001I don't know if that's a good >> Can can you can you can you hear it? >> The time is now 7:03. L can you please call the role? >> Sure. >> Johnson >> here. Rosman >> here. Spurlock >> here. Mor >> here. Perez >> here. Kim here. >> Carton >> here. Meeting calls to order at 7:03 p.m. >> All right, we have public comment Rachel. >> Hi, thanks for the opportunity to speak tonight. I'm going to be speaking about youth sports in our middle schools. So, I'm here as a parent of a middle school girl and someone who played volleyball myself starting in third grade and continuing through college. Because of this exper I'm sorry, I just want to back up. My child tried out for volleyball. She showed up. 50 kids showed up.
002And the thing that is bringing me is breaking my heart. One of the girls who showed up didn't even know you needed new pads to try out for volleyball. She was cut immediately. That broke my heart. As someone who played volleyball from third grade to college, it made me think about how brave this girl was. She showed up to try something new. Immediately cut and showed the door. 50 kids showed up. It's not just volleyball. It's basketball, too. And we have an elite 13 that we put on this team. And it breaks my heart that we have these kids saying, "I want to move my body. I don't want to sit down on the ground after school. I want to do something. I want to try something new. I want to be brave. I want
003to be a leader. I want to be a part of the team." But the way we've structured our youth athletics turns most of them away. I'm very passionate about this as someone who played from third grade to college. And that girl's story broke my heart. And I happened to bump into her mother just chance on the street talking about how we were both so disappointed that this was our child's experience playing sports. I'm not saying that we can't have tryyous. I'm not saying that everyone should make a team, but I'm saying what I'm asking for you all to do is compel the schools to respond to the demands of the kids. If 50 kids show up, why don't we have a sixth, seventh, and eighth grade team instead of a seventh, and eighth grade team.
004If 50 kids show up, you could have four teams that just play each other. I'm not saying you need to solve the gym space. I'm not saying you need to solve the funding. I'm just saying that we should structure our youth sports to meet the demands of the kids. They're raising their hands and saying they want to do something and we're turning them away because of the precedent of just how things are done and it's wrong and I think we should change it. So that's my public comment. >> Thank you. And that concludes public comment. Um superintendent update. Yes. So, we have a very just quick update. Um, and we also have visitors um, tonight as part of the superintendent update. But before we get started, super excited to kind of start our first board
005meeting of 2026. Um, as the co-inter superintendent with Dr. Pow. I know he is having a hard time in the audience um, not being able to say nothing. So, we'll see if he's able to drink it >> actually um survive this meeting without talking. Um but we actually started um um on a really strong note being able to kind of as a staff D97 staff being able to have some connection, collaboration and care coming together as a staff for our institute day. um having staff, giving them time for collaboration with their um department, with their grade level teams, also having time to engage in professional learning across our 10 schools. Also really dedicated a time across the district, even here at district office um for staff wellness. um just recognizing that as adults when we
006take the time to care for ourselves, we're really able to kind of just pour into our students. And so really want to make sure that we are dedicating that time throughout this year to recognize um how important um staff wellness is to um really pour into our students. So next um January is also another big month. It kicks off student registration for kindergarten and for our new students. It starts January 21st. Also for our returning students, it starts um January 28th. So want to make sure that we are kind of moving that timeline up so that we can get our families registered early because that impacts a lot of our internal planning. And so um that information is posted on our website and if there's questions that families have they can reach out um to
007our teams via let's talk. Also next very exciting um this is one of my favorite times of the year since becoming a um I started um as a principal at Whittier. Really was excited about this event. At that time it was called one book one school. Now, it has evolved to one book, one district. So, at this time, I'm actually going to call up two of our special guests, um, Katie from Irving and Lorie from Whittier to really talk about our one book, One District. They're actually going to introduce You guys have the hot >> I get to pass it over to you. >> You're just like lucky we're not wearing guinea pig costumes, right? >> Well, yeah, that was a few years ago. Uh, hi. I'm Lori Connley. I'm the librarian at Whittier. And
008I'm Katie Nunan. I'm the librarian at Irving. >> Um, can we >> All right. Perfect. Okay. So, um, one book district we is mostly spearheaded by the librarians at all of the schools. So we have all of the names of the librarians at the elementary and middle schools there who are working together. And our goal of one book, one district is for every student to be in love with literacy and form a sense of community around books and literature. Um the librarians partnered with the district and school PTOs to provide families and students with a copy of this year's book to read and discuss at the same time. So the district paid for copies for the kids, the families, and then the PTO's paid for staff and then extras if we needed it. So, we
009work together to order the books. Um, so the big news, uh, the one book, one district book this year is Wedgie and Gizmo. Um, the way that it works is all the kids in from early childhood all the way up through some eighth graders are reading the same book at the same time. We have a schedule and so kids are partnering up um, to read the books together and talk about some of the themes. Um, we chose Wedgie and Gizmo this year. The librarians picked it. Um, we were looking for something a little kind of light-hearted, fun, and silly. Uh, this one's been very fun. We already are having kindergarteners laughing and whispering that it says the word poop in it to us. They really like that. Um, and it was chosen. Um, it's a
010book. So, Wedgie and Gizmo is a book about a blended family that's coming together for the first time. They are um learning about how to get along and make new friends in a new community. Um Wedgie is a dog that's very enthusiastic, cheerful, loves everything, a superhero, and then Gizmo is an evil genius. And so the two of them live in the house together and are kind of battling against each other. Um we also chose another book called How Rocket Learned to Read. This is for the PKP and EC families. They all got a copy of the book as well that's just a little bit lower level. Um, and something that is kind of the same thing, two different characters that are learning to see things from each other's point of view. So, the reading
011for one book, one district occurs both at school and at home. Um, we really encourage families to read with each other. Um, we have a reading schedule that goes home and so we encourage them to read together all all ages. Um, a lot of teachers read it as a readaloud, librarians read it out loud. Um, we do activities. So it's it's happening at home and at school to really build that community across the entire um town. So we are reaching diverse learners in a lot of ways with this as well. We have all of the chapters um recorded so that families and students can listen to them and we have the ability to translate those also into Spanish. Um our RISE classrooms are enthusiastically reading this as well um both at elementary and middle school.
012So we felt like this was a good fit for for all learners. Um, Dandelion Bookshop in Oak Park provided all of the books for us. We have a really amazing partnership with them that we have cultivated since they've opened and so we're really proud of that as well. So, we kicked off on Friday. Every single family brought uh got a book to take home on Friday and every school did their kickoff in a different way that worked for them. We had some assemblies. Lori is a professional dresser upper as the I think they're on the next slide, but we had a bunch of assemblies um for the whole school. We did at Irving, we did it in our Eagles nests. So, we gather once a month with our Eagles nest and every staff member has
013a group of students and so we kicked it off there where everybody read the first chapter together. We did a drawing activity um to meet the characters and then other um other schools had morning announcements with it. They had the first chapter that they emailed out to staff. And so every single kid heard the first chapter on Friday. Um and then that went home with families. So here's Lori in her outfit. The kitty. >> Yes. And then I have amazing volunteers that create my amazing door displays at the Irving Library. Um and so we had that all covered up for a week and it was like guess what's coming. It said like coming soon. And then after the reveal we took that down and that was on the door. So we did it in all
014different ways across across the district. So this month um in addition to the kickoff, we will be having the culminating event is going to be an author visit um a virtual author visit with Suzanne Sulvers. Um we're so excited that she's willing to do that for us. We contacted her and told her that thousands of people were reading her book and she's very excited. So we're doing a live virtual author visit at the end of the month with her and so everybody will tune in to that. Uh weekly trivia questions, daily trivia questions. We have trivia questions um on we created a website that's like the hub of all of our information. So that was also emailed out to families and we're doing trivia questions every week to get the kids excited giving prizes for
015that. Um some people are giving stuffed animal prizes like the corgis and the guinea pigs can visit the classroom for a week and hang out with them. Some people are giving out like stickers and so there's all different prizes related to the trivia. um research projects. I know um at the middle school and probably some other schools um they're offering like a pet create a pet rock kind of like project where you can have a guinea pig or a dog and you can decorate it and and get supplies for that. Um reading buddies across grade levels and then of course classroom readalouds. I just walked by a second grade today and they were reading chapters two and three and I was very happy. So um lots of things going on in all of our schools
016throughout the whole month. And then this is the QR code for our website if anybody wants to take a look, but it includes um information about the author, the reading schedule, some activities, trivia questions, a place to post pictures um and things like that. So >> that's it. That's it. >> Thank you. >> Yeah. Thank you. >> Thank you guys for supporting it. We really It's really fun. It's been It's been really fun. We're going to come back after winter break. Yes. >> Thank you. >> All right. transformational goal area updates. >> So, first up, we have a quick update. Um, pretty soon we will be opening up our acceleration um window. And so, with a quick acceleration, just kind of update, we're bringing up Emily Crean, our director of teaching and learning. >> Hi,
017everyone. >> Hi. Hi. >> Hi. I'm >> not usually up here by myself. Nobody >> comes in next year. >> Maybe. No, I'm just kidding. You're fine. Um, all right. So, I'm just going to go through I'm going to accelerate through this presentation thoroughly but quickly to just go over and remind everybody of our process of um single subject and whole grade um acceleration. And so, um, tonight it's Patrick and I leading the show, answering your questions and talking through, um, this process. Um, I'm going to talk about what single subject and whole grade acceleration is and how it runs here in D97. I'm going to again revisit the difference between acceleration and access to algebra. Uh, touch in on the timeline and the process, talk about our communication, and then leave time for any
018questions that you guys may have. Um so the first thing I wanted to start with was just the accelerated placement act. Um this was um uh brought to um it was enacted I guess in 2019 and it's just essentially saying that every district in the state of Illinois needs to have um an acceleration um policy in place um for early entrance which is kids that would like to enter into first grade or kindergarten early uh for single subject and for whole grade acceleration. Um, before we start that, I want to touch in and visit our MTSS diamond. This is the diamond we use to make sure that we are providing services for all of our students across the board. Um, on the left side we see our intervention side, but on the right side, you
019can't see it really well because the colors kind of blend together, but there's blue and purple. And that is our enrichment side. so that we're not, you know, we obviously are focusing on making sure that our struggling students are getting the support and academics they need to get to grade level standards, but we also want to make sure that it's just important that our students that are meeting those standards quickly that we're providing rigorous enrichment um and challenge for them as well. Um so ISBY put out in 2018 right before this act became um law for all of us in the state of Illinois. Um says some best practices around acceleration. Um and here are all the points that they have. So access the first two points are very similar. It's that it's open to
020all students and that all student populations are served and we hit both of those. All of our students it's acceleration is open to any student to apply and go through that process. Um, and here at D97, while we still have room to grow equity-wise, we do have all of our population served. We have students with IEPs. We're across racial lines, across socioeconomic lines, across gender lines. Um, so we are seeing all of our students represented, although we still um have room to grow in whether those match our student population. Um, that the student evaluation is fair, objective, and systematic. This is something that we've been working on over the last few years um and continued to evolve from both staff feedback, family feedback, community feedback, um principal feedback. And so we continue to grow and
021we've moved into a rubric system which I think we've received a lot of positive feedback about um just being transparent, parents understand what they need um and students understanding what they need to be able to qualify. um that we make sure that we're open commun that we open our communication that parents understand our policy and procedures. We do this in a number of different ways which I'll talk about in um some future slides, but we really try to um blast it out from the district uh you know through our weekly wrapup. We all of our principles put this in their newsletter. We talk to all of our teachers about it to talk about it at conferences. We have family information sessions here at the board table. So we're trying to make sure that all of
022our families have the same amount of knowledge and understand the process the same so that everybody can who would like to take part has that opportunity too. Uh we also it specifies that the policy should be a comprehensive data informed um evaluation plan. I'll go into uh more about this when I talk about the actual process of acceleration here but just making sure that we're looking at both standardized data. We're looking at formative data from the classroom. we're bringing in the student voice. You >> Okay. Thank you. >> Didn't want to keep um and that we're also looking at, you know, classroom performance and how um in teacher surveys. Um and then finally, that our community has access. And so we uh try to keep our website as up to date as possible. Sometimes I'm
023a little slower getting it up to date. I try my very best, but everything is up there um as we are making it um as it is available um to make sure that um families in the community are are um in the loop. Um so again, single subject acceleration is when a student is demonstrating a um that they're that they need a higher level of instruction than age appropriate in a single content area. Whole grade instruction is what we used to call when I was younger like skipping a grade. Uh where they accelerate past all of the subjects for a full year. Um again uh this is all thing that you've seen before um in board presentations. We have our statemandated acceleration process which is the window that's about to open. This is um under
024our accelerated placement act from 2019. It's open to all subjects, all students, all grades. Um, and anybody, students, teachers, families can apply during our open window, which is from March 2nd to April 24th this year. Um, access to algebra is only math. It's only for students in fifth through 7th grade who are not currently accelerated in math. And they have multiple pathways to do it. They can either go through the STAR pathway, which will look a little bit different this year because we're bringing back our spring assessment um or the bridge course where they take classes during trimester 2 and trimester 3 and pass at the end of the um at the end of the course uh they pass the end of course exam with 80% or higher. And I like to help people try
025to understand a little bit about the difference. Statemandated acceleration is really when students feel like they don't need any instruction. They've already mastered the standards in the grade level in which they're trying to accelerate past. So, if I'm a third grader and I'm trying to accelerate in math um to fifth grade, then that means that what I'm saying is I already understand no and fully comprehend the fourth grade standards. I do not need instruction in them and I'm ready to jump into fifth grade math and be ready. If I need instruction in them, then I still need to be in fourth grade. And now maybe I you have a student that is learning at an accelerated pace and that needs a little bit more challenge and rigor. And that's where we talk about teaching practices
026and differentiation, but they still need the basic content to be able to get through. Whereas access to algebra, and this is why it's an access pathway and not an acceleration pathway because we do provide that that instruction through the bridge course. So, we're giving students an opportunity to learn those priority standards, what they need to know. We have a certified teacher teaching them, providing feedback, grading them along the way. And that's what makes these two pathways uh just another reason of what makes these two pathways different. Um, so our acceleration process, we always kick off our acceleration uh year with a family information session. This year it'll be on February 18th. Uh, we we put it out in the weekly update. We put it out in principal newsletters. We let families know um through the
027website. Um, so they everyone can come in for the um just to learn about the acceleration process here at D97. Um, then families can go ahead and apply. All of the applications are live online um through our website and so this just walks them through how to get there. Um and then the first step is once a family applies it goes to the MTSS team at the building level which consists of the principal and then some of the MTSS team members which could be the instructional coach um MTSS interventionists l's there the enrichment specialists um and what they're looking at is they're going to look at their fall um and winter star scores. We always give all students a student voice survey to gauge their interest and what their um what how they see themselves
028as a learner. Um and then we look at report card grades or standards depending on if it's elementary school or middle school. So that's the first part of the rubric. After they go through that, if they qualify with enough points, they move on to the second section of the rubric. And the MTSS team is communicating with the family throughout this whole process. They will let them know whether they have qualified or not to go move on to the second section of the rubric. If they move on to the second section of the rubric, then they are taking the end of the year standardsbased placement test. And I just noticed the spelling error, so I apologize. It says bases, but it should say based uh placement test. Um so we're looking at that. We're looking at
029the AR if it's applicable depending on the grade level of the students. And then we're looking at two teacher surveys um that just talk about different learning um behaviors in the school. And then we take all of that data and once that's all collected um the teams complete the rubric and notify families of the outcome. Students need to earn 80% of the points on the rubric to be able to qualify um for acceleration. Um throughout this time we're talking to the family and letting them know each of the steps along the way. Um and while our um the end of the I'm going to go the end of the year standardsbased test because we use the same test year to year. We don't allow it that to go home or made copies. But we do
030invite families to come in and see the test and go through it if they would like. Um here's our timeline for 2026. Uh by the end of January, we'll have our updated website and rubrics. We did have to update our rubrics this year because we went from map to star. Um February 18th is our family information session. Our window opens on March 2nd. We offer three Saturday um acceleration testing dates that students and families can sign up for. Um if students can't make a Saturday testing date, they usually let their schools know and then we test them at school. Um the purpose of this is because those tests can take anywhere up to 75 to 90 minutes. Um which is just missing a lot of instructional time. Uh and sometimes it goes into like a
031gym class or a recess or something that kids don't want and then there's panic to finish. And so we just want to make sure that it's a that it's a testing environment that we can guarantee students don't feel like they need to rush through. Uh but we can also do it at school. Uh the window will close April 24th and then between that March and June the MTSS teams are assessing students. they're working with families. Um they're putting they're scoring the rubrics and then we let everybody know by June 2nd, which is our last days. Um and then again, we have tried really hard for this to be um collaborative to make sure that we're increasing our communication so families know. Um we are open to all feedback, the good, the bad, and the ugly.
032I know it's hard, but some of the hardest feedback I've received have shaped some of the best decisions we've made. Um and so we're always open to feedback and we do take it um and you know use it as valuable information when planning and evolving in our programs. Um anybody can refer a student, teachers, families, students themselves. We've had uh administrators, we've had some of our middle school students do fill out the application all on their own. Now we do need parents and families to give consent because we're going to test them. It's a whole process, but anybody can um go ahead and take part in in filling out the application for the referral. Um, and then we take pride in making sure that we are communicating every step of the way and that we're
033not only communicating what's happening during the whole process, but then our students who qualify, that they understand what that looks like, especially if you're qualifying in second grade, what that looks like when you get to fifth grade, what that looks like when you get to eighth grade. um to make sure that families know, especially when we're talking about whole grade acceleration because they're going to middle school a year earlier, they're going to high school a year earlier, they will eventually go to college a year earlier. So, just making sure that families understand they're not just looking at the here and now, but they understand the whole trajectory of how this will look for their student moving through our our schools. Um again, applications are only open between March 2nd and or the application process is
034only open between March 2nd and April 24th and all exceptionalities are considered. We don't turn anyone away from the application process. Um for students who do have um IEPs or different needs, um we do alter the rubric to make sure that we are not ever using a child's disability against them in making a final decision. So that may look like um creating a different teacher survey because if we have a student that's coming through that has ADHD and has a hard time paying attention, we wouldn't want a teacher to mark them lower and based on their disability. So all exceptionalities are considered. we make sure that our process is inclusive for all the students in our district. >> Thank you. Any questions? >> Looks like I'm sorry on slide 11. Um just looking at point
035number five. So, one of the things um just like listening to the community kind of ongoing and for full transparency, you know, I was still around when it was paperbased, you know, end of year assessment >> and I remember there was like a percent or something that kids had to get and is that still the same process? Great question. No, so they are still paper based. Um all of our assessments in acceleration are paper pencil. Um, it used to be that they had to pass that with an 80% to go on to the next part. So now it's part of the rubric. So depending on their percentage, I think, don't quote me on this, >> right? But it's like 90 to 100 earns like 10 points. It goes all the way down to 70%. So
036if you get 70% or higher, you get some amount of points on um the rubric towards it. So there isn't a definitive score that cuts you out. Um but there you could get to a point where you didn't earn you earned zero points for that. Um have we stuck with the same because now we're also looking at um you know new math curriculum. Sorry this is a follow-up still on the end ofear assessment since we're looking eventually for like certain grade level and you know looking at math curriculum changing will that potentially change that endofear assessment because it was based on technically Eureka. No. So over the last three or four years, we've moved away from the Eureka assessments. Uh we felt like that was doing a disservice to our students because it was using
037Eureka specific language. So for example, in third grade, tape diagrams are introduced in Eureka. Tape diagrams are actually not a mathematical thing at all. They were made up by Eureka. And so if we have a second grader that's trying to accelerate past fourth grade and they're asked to complete a tape diagram, which they were asked on that end of the year exam, they would have no idea what they're talking about. And that doesn't show their mathematical knowledge at all. it shows that they don't understand Eureka vocabulary, which they shouldn't because they've never been introduced to that before. So, we've moved away. We pulled all standardsbased tests. So, when last year and the years prior to that, we had our Mastery Connect platform. So, we have taken all of our standardsbased um assessments from the Mastery
038Connect platform and printed them out. So, they were all curriculum agnostic. So, we weren't running into vocabulary issues and stalling students from being successful in this process. But yes, we did use your recap date on it. >> Say thank you because that answered one of my questions as well. So I just want to say I appreciate that. I appreciate that you've done that. Um so I just have two other quick questions. Uh one is for access to algebra. Are you still layering the curriculum? In other words, they're taking one class at one time and one class at another time if they're in the middle schools and and are we gathering any feedback on how that is going? We gather feedback each year on how that goes. Um we we well let me say this. We
039gather feedback each year on how the program is. We haven't asked that specific question, but I would be open to asking that specific question. Um we don't get much feedback around that specific thing, but again like we're asking just about how the program is running and how students felt um in the program. But yes, it runs for their win block in addition to their math block. >> I would personally be curious about that. If it is useful to you all in looking at it, I would encourage looking at what does it mean when you're layering one year over another year concurrently. >> Sure. >> um and this year more than ever. So it's a good question to ask because we're at trimester 2, trimester 3 instead of >> Exactly. This is the first year doing
040that. Um so the other piece is acceleration as you noted is essentially skipping >> a grade. Um what feedback are we gathering or what are we looking at in terms of differentiation? So, if someone is like, "My kid is not being challenged, but they're maybe not ready or they just don't want to skip ahead for a year." Are we looking at that process and how that's going in the classroom? >> Sure. Um, we are as part of our MTSS diamond that I showed before. So, you know, when we test, we're in a middle of a benchmark testing period right now with STAR. So, when we test, this year it's three times a year. For the past few years, it's been twice a year. And we have our benchmark meetings afterwards. We have our whole team.
041We have our interventionist there, but we also have our enrichment specialists there. We have our classroom teachers there, our instructional coaches there. And so we're talking about all of our students. We're talking about what students we need to push in in enrichment um and what students we need to intervene on. So that conversation is happening multiple times a year in every school building. Um and that was one of our pushes when we moved from um NWA into Renaissance. Renaissance offers teachers a lot of ability to be able to um differentiate um within those win periods to really make sure that we're hitting that like students of all academic abilities, not just students where we're trying to pull up. Um and so always room for growth. Um, I think that with piloting new curriculum, I think
042that our our goal this year and in f, you know, next year, this for math this year for ELA is to understand and learn the curriculum and then really start diving in on how we can differentiate for students and meet their needs with what we have in front of us. >> Great. Thank you. >> I had one last thing just for a followup in the future and thank you, Emily. This is very informative and and very streamlined. I was wondering if you could tell us if behavior like so one thing that I also found in practice again it's dated information so I'm curious if you have seen new trends is basically you know the hardest kids sometimes to accelerate were a really bright especially in elementary but squirly kids so kids that were really struggling
043with having also a 504 or ADHD and they really just like they met the criteria I see the rubric kind of evolved that definition and I know you're doing the student voice survey. So, I just wanted to know will we eventually get to see trends in terms of like, >> you know, how many kids with an IEP might be twice exceptional or how many kids with a 504 like eventually? Is that something? >> I hope so. I hope so. Um, I know that Donna and uh, Donna Middleton and Tracy Ham uh, do the um, parent nights once a month and um, last year I went and talked to the parents about twice exceptionality, encouraged families to seek out this process if they have a student that is demonstrating a high academic ability regardless of, you
044know, whatever their disability is that creates a um, IEP or a 504. And I hope to and I continue to work with teams and I can you know I say to all of our MTSS leads are the people who run acceleration in our buildings and I meet with them once a month and I always say to them if anybody that comes up that has 504 a 504 an IEP or anybody that just has behavior concerns even if they don't have an identified plan reach out to me before we go through the process so that we can go ahead and explore what are the needs of that student and to make sure that our rubric is not intentionally pushing them out even if they have that cognitive ability to be able to do so. >> And
045since grade level wise, like I'm just going to I don't know if it's a plug or just an observation to say I love that you're, you know, talking like across the bedline with MTSS because there should be some more continuous collaboration there simply because let's say for example, a third grader qualifies score-wise, has all of like the intellectual achievement attributes, they're really motivated, but they have behavioral needs. And so in buildings where the acceleration class, let's say at a grade level again, let's say they're jumping up to to go into fourth or fifth, a co-t talk classroom would really set that up nicely >> because that kid with an IEP could also be their behavioral needs would also be be met. >> Yes. And I know that that is, you know, scary to think in
046financial times right now, but, you know, that is something that could potentially open doors for kids with IE IEPs or 504s to to access, you know, higher levels of math. >> Yeah. No, definitely. And in those buildings that already have that co-eing, you know, like that is a model to look into. I know not every building has that right now, but yes, agreed. >> Anybody else have a question? I just have two quick um will the So you were talking about the rubric and you said don't quote me, but I'm I'm thinking that might be helpful for families. Will that rubric and like how you assess will that be shared with families so they understand if their child does not meet the criteria then they I think just knowing the process and what the expectations
047are would be really helpful. >> Yes. So the rubrics are all online. Our current rubrics that are on our website right now are from last year. Um, we're updating them now because we have new assessment systems and so they will be up there and ready to go by the end of February or by the end of January. So, they'll be ready to go before even our parent information session. But yes, all grade level rubrics are up there for families to be able to walk through um and look at and families have the majority of the scores so they get a good idea of um how students would would do on the through the rubric. And just to clarify because I know and looking at the materials and it says like all everyone is eligible, anybody
048can. We've gotten a lot of concerns and uh messages to the board about uh students who have previously accelerated. >> Are they included in this eligibility? >> Yes. So through the statemandated acceleration process, students can go through as many times as they'd like in as many subjects as they like. >> Now at some point we as a district might say, "Whoa, whoa, whoa. We don't recommend that anymore." But it is open to all students and all subjects to go through as many times. Access to algebra, which is not an acceleration pathway, you can only go through once successfully. You can go through multiple times if you haven't uh made that 80% but once you make the 80% so one time you once you go through once successfully you've uh gained access to algebra so that
049pathway is no longer an option but you can always go through the statemandated process as many times as you want. So I think that I I do know that there's a lot of confusion around that. I I hear that and I if you have any advice on how to make that clear for families, we are open ears. I will say I think the concept is clear. I think what is not clear is why. So another presentation on why is it that if you're already accelerated, we're not allowing you to do access like do the acceleration piece would be helpful to people, I think. >> Okay. >> All right. I mean, isn't that a good point? But isn't that like to Emily's point like you have access to algebra? >> Yeah. No, >> once you have
050access I I >> That is the short answer. Yes. But I feel like there's like a little bit more behind why we're doing the program to give. >> We spent a lot of time last year trying to explain the rale behind it. >> Wouldn't hurt to do it again this year, but I know you guys have put a lot of time and energy into acknowledging that. >> I think sometimes people just >> and we talked about it. >> Yeah. And then we're happy to kind of bring that forth again. Yes. >> To kind of distinguish the two. And this today we really just wanted to focus on like the acceleration. >> Well, yes, >> the statemandated acceleration and we can come back and talk about access algebra because we didn't want to do it at
051the same time because it just continues to confuse >> to murky the waters. Yeah. >> Yes. >> Yeah. I just know it's going to come up. So I was like maybe we could do a little diagram like have you done this? Yes. Have you done this? No. men like that. >> I think we actually had that from last year if I'm not mistaken like a ladder or something you guys did. >> We did. >> But I'm happy to, you know, like again, like I said, because I I I do understand also that when you're in the world of education and you're saying stuff, it makes sense to you, but sometimes to families who are not in the world of education, you're not explaining it clearly in a way that they're understanding that. So again, I'm
052open to all and any feedback about making that clearer to families because we do know that there's a lot of confusion there. >> Well, and I will say I do think at some point a presentation on differentiation >> would also be helpful because I I hear from a lot of parents, my child's just not being challenged and my only option is to move them forward. >> What are the options? How are we moving that forward would also be helpful, I think, for parents. >> I agree. And I think those are things that we're hoping to and not to take up any more time, but I think those are things that we're hoping to deal with within our tier one. >> Yeah. >> And strengthening our tier one instruction, our curriculum, and those things. And I
053think that's something else we can start talking about as we start going through the curriculum adoptions. >> Yep. Perfect. >> Thank you, Emily. >> Thank you. Thank you. >> So, next is the consent agenda. I do have a question. >> Wait, one more. >> Oh, sorry. >> So, we have our um we have another presentation um from Dr. Coliner around um >> Oh, yeah. >> Yeah. Uh update on our Illinois state report cards. >> And Anna is super excited. >> Emily's leaving though. She said it's because she didn't want to hear it. >> Data. >> Hello. >> Thanks for letting us um be here. Um today we wanted to give you just a few. There's a lot of stuff on the Illinois report card. A lot of data of course. So we just pulled out
054some highlights um in particular some of the areas that we understand to be of most interest. That is the equity journey continuum. Some of designations and IR proficiency and growth. Um so um just to start here we'll look at the equity journey continuum and just one quick note the data that shows up on the Illinois report card is always based on the prior year's data. So this is really looking at SY24 data. Um the state looks at three areas student learning learning conditions and elevating educators. There's a number of metrics in each of those areas that they look at and then they issue a score or a range of scores between all the way on the left meaning there's large equity gaps all the way to the right minimal gaps. So we can celebrate that
055we see um minimal equity gaps in the area of elevating educators. The flip side though is that we have some areas of opportunity. We have moderate equity gaps in the learning conditions area and large equity gaps in the student learning area. >> Can you explain what those three categories mean? >> Yes. I brought notes. I'm not going to lie. I'm going to have to read some of them. >> Educators does not intuitively mean anything to you. >> Yes, that's correct. You have to dig a little bit. So under elevating educators, it looks at things like um racial and ethnic backgrounds and demographic backgrounds of our teachers and our administrators compared to the students. Looks at um whether teach excuse me, whether students are taught by teachers um with um four plus years of experience and
056master's degrees, whether students are being taught by teachers with excellent or proficient ratings, and whether students are being taught by um teachers who are teaching in the field um in which they are credentialed. So that is an area of celebration for us. The learning conditions area includes um climate survey ratings and response rates um discipline attendance and sitebased expenditures. And the student learning area includes um gaps or differences in uh demographic groups, student demographic groups in terms of things like um IR scores, um the percentage of eighth graders enrolled and passing algebra 1, um kids assessment, the kindergarten assessment, um ELE, early excuse me, English literacy, English language progress and proficiency. Um we're missing that it um a graduation rate that doesn't apply to us. Excellent. Um we also are celebrating um this our summit
057of designation. So all 10 of our schools are either exemplary or commendable. Um the difference between exemplary and commendable for elementary schools is really about whether um the schools fall in the top 10% of schools statewide on um the index score that's created based on a number of factors. Um we don't get too excited about schools being exemplary versus commendable. Like I said, you know, b being based um or excuse me, falling in the top top 10% of the schools statewide is a moving target. So that can change from year to year. You can be doing really great things and move from exemplary to commendable and back and forth. Um so we don't get too excited about that. Um uh and the other reason um we don't get too excited is because and we do
058see this sometimes in our own data um you can have let's say school A and school B um school A has by all measures or by any measure on AR anyway um been serving their black students really well high proficiency rates higher than school B let's say um higher growth rates for black students higher than school B um and a smaller what the state calls achievement gap between black students and white students proficiency rates and yet school B might be commended excuse me, it might be exemplary while school A is commendable. So, we want to be really careful that um we don't rush to celebrate something that our equity policy calls us to look more closely in terms of nuance because we don't want to celebrate um you know a situation where uh a school
059is is is not um serving their black students as well as another school that might be just commendable by the this particular designation. >> Can you um share what targeted schools and comprehensive and intensive? Oo, that's a great question. I'd have to look it up from Mazio. I don't have that handy because um because we don't have any. Um but I can get that to you for sure. Um we also celebrate our IR proficiency rates. So um here's a a big note here. Um one of the things that happened this year for the first time as you may or may not be aware is that the state changed the thresholds um for what determines proficiency. So, for example, an S24, a student might score a raw have a raw score of like 735, let's say,
060on ELA. Um, last year that was considered not proficient, and this year an S25, it was considered proficient. So, the state changed the thresholds. Um, but, um, backing up a little bit, we had set at the end of SY22, we had set some three-year goals for ourselves in terms of IR proficiency. So, we looked at our peer districts at that time and we saw uh their average proficiency rate. So, it was 54 in ELA, 49 in math. uh we had just come back and looked at our uh proficiency rates in that same time period. We were about um low 40s for both of those. And so we set a goal for ourselves of over the next three years by SY25 that we would get to the level of our peer districts at that time. And
061that's why their SY19 rates um and so when the state changed the thresholds um that complicated things a little bit for us and that it's not an apples to apples. So what we did um the data I'm about to show you is based on unofficial this is not going to ever show up in the report card. We took our preliminary preliminary data received from the state and we applied the old thresholds. So we said okay let's assume that the old thresholds were still there for a moment. Um when we did that we saw that we exceeded our ELA goals and we met our math goals. So we um we had a a strong suspicion that was going to happen based on what we saw with NWA math and some of our other assessments and formative
062assessments. Um, and so this provided some um some confidence and reassurance that we indeed um had had moved the needle for our students. And so we're excited about that even though that won't show up anywhere on any public um report card. >> Sorry, this graph is really hard for me. Um can you explain a little bit? So I see we have the pure districts, but like how are we it's hard to visualize like how we're how we compare to them. Um, so can you expl >> Do you mean like the actual districts that were chosen to be our peers? >> Yeah. >> So that's a great question. Um, we >> or is that the goal? Cuz I'm I'm just confused. Like we have the peer and then we say, well, we're proficient, but there's no
063comparison. >> The first co the first bar is the peer district. >> Yeah. >> So >> I see what you asked me. Yeah. So, if we looked at all all of those peer districts back then, we I looked at all of their ELA proficiency rates and I averaged them and it was 54. So, I'm sorry. Yeah. Thank you. >> But did they go up as well? So, are we I mean still behind our district? >> Um, >> isn't that what the next slide is? >> Yeah. So, here's So, yes. So, we the other thing that happened while the state changed the their thresholds, we also internally changed who our peer districts were. So, we also shifted a bit. um we felt a lot more confident in um these districts being more comparable to us. Um
064we had done this in consultation with David Tilly and Fork and FAC, excuse me, I'm not sure if FAC was but Fork was definitely involved in um taking a look at these numbers and so um we when we look at these set of peer districts which are new and the new proficiency thresholds, we see that we are lagging behind a little bit. So, we're five points behind our average peer on ELA and um seven points behind on math. Um should I stop if there's any other questions you want to talk about there? >> I think the previous slide just because just what I was looking at was our green variant, right? Um that you have there for ELA and math. At least in ELA, it looks like with your hypothesized what it could look like
065in year 2025, we are at our preandemic percentages in terms of proficiency. So even including those, >> so we may not like our yellow might say, you know, next year we'll be equal to these districts we aggregated, but over time we've been going up in our ELA proficiency scores. So that in it in essence I'm less worried about comparing ourselves to someone else. Um and more about the growth over time. >> Yes. I think maybe this chart might be confusing. So that yellow bar, the rightmost yellow bar on ELA was our target. >> So we didn't score just at 54. That was not our that was not our proficiency rate for SR25. That's what >> way back three years prior to that we thought we wanted to get to and then we actually got to
06662. >> Okay, great. >> Yeah. Yeah. So would you say then from this chart that the math has not experienced the same level of >> over exactly right. Mhm. >> Thank you. >> Yeah. Of course. um as we're thinking about IR proficiency again um because the state changed the thresholds um we're not able to look on their Illinois report card across time in terms of um what the state calls the achievement gaps between demographic groups um but we know that they still exist and they in some cases are um concerningly large and so obviously while we celebrate where we came from we also pause and always look at at at those differences um and continue working on that um happily however um there is one metric that's on the Illinois report card related to IR
067and that is growth. And so that does allow us to do apples to apples comparison over time. Um what the state provides is something called this um um growth percentiles. And so what that does is it allows us to look at um average growth. So it compares a student who scores at let's say 735 and compares that student's growth to other students who scored at 7:35 from year to year. And so the way this metric works is that by nature of its design, the average student growth percentile in ELA math it statewide is 50. And so um sometimes what we say is that 50 is sort of like a target or an expected um uh level to get to in terms of a growth percentile. So, one celebration we see is that for the first
068time in recent years, all of our racial ethnic groups were at 50 or above on both ELA and math. And we're really excited about that. I don't know what happened here. Um, but on the flip side of that, um, of course, we are seeing that some racial ethnic groups are lower than others in terms of their average student growth percentile. And then when I go here, we look at other demographic groups. Thank you to whatever. >> I think we all have access to editing. Okay. Okay. Yeah, >> let's just blame it on the internet or something. Um, if we look at all demographic groups, um, some groups are below that 50, uh, student growth percentile line there. Um, but again, keep in mind that that is comparing students based within a grade level on their
069previous score. So, it's not comparing IEP students to other IEP students, for example. It's it's looking at any student who scores at a certain level. Um and so um we are concerned about those differences but um in some cases we know there's some nuance there that that we take into consideration. Um so with that in mind one celebration that we do have so this is mapping student growth average student growth percentiles for different demographic groups. I know there's a lot there and we don't need to dig into details. happy to if you'd like to. But the story we see there, if we map the student growth percentile, this is not proficiency, but student growth percentiles, you see that since 2022 in general, you see that kind of they're all trending for the most part um
070on the upswing there on ELA in particular. Um and in math a little bit too, there's a little bit of a dip in 2023. I don't include FY21 student growth percentiles because Go ahead. >> I'm color blind. So, can you tell me which one it is that's going downward? >> Um that was that's Asian students. It is very hard to see and I I um >> it looks like it's a purplish line maybe >> of that on the map. >> I think that's a military. >> That's military. >> It's military >> I believe. So I can give you >> students who are in the military. >> Yeah. So the the the um we're hoping that the story of this graph is that you can see general trends that we wouldn't you know we know that
071there's some nuance stories there if we look at particular demographic groups but sort of in general we're wondering like are we doing better and in general um kind of let your eyes get fuzzy a little bit and don't worry about the colors too much and you see an upward trend in general but definitely there is nuance with certain stories certain demographic groups and certain stories we look at more carefully or could look at more carefully um and so here we're is pausing. We had shared this graphic and this frame in the past to think about what we're looking for here. So, our equity policy calls us for um to look at both excellence, so increasing um things for our students, increasing the outcomes for our students, but also with equity. And so, what we're looking
072for is all the way on the right, that situation. Excellence with equity is what we're looking for. So, we're looking for both, you know, all groups to go up. Um but we know that in order to achieve equity, we need the groups that are um that are on the lower end. So that red that red line in the rightmost example there that th that group um grows more quickly than other groups. All groups are growing, but some need to grow a little more quickly in order to get to to a place of equity. And so again, this is not proficiency. This is student growth percentiles. But what I've done here is I've pulled out um student growth percentiles for our black students and our white students at ELA at the top there. and then math
073on the bottom there. Again, lots of demographic groups you can look at, but these two in particular, and what we're seeing is um and student growth percentiles. Anyway, if you compare the gap between those two lines in 2022 to the gap between those two lines in 2025, you see that shrinking a bit even as both groups are going up. Um in math, there's a little bit of a dip in that from 22 to 23. But in general, the gap between um student growth percentiles between black students and white students is smaller in 2025 than it was in 2022. So I'd like to propose that that is a very concrete database picture of what we're looking for is excellence with equity. Both groups are growing. Some groups the groups are at the bottom that we need
074to grow a little bit more fast a little bit faster um and devote some more time and energy and attention to and I think you know we have we have room to grow for sure. We have some areas we need to pay attention to, but in general, what we're seeing is that when we pay attention to the right things, the right things do move. >> Well, this year in ELA, there's actually an increase. There's a onepoint difference where the gap is actually widened >> from 2024. You're right. Um, yeah, if we're compared to 2022 and some of that might be rounding. I may I don't that's a is that a whole number? Is that a tenth of a dec? They're all whole numbers. So yeah, >> I think the other thing is if we want
075to achieve the circumstances on the left, then the red line needs to be above the blue line for the >> achievement gap to decrease. As long as the blue line is above it, it means that white students are widening the achievement. >> That's right. With the growth percentiles, for sure. Yeah. >> But it's not a bad thing to see the gap. >> I agree. >> Close. Right. Great. All of that is true. >> I totally agree. >> That's what I have. >> I just had one. Um, you started off the conversation with that first slide. I don't know if you can just go back to it. Not to review, but to help perhaps the audience or people at home understand what that really meant. And this is my like I didn't prepare this interpretation was
076is it possible to hypothesize that or or to interpret this as although we have highly qualified staff right based on credentials we've been promoting this idea of like this national board certification program we fund you know like people getting higher ed degrees. So like we really support you know like improving the quality of the teachers we recruit and then we work on retention quite a bit I think. Um but that what exists still is that we have gaps in how kids perhaps because you had mentioned what goes into like one of these layers is their experience the learning conditions. So meaning through panorama study or survey or discipline, information, attendance, etc. Um that gaps could potentially be due to like how kids feel in terms of belonging, safety, discipline. Um and that um our gaps
077in achievement >> seem to be >> you said that they were closing for some groups but that it's still a pretty >> pretty moderate task. So like if we were going to target areas and consider like where are we heading next? It's like we've got our staff in terms of quality and education, but what are we doing to continue to grow as a district, especially in our middle schools, in terms of like not just teaching content, but building community, like getting a sense of like the culturally responsive aspects. Um, and I'm not saying it just lives there, but I know that there's so much like transition that's happening from a psycho like psychological standpoint and developmental standpoint for kids that I feel like a lot of things come out of those spaces where there's like
078butdding of heads, whether it's children or, you know, so I I'm just wondering what is the next step based on this information. >> Those are my thoughts. Mhm. I think that's the big question we are always asking ourselves every day. And I think it's really important and I I think you're right. That interpretation feels right to me. It's like we we've got the right people in place. >> We're working on getting the right stuff in place so that we can see um so we can see that equity gap among our students in terms of their outcome shrink. Um and I do, you know, it does take time too. Um I think it it just takes time to do good things. Um, and it takes resources and and attention and focus and so giving ourselves. >>
079Yeah. So, I think you you're correct. I think the data is just supporting like what are we actually doing in the day-to-day practices? So, if we have the right people in place, what are the practices that we're actually implementing in the classrooms? So, how are how is the curriculum being implemented? How are we creating, you know, environments that students feel like they belong? a sense of belonging. Um they are we're engaging them in instruction, a sense like how are we now using the resources that we have with fidelity? And I think that goes into like how are we using the times that teachers have um during PLC during professional um learning communities like how are we using that time together to actually plan together? uh and then how are we also like monitoring the things
080that we actually have in place. So we have the curriculum, we have the people in places, how are we actually implementing it, progress monitoring and holding those things in place and then also creating those environments of belonging. >> For sure. Thank you. >> Do we have the proficiency data longitudinally? I know on slide nine you have the gaps. Yeah, >> I know you s show the growth, but I mean not to downplay growth, but that's not enough. >> Yes. >> And these are pretty huge discrepancies in the numbers. >> Which I'm sorry, >> the slide nine, the equity gap stuff. >> This one. Yeah. So, what's tricky is once the state changed the thresholds, um they uh do not show historical >> achievement because now it's apples to oranges in terms of >> the data.
081the >> Yeah. What we consider >> we're starting kind of over. Yeah. >> Um >> but the gaps would be the same. I mean the >> not so like let's say we had all of let's so 7:35 in third grade at 7:30 >> because if you're comparing who's proficient >> if we had all of our kids were at 7:35 all of a sudden they're proficient and so now it's like 100% of our kids are proficient whereas before was >> whatever was 50. Um but that said, I mean we can apply this very unofficial threshold thing. So we did, you know, we have done that to sort of try to give ourselves a sense of apples to apples what that looks like. >> Um and again we when we did do that um again kind of
082like letting your eyes go fuzzy like there is general an improvement. Um but for certain demographic groups the story is more complex like we saw with the military. Um, you know, it's hard. It's not the same for everyone, of course, but, um, I think the headline for me is we're heading in the right direction. Um, like keep putting our foot on the gas pedal. Um, being thoughtful about, you know, what what it is we need to shed and and continue doing is a question we need to keep asking ourselves because something, you know, something is is working. Um, some things are working and I think we have a sense of what some of those things might be that we need to keep pushing on. related to that. I think over time it would be very
083helpful to have a graphic and an understanding of what shifted in different years in other words and how what the evaluation of individual programs were >> and then how that kind of impacts in here because there are a lot of moving parts here. So I recognize I'm not asking a simple thing on this, but I do think when you are changing multiple variables over the course of year, we've changed the curriculum in this, we've changed um how we're looking at different components of acceleration, you know, just various pieces. Just knowing what changed in that year is helpful moving forward. I I would even push us to think about how behavior like we are moving towards a building like a generation of kids in which we are encouraging more inclusion. So for example I I do
084feel preandemic times there was a lot of like what came down the pipeline was this idea that we're excluding kids we're you know we're sending them home if there's a big behavioral thing. um we're you know there's like all these layers of more punitive non-restorative ways that we were working on addressing behavior and the idea is that we adopted you know an increase in social workers we increased our um behavior support specialists we um you know adopted and have like across the board like social emotional curriculums I don't know I would argue that we've focused on behavior more especially in K5 some things are really working and then something happens you know in middle school simply because we again I'm a psychologist now in the high school we see what they look like and often
085times they're carrying the same challenges that they had before into the high school setting except the consequences for us and those gaps that they have like if they can't read or they're really struggling to do basic math now we're struggling to keep you know kids in classrooms and they're not graduating high school. So, so I I feel like I genuinely want us to consider how we're we're making kids feel a part of school even when reading and math are not the priority in their personal lives. >> All right. Well, go ahead. >> Just a couple of thoughts for consideration going forward. Um, one is I think that and this isn't just a you um sort of suggestion and it's just a broader suggestion. I think one of the things that would be really helpful when
086we talk about things like the Illinois report card is to talk a little bit about what significance you all as the educational experts attribute to these different diagnostic tools. Um it's not always clear to me and I'm not an educator like you know I know there's lots of sort of competing visions on the value of standardized tests etc. But I think um you know what this means to the district how it fits into how we're sort of evaluating our ourselves holistically I think would be a really helpful kind of frame to um this presentation which I should say is really good. I appreciate the nuance. I appreciate the attention to detail. it really is um helpful and I think as you pointed out it does show um like the right trends across a number of
087um kind of demographics and measures and stuff but I think that kind of the meaning piece of it which is not a data question but it's a educator question would be really helpful >> the other thing um I think is to the extent that I is a meaningful measure for us and to the extent that we want to articulate goals for IR over time. Um, I would just really encourage us to have goals that include disagregation. I think this has been kind of a a recurring theme in in different contexts where if we just set a goal that's about overall growth, it can mask what's happening according specific groups. and obviously with our equity policy which specifically talks about really focusing on um the achievement gap and other measures and so my I don't get
088the sense that like we as a district have put 100% of our resources behind the goal of hitting ELA you know parody within three years but to the extent that that goal or other goals are driving our investments and our approach and stuff I just think that um we need to not focus on overall growth and we really need to challenge ourselves and and sort of um give primacy to the um disagregated goals and and reducing gaps. >> Yep. Absolutely. >> Thank you. Any other questions? >> Thank you. >> Uh next we have the consent agenda. I do have a question about the consent agenda. So, I saw robotics on the list and wanted to just ask a couple of questions about um staffing for robotics. >> I'm sorry, what list? >> Robotics >> On
089the personnel report. >> Yes. >> So, I know that we I know that we previously uh approved an additional staff member. So I was just wondering what was the process for selecting uh staff the process for staff to apply for that role and how were they selected? >> Yes. is posted and they apply. >> So yes, so it's posted and the staff member applies and then the staff member is interviewed and then that's selected from that um for that role. Um I know that there is a um based upon contractual regulations depending on the number of st the number of students then additional staff members are added. >> Were there other I'm trying to be very careful but >> I think we have to pull the personnel report and talk about it in an executive
090>> that's what we should do. So, we'll just need to amend the consent agenda to um >> I move that the board of education at Oak Park Elementary School approve the consent agenda with the exception of the personnel report as presented. >> Y thank you. Can I get a second? >> Second. >> Okay. >> Yes. Perez. >> Yes. >> Sper. >> Um, so I wasn't at the December 16th meeting, so I have to abstain on that part of the consent agenda, but yes, as the rest, >> yes. >> Johnson, >> what am I consent? >> Yes. >> I ask the personnel more. >> Yes. Motion to approve consent agenda um revised by pulling out the personnel report that's been passed. So, do we need to um have a motion to it's been modified, but is
091it has the rest of it been passed by that? >> Natasha said that there is nothing on the personnel report is timely and it it could wait till the next. >> Okay. Thank you. >> All right. Um, that brings us to discussion items. 9.1 Park District of Oak Park summer program IGA. >> Can I get a presentation? >> The memo. >> Everyone has a memo. The presentation. >> Yes. >> Questions. >> Was there any questions? Yeah, just questions. They might have questions. because it's not public facing what the agenda item is and that it's coming up for action at the next meeting. >> What was that? We should just note what that agenda item is and that is coming up for action at the next meeting because the there's no public facing document other than
092the >> that's I was just going to ask can I just say that we're going to we're going to Okay. So for the for action for agenda item 9.1 Park District of Oak Park summer program IG we're going to vote on that next week >> the 27th. Yes. And that's literally just on the IG agreement. Yes. And the agreement is solely to kind of make sure we have free and reduced lunch and that we're going to about camp fees for free and reduced >> for our summer programming. >> Yes, >> there are no questions at this time but >> I would say the only one Ebony if you don't mind it is about it shouldn't take long. You can even it was >> and as an old parker everybody knows this there's a there's a
093timeline when you have to register. Yeah. >> And it's not just about money, but it's about how quickly you register for something. So, we also like is that intergovernmental um kind of like agreement like holding some space for kids that could get the funding or is it just the funding? >> No. So that's agreement with the part do sits outside the IGA. But we do have um a premeating on January 28th with those families who qualify for free and reduced lunch where they actually are walk through how to hold classes in their cart so that when the >> I don't want to call it the Hunger Games, but when everything opens up, >> then they're able to well position to >> to press um >> Absolutely. >> do what they need to do and hit
094the cart. Yeah. >> And um get the camp. And then and then even after that they will still hold us some um additional slots aside um because we also know that even with all of that not everybody can make the meeting. So we want to make sure that it's as easy as possible for kids to or families to access the camp. >> And this has been a practice for a little while right with base camp they hold spaces. >> Yep. >> So it doesn't show up in the IGA but it is um a practice that we engage in with the practitioner. >> That's awesome. Yeah. Thank you. He's the worst part. >> Thank you, Ebony. >> Thank you. >> All right, that brings us to completing items for remarks. >> I don't know if we
095want to just do an update about the superintendent search. Um, this is I guess just an FYI for the community. We were presented uh with a roster of folks to conser consider for first round interviews for the superintendent position. Um our first interviews will be in close session on the 26th. Um we're hoping to advance anywhere from six to eight candidates probably for first round interviews. The pool looks robust. Um stay tuned. >> Very diverse. information uh communications will go out soon that will let folks know about the town hall and opportunities to engage and participate in the process. All right, cheat sheet. >> All right, I had to bring up my cheat sheet. So, standing board committee reports. First up is fact. Do you have any Becky? No fact updates since the last one.
096>> Thank you. Four. >> Um, we met last time with fact similar. >> I'm doing based on my cheat sheet. >> Oh, sorry. >> I'm sorry, Holly. What' you say? >> Um, we're meeting with for at their next meeting and we're kind of doing these joint meetings right now to talk about the tenure plan. >> Sustainability. >> We have a meeting coming up next week. Uh we had a meeting right before the holidays which was productive. Uh and I think the two main focus points right now are on food and food waste issues and then around uh curriculum and and uh student education >> policy committee >> press. I know the last when is the next press? Um I just I gave back feedback. There was nothing in there that was substantive last time. So
097we adopted issue 119 at our December meeting and 120 is now ready since those adoptions have gone through. So you'll have the administrative team will be reviewing and you'll have it >> collaboration for early childhood. Um, we haven't had a meeting since then, but I'm just going to note that we have a hackathon coming up um, in this next month, which is going to be very exciting again to really start diving into the data that we have in that transition from that allimportant before they get to us, the prek area, um, all the way up into K and see what we can how we might be able to more smoothly transition between those two. Council of Governments. We have not met in the new year, but there uh we did get uh calendar invites uh
098to continue discussions around joint communication processes. I shared that with administrators to figure out who would be best served on the staff to be on that committee. Um who's who's the leader of that committee? Um I guess Beck um Vicki Scan president village. >> Okay. Thank you. >> Council uh IGV I'm sorry. >> So IGV we actually had beyond hunger come in um and talk to us about changes that are coming up in SNAP. Um and there are quite a few things like for example the age range was 18 to 54 um in terms of access to certain resources and requirements to work um that is now shifting 18 to 64. There are a lot of different changes coming up that they are anticipating um early February and then in early April some some big
099increases in people who are food insecure. um they have a lot of they're preparing for that. They are ready. So um I encourage anyone we may find people who have previously not encountered food insecurity finding themselves in that space. Um they are very much encouraging folks to reach out if you have any questions or concerns or do I qualify or what does this mean for me? They are there to help you with that. I will also throw in that given the current status of um immigration issues in um the country and specifically in Illinois, if you are concerned about going in person, please contact them. They have means to actually get food to you. So again, if you have any questions, any concerns, make sure you are speaking with them. Um on the other hand,
100on the other side, if you are looking for a place to volunteer or something that you can very meaningfully support in these times, Beyond Hunger is filling a need of some of resources that are actually about to be a little more scarce. >> And kids can volunteer, like teens can volunteer. And the orientation is 1 hour online, less than 1 hour online. you do it at home and then you can volunteer with your with your kids and um very easily online. They have a good portal. >> Thank you. That was really great information. Uh Jung Oak Park Education Foundation. >> Um I had a conflict last meeting but it was a short meeting and they had like a holiday gathering. Uh we are meeting soon. uh Venus of Park Community Council. >> I did not
101make the last meeting. I don't have an update, but I will attend the next meeting and provide an update at that time. >> Thank you. Uh John, the parent teacher advisory council meeting tomorrow. >> We're meeting tomorrow, but also just put on your radar and community radar. February 24th is going to be our community conversation. It's a Wednesday. Is it where do we know where it is yet? >> Brooks. It's at Brooks. Um the format will include an introduction and there are going to be three sessions uh that people can go to um things uh talking about like student discipline talking about student development child development and I think there's a and the third category discipline student development and um trauma-informed >> um um information presented by um a mix of community members and teachers.
102There be child care. >> Yes, >> there'll be childcare and there might even be a snack. >> Yep. >> Uh PTOC as Gavin and I we have not had a meeting this month this year. >> I was like yeah that's the same. Uh Ed Bread John >> uh they have a meeting in two weeks. And finally, um, close minute meetings reviewed. >> So, it is still trying to figure out agenda. Close session. >> What's that? >> You just approved on the consent agenda. >> Oh, yeah. December 19th. >> I knew that. >> You should say no update next time. Where is it on the >> consent? It's on the consent agenda when you were outside. >> I got that. But why did it come up just now? >> Cuz we're on the committee to review
103the minutes. >> Oh, thank you. >> All right. >> So, Shia, I know we moved on. The only thing I I had a wonder about the PTO council. I know they haven't met, but at some point we had said something along the lines that they were kind of a resource at every building for our our families that were struggling with resources or whether they were like concerned about ICE raids or getting their kids to school. I wonder if they haven't met, I don't think it's operating the same way across buildings. Is there any way to find out more about why that why each building may be different? We can talk about it offline because I probably need more information to respond to that. Um, all right. Moving along, uh, preview for our next meeting, January
10427th, we have the consent agenda, the budget authority transformational goal update, area update, I'm sorry, math pilot implementation update, and then we will take action on the park district park summer program at IG. All right. Uh, can I get a motion to close out open session and go into close session? I move that we adjourn open session and move into executive session for the purpose of appointment employment compensation discipline performance or dismissal specific employees collective negotiating matters matters related to individual students litigation of an action against public body discussion minutes lawfully closed under the open meetings act >> second Johnson >> yes >> more Guess