time on a regular basis. Um so when students who are multilingual move into the district move m midy year the program is going to ensure that there will be placed in the appropriately appropriate placement. So if they are a native Spanish speaker we're going to leave some extra seats in our dual language program um so that students can go into uh the dual program and in addition to that um if they need some of the other services they'll be able to get
055those as well. Um, we're going to utilize regular formative assessments in order to make win decisions. We do that right now anyway. Uh, we're going to continue to do that in order to provide additional interventions as necessary. One of the things that many of us have been focused on is looking at what are specific language needs um for students and so how do we ensure that we're providing those during that win time. So, we're going to keep using regular formative assessment for that. And then the last piece of another piece of consideration, and Amy touched on this a little bit, um, is that piece of professional development. We know, and part of why we're not implementing until the 2627 school year is because we know we're going to need to provide a lot of support
056for all of our staff. Uh, this is a really big shift and so we want to make sure that we're providing best practices and training for our co-teers um, and language around the language development. Um, as Amy was sharing, there are co-eing models and we want to make sure that they're comfortable with that. Um, we've had conversations at the uh, principal at the building level talking about our schedules are going to need to ensure that our co-teers have co-planning time built into their into their schedule because that's really important. Um, so that we're doing this well and we're ensuring that our um, you know, we have two really robust teachers and what's happening within the classroom. So we want to make sure that we are equipping our staff. Um you may also remember that part
057of the opportunity review shared that that one of the uh layers of that one of the findings was for us to provide more professional development related to our multilingual learners. And so this is going to allow for some of that as well. Uh we know and this is a really important piece and this is some of where the community comes in is thinking about parent and community engagement. And so we are developing a communication plan and I'm going to talk a little bit about some of that in a minute um about the changes for what's coming. We want to make sure that we're informing families about the 2A dual language programming. Uh we want to make sure that families understand the lottery system for non-speaking families. There's more that goes into that, right? And then
058also um just informing everyone who is receiving services this year or right now currently about shifts that are going to be happening in the future. Um throughout the process of making these shifts and these changes, we will continue to regularly evaluate the effectiveness. Uh we'll use student achievement data including access, our MAP scores, but in addition to that, another really important piece is the teacher feedback. And so we're going to need we're going to take that in order to help to refine the model. So we'll do that on a regular basis in order to make some adjustments. So what do we still need to do? So what um and I Somebody already said it earlier is around the subcommittees. Um and so we're going to have some subcommittees as we met. We had our last
059PDT meeting last week and at that meeting we had conversation about what what work still needs to be done and how do we break into some smaller groups in order to do that. So right now these are the subcommittees that we are planning to have. We may determine that we need more than this. Um but we're going to start those this school year and we'll continue through next school year. Uh, one of the subcommittees is going to focus on that communication because that's really important in communicating our timeline. Uh, we're going to have a subcommittee working on developing those family information nights and what those can look like and how we can invite people, but also what kinds of information we can share. Uh, we're going to have a subcommittee focusing specifically on professional development
060planning for our staff. Uh, looking at those schedule logistics for the two-way dual program. So, um, we were Barbara talked a little bit about that piece of how we're going to balance out the Spanish and the English throughout the school day. So, we need to look at what does that look like in a schedule. Um, and then we're going to have some time to talk about alignment of the WEDA standards and framework to instruction um because that is really important in this whole process as well and what where that fits into um our co-eing but also into our dual language. And then we're uh we're going to revisit and review our identifi identification processes at both the district and the building level in ter in relation to our students who are multilingual. Um as we're
061talking about all of these again if some other things come up we will add more subcommittees but this is right now where we're heading. So we've had some conversation through the PDT about considering some pilot time next year. Um and so what that can look like um is continuing next year with our kindergarten bilingual still as a one teacher model but utilizing one of those classrooms to be 50/50. So working trying to work work on that having half the day in Spanish half the day in English but still with a one-teer model instead of a two-teer model. Um so we wouldn't have non-native speakers in that class. we would still keep it the way that we currently identify students for our dual language programming but try and work instead of right now our kindergarten is
06290 um% Spanish 10% English so switching that to the 50/50 and then the other piece for pilot is implementation of co-eing at one grade level at one school next year um and we're going to be reaching out to staff to talk about that leads us to full implementation so that would be again in the 2627 school year so not next the following year. Um, and that would be that we would start our two-way dual two-teer model at kindergarten. Um, again, it's going to roll up slowly, so it's going to take us a long time to get all the way up, but um, as we've learned a lot about, uh, dual language models, that's the way that is done well. Um, and so we will continue the current dual language programming in grades one through eight
063in the 26, 27, and then it'll roll up after that. Um and then we will move to that co-eing model and newcomer support that differentiated model that I shared um that was shared that Amy shared with you. So that leads us to what questions you might have. There's a lot. Thank you. I'll open it up to the board for questions coming. Um vaguely remember a few years ago we went to a late exit model for Spanish speakers. Is this replacing that late exit model or is this in like going to all be injunction with that? It kind of incorporates all that into it. Yeah. So as so with our current dual model we are looking at we have that it go all the way up through 8th grade. We will be it's kind of going
064to be a balance of that because we're gonna right now our current planning is to finish the dual the 50/50 on their in their day at fifth grade and then move into a little bit diff only one class out of their day at middle school. Dex will kind of like phase out. It's gonna kind of phase out over time. Yeah. So, I have to just acknowledge that the former cheerleader in me is I'm tempering her way down. So, I'm so excited about this program. So, thank you first of all for all the work that you've been doing on this and the um the research and the logistics and the efficient use of resources from testing to just so many things were popping out as I was listening. So, I'm super excited. I do have a
065question though. Um couple of them. So, you mentioned that you started your process with looking at data and I'm curious what you're expecting we might see once the program is established. Like what should we as a board be listening for as when you give your updates on student performance in particular? Yeah. So, one of the pieces that um we've learned from this is that the research is showing that as we're looking at students are learning simultaneously that it will increase their achievement. Um, but it's also going to give more opportunity for us to focus on some of those standards at so they're going to be getting double ELA instruction, right? And double math instruction. So, um, it's going to be able it's going to be an opportunity for us to improve our achievement, but also
066overall improve I mean there's so much research behind bilingualism, biculturism, right? And so, as we're looking at all of that, how do we support? So, our data should start to show some improvement as far as proficiency data specifically for that student group. Okay. And then I know that you love data. I'm wondering if there's a way um and I don't expect you to answer this right now. I'm just curious if there's a way to look at the interaction between what's going on with Evolve and then what's going on in the classroom performance. I think that would just be fascinating. So, for whatever that's worth, I'm just curious about that. That's it. Thank you so much. Thanks. I'm exc I was not a cheerleader, but also super excited. The theater kid in me wants to bring
067in song. I don't know. I'll spare you though. Um I'm really curious about I know that we have languages. That's Yeah. Yeah. Um How do the other languages wrap in and around this? Is it like parallel or does it get wrapped in? Just curious how that you know how that proceeds. Yeah, that's a great question. So that's part of why we were looking at this co-eing model, right? So in how do we support? So right now if you look at our current model um our students get pulled out for their ELA class or their literacy class. Um and what we have is we have it's not dependent on their um language proficiency. And so that's part of why we're looking at this language proficiency model in order to say, "Okay, let's support all of those
068languages because we want to ensure our monolingual students are going to benefit from all of this, too." So, it's all kind of incorporated into that as we're looking at that. Um, and I think one thing I should probably mention too, and I know next at our next board meeting, we um will hopefully be bringing uh a director of multilingual services to um to, you know, to our new hire. So, we are for sure going to be incorporating that person into all of this work to be able to help to support where we're heading. Um, so yeah. I can. Uh, so yeah. So, thanks Barbara. So, um, the other piece that we had talked about was if a student who is multilingual but is not a native Spanish speaker, they can still request to be put
069in to be into the dual language program. So, they could still take one of those non-native Spanish speaking seats. There's lots of options. I'll I'll hop in for a minute. I as a language teacher, this is brilliant and I could probably ask questions for the rest of the night, but I'm wondering too, this also offers an opportunity to have concurrent conversations with the high school district as well as they prepare to move into the opportunities for language learning in the high schools as well as the seal of biiteracy. Correct. Uh which is which is fantastic. So I I I guess there's no real question in there except for the I'm interested always in the professional development models that will support the teachers who traditionally might not be world language teachers but are going to be
070preparing those students to then continue to excel in there. So I guess one thing to to I would be interested in is what similar to what Mrs. Miller asked, "What would we be looking for as a board to support the professional development needs of our teachers in the district and how can we lean into that to make sure that we're ready to support whatever you need for it?" Yeah. And we appreciate that. And I think some of that's going to come out of the subcommittee work too as we start to talk even more about what are the needs as we're thinking about the the professional development. We already have a whole lot long list of things that we are already thinking about. Um but thinking how do we continue that? Um, I should mention too
071and and thank Dr. Diaz who was part of all of this work to start. Um, and she had been working with 120 with district 127 to start to talk about that seal by literacy piece. So, yeah, thanks Dr. Glut. This was a really um comprehensive overview and I was curious to hear a little bit more about the WEDA standards and um what like type of directional um guidance it provides for how we plan on shaping our our initiatives here. Yes. So the Rita standards are can do descriptors that helped us to know what is it that our students who are language learners should be doing and that what they should be accomplishing. So that's one way for us to know if they're working towards the levels of proficiency that we want them to be at.
072Uh they very closely align with access testing and so um it it brings in the four domains and so it will help us to be able to look at how are we ensuring that our students are getting exactly what they need when it comes to their language development. And just as a follow follow does then come in and assess the effectiveness of the program once they do not but they have tools for us to be able to measure it. Thank you. Well, thank you for all the work it took to get to this point and for sharing with us all that information. It's really it's very exciting. Um as I think about how the size of this program as the program metriculates to all the different in about 10 years time. Yep. And might I
073have think about the size of the overall program to be about two times that of our multilingual population depending on interest of course it I mean if you think about that we will have two teachers it could Yeah. So it's really that's why as we were thinking I mean as I as we have conversations about our mission it absolutely is empowering our learners and really thinking about how are we ensuring that we are um building this group of students that are able to hopefully eventually be able to get their seal by literacy when they get to high school. And then our current multilingual population now is about what percent of our total students is it somewhere around 15 or 20%. We have about a little over 700 students that are in our I don't have
074any questions beyond what my colleagues have already asked, but I just want to reiterate my excitement for this type of program for our community. Thanks. We do have questions from our student representative this evening, Marilyn. You um I wanted to ask what languages And if it's mainly just Spanish um like how sorry like um and if it's just um Spanish then how is it like more out there if that makes sense? Yeah. Um so the dual language program will currently just be in Spanish um and so that would be the Spanish English. We don't currently offer any other languages than that. The high school does. So when you get to high school, we could there's opportunities there. Um as we look at um dual language programming, some we are when we have more than 20
075students who speak a language within a school, that's when we start to look at adding bilingual programming. So that is something that um we will continue to look at and consider. Please um this is more for Miss Parker. I was just wondering when you came up you said you were a TOSA. Can you clarify what that means? Yes, I can. You've probably seen me at GMS. So, TOSSA is a teacher on special assignment. So, I'm a teacher just like all the ones in your building, but I support our new staff members. So, I look at the mentor program and all of the new teachers that you get in GMS and I help them. So, you've seen me in some of those classes, but I'm in all seven buildings across the entire district. Okay. Well, Christine,
076do you have any comments or questions? Yeah, I do. So, I just wanted to say this program seems like a very fantastic idea. This will definitely give our multilingual students the best possible uh opportunities to succeed and I'm very very proud I guess very happy I guess this is going through and thanks. Thank you very much. Thank you. Can I add something very quickly? Sure. Sorry. Um we're going to be adding more kids to the multilingual program. Um that does not necessarily mean that we will see an increase in staffing because we will uh is this on like okay I can't hear it out the speakers. um because uh of what they shared earlier is that in the morning a student might have an English speaking teacher and in the afternoon they'd have a Spanish
077speaking teacher and so they would just flip-flop. So we have um same amount of staff addressing twice as many kids. Not not doubling our staff, not doubling our student bodies, but receiving the services. Thank you for this tremendous work. Thank you very much. Okay, that brings us uh to the board report portion of our agenda this evening. I am going to start with our student representatives this evening for board reports. This is the time at which all the board members share anything if they have anything to share uh with all of us and I'll begin at the far end there with Mary Lynn. Um hi, my name is Marilyn M. I'm Mary. I will I will be giving the fine arts update. Um, so our spring play took place a couple weeks back and we've
078done something at GMS that we've never done before. We invited all D46 fourth graders across the board to come and watch our play Wizard of Oz. It was a huge success and all the kids on stage and in crowd had a really fun had really fun with this adventure and we hope to do it again next year. Our GMS symphonic band win ensemble and choir will all participate in their state competition at the end of April. All ensembles had great performances at Wagen High School during their sectional performances last month. And lastly, our GMS jazz band will perform at the jazz showcase in Chicago this month. To our knowledge, the GMS jazz band is the only middle school ensemble to ever perform at this historic venue. Our band has been invited and to perform at
079this for nine years now. Thank you. Elise, um hello. I will be updating you on our school. Um just a reminder that we will be graduating on Sunday, June 1st at Grace Lake North High School and our Washington DC trip including GMS and Park 8th graders. It takes off from GMS early morning on Wednesday, January 4th or June 4th. There are 52 eighth graders from across both schools attending the trip this year. We also have 59 GMS students and four staff members going to the Future Quest field trip tomorrow night at the Lake County Tech campus. Students attending a trip get to choose three learning activities from the list of 19 different class options that they offer to the middle school students of Lake County. The list of students who attended this activity last year
080had a great experience and learned about what the tech campus has to offer. Finally, we'd like to thank our and M team for their work over spring break. Members of the team helped to clean out two big dumpsters of unneeded materials from our band room and custodial areas of GMS. Further, the team also dug out and built a new long jump pit for our students to practice during the spring track season. Thank you, Elise. Augustine. All right. Good afternoon again. I would like to update you about our sports uh sports programs at our school. Right now, our GMS uh Frederick school and park wrestling team earned a second place conference award. Okay, I just and regional and sectional championships this past season that ended in the second week of March. We had eight wrestlers make
081it to the state tournament with three of our wrestlers making it to the podium. We had a third place and two fifth place finishers this past season. This weekend, our GMS and Frederick School science science Olympia teams will be participating in their state tournaments at the University of Illinois. We wish good luck to all teams. And last weekend, our GMS bowling team went to their sectional tournament. And one of our bowlers, Matthew Da Vinci, will be progressing to the state to the state tournament. and we have almost 187 athletes from our GMS and Frederick school on our track team. We love the participation that we have going for this this spring spring track season. Thank you to our student members of the board. We appreciate those updates. I'll just keep going down the line. Mrs.
082Uh, just real quick, I want to put a plug in for the next IASB advocacy ambassador webinar. It's April 25th at noon. You can check your email from IASB. Um, I just have really enjoyed getting to these when I can because it's convenient. It's over lunch. Works for some of us, not all of us. Um, it lets us know what's going on at the capital. They monitor a lot of legislation for us and it just makes it easier for us to kind of keep on track with things and then you get a chance to ask questions and provide feedback to the IASB governmental relations team and I find that to be probably the most valuable piece of it. That's it for me. Thank you Mrs. El Mr. Lord. Thank you Mr. Nash. All right. Good
083evening, CCSD 46. Um, I just want to take a moment of personal privilege to uh say how good it is to be back um and thank my board colleagues for uh providing um me the ability to take care of some personal things and and recover and get back here in the saddle. I also want to thank the community at large because not only did the board colleagues um you know lean in and check on me um over the last couple of months, but the community at large and when you think about Grace Lake and if you had to give it one word like what Grace Lake is in one word, it's community. And so whether it's been here, you know, with my board colleagues or my extended Grace Lake community, I appreciate, you know, the
084the love and support over the last couple months. So thank you. And then in terms of um what I'd like to be top of mind to uh the community is that the Grace Lake Area Public Library uh will be at the CLC MakerFair this Saturday. So that's always a pretty cool opportunity over at the College of Lake County. Uh we had the ability to uh be there as part of GMS East on that campus uh for a little while. And so it's always a great familyfriendly event to uh promote science, technology, engineering, um arts and math. So check it out if your calendar is free this Saturday. Thank you. Thank you, Miss Nash. Mrs. Braden, I just got two quick things. I was going to welcome Miss Nash back to the table and tell her
085that it feels like the universe is in the right place again with you here. So really, really good to see that. Um I'm going to continue on the community theme. Um the Gra Lake Better Together Pride is celebrating its fifth year on Sunday, June 8th. And I'm very, very proud to say that D46 has been there since the beginning. So, it will also be our fifth year of participation. Uh to me, it's one of the most fun and uplifting days in our community and in our district. Um because we get to go out and say to our families, our staff, and our students, we see you. We appreciate you. You are welcome in our community. and you are supported in our community. So, I invite I'm I'll send out details to the board, but always
086invite, of course, board members, staff members, teachers, uh, anyone who wants to come join. Uh, we will get the word out. But mark your calendars for Sunday, June 8th at noon. I have Corny, my the unicorn float, um, ready to go on the top of the car again. and um special invite to D127 that we would love to see you there. Thank you, Mrs. Braden. I will echo the comments. It's very nice to have you back at the table, Mrs. Nash. Thank you. I would like to welcome I believe we have Grace Lake Central students here. Am I correct? Is that right? Okay. Just just the four of you in the front here. That's it. Okay. No. No. Where in the I All right. Okay. All right. Five and right in the back there. All
087right. Fantastic. I'm assuming for part of a government class. Yes. Okay. All right. Good. Well, welcome. It's always good to have you here. If you have any questions, please let us know. If you need a picture, we're always here for autographs and pictures and all that good kind of stuff. So, it's right. We're starting to charge per signature. Never used to be. Mrs. Um, so I'll start and echo what has already been said, but so nice to have you back. Glad to see you. Um, also have a book recommendation. If you are looking for some exciting reading, this is called educational economics. I wish I had had it as a brand new board member. It is so helpful to have school finance from the school perspective. So it builds it from the school up to
088federal programs like title one and some others that I know that we're thinking about. So, highly recommend it. It's written by Margarite Rosa, who teaches for is it ASPO, right? Not Illinois ASPO, but the Association for School Board Officials. And she's also at Georgetown. Yeah. So, highly recommend it. Um, also the community engagement food drive is April 21st through the 25th. So, if anyone is looking to donate food, that's another opportunity to support the Avon Township Food Pantry. And finally, the Center Green Schools is hosting a free workshop on May 22nd in Skoi and this is focused I'm just going to read it to you. This free interactive workshop will spotlight cases of schools and districts that have improved energy performance and healthy indoor conditions and aging facilities. The focus will be on managing constrained
089budgets and logistical challenges of HVAC and envelope upgrades in existing schools to achieve high performing, safe and healthy schools. So that is May 22nd at Oakton College in Skoi if anyone's interested. Thought it might be of interest especially because we're going into some envelope building envelope improvements and we are adding boilers and chillers to our HVAC systems. So just wanted to make you aware of that. Mr. Weedman, you're done. All right. Thank you. Thank you. Thank you. All right. That brings us to the superintendent report. Dr. Goodman is under the weather this evening. So, if she is listening to this uh the YouTube channel this evening, we wish her a speedy recovery uh and see you soon back. But I'm going to hand it over to Mrs. Glock in herstead. Thanks. Um so I have
090two topics tonight. Uh the first is I just wanted to share that last week um all five of our buildings with kindergarten had kindergarten meet and greets. Um, so always a fun time for our incoming kindergarteners to come. Uh, the students had, uh, tours of the buildings and kindergarten classrooms. Um, they had some opportunities to ask questions. So, um, many talked to some of our teachers. So, it was, uh, and had some student representatives there at some of our buildings, too. So, really exciting time as we're starting to think about next year and our incoming kindergarteners. Um, and then in also as we're thinking about next year with our registration, we are we currently have 834 students registered, which is about 25% of our returning students. Um, and you might have seen some of the
091registration signs around um, as a reminder to register and I would just like to publicly thank Leslie Armstrong for getting those created and out um, at our school. So that's all I have for the superintendent report for tonight. Thank you very much, Mrs. Cluck. Okay, that brings us to the consent agenda for this evening. I need a motion to approve the consent agenda, which includes the personnel addendum that was sent to us earlier. I'll move a second. Okay. Braden I Nash I L McCroy I Albert I Miller I Mac I and Weedman I great consent agenda approves. Next on our agenda are the action items and for the benefit of of the government students here today. These are the items that have been presented to us at previous board meetings and tonight we are voting
092on them. Uh first I need a motion to approve please the donation of $2,500 from the Graves Lake Park District. I'll move. I'll second. Okay. Weedman. I. Miller. I Mack. I. Nash. I. Braden. I. Lroy. I. And Albert. I. Okay. Motion approved. Second. I need a motion to approve the purchase of student Chromebooks, Chrome care warranty, and cases as was presented to us. I'll move I'll second. Okay. Lroy I. Braden I. Albert I. Miller I. Mac I. Weedman. I. And Nash. I. Motion carries. Third. They need a motion to approve the W architect fee proposals for the 2026 media center renovations, the 2026 exterior envelope improvements project, and the 2026 site improvements project at Frederick School. I'll move. I'll second. Albert, Mac, I Braden I lroy I. Miller I Nash. Hi. And Weedman. I motion
093carries. Fourth, I need a motion to approve the engagement agreements for the interim director of operations and maintenance with Gowalt Hamilton Associates and the professional services for the 2025 construction projects as presented to us. So moved. I'll second. Okay. Mac I. Raiden. I. Albert. I. Miller. I Lroy I Weedman and Nash I very good motion carries finally I need a motion to approve the resolution for the non-renewal of a first second and thirdyear probationary teacher Maria Polar Garcia Perez I'll move I'll second okay Miller I Nash Albert I Braden I Mac I Weedman I and Lacroy I. Motion carries. Those are the end of our action items. The board does not have any unfinished business this evening. The board also does not have any new business this evening. That leaves us with some topics for
094future agenda items. I'll turn that back over to Mrs. Gluck. Yeah, I can share these for Dr. Glickman as well. Um, so our next meeting will be on April 23rd. At that meeting, uh, we will have our Park campus students at the table. again and uh they will do a presentation. Uh we'll have our sustainability discussion. Uh we will be seating new board members. Um they uh we have our Frederick school assistant principal hire, our director of multilingual services hire. Um which means cake um and uh food service renewal with organic life. Um May 14th uh will be board of education photos um and board of education meeting dates approval, board of education committees. Uh we will be doing a a fine arts overview uh presentation. We will have GMS students back at the table
095on May 14th and then a safety and security committee update. That's the only meeting in May. In June, June 4th, we'll have another sustainability task force report. um a resource confir conservation committee update forward edge review um and then June 18th we will be providing a strategic plan update. Anything else? No, you just had to say cake and it would have been okay. Perfect. Dr. I was just curious if you know when we might have a next policy meeting. It feels like it's time. I don't think we Do we have any public comments signed up for this part of the meeting? We do not. We do not. Okay. We do not have a need for a close session this evening for the board. So, I need a motion to adjourn this evening's meeting. So moved.
096Second. Okay. LCroy. I. Nash. I. Miller. I Mac I Albert I Weedman and Braden Hi. Very good. I want to thank our student board members for joining us at the table and for your leadership in your schools. This meeting is adjourned. Thank you everybody. Have a good night. Do you want