001Okay, we'll get started. Um, want to make a motion to reconvene the regular meeting of the board of education in open session. >> Second. >> Roll call. >> Isa >> here. >> Victor >> here. >> Johnson here. Brown >> here. Everybody would please join in the pledge of allegiance. There's a flag in the back of the road. I pledge allegiance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> Okay. Uh some items to cover tonight. We've got our school report card to go through. Um a certificate of achievement uh was awarded. We'll talk about that. Um, we've got facilities updates and a few projects to review, approve, and then our 2025 tenative tax levy is uh
002public posted tonight. I think we'll talk about that a lot more in the next over the next month, but um it is there to uh to review tonight or look at tonight. And then last is uh with the board convention coming up, we've got some resolutions to review approve. So with that, we'll start the uh administrative reports. Uh Dr. Shackleford and Mr. Graham, I think, are gonna go over the uh the school report cards. >> Happy birthday [singing and music] to you. Happy birthday to you. Happy birthday, dear. Happy birthday to you. [applause] Thank you everyone. Now I'm very uncomfortable. [laughter] All right. Hi everybody. Uh we uh so Ethan and I are going to team up uh for this presentation. He's going to talk more about the summitive designation and those factors things related
003to the education component and I'm talking a little bit more about just the demographic data. So we'll start and jump in and what in addition to how we're achieving and how we're performing the school report card also tells us about our students, our staff, um our finances and things of the like. So I'll give you a pretty highlevel overview of that tonight. So first our students and they do divide up our racial and ethnic diversity and this is just to provide the board with a snapshot of where we are, the students that we're serving. So we are 59.4% white, 20.4% 4% black, 9.5% two or more races, 8.1% Hispanic, and 2.5% Asian. Low income, we were 28% for the 2425 school year. We have seen that rising. We did rise 5% over the past year
004from 2024. Special education has been pretty steady. We are at 14.4% 4% for 2425. The state is at 16.3%. So just under the state average. This number can be a little bit misleading because even though the numbers of students with an IEP have remained consistent, their needs fluctuate from year to year. So we'll see years where we have very high need students, years where we have students with IEPs who primarily are in regular education classes. This is just giving us the number of students with an IEP. And our English learners, 1.9% last year probably doesn't seem like that big of a number. And it's not. It's less than 2% of our student population. But if you go back to when they started collecting this data in 2016, it was at 0.2%. So we only had
005five students about 10 years ago. And now we are to 50. So that is a significant increase over the past 10 years or so. And it's also a reason that when we look at our summitive designation, our English learners are now counted to as a subgroup where we're gauging their performance. Uh I think last year was the first year. Is that right, Ethan? Last year was the first year we had enough students in a subgroup to be something that we were measured on. Uh we can we continue to see that number grow. Not by a lot, but I expect that that will continue to be a subgroup that we have to serve. Then our staff. So they talk a little bit about ratios here. So I just wanted to share the ratios as we compare
006with the state for all of them. For our teachers, we have a 20 to1 student teacher ratio. The state is lower than that at 17 to1. For administrators, we have a 216 to1 student administrator ratio. the state is lower than that at 136 to one for certified staff overall. So that's just not not just our teachers but anyone who requires a PEL. Uh that's a a license an education license. Uh we have 11 to1 and the state is 9:1 so a little bit lower there. For our counselors uh they were formerly known as guidance. So our school counselors 368 to1 student counselor ratio. The state is higher than that at 4 491 to1 which indicates we have a pretty healthy ratio there compared to the state. And for our social workers we are 314 to1
007and the state is 420 to1 also a more healthy ratio as compared to where the state is. Um some other highlights that are involved in there. We do have close to 64% of our teachers have a master's degree or higher. We have just 2% novice or teachers in their first two years. We have about 96% of teacher retention which is a very healthy number. Um and we have four national board certified teachers. They also report on average teacher and administrative salary and both the teachers and administrators trend between three and $4,000 under the state average. Our average class size is 22.2 1.5 students larger than the statewide class size of 20.7. Spending per student, you'll see that it's increased year-over-year. We've actually had around a 30% increase over the past five years, which is good
008because that means that we're investing in our students the way evidence-based funding intended for us to invest in the students. But wanted to show that growth over the years. Operating expense per people on the left, the light green, you'll see our expenses and you'll see the state average on the right. So you see there's a gap from five years ago. That gap continues. They have at the top is instructional spending. That's defined as things directly dealing with teaching students. The operational which is at the bottom has a similar gap um but that is basically all the cost of operations but doesn't include things like debt service, capital projects, summer school but is looking at everything it uses to operate a school and then our spending per student as it relates to our subgroups. Um on
009the right in board dots you would be able to see those numbers a little bit better but on the left is the overall interpretation of our subgroup spending. So our enrollment has been steady. Okay we haven't seen a large change in enrollment but we do have a 2.15% increase in our [clears throat] overall spending per student. We've had a 5% increase, as I mentioned before, in our lowincome students, and we've had a 19% increase in our spending on those low-income students. We've had a point, I'm sorry, a.5% increase over last year in English learners, a 26.67% spending increase for our English learners, and then we had a 5% decrease in special education students, and a 4% decrease in their spending. Again, that's not really an apples to apples because it depends on the needs of
010those special education students. And then the last thing before we get into the summitive designation that I wanted to share is our revenue percentages, they're very relevant right now because if you look at the lightest screen or what's on the left of the bar graph, that shows local sources. So, we're looking at property taxes and things of the like. You can see years ago in the bottom 2015, we were more heavily reliant on our local resources than we are today, dropping from 75% of our revenue stream to 63%. You can [clears throat] also see then in kind of the what I would call the Crayola green that we've had an increase in our reliance on states. So that shows that change in evidence-based funding where we've had additional funding from evidence-based funding. Each year we
011were at 21% now up to 29% [clears throat] last year. And then also we've doubled our reliance on federal funding uh from 4% 10 years ago to 8% last year. Uh the reason that I wanted you to understand this is one because we have the levy coming up which shows our reliance on those lo local property taxes but also to show how evidence-based funding has helped with our revenue streams and our reliance on the state. And then finally on the right, that reality that I shared with you where when we're looking forward to federal funding, a lot of things are unknown right now. We've been advised um by the Illinois Association of School Administrators that we should make three plans for next year. One, flat federal funding. So we know our expenses are going to
012go up because they always do, but we don't expect to have any more federal funding next year. The second plan which is what they consider probable now may change as we go through is 66% pration from what we have this year and then the last plan which is dire and hopefully we won't see is federal funding goes away next year. So when we do our projections in February you'll see all three of those scenarios um we're fortunate that we are still primarily funded by our local resources which are still healthy and evidence-based funding which has continued to be funded. Um, but we do have a heavier reliance on federal funding than we did before and we will have to make adjustments if that goes away. And now I will pass it on to Ethan to
013talk about our summitive designation. >> All right, good evening everybody. So I'm here to cover the portion of the school report card that our school gets its summitive designation or our rating um for the school year. And so three questions I want to answer today for you all is number one, what data do they use to determine our summitive designation? Number two, what data do we use internally to track our progress towards those end points? And then number three, what are we going to do about it? What's the plan to improve? Um, and so I'll start with our summit of designation and how they calculate it. So this is the pie chart for high schools. Um the biggest piece of the school report card for a high school is the graduation rate which is 50%
014of the rate. Um and then you could see probably better on board docs but um what else goes into there is the and actually I'll just show you on the next slide. Graduation rate is 50% and the definition is just students graduating within four years. Um, ninth grade on track is 8.3% and that is defined as a ninth grader earning five credits and not failing more than a single semester of a core class. Um, chronic absenteeism worth 10% of the report card is students missing 10% or more of the school year. It does not matter why. It's just absent. So, it can be excused or unexcused. Um, climate survey is students that complete the five essential survey. It's just a completion rate. It's not a results of the survey. It's just how many took it.
015Um, ELA, math, and science proficiency are based on the ACT that was new last year. Um, and they set they had to set cut scores for that. So, to be proficient on the ACT and English, you had to get an 18. Math and science, you had to get a 19. Those sections of the test. And then lastly, the English learner progress to proficiency, um, which does count for us for the second year in a row with that population growing is the EL student growth on an annual test they take called the access test. So it just measures their improvement. They don't have to hit a certain score, but they need to improve to be counted for that. So there are five summitive designations that a school can have. Um, the top 10% of high schools
016are are rated exemplary. There are 700 high schools in the state. So there are 70 exemplary high schools. Commendable schools are schools that have no underperforming student groups, but they're not in the top 10%. This is the most of the schools in the state. 85% of the schools are that rating. Targeted is the next below that. That is a school that has an underperforming group. So that could be a group, a racial group, a low income, an IEP student group. They have a lot of different groups they track. Um, comprehensive schools are the bottom 5% of performing high schools. And then below that is an intensive, which is a school that was comprehensive for four years and did not improve. We were rated commendable for 2425 um with an index score. So they they take
017it out of 100 possible points and we had a 90.71. The cut off for exemplary which changes every year was 93.02. So the reason that exemplary cut off changes every year is because exemplary is a moving target of the top 10% of schools in the state. So if we improve which we did other schools improve also the cut score moved up. So we didn't hit it even though we did improve and that's um so it's a moving target. It's very difficult to you won't know where it is until the report comes out. So here is our they change it from a pie chart to a schoolhouse but this is our rating on the eight metrics they use and so they take it out of a 100 points. So graduation rate at 50% is worth 50
018points and so on. Um and so I'm going to show you one by one what we scored on each of these and then how we um can improve will be the next slides. So this is the breakdown of the state. Again the top 10% on the right are the exemplaries. 85% of the schools are in the middle. We're at the very top of that group of the 85% and then 5% below are the comprehensive target and intensive schools. Here's our five-year data history. And I love it. There's no red arrows here. We have green arrows and we have some that stayed flat. So, we did improve in almost we've improved on six out of the eight measures. Um, our grad rate increased to 95% which was perfect full points. Um, our English, math, and science
019proficiencies, they went up everywhere because they changed the test and they changed the cut scores. So, that's not a you don't compare the past data with that, but our new data is um is there and it was higher. E progress improved, ninth grade on track improved, and then chronic absenteeism stayed flat. The climate survey stayed flat because it was already perfect. It was already at the highest point, so it couldn't go anywhere else. Um, so really, we only stayed flat on one, I would say. So I'm going to go through each one individually and I'll have a graph here that shows you in yellow is OTHS, in blue is the state average. So this is graduation rate which we were at 95% for that class of 25. Um and the state average we have been
020consistently above the state average by a few points. Perfect is 93% according to the state because there are students who will do a fifth year as part of their IEP. There are students who will get certificate of completion and they don't want to count those against us by saying that you have to graduate 100% of your students. So 93% is perfect. We hit 95. Academic proficiency, English, math, and science is there. Um, and I did not do the data history because the previous data was the SAT with a different cut score. So I just have each test us versus the state. OTHS in yellow, the state in blue. And it's very hard to see on this screen with that red on red on gray, but uh to get full points in each of these tests,
021um it is a target that goes up every year. So uh for the school year 2425, it's I think 49% in English, 45% in uh math, and 62% in science were considered perfect full points. We did get full points in English and math. We're extremely close to full points in science. I think it was it was less than one. It was three, I think. So, we're very close in all three of those. Um, that target goes up every year because they expect you to to improve. So, um, it'll be harder to get perfect points on that for this year. EL progress, um, 45% of our EL students showed progress on the access test compared to 32% in the previous school year. Last school year was the first year this was counted for us. To get
022full points, you have to have 100% of your EL student show growth. So, we got about half the points that we could have gotten on EL progress. Then, chronic absenteeism on this one, you want to be low. You want 0%. So, this opposite of the other graphs. So, we are yellow again. We have been below the state average, which is where you want to be. Um, but we did stay flat 21% and to get full points on chronic absenteeism, you have to be at 0%. I can't find schools that are at 0%. Um it's this is very hard one to do. Um as well as EL um EL progress, I can't find any schools that are at perfect on that either. So these are tough ones for sure. Um but we do want to see
023that go down instead of stay flat. >> How can you not sorry the English learners, it's just that they progress from where they were at the beginning of the year. How can you not get 100% on that? Shouldn't all of your students be >> It is measured by a test that they're required to but it doesn't do anything for them. So, it's it's harder to motivate a student to to want to go try on that test. It's also a very hard test. So, that's part of the work that's been done uh by uh by Miss Schneider and Miss McNichols is to try to help the students get more invested in that test and I think we did see growth because of that. But it is it's a hard test and there's no reason to try
024for the student. It doesn't do anything for them. >> Well, do we need to tell them that? >> Yes. repeatedly. >> We tell them it's important. We don't tell them it's >> So he's saying, do we tell them it's not important? >> We tell them it's important. >> Very important. >> Yes. >> I mean, if they've seen the test at the beginning of the year, is it the same test at the end or >> No, they don't. >> It's one time a year. So, it's it's measured on did they grow from their sophomore to their junior year. >> It's also it's also a lot of students who don't receive direct instruction for most of their day here in our buildings. A lot of my students go to the ROE in the morning for instruction and
025so they're not they're not getting as much as like our students are here full time. They're um just usually here in the afternoon because they go to ROE for proficiency, English proficiency to understand the language. >> 50 students. >> We have like 35 students taking that test. And so I would say maybe 10 to 15 of those 35 students are ones that are here full day. The rest are at the RO >> and the uh the number 50 is the number of EL students but you can test out of the access and there are a few who have 15 of them who have >> everybody took over here and show improvement everybody take >> so the EL measure is very tricky also we found um Sarah Lebert works very hard on this in Ethan's office
026but we find that there are kids coming into the ninth grade who have been um designated as EL students since kindergarten who have never received any e services ever. So, I don't know if it'll say tested in kindergarten, determined as e or um in the third grade, their grandmother from Guatemala lived with them. So, they listed her on their language survey and now they're e even though the child has never spoken another language ever, ever, ever. [clears throat] We have kiddos who we've honored here for honors nights who are considered eel, who have never spoken a language other than English, but their grandmother Mexico lived with them for one summer, so they filled out their home language survey. It's a very tricky measure and those students as well are, you know, we're telling them all
027the time this is really important. We also tell them if you proficiency on it, you don't ever have to take it again. So that's also a benefit, but it's it's um it's a difficult measure. It's listening, reading, speaking. Um so there are some kiddos that really do struggle on it, but Megan and I do a lot to try to motivate. you know, this this is something that is important, but it's one day, one time, and that's it. >> Well, maybe, and I'm sure you all looked into maybe filling out the form with the student and the parent to make sure the information is correct. >> We do. Sarah and I go back through at the beginning of every single school year and go back and double check with students because sometimes they'll fill them out
028and it'll say, you know, Spanish, Spanish, Spanish, and we'll check at the state level and they've never been identified as EL. And I'm thinking, oh my gosh, well, everyone only speaks Spanish. And then they'll go back and they'll say, "Oh, no. I I didn't understand." Because the questionnaire asks you for the home langu language survey, what primary what's the primary language? And so we do we'll go back sometimes if they've never been identified at the state we'll say do you want it to say because then we and they'll say no no no no I didn't understand it that way. So we do individually check every single home language survey >> and that surve survey is a state requirement that we give um so I don't think we even have control over the wording. >> No
029last year we um actually Shannon Rock is one of the ones that helped me in Travis Proctor. We um tried to explain to the students like the purpose of it and and their scores ahead of time and then this year I'm going to with each of the students of like here was your score last year and here was your score this most recent time, what can we do moving forward just to help educate them on on what it is, why they're taking it, and the importance of it just to have it more personal. So, we have goals to enhance this moving forward >> and everybody that needs to take the test does take the test. >> We've had a couple families refuse to take the test um because of like of families thinking like I
030want my to be in their honors biology class because they have a lab that day and they're done taking I'm not having them take this test. >> So does that go against us? >> Yeah, it would go against us since they refused to test. Um last year we had two students refuse to test who are siblings and then one student who was just chronically absent. We tried to do three makeup days with the student and they were never present for the test. So a window of time. >> So we're not in control of 100% of the kids. I do think that the you the number seeing the number go up is a testament to the measures that these guys have started to put in place with the test since it begin to count as a
031portion of our percentage as well and indicating to the students why it's important. You know sometimes the kids come in and they're like I just I'm just going to go [clears throat] you know and so these guys educating them on why you know that it is important and also you know that that proficient score means you don't have to take the test anymore incentive thinking. >> So you said it was an English language learner that had bio test. >> So, it seems like there would have to be some level of proficiency in English, >> correct? >> To do the P bio test. So, I can see why the kid thinks it's a waste of time. You >> have to earn a 4.8. >> Why are they taking the test? >> You have to earn a
0324.8 overall percentage and that includes all of the facets. So, you could score high on one or two, but if the writing is lacking or the speaking is off, then that would impact your overall score and not make you proficient. Um, students get like a 4.4 or 4.5 and they're super close. Um, and then their parents are I mean some of these kiddos have been taking it since they were identified in general in elementary schools. We get the scores to see which area the student is having difficulty. >> You told me earlier that you checked other schools across the state to get measured on this. Are any schools doing well? >> I could not commend anyone earning full points for sure. Um it's it's hard to find schools that are doing well. Um there are
033schools that have robust programs because they have a lot of students um that are showing growth with a lot of their students, but the score is just very hard um because the the difficulty of that test. Um if you look at exemplary schools, so the 70 top high schools in the state, only about 10 of them have this group counted for them. Um don't have the group, it actually just changes the percentage of everything else. Some of your grades worth 54% instead of 50. Um, and so those schools are kind of benefiting. >> And if we measured on this last year and this year, would we be at Zephr? >> So, let's look at the cutoff just to make sure we're saying the right thing. So, um, 90.7 was our score. 93 was the cutoff.
034we missed out on 2.75 points of ELP. They would also redistribute the other points. So, it's not exactly, but it's very close and it possibly could be exemplary. Okay, last one. Oh, there's two more. Uh, we already talked about chronic absenteeism. Climate survey is just the percent of students completing the five essential survey. You have to get 95% of your students to take it. Once we hit that number, we do stop. And so the number went down a couple points, but it was perfect. And so we were satisfied with our with our completion percentage there. Um and then nth grade on track um is slightly above the state average over the last four years. Um 91% of our freshmen were on track last year. That's earning five credits and not failing a more than a
035semester of a core class. Full points is 100% of your freshman on track. This one is it's huge because it's a graduation rate predictor. So, you're going to look back four years. You see the seniors were uh the class of 25 were freshman in 2122. They were 90% on track after their year. 95% of them graduated. So, we did some work in between there to get 5% of them caught up. Uh but it is a predictor. You you should score about the same four years later. um unless you do a lot of work and push the students. So, next section I've got is uh some internal data we use. I just wanted to share a quick our education committee goals. Um we have five goals over academic achievement and school culture. Um we want to
036basically the the point of our goals is to prepare students for their future whatever that is. Um to improve our school report card and to improve the school the school environment, the school culture. We go through a continuous improvement process to do that. So we look at this data. We then identify our weaknesses. We set goals to meet to take on those weaknesses. We research, we plan, we implement new programs and then we do it again. So this is the process we've been doing right now. I just showed you the last step. Collect and analyze data. So now we take this data. We go back to the team and say, "All right, our chronic absenteeism stayed flat. What should we do next? Um, our ninth grade on track is still a little weak. what should
037we do next? So that's the process. We also use some internal data and this was a question asked maybe last or the board meeting before. What internal data do we use to predict and to to let us know how we're doing before it happens? Because the school report card, it's all lagging indicators, meaning it's it's over. Once we see our grad rate, we can't do anything about it. Once we see the ACT score, it's over. We can't do anything about it. So we do track internally what are called leading indicators. That's data that we'll predict and and we can address before the final. Um and so some examples um we have graduation cohorts that our counseling department tracks uh just to monitor who's on a watch list and who's on track and who is not
038going to graduate uh no matter what we do. So we have cohorts that we track. Uh we track our ninth grade placement because we know that placement is a predictor of ACT. It's also a predictor of graduation. If you place people correctly, they're able to pass their classes and and graduate. Um we track how students are changed in levels, dropping from honors to regular or moving up from regular to honors. Um we progress monitor our students in our intervention programs, our math tutoring lab, our AAC, and our credit recovery programs. So those are just some examples. I got a couple of them I'll show you. Um the class of 26 are current seniors counseling department shared this with me. They are obviously track the entire senior class and they have a watch list of who
039they are working with to make sure they graduate. They have a list of ontrack students. 90% of that class is on track already. 7% of them are on a watch list and 3% of them are already considered non-grads either because they are in that special ed program COC certificate of completion or they transferred in here late without enough credits. Um so there's a few students on that list. The watch list is the work of the counseling department senior year. They are meeting with these students constantly coming up with plans. Um, I showed a screenshot from the document, but there is a second a third column of notes that is just full of all the specifically detailed plans for each student. Um, and so that's the work of the counseling department to get that seven to
040be green and us have a 97% graduation rate. We need to go. Another internal data example is our ninth grade placement data. Um and we monitor this um because we know that a student who places in the regular which is a college prep track of English and math that is the track that is targeted by the ACT. So an example algebra 2 content as a junior is going to be on the ACT. So, we want our juniors in that class. I mean, you've tracked that based on their freshman enrollment and and the math and English classes they placed them to. To to understand this chart, these tables, what you want to see is the bottom row of each department shrink over time. And the middle and top, which are the regular and honors tracks, grow.
041And so, we do see that over both English and math. I've got the previous three senior or freshman classes. And just an example, intro to algebra, which is kind of a below grade level math class. In the class of 28, 20% of the students placed into that. The class of 29 was 18.5. The class of 2030 that's coming up, only 15% of them placed into that. So that is an indicator that if we can get them into advanced algebra 1, by junior year, they'd be prepared for the ACT. So that's what we want to see is that bottom row shrink the other rows above grow >> and that's what we're doing working with our feeder districts. >> That is the work we're so we're doing this work with our feeder districts to help improve their
042accuracy because they ultimately decide a lot of the placement but also to help them know what does it take to be ready for advanced algebra 1 so that they're prepping their students sixth, seventh, and eighth grade so that more of their students are just testing into it. us needing to get recommendations. So that's the work that's on the last slide I have the work that we're doing to improve these um for grad rate and nth grade on track. We've got our watch list I showed you. We've got an alternative programming department in its uh third year uh working on the AAC credit recovery. We have a team of teachers and counselors that meets to address individual students called the SOS team to come up with plans for them. We talked about already the ninth grade
043placement process and feeder district articulation to improve our placement and improve our preparedness for high school. For the ACT, um we have done work to align our curriculum because it is a new test. Um we had teachers working on that throughout last year and over the summer. We are working again our nth grade placement process helps our ACT. It helps our nth helps everything. Um, and then the next step for us in this area is to start research on ACT prep programs. What more can we do during the school day, possibly during advisory to get students ready? Our E progress, we already talked in depth about what we're doing about this, but Miss McNichols is holding access test score review meetings and prepping students for those tests, getting them ready for it, getting them motivated
044to take it. Um, we also purchased some live translation headphones that are being used by some students to be able to sit in class with a headphone that translates into into their native language into their ear live as they're in class. Um, we did also say though that some of these students attend school at the ROE and so part of that is out of our control. And then lastly, chronic absenteeism. The research we did with the education committee and the department chair showed that it's not about incentives or punishments or rewards. Those are not motivators for attendance. The biggest they can be, but the biggest motivator for attendance is connection. So students having a reason to be here and wanting to be here. So we looked at implementing this year. We [clears throat] did the
045OTHS Panther Connects Day um to to showcase our clubs and why we want our students to be here. Um, and then we are expanding course offerings every year to try to find things that are relevant that our students want and need to prepare them for the future. >> And that is it. >> All right. And so this Saturday is school board members day for the state. We won't be with you then. So we want to just celebrate you now. Um, will you advance a little bit more? Embarrass them. Put pictures up. Yes. I like it. So, um, I'm gonna let Tiffany and Megan describe what our students have prepared for you, uh, just to say thank you for all that you do for our school. We really appreciate you all. >> So, Miss Matthew students
046put together these lovely little holiday buckets for you. Um, this is Courtney Boost is the new addition to our Rise program, our transition program. They opened a new business called Panther Pops and they are um, selling popcorn to staff members. So, this is from those guys. The perfect blind has always made you the beautiful chocolate cookies that they make. And then the kids over at the South Campus made you guys these fabulous cards again with pictures of all the chickens >> and their brooming egg business. So, we'll hand everybody out all your stuff, but there are pictures of all the kids that they took on all of your gifts. So, enjoy from all our hardwork. >> Thank you. Thank you. Thank you. Yeah. How do I >> finance? Good evening. [clears throat] Um I will
047be reporting on numbers for October um this month and the revenue received in October. We received [clears throat] we >> mic off. >> Can you can you >> It just records presentation. We don't have Wi-Fi. >> Okay. [laughter] >> We received $5.8 million which is 57% of the annual budget compared to $4.4 4 million um in October of 2024, which was 65% of the budget. The difference is primarily due to timing of the tax distributions. Um this year, we've received so far $22.3 million through October of 25 and last year we had received $23.4 million by this time. And the difference is also um part of it is the increase in the budgeted revenue for fiscal year 26. on the ex. Oh, >> so we're we're not concerned about money not coming from the state.
048It's just a timing matter. >> No, correct. >> On the expense side, we um expended $3.2 million, which is 25% of the annual budget compared to 3.1 million um last year, which is 26%. So, we were very close. [snorts] Property taxes. Um so far we like I said we received 22.3 million in property taxes. Um and the last distribution was in Octo was in October. So those are the numbers for property taxes and the previous year we had received more by this time last year. Any more questions? >> Thank you Mr. >> Oh I'm sorry. I >> sorry. Another [laughter] presentation I was tasked with um looking at how we could optimize our our investments to get more returns for the school. Um, I consulted with Jake Gooden, who is the VP of investment services
049at PMA Financial Solutions to create a conservative investment plan. And the purpose was to just to demonstrate how strategic investing can increase interest income while maintaining liquidity and safety of district funds and align these investment decisions with the financial goals of the district. Um, this is just a current financial snapshot. Um, right now we have 30 our for fiscal year 26 we have $39 million of budgeted revenues without contingencies, $41 million of budget expenses without transfers. Um, in fiscal year 25 we received $1.2 million in interest on our funds. Through October of this year, we have received $374,000 of interest. Um, and that is with in operating cash on hand as of October was 3 $39 million, excuse me. And we currently receive 3.015% interest on our funds at our local bank. The cash flow
050overview for fiscal year 26 assuming that all um or little to no investments have been made. So the projections are assuming that the targeted liquidity we um used was $2.2 $2 million and we can adjust that as needed while having long-term investment capacity of up to $10 million that we can invest these funds um to gain interest on them and any funds that are held in the PTMA account which we don't have many funds there now but if we moved some of our funds from the local bank any funds held there without being invested will earn 3.95% interest While currently we are earning 3.05 3.015% interest at our local bank. And to put that into perspective um in September we had a balance a cash on hand of $36.7 million and it earned $11,000 in
051interest. However, if those funds were sitting in PTMA account, it would have earned $122,000. in um interest. So that's an additional $21,000 just for that one month. The pro the proposed investment plan um would be to have 90 plus planned investments ranging from $100,000 to $4 million. And this would be some of it would be in lettered maturities which would mature between 31 days and 300 I'm sorry 970 days with 1 to2 million maturing every six months and that would um be to pay our bills and to cover payroll. Shortterm we would that would be for operating liquidity. The medium-term we would invest in CDs and government notes which are the safest for the school district. longterm will be up to $10 million in a higher yield policy approved um instruments. And this is a
052graph um showing how this monies would be invested that here. Um the bottom row, it's kind of hard to read up here, but the bottom row is just the $2 million um that we would keep in liquidity just to pay our bills, like I said, and cover payroll. And then we would have laded investments. We would also have long-term investments, like I said, up to two $10 million um that we could pull out whenever needed, but I don't think we would need to until they were m until they were maturing. And then we would have optimized investments um to just reinvest as it matured unless we needed the funds. The projected impact um we would have an expected increase in the overall portfolio of 3.6% approximately and it could be a larger impact. Um we
053would definitely have improved interest income and we would constantly have liquidity maintained throughout the maturity with the ladder structure because like I said funds would be maturing every six months >> and the 3.6 is on top of today we make what three 3.015 correct. >> So more be more like 6.6%. >> Yes. >> Um and um I Jake is very um excited to come and speak to the finance committee to give more information um talk more in depth. There were lots of other slides and um reports that he had, but I just wanted to give a a 30,000 foot view of what >> and was he a were we aware of other schools that are using this by this approach? >> Um he did have other schools. I didn't ask for um the credentials, but
054he does work with other schools. >> Okay. >> Yes. And PMA is a very reputable company that works specifically with public school districts throughout the state of Illinois on exactly this. >> So I think it's a good option to look into. I would love to whenever it's at the finance meeting. >> You'll be able to see them up at conference. Just stop by. >> I know Beth mentioned a personel committee December 9th. >> James spoke to you about finance. Finances will also be scheduled that same night um I believe at 6:00 p.m. We just need to check on availability. I haven't invited him and I'm waiting to hear back. >> No, by policy we have to keep a certain amount in reserves. Is that that can't be invested. How are we treating that or is
055that going to be >> that would be just part of the plans that we work out if and when we choose to move forward. I mean that that reserve balance is actually much lower than what we maintain. I think it's 15 to 20 in our policy. Um but they'll be because of how heavily they work with all district that will be there's a reason why we wanted that liquidity and that reserve. So I I don't want to lose sight of that as we move forward. Sure. [snorts] >> Thank you. >> Yeah. Thanks for [clears throat] [clears throat] >> Hey, Mr. How >> All right. Well, good evening everybody. We're going to start tonight off uh with a lot of good news. And uh first thing is our National Honor Society filled the bins. The week
056of November 3rd through November 7th, National Honor Society held a food drive and it was an amazing success. NHS sponsor Mrs. Tracy Ritzell should be commended. Remember she earlier she won Emerson teacher of the excellence teacher of the year award for a reason and as well as the OFT who were a driving force to make this such a success this year with with uh bring all the food in. You can just see some of the pictures there uh throughout that week and filled the bins. It was more than filling the bins. Uh so it's just a real successful week of a food drive. Another good news is our ROTC program. They started um it's like a a cyber patriot team and they had a lot of success. This was led by our former ROTC instructor
057last year uh Brendan Neely. Okay. Uh he volunteers now with this group and uh what this is is a cyber security contest if you will and so congratulations to the round one of this competition. And the participants were cadet Jacob Corta, Cadet Colton Brown, and Cadet Titus Font for placing second in the state of Illinois and 78 out of 209 RLTC teams worldwide. And this was a lot of work on the part of this team. Uh very exciting moment for this group. So big congratulations to them. AP exams and OTS has registered 247 students for 480 AP exams across 21 different subject areas. There will be registration for two more AP exams, AP psych and AP macroeconomics in the spring. So this number will increase. And this is a huge undertaking led by school counselor
058Denise Dismukes who is in charge of the AP program. And we all know that the importance we're placing in the AP program to have more and more students involved in this. Um so this program has grown tremendously and really all of our school counselors there pictured there. Such a great picture. Uh are instrumental in its implementation. It's it's in May. It's very busy time for our school counselors when they have to direct all these tests, but right now is when it's all being organized. So just a great job to Mrs. Duches and our school counselors get involved in this. Okay, we're going to recap our fall sports. Uh, very, very successful fall sports season, and I'll go through each sport and activity kind of one by one to see how we did here. Um, starting
059with boys golf. Uh, boys golf in the fall got first place in the Southwestern Conference as a team qualified for the state tournament. Our girls [clears throat] golf team also got first place in Southwestern Conference. They they qualified for state and got eighth place at at the state competition. Our girls tennis team finished third place southwestern conference. I believe there was a freshman on the team that got what's called rookie of the year. So pretty exciting moment for them. Our boys cross country team got second place in the southwestern conference. Last weekend was the state meet where uh senior Braden Klopp uh got 34th place. a very competitive of course uh just a very successful season for the team. Our girls cross country team got second place in the Southwestern Conference and the team qualify
060for state. They got 20th place overall. Our football team got fourth place in the Southwestern Conference. Obviously very competitive. Um next year as we all know that I think the Southwestern Conference is growing. Uh Msuda is going to join the conference as well as Triad and Granite City. Um, so it's going to be a whole new format a little bit and football is a driving force of those changes, no doubt. Our boys soccer team got first place in Southwestern Conference, first time since 2009, I believe that they won conference. our girls swimming and diving. They don't have a conference meet, but this coming weekend, tomorrow, in fact, uh our own Alyssa Albertine is seated third in the in the 200 meter freestyle and she's seated second in the 100 meter freestyle up in Chicago. So,
061uh good luck to her starting tomorrow and hopefully she can bring home a couple state titles. It' be pretty cool. Our girls volleyball team then also got first place in conference uh this fall. So, a an overall very successful sports season in the fall. Um, you know, this is a tribute to our coaching staff, of course, our athletes and how how much work they put in. And of course, our athletic director, Mr. Patton, over there who leads all these coaches and athletes in doing so well this season. Some activities from the fall, our band, of course, tomorrow. In fact, they're already there right now. They're in Indianapolis as we speak. They're getting ready to participate in the in the nationals, okay, in Indianapolis. So, a big stressful weekend for them coming up here. We all
062know they're going to do great. We know that they're going to come home with some hardware hopefully. Our fall play was last weekend called One Stop Life Town was on November 7th, 8th, and 9th. And then finally, coming up here soon is our magical dinners. Our royal dinners are going to be December 5th and 6th at 7 o'clock. Our beggars feasts are going to be December 6th and 7th at 100 pm. And you can see you can buy your tickets to those through our ottosquoire.com page. And then finally, our all of our winter sport activities have begun our competitions. In fact, I think last night was our first bowling match. And so starting the week of Thanksgiving, our fall sport or excuse me, our winter sports season starts and and uh goes full boore into
063of course February. And the last and final thing I have for you, of course, our enrollment numbers. Last year at this time in November of 24, we were at 2531 total. We are now at 2520. So we are 11 less than we were last year at this time. Any questions for me? >> Okay. Thank you. >> All right. And uh we do have another report tonight. Miss Laura, do you want to do the update for the AMC? >> Good evening. Good evening, board members. Good evening, Dr. Shackleford. Good evening to my administration sitting over there. And good evening to my colleagues and to Mr. Moore. All right. Um, in reflection as I was beginning this, I realized that it is my 20th report to this school board this year. So that's crazy to me. 20
064years it has flown. We are going to cover four areas today. Curricular connections, new initiatives, the district, the supporting of the district's goal, and program recognition. Starting with curricular connections. Um this is an obvious part of our goal this year is understanding AI's role in our educational program. Um this is our world right now. Uh we are looking to increase the way we can guide our students in responsible use of AI but also to look how we can improve our efficiencies in the IMC as we do our professional work. Finally, we understand the importance of supporting our entire learning commit our entire learning community during this time of great great great change. Now we are using a leveled approach as we do this within the curriculum. Um as we are an instructional program within the
065school we are directly tied to what happens in our curriculum. But in using this leveled approach we are keeping at the forefront a prioritization on critical thinking and developing the knowledge base of our students. I'll explain more about that in a minute. We are using tools that are considered industry standards and leaders. tools that we believe will outsurpass others. And we have prioritized making sure that we are um focusing on the ethics and responsibilities of having our students and our colleagues use these tools. In June, MIT published a study called Your Brain on Chat GPT. In this study, they looked at what's called cognitive debt. In the study, it was shown that those using large language models showed consistent underperformance in neural, linguistic, and behavioral levels. This is something we have kept at the forefront
066of all that we do because we realize there are long-term educational implications of large language model reliance. What is happening is that you are seeing a change in how Mrs. Riddle and myself serve this district. We are functioning as what is called a multimodal literacy instructor. We are no longer just about literacy or about books or about checking out books, but we teach our students tech literacy, visual literacy, media literacy, news literacy, information literacy, AI literacy, and let's not forget about literacy literacy. This means that we are committed to weekly PD. We have to stay ahead of our edge in AI, which means we have to develop ourselves professionally constantly. We are also working on a really exciting project. Thank you, Mr. Graham. We're working on some AI certifications, and I look forward to telling
067the board more about that exciting news in the future. As a part of our commitment to bringing AI into our classrooms, we're also committed to shaping the environment of K12 schools. Last year in my report, I talked to you about how our English department was working to shape one of Turnitin's slate of products called Clarity, a very new product to the world of AI. This is a writing tool that uses not only AI but also monitors the writing process. I want to say I thank Miss Jod Cyp. When you get a chance to collaborate with Jod, you take it. and I want to thank her for walking this walk with me as we have worked with Turn It In as a company. We've worked with that company um for 20 years. I brought that company
068to OTHS when I got here and we um have had nothing but really wonderful success with them. I think it is notable to say that all the contributions of our English department has led to some very amazing developments for postsec or for secondary schools with the use of clarity and time has recognized clarity as one of the best inventions of 2025 and it is notable to say that your teachers helped to shape that product. I would like to call special recognition to Mrs. Melissa Wilkerson who has given hours and hours and hours of her time talking directly with the developers of Clarity to shape this product. As a final step in our journey though we are collaborating with them daily on how to make clarity better. Um thank you to Mrs. Sarah Harms and she
069will be interviewed by Turn It In as will I and we will be a part of their development story and so OTHS will be recognized as a part of their imprint on this product. In terms of what we are doing in the IMC as a program, we are using AI tools to better our efficiencies but also to learn from these tools. This is a snapshot of the data assistant that is now built into our circulation system. we are able to very quickly um look at different aspects of our collection where we may need to shore it up, where we may find books for certain um applications and it has been a great learning experience for us seeing both the power of AI tools and also notating their weaknesses. As another curricular connection, I would like
070to express that this has been one of my greatest joys this this school year. Um, working on the independent research studies that Sadil, Mark and Sadeem are conduct conducting through the science department. They are diving into deep research. We are going all the way on these projects and I am loving working alongside these students. We one minute are looking at foundational research from Brazil and having to use translators. Mr. We could really use you, Miss Bong. You would be helpful. Um, and the next minute we are considering crop research from a field behind where my home is. And it has just been a real joy to work with these students. They are brilliant. They are brilliant. Look at what those project titles are. Just so proud of those those kids. I'm also excited to report
071that our annual OTHS distinguished speaker this year will be in support of our CTE uh department. Each year when we pick a distinguished speaker, we rotate this in which department it is supporting. Our speaker this year will be Mrs. Don Honor of Honor Flores and Green Houses. Chances are if you bought mums locally this year, they were greenhouse uh from Honor's Greenhouse. Uh Don will be with us this year talking to our CE CTE department about growing and maturing a business. I'd like to note that our OT our OTHS media center program um is devoted to bringing these kind of enrichments programs to our students and that takes fundraising. So annually we conduct fundraising. We've been doing this since 2015 when we brought our first distinguished speaker to OTHS, Mr. Ben Feainer who was a
072Holocaust survivor. It was an awesome experience. We've had some great speakers and I'm glad that we can continue that program. New initiatives will transition to that. I am excited to announce that we have fully integrated three new streaming platforms. Again, thank you Mr. Ethan Graham for supporting me in this transition. It was a big change. Um, but because we conduct consistent evaluations of the resources that we use in the instructional media center program, we can quickly identify when we need to shift. and we stepped away from a product that wasn't serving our needs anymore and we were able to bring on these three amazing products for our curriculum that bring a wealth of content producers as well as much needed documentary content. I'm also excited to uh announce another new initiative that started in September.
073So, we've been at this for about two and a half months. This is the update to the OTS reading challenge, retro reads bingo challenge, and it is about books, beats, and bingo. And we've hit a lot of marks with this. It started last year with a survey of our great books classes. We wanted our students voice to frame the way we were changing this program. I thank Miss Kelly Papro and Mrs. Sarah Harms. They helped us get this information from the students. And this has been a substantial over overhaul of this entire program. Um, I would like to recognize Mrs. Meredith Riddle, our IMC coordinator at the Melbourne campus. Um, she has given a lot of work to this process, working directly with the found public library as this is a collaborative program. I'm very
074excited to tell you that in a short two and a half months, we have reached a thousand students with this program. It is a device free program meeting another one of the initiatives of the district this year. While Mrs. Riddle and I do serve as tech integrationists at this district, we are teachers first and foremost. And when tech is not serving the learning objective, we lower the priority on the tech piece. And this is a fine example of when we can do that. Now, our avid readers love their Beanstack app. And so we could not get rid of that. Um, and those readers have already in a short two and a half months logged over 18,000 minutes of reading. That is in addition to the 1,000 students who have been impacted by the reading program.
075Now, you may say, well, this is a this is a reading challenge. It's a program. What's the big deal? Kids read all the time. Research suggests that they don't. I would like to talk to you about February of 2025's release of the Education Recovery Scorecard. This is a joint product project between Stanford's Graduate School of Education and the Center for Educational Policy and Research at Harvard. It confirms Stanford's 2021 research that showed that reading is a gateway skill to success in every other discipline. So, why is our reading challenge so important? because it is connecting our kids not only to those of us in the INC but to one another and we uh very specially crafted the bingo challenge to require them to connect with other adults in the building meeting yet another one of
076our district's goals. So what do we learn from the Stanford Harvard study? It confirms what decades of research tells us. Literacy is fundamental. Keeping our kids in the habit of reading is the way for measurable gains in all other areas. What do our kids have to say? I'll give you a second to read it. In addition, we are definitely continuing our own research within the IMC. Last year, I talked to you about dynamic shelving and our commitment to that. And this year, we are looking at book placement. Does it matter? It does. We looked at two different collections. One being our state books that sits in the front corner of the IMC. The rest being our new books which we strategically place in the center of our library. Um, Miss Jessica Durham, um, I would
077like to recognize her. She walked alongside this and putting this all into place and looking at these stats and monitoring our students behaviors. What we saw was that a 2% gain in student selection of books can be had simply by where we place the books. And so it does matter. And that has helped inform us as we're talking with architects and what we think needs to be done in the future with how the IMC is situated. What it shows us is that if we are purposeful even in the small aspects of what we do, it matters to our students. Finally, I'd like to talk to you about supporting the district's goal of connections. One thing we have done this year is my uh taking on of two new clubs in the IMC. The chess club
078and the tabletop games club. I am thrilled that we have all of these students in our IMC almost consistently. Yes, on the days that we have the club meetings, but almost all the time they're in the IMC connecting, connecting with each other, connecting with other students, connecting with us. And it is such a joy. Many of our program pieces are put together to do just that. connects to connect students, connect them to things that they need. Connect them to school spirit. This is an example of our homecoming do-it-yourself spiritware. We recognize not every student has its own spiritware. They can come into the IMC and they can create those things. They can get their faces painted and it's one of many things that we do to connect students. In addition, we are committed to connecting
079students to resources where they can be successful. We ran a large print study which I reported to the board about last year. This is uh another moment of thanks. We are so thankful for endowment funds. They have allowed us to get wonderful new collections not only of large print books this year but also of high low books. >> What exactly is that? >> High low. High low is a book that is of high interest to a high school student but it is uh at a lower reading level to capture your emerging reader. The IMC is the place where connections are made. This is where our kids are connecting with one another with adults in the building and it's just a joy to watch that every single day. Finally, program recognition I know is important to
080the board to see that what we are doing is having an impact on our students in the classroom. I am proud to tell you once again, Gail Sgage Learning has recognized our IMC program and our students for their search and retrieval success. Number two in Illinois and number 51 in the United States. All of what I tell you today, tomorrow, is to attribute to this team. I am not a lucky person. If you were to have a drawing or play bingo, I would never win. But I won the lottery here. Mrs. Meredith Riddle, Miss Melissa Evers, Miss Emily Betold, Miss Rian Lehome, and Miss Jessica Durham. This team makes magic happen in that IMC. They are magical with our students, and they are a wonderful, wonderful team, and I'm very grateful for all of them.
081Thank you very much for your time tonight. Board, thank you for the support that you give of our media center program. Um, I am always honored to know the value that this school district places in our library program. You see it when you visit other districts. I feel it when we talk to colleges about what kind of student we are sending them. So, I thank you for your continued um commitment and to our administration for for supporting us and I couldn't do any of it without the collaborations that happen with my colleagues and they are so amazing. So, I thank you. >> [applause] >> Okay, next we have committee reports. We'll start with uh Miss Johnson. Communication >> communication did not meet. It was on Veterans Day. We will meet next month. Oh Deberun. [snorts]
082Then education >> education we did not meet uh this month that next Wednesday we will meet on December 9th uh Tuesday at 4 p.m. >> Okay. Uh Mr. Richtor facilities >> uh we did meet and extensive report is attached any questions and if not our next meeting is uh the 9th at 3:00. So facilities, we spend a lot of time going over the architectural plans and options for the school, I guess. Right. >> Right. >> And I believe Pax coming up December 8th. Um presented to the community, I believe, is the plan. Right. >> It is. I'm in talk at the end of the PTA meeting. Um for those who want can come and walk around the school. >> Is it going to be at the end or the beginning? It could be either. Um,
083it might be more appropriate at the I don't know. I It could be either. I feel like at the end people who want to do it do it at the beginning. I wouldn't want it till like the start of the meeting. >> Okay. >> Um, but we'll also have the boards that were out at um connects night because if you didn't go through the whole school, you didn't see all the boards. So, we'll get those on display here in this room as well as people can see that and then get some larger pictures up on the screen, too. And it won't be the entirety of the report that we talked about at facilities. Um it'll be more condensed um just prevent presented in a very just clear simple way um representing all the priorities so
084we can get some feedback on those eight identified areas and what uh those that attend PEC would identify as priorities. And then I think the plan is from PTAC up to our board meeting in February to try to get some direction behind maybe one of the options. Does that sound right? And then I think there are three agenda items tonight for review and approval. We've got auditorium um project coming up. [clears throat] There's also a project for um investigating moisture in some of the classrooms. And then there's also a big project to replace a roof on the gym down at the other end of the building. So if I don't everybody wasn't at the facilities meeting, so if you have questions and you know as to why these projects, we can kind of discuss them
085when we're looking at them. Um finance and personnel. James isn't here tonight, so I'll just give a little bit of an update. I think Beth's already hit on it tonight. Um, James did mention wanting to have uh committee meetings uh December. I think he's targeting December 9th 5:00 pm for personnel and then I think he wanted to do same 6 pm the same night for finance. Um, some of the big things I think he wanted to spend a little time discussing negotiations um midterm reviews for our superintendent and uh just basic business office procedures. Um, >> so >> we'll talk about the investment uh the investment options the finance committee meeting as well >> in more detail. I'm sorry. We're hoping that this is name J we'll be able to be there and talk to
086the board about that. >> Yeah, sounds good. So December 9th couple couple meetings uh for personnel and finance. Um next is policy. ML >> we did not meet. We had no more updates. So you guys got through all of the updates and you're ahead of press. So two months with no meetings and that means also no other policies that need to be approved. So thanks for all the work over the past year and a half and that's paying dividends now. >> December 2, December 2nd at 4M is the next meeting. >> They just did a really big release. Of course they do. [laughter] >> I have just all of them will be listed at the December meeting, but I anticip we just get through as many as we can and we'll just start to chug
087away for that. >> Pardon? Yes. 4 p.m. on the second. 4 p.m. >> Okay. And with special committees, we've got uh again PTAC on December 8th starts >> December 8th that starts 6:30. Uh, best committee meetings coming up in January the 26 [clears throat] at 4 pm. They'll be at District 90. And then the city has a meeting uh coming up February 5th at 9:00 a.m. at the uh city hall. And then I don't know conversation over coffee. >> No. Um, we did the joint one last year that was wellreceived. So maybe we could put something together um in the spring semester with them. might even pay for it to compete with PTA because they they share a similar purpose. So >> maybe bring we'll bring it up at best. >> Yeah, I think that's
088a great idea January 26. >> That sounds great because that was really nice. Last year we got a much higher capture rate including elementary parents. >> All right. Um public comments next. So we'll open it up to the public public. if there's anybody like to speak to the board. If not, we'll move on to our agenda. Uh the consent agenda is first. So make a motion to approve the [clears throat] consent agenda in its entirety including but not limited to prior meeting minutes, financial reports, payments of bills, freedom of information act requests and the disposal of obser equipment. So move second roll >> I >> Johnson I >> Okay, old business. Uh there is none as Heather mentioned there were no new policies. Um so uh with new business first is the uh performance uh
089dismissal of personnel. So make a motion to approve the appointment compensation discipline performance dismissal of personnel items as presented. >> Move [snorts] second. >> Roll call. >> Richtor. Johnson I >> Brown >> I uh next is a contractor pay applications for some construction projects uh looks like for $12ish. So I'll make a motion to approve the pay applications for construction projects >> second I >> Johnson I >> uh next is bids that we've received for auditorium repairs and renovations. Um, are there any questions on this one before we jump into it? Okay. And I'll make a motion to approve the bid received for the auditorium repair and renovation projects as presented. >> Blue, >> Richtor. >> Hi, >> Johnson. I Isel >> I >> Brown >> I uh next is a state maintenance grant application
090and congratulations on the is it $50,000 >> $5000 this may be the last year for that we've been told but we'll take it while we can get it >> I think it's for repaving park the parking lot >> it's for the south campus parking lot that's the one that we viewed pictures of where it looked a little bit like rubble so it's a definite >> and uh I I I think we had Martha Stofl at a facilities meeting. She made a comment in the meeting. She brought up that in the past we've called the city >> when we were doing asphalt projects and we're just like shocked with how I guess we're they do a lot of concrete so and black top so we were able to leverage their their costs I guess. So it
091might be something we want. So they they are looking at that because they don't have a locked in cost for it. But the maintenance grant application piece is due I believe not until January. But we get that application and because the 50,000 is the 50,000 it'll be you know six times that um at least but they I think Tom was planning on doing that GM. Yes. To see if there's any partner projects there. >> Perfect. Um so I'll make a motion to approve the state maintenance grant application. >> [clears throat] >> Roll. >> RTOR. >> Hi. >> Johnson. >> I >> Blue. >> Hi. >> Brown. >> Hi. >> Uh, next is the evaluation of the 200300 hallway classrooms that have moisture. Um, so I'll make a motion to approve the forensic evaluation for 200
092and 300 hallway at Smiley Campus for a cost of $3,500. So moved. Second. >> Uh, Lloo. >> Hi, >> Richtor. >> Hi, >> Johnson. >> I >> and and on that that was just the evaluation, right? >> That's just the evaluation. That's not the work. So after the evaluation, we would get estimates on the work and then it would come to the court again to potentially prove the work. >> We need to whatever they identify. Yeah. >> All right. And next is the life safety amendment, but it's the partial roof replacement down on the south gym. And I don't know [snorts] if anybody has questions on this one before. >> This is nothing new that's been on our five-year plan for Wow. So, >> this is one that came to the board [snorts] in October
093of 2024 for consideration. And at the time, the board wanted to wait another year. and we discussed at the facilities committee um taking into consideration that long-term planning piece and [snorts] discussed that regardless of where we go in our long-term planning that this could make it a year at max and so it's going to have to be done. Um, so that's why the facilities committee brought it forward for tonight. [snorts] >> But it does have, I guess, some impacts on some of the options that we >> like if you wanted to pursue only. >> Oh, sure. But nonetheless, we'll be utilizing this building for a period of time regardless of what happens. And [snorts] >> right, we still have to do it for now, right? >> Functional roof. We do need a functional in the
094near future regardless of which option we do go with. >> All right. So everybody's everybody's no more questions. >> All right. I'll make a motion to approve the health life safety amendment for smiley partial roof replacement. >> So move >> I >> Johnson I >> and uh next is our 25 tentative tax levy. So I'll make a motion to approve the 2025 tentative tax levy. >> So move >> second. >> Roll call. >> Is >> I >> Johnson I >> And next is a resolutions uh [clears throat] report. And uh I think Dennis, do you have a motion to make on this one? >> [snorts] >> I move that Heather Lemieux be granted the authority to vote on the IASB constitutional amendments and IASB resolutions at the 2025 IASB delegate assembly with her IND with
095her independent discussion [clears throat] based on the consensus of the OTHS district 203 school board on November 13, 2025 and any discussion had on the proposed constitutional amendments. ments and resolutions at the 2025 IASB delegate assembly. >> Second. That was a prior using prior roll call. >> All right. So, all in favor >> discussion. I'm going to go over with the board. >> Pretty much the board consensus was unanimous. Everybody agreed to adopt the um recommendations of the resolutions committee. We had one board member who abained. I don't think he the individual was able to get through the through the packet that the packet is all included under public content. Majority of the constitutional amendments are just clean amendments that had been they haven't been done before. Um and there's only one resolution um that
096has to do with school bus safety funding and it's an um an unfunded mandate is ISB continues to push back on these unfunded mandates. So the resolution um gives local school boards authority to ask flexibility with how they how they were able to get funding for the school. >> So we all agreed on >> we all everybody agreed to. [snorts] >> Um so all in favor? >> Any oppose? Motion passes. And next is trips in excess of 200 miles. to make a motion to approve trips in excess of 200 miles. >> So move second. >> Roll call. >> Iter. >> Johnson. >> I >> Okay, that finalizes uh new business. Um I guess were there any other items for consideration post agenda? >> Okay. U so our next meeting of the board of education will
097be December 16th. Um, and uh, we do have some things coming up. We got the fall break on November 26 through the 28th. We've got early release on December 3rd. Our PTAC will be the 8th of December. Again, finals are around the corner on the 17th and 19th and then winter break starting on December 22nd. So, >> and the 16th is a Tuesday. >> Okay. So, uh, I'll make a motion to adjourn the regular board of education. >> So, moved. >> Second. >> All in favor?