November Board of Education Meeting

001Good evening. I call to order the board of educ 2025 at 7:02 p.m. Can I get a roll call, please? >> Mrs. Morsey >> here. >> Mrs. Bowwinsky >> here. >> Mr. Gordonis >> here. >> Dr. Long >> here. Mrs. Mlan present. >> Mr. Nordmark. Mrs. Peters >> present. >> Tonight we're joined by uh, as you mentioned, a really large group of awesome students from Sullivan. These are our Sullivan ambassadors and they're going to lead us in the pledge of allegiance and then we'll ask them a couple of questions about what is being an ambassador all about. So, if everyone would stand, please. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Good

002job. All right. Could we start down here? I think that's everybody. Tell us your name, your grade. Uh, we know you're at Sullivan, so just tell us your name and your grade. We'll start. >> Okay. Um, my name is Evelyn and I'm in fifth grade. >> My name is Peter and I'm in fifth grade. >> My name is Emmy and I'm in fifth grade. >> My name is Rhina and I'm in fourth grade. My name is Kluk and I'm in fourth grade. My name is Katina and I'm in fourth grade. My name's Arohi and I'm in fourth grade. >> My name is Lucy and I'm in fifth grade. >> My name is Leila. I'm in fifth grade. >> My name's Elena and I'm in fourth grade. >> My name's Chloe and I'm in fourth grade.

003>> My name is Vera and I'm in fourth grade. >> My name is Juliana and I'm in fourth grade. >> My name is Nolan and I'm in fourth grade. My name's Lucy and I'm in fifth grade. >> Get everybody who's here. All right. Thank you all very much for coming to our meeting. We always like to start our meeting. This is our board of education. They run the whole school district and we meet once a month and at the beginning of every meeting we like to have students join us and lead us in the pledge. So, thank you for doing that. Can somebody tell us what being a Sullivan ambassador is all about? >> Being a a Sullivan ambassador is about like um we get to help other people when they need it and we

004support the school. >> Okay. Does somebody want to say something more? And >> um we make our school a better place and and we're leaders and role models. >> Okay. Is that what you were going to say? Leaders and role models. You got it. Anybody else want to say something else or different? >> Go ahead. >> Um can I share about something we're doing right now? >> I would love for you to share. Um we just had a um ambassador uh assembly for the what um our superpowers are, >> right? >> And um we just um some of the classes already did this. I know my class did. >> Yeah. >> But we did the um uh like a hero boost thing where you would write to someone about what their superpower is. and um

005what they're good at. >> So you guys in this assembly, Miss Mezier runs the whole thing. You don't even say anything ever, right? It's just totally run by the teachers. >> No, Lucy. [laughter] How does it work? >> Go ahead. >> Um [clears throat] we we meet on Wednesdays. Sometimes we do, sometimes we don't. And we discuss stuff about our upcoming events at our school and stuff like that. >> Do you guys meet during math class? >> No, we meet at lunch and recess. >> Oh, you guys give up your recess for this? >> Yeah. >> Wow, that's pretty impressive. Recess is most important part of the day. I thought >> at our assembly um we had three groups, videos, posters, and script. And the script people, they said everything. And um in the videos

006we made we made superheroes and we kind of did lessons on how they helped. >> Yeah. Awesome. >> It was sort of like a skit and our five superheroes were the super includer, the uplifter, the mighty model, captain connector, and >> and there was one [clears throat] more that I can't. [laughter] Do you remember >> Solution seeker. It was solution. >> And uh we uh we did all of those and to make so we did that so we can make everyone in the school one of those heroes and heroes and keep everyone um kind. >> Oh, nice. So you came up with the whole assembly. You ran the thing. You made videos and skits and posters. And now if we walk down Sullivan, we can see all a lot of that work, right? It's up

007in the hallways and stuff. >> Performers have questions for our ambassadors here. >> How many of you This is your very first time being an ambassador. >> Wow, that's really cool. How do you become an ambassador? >> Oh my gosh, there's so many of you. You haven't gotten to talk yet. Back in the back. >> Yeah. people like you have to write of why you want to be an ambassador and then you do a video and then in class people like vote for you and whoever gets the most votes is ambassador. >> That's kind of how all of us got up here. >> That's right. Only you didn't make videos. I don't Well, some of you might have. >> Yeah. Do you have something to add? Yeah, that was from last year and from this

008year um for ambassadors how to vote. We had to like um so we like we had to say like what our name is, what we want to do for an ambassador and like um three things why we want to and um then we uh then Miss Ferber and Miss Laboda geted to choose who are the ambassadors and most of the class like signed up and then Miss Berber and Miss Labota picks. >> That's awesome. [snorts] >> Some of you have t-shirts on and can you tell me tell everybody what those t-shirts say and what that means to you? Who hasn't spoken yet? >> In the back. >> So, um, we all like chose it was like a t-shirt survey. So, we all like chose what our favorite phrase was and then we all got to

009sign like a paper with our name on it and then they put that on the t-shirt. So, just like our ambassador's t-shirt. >> Oh, so are your sign. We didn't see the back. >> Yeah, it looks like the >> back. It's a cake. >> That's so cool. >> How many of you have parent teacher conferences tonight that you're going to? Yay. Exciting. How many of you have gone to the book fair? >> Yeah, that's a good one. >> Well, we're so glad that you all could join us. Now, you know what parents love about this event? What do you think parents love to do every time? What do you think? >> It's short. [laughter] >> You got that right. >> What do you think? >> Keep on asking questions. [laughter] WHAT DO YOUR PARENTS always

010do every time you get invited somewhere or they're really proud of you? What is the one thing? >> They always take radios of your photos. >> They want to take all kinds of pictures. So, if you wouldn't mind, we're going to have all of you Sullivan ambassadors come stand up here and the board's going to stand behind you >> and we're going to get a nice picture and any parents who want to come and step up into the front. I might need to be in the front in the front row. There you go. on too. >> We look good. >> All right. Big smile. One, two, three. >> What about some goofy faces? >> There we go. I see some of the kids. >> Yeah, there you go. [laughter] Are we okay? Everybody get one,

011you guys. >> All right. Thank you for coming. One more thing for you. On your way out, Miss Mezier has a certificate for you that thanks you and uh tells [snorts] you how much we [clears throat] appreciate you being great leaders in our district and at Sullivan School. So, >> that's what I was signing when you guys got here and I was like, are there a hundred of them? >> That's right. All of [applause] those things. So, THANK YOU ALL. >> [applause] >> THANKS FOR squeezing this in around conference schedules and ceremonies. Come on. >> I know. We're going to start working on what I call >> so many people left. I did like >> that's a You know what that is? >> Oh yeah. I don't like to say it out loud in schools

012because it just reverberates through the halls for about an hour after. >> Well, here we are. >> All right. >> At each regular and special open meeting, members of the public and district employees may comment on or ask questions to the board of education. If you would like to address the board, please complete the pink form and give it to Mrs. O'Donnell. are >> communications. >> So, we have a number of communication items that are in the packet largely because you're previewing them before they will be um shared in the school scene and on our website. These are couple of these are our um reports that we do periodically starting with our trimester 1 goals update. This is there are two versions in the board packet. The one that's on the website is uh the

013summary page summary document and there is a link to our interactive uh strategic plan website that folks can get to if they want to look at all of the specific goals and strategies. But this is something that we do at the end of each trimester just to keep the board apprised of uh our work. And what you actually see on the board behind you is some of our brainstorming during our leadership team to as we reflect on some of the prog uh progress we've made in each of our four goal areas. Um some of the things that we've been doing at the buildings and across the district. So uh that's shared in the uh packet as well as will be in the school scene and on the website tomorrow. Uh the state of Illinois released

014their summitive designations. Uh we get this annually after the um AR or Illinois assessment of readiness score reports are finally finalized and processed. So students will be receiving their AR score uh reports with uh the reminder about announcements. They'll go home about um report cards. Uh the score reports will be printed and will come home in backpacks for students in fourth through 8th grade um because only three through 8th take them. And um that's on Friday the 21st, which was also the day that report cards are viewable and accessible via the uh parent portal. So we have a communication going out to kind of notify families that that's coming. Uh we're going to notify them on Tuesday with a reminder about that and report cards and uh iPads before the end of the >> before

015break. iPad stay. >> iPads are staying again. Yep. Give them a breath. Give them a rest and um let everybody take a nice break at home. >> Um the summit of designation slide deck is something again that I am including in the >> board packet but also on the website. Um and it identifies the newly designed state calculations. Some new indicators have been added. This is the last year for this model as it is being revamped again. We will have a new model starting next school year. But each of the academic indicators and the quality and student success indicators um they're different for different age groups of students. Um but includes student growth, student proficiency in math and in ELA, includes um science proficiency as well as uh for our students who are English language

016learners, their progress toward proficiency. it's a different measure. And then chronic absenteeism counts for 20% of that score. And then our students participate in the climate survey that counts toward 5% of that score. So I shared the three-year the past three years just so you can see sort of the relative placement um of the schools. Um, part of the challenge with this current model is that it's 10% at the bottom and 10% at the top and 80% is the curve in the middle. And you can see there were well a number of instances last year at Eisenhower they were 0.4 four away from being exemplary and this past year uh MacArthur I think is uh >> like less than.5% >> yeah less than point yes MacArthur was uh 81.37 so they were 6 uh 2

017sorry 2.6 away 2.6% 6% away. So again, relatively speaking, um you know that the because the kids are different each year, but we like to track and trend that. Uh John Bruch from ECAR is here to share in detail more about our student progress and student growth. Uh Sullivan School was identified as targeted which um as you see from their overall school part school score um they're squarely in the center of that distribution but if any one subgroup um falls into that lower category than the school is designated. So uh our children with disabilities score fell within that range and so we're developing our plan and uh Dr. Shroen, Miss Dr. Me, Miss Me Mesier, Dr. Curtis are working on that with a team from Sullivan and all uh the other three schools uh were

018identified as commendable. So, we are um proud of the work that we've been doing. As always, we've got work to do uh to continue to improve and be better, but um we share that information as one of the important um signposts uh of kind of progress and and performance. >> Thank you for sharing that for showing like the trending like that. I had not seen like the actual data where we were. >> Yeah. And the distribution >> distribution historically. >> Yeah. So that that was interesting to see to see >> how close MacArthur >> right >> was to being exemplary. >> Yeah. >> I like what are the I didn't what are the details of the Sullivan designation as to why that occurred? >> So we were eight points away from being commendable. So on

019the other end of the spectrum, you know, you have that distribution for that subgroup. They were eight points away. It is a calculation of that subgroup compared to their peers and that subgroup compared to the state. So there's kind of two two benchmarks that they look at. How did our students grow in math and in literacy? How do how proficient were they in math and in literacy? Uh for MC for Sullivan there's a science component because they take the science test in fourth grade and then uh attendance chronic absenteeism is 20% of that score and the five essentials taking the five essentials is [clears throat] is five points. Um you know nobody likes excuses so I won't make too many but I will share. One of the things that we've identified was a clerical error

020that um if students don't take the five essentials survey, we should be exempting them from it. If we don't exempt them from it, it looks like they were supposed to take it and didn't. So, we got zero out of five points because 50% of our students with uh disabilities didn't take the five essentials. Now, again, we knew that as part of the program that many of them weren't going to you sometimes we offer it. Sometimes there's uh behavioral or emotional issues that don't make it beneficial. It's not a good use of time. Um, and we should have exempted those students, but instead they were marked as not taking it. So, we lost five points of the eight that we needed there. Uh, chronic absenteeism, again, it's a 20% score. We got uh we lost three

021points in chronic absenteeism. So, yes, their student growth could have been stronger and their performance could have been stronger. Both of those being stronger might have lifted us, but if we had cleaned up the clerical error and had uh a little bit better attendance out of out of that subgroup, we probably wouldn't be identified as targeted. Those are the two points that stand out the most. So, we have to develop a plan um file it with the state of Illinois. it's at least one year. Um, and we have to identify what uh steps we can take to make improvements or enhancements specifically for that subgroup. Um, you know, the the irony of the system, it's not really designed, this accountability model isn't designed for grade level centers because they're only with us for two years.

022So by the by the time we get our plan filed, the students that were in fourth and fifth grade will be at MacArthur because we have this entire year to write the plan and then submit it and it takes effect next school year. So the kids that were in fourth and fifth grade last year will be in sixth and seventh grade by the time the plan actually comes to fruition. So regardless, you know, again, there's always work to be done and that's true of at all of our schools. Um, but that those were some of the main factors. Proficiency, uh, academic proficiency is always, um, the the main target and the student growth scores, they carry the most weight. It's 25% for ELA and 25% for math. So 50% of the total score is about

023student growth which uh we're supportive of and you know in favor of as a good metric for for measuring schools. Um so we certainly could have done better there as well. is is having the the stride classroom in Sullivan a potential contributor to >> well at all of our schools and really it's the Ross doesn't participate in five essentials but at at Sullivan and at MacArthur it's the sale program mostly sale and strive would be students that we might consider exempting. So yes, by having, you know, a program there, we we should have seen and said, "Oh, these guys are exempt because we want to maximize their time while they're with us." And not force a survey that they may or may not, you know, be able to, you know, process. So it's it's not

024causal, but it's definitely one of the factors. But I guess I and I saw you shake your head, but I was thinking about it more from the perspective of are we trying to do more inhouse, right, than maybe other districts are and then you end up getting penalized for it because you don't have as high growth scores. You know what I mean? >> I mean potentially, but >> it it looks different. Every group of students looks different. >> Yeah. you know, so and the students who would have more of an impact are taking an alternative assessment which isn't in this score. >> Okay. >> So, you know, some of those students who are in sale um take an alternate assessment. They don't take I um and so they're not even counted in the growth. They're

025counted in this essentials the five essentials survey and the absenteeism but they're not counted in the >> Yeah. But every everyone in this stride took takes IR. Mhm. Mhm. >> Yeah. >> So, we'll keep you posted as we present that plan. We've got a after it's developed uh this spring before it's filed, we have to present it to the board. So, we'll give you an update on [clears throat] that work. And there's a committee of uh teachers and uh support staff from uh Sullivan as well that are participating in that. Uh next up, we actually have uh a moment to celebrate and thank our board of education. November the 15th is school board member appreciation day. And so around the room we have uh signed cards from MacArthur. Uh this is Eisenhower, Ross, and then

026Sullivan. at your place. There is a plant of some kind that is from [laughter] PHA. It's lovely. I don't know anything about plants, but it looks lovely. >> It's a paper white, maybe. >> I don't know. >> It is. >> It's a paper wig. You have a >> paper [laughter] white at your place. >> Paper white. >> There's a card [laughter] that uh that Becky has. Um and uh we have a quick video to share. Can you can you pull that up? Um from uh again that that our PHA uh friends pulled together. We know you attend meetings after a full day of work, taking time away from your families and personal lives. We want to start by acknowledging you and thank you for your personal fix. >> We know this job isn't always easy

027or popular. >> We know you volunteer to listen to concerns and make difficult decisions, which is true civic courage and dedication. >> We appreciate you modeling what it means to be a leader for our D3 community. Thank you for your [music] commitment >> um to every student in this in the sun this stuff. me. You're so good for anyone can [music] say >> just a little thing that you pulled together with some of our Mac students. Uh and then also at your place is uh a candle because you are sensational. [laughter] >> That one down. >> That one I can say. that is from uh the administrative team just as a small gesture to thank you very much for all that you do. Uh so there's that. We also celebrate in the month of November,

028American Education Week. And uh great minds must think alike because originally we had planned on doing a caramel apple bar and the PTO actually beat us to it and they did a caramel apple bar to thank staff uh this week as part of uh parent teacher conferences. So, uh, you may have seen the original flyer that was caramel apple bar on Monday morning, but we're really excited to power up and power up our day with a yogurt parfait. Apparently, these are things that people eat for breakfast in the morning. [laughter] There's like fruit and granola and >> chia seeds. I didn't I thought that was only pet >> for a pet, but apparently you can eat them, too. It's healthy. >> Uh, so we will be uh providing a uh little thank you gesture again

029for our for our staff on uh Monday morning. If uh anyone is available and interested, we'll be setting that up around uh between 7:30 and 8:00 at each of the schools. And we have a flyer that we will invite our staff to just as a way of thanking them. somebody whoever however as many as are there we'll yeah >> yogurt what do we have >> um we have >> Greek [laughter] yogurt and >> yeah Greek yogurt >> here >> what flavor >> vanilla classic >> you can have vanilla Greek yogurt though >> you can you can also have chocolate ice cream with whipped cream on it, which was the other idea that we shared. It's an ice cream sundae bar, but we've done that before. And our theme of the arcade, power up. So, we're

030going to power up your day with a yogurt parfait. [laughter] >> Delish, I'm told. Um, >> you're not. [laughter] >> They're going to be great. I'm sure you could say sensational. >> Sensational. [laughter] in mailboxes. Uh has everybody received one at home or are they still okay? You know, they kind of give you a window of 5 to 10 days. Um but they were processed last week, so they should have hit uh the vast majority of residents. This is our fall newsletter. We create one uh two of them a year, one in the fall, one in the spring. This gets mailed to every resident uh not only district families but anyone who lives within the district. And so that um has been distributed. Uh before we talk uh about triple I very quickly a couple

031of other announcements just to share. These will be in the school scene. Uh, our concert series for the winter and spring has already been set, but specifically for winter. And I want to give a shout out to the students in Miss Giron's advisory and Mr. Severino's advisory. They are made up of band and orchestra students. They are helping me with a project to create individual personalized invites to our local partners, churches, park districts, city village hall, as well as senior centers, and some other folks that might really love to come and see a really cool winter concert. So, um, they're going to be writing letters, and then I'll be delivering them, um, on their behalf. So, that, uh, is a good time. Please feel free to stop by. At those concerts, uh the Vim department

032does a food drive. This is our uh one of our ways to um provide some service learning opportunities for the kids. So, if you're going to join us at one of those concerts, feel free to bring something to donate for the food bank. And uh we're in the middle of our holiday giving drive where uh we collect gift cards between $10 and $25. And then we distribute those gift cards to district 23 families in need. So that's all >> we one of those up at conferences site. Where do we turn them in? >> You can turn them in at any of the offices. Yep. And the social work team uh coordinates that for us. >> Thank you. >> Yeah. And lastly, triple I at your place. you have uh your badge if you're attending your

033badge and your packet with um our itinerary for the uh couple of days next week. Uh if you have not yet done so, download that HUVA app and um you can build your schedule. There are a number of really good sessions. Uh the veteran tip here is try to pay close attention to the building that the sessions are in because the sessions are actually spread out across four different buildings and it's not quick to get from the Sheridan to the Hyatt to the Fairmont. So uh check for that. And then also the other tip is to try to find a couple of options because the really popular sessions fill up and then there are people sitting on the floor or standing in the doorways. So it's nice to have a couple of options to um

034to have just kind of in the queue in the event that uh one is booked. So uh those are there. The contact information, our seating arrangements. uh we're in the same middle middle of the room on the left hand side is where we gather and save our seats. So all of that information is in your in your little packet here and thanks to Michelle for pulling all that together for us. And that uh is the end of the communications. [snorts] >> All right, we have committee reports. Uh, first up is buildings and sites with Mrs. Bakinski. Get my notes here. Uh, we had the building and sites committee met last week. Um, we had a review of some work that's anticipated for the summer. Um the Ike plan is at 75% of the budget review

035on the current estimate is 15.6 million. Um and um ARCON was asked to refine that um by looking at alternatives um for some of the things uh that were in the original plan. So, one of one of the ideas um that was shared was in the library we were going to have the clear story windows um and we're looking at maybe having solar tubes um instead. So, things like that. The MAC plan is uh 95% complete. That's estimated at 2.1 million. Uh and we're looking at some um ad alternatives for that. Um one of those being um if you remember there's a dust collection um mechanism outside of on the south side of MAC where outside where the shop class was. Um we're looking at possibly removing that because it's no longer in use. Um,

036and in the gym over the in the Mac gym over the walls or over the doors, there's actually openings that are just covered with drywall. Um, and we can look at possibly opening up that um to allow more natural light >> like that. >> Yeah. Sorry. No, that's okay. I was just trying to picture it. >> No, that's clarification. Um, let's see. We uh reviewed the construction manager agreement with Nicholas. Um, and that is on the agenda tonight. We had an update on changes regarding the custodial group. Um we're looking at uh in place of two part-time positions uh creating a full-time position um as well as um we have anou that clarifies uh language regarding um retirement age and that will be uh applied. Both of these are on the agenda for tonight. Uh

037also we're the district is looking at um is working with Nania Energy Advisors which is a third party um energy consultant. the contracts for our or the agreements for our current energy for um energy costs for electricity and natural gas is expiring and we are looking at um the consultant is looking at options uh for new agreements but energy costs just across the board are going up and it it's estimated that we will have a 32% increase of energy cost $35,000. >> Yeah. So that is expected to be action item for next month. Uh there was a review of a there's an expectation of a tree trimming proposal from Davy tree to do um trimming across the district of trees and removing the dead tree that is along Palentine Road over by the frontage road.

038>> Are we still waiting for that? >> It the came in total was just at $5,000. So that's good. Yeah. >> Are they grinding the stump? >> I totally take out >> you got to get you got you got to grind the stump to get this stuff cleared out. [snorts] >> Uh let's see. Um the district is in communication also with Prospect Heights regarding completion of sidewalk work at Palletine Shanbeck in the corner. >> Um there ID dot is uh their landscapers are finishing up at Palatine in Windsor and the work at our intersection should be complete in the next couple weeks. Is that going to be is that going to interrupt crossing at all? >> Well, it's pretty much done, right? So, they they added more dirt. They seated it and they've tamped it

039down, but I I'm thinking that's as good as it's going to get. We keep going. We think they're going to come out and do more. >> I don't think they're going to do anymore. >> Great. [laughter] And they're like, "Yeah, they think they're good." >> It looks like they just put dirt down and like I think they're done. >> There's like a sidewalk. It just starts and never goes anywhere. It's like >> I do think they're done. So, we'll to take a look at it. Yeah. >> Uh let's see. And um the custoio group is looking at um additional cleaning products at the agreement with Pathosands ends in January. [clears throat] So um Tesa's group is just looking at alternatives to see if we're going to change or add or whatever. Uh and that uh

040should be complete in the next couple weeks and that's all. >> Finances next. Does anybody have any questions? Sorry. Anybody have any questions for him? >> Nope. Finances next with Brian reporting. >> Yeah. Yeah. We met last week. Um [snorts] you know, we walked through the financial reporting to the committee. Um Amy presented the preliminary tax levy for 2025 year. Um walked through the the application for the school maintenance projects grant which will get applied to the MacArthur uh project. Um I you know we we tal this has been an ongoing thing here right with how we how we work with EDP fees right and so I think just historically right you know that we've kind of left them static for several years then like then done like a bigger increase where I think what

041we talked about in the last couple years was just kind of in increasing them with with with CPI so that they stay aligned. So I think that the plan is to continue that so that they go up about like 2.9 or 3% next year. [laughter] >> That's right. >> Yep. And then uh you know we we spent the vast majority of the time talking about something that has since been resolved, right, which is the the tax anticipation warrants and just the challenges with dealing with all these delays from Cook County. Yeah. >> Right. And and I guess I just, you know, you Amy had and and both Amy and Don had done a lot of work kind of preparing for, you know, the contingencies in the event that we weren't getting tax money and and

042and how we deal with that. And that, you know, I guess I would say, right, it it seemed like, you know, with the the 214 treasury was being really collaborative, right? And uh and really helpful so that they really had a plan in place that we could that that they were going to sell certain assets, you know, and make them liquid for the different districts to tap into, right, in the event that the tax money wasn't coming in. So I, you know, it's great that Cook County got it sorted out, right, you know, for this year, but uh but I do appreciate, right, like all the work that that you all did and and with our partners, right, to kind of have a plan so that we would be good for a couple more months,

043right, wi with by just kind of tapping into the 214 uh treasury funds that we all share. So were you saying that the leg like Kanty and those folks were working with the legislature to give some relief to the schools? >> So there's while they did well they said that the bills are going to be printed within the next couple of weeks. We believe that's to be the case this year. We should or at least this fall summer we should be good. If they haven't really fixed the problem, we could be in the same boat in the spring. and and or for any other reasons. There are legislative discussions that say don't penalize the recipients for not having the funds that are owed to us that are being collected by the county or in this

044case most cases in an escrow and just sitting there. So there are some efforts and you'll hear more about that. You'll hear it at triple eye as well as you know something that we're continuing to stay um active on the advocacy side both with Cook County uh the board of commissioners. We've had some conversations with them as well as local Cook County uh [clears throat] representatives to say, "Okay, so you you fixed it this time or it you know we we missed it." But a number of districts in the area did have to issue tax anticipation warrants. They are out additional funds and everyone is out the interest earnings on those funds. So you know it hurts when and it's not ours. It's nothing we control. So the the thought is to try to build

045in some safeguards through the legislative process that would hold districts at taxing bodies harmless because this impacted park districts, library districts, fire departments, cities, anyone that you know. So, it's a pretty significant mistake to have made three out of the last four years and still not really have a great solution for. >> Yeah. And just what you what you say just the opportunity cost of just wasting all this time on this, right? Like 21 issue tax and like the 21 CFO wasted probably several days of work on this, right? To just >> for an issue that ended up getting resolved. But it's it's such a drain, right, on on not necessarily financial, but just time and and and and other resources to be wasting on this every other year because they can't get it together,

046>> right? >> Is there anything that's weak [laughter] to doing? So, we will um well, we were prepared to sign on to a letter that we would have had our board would have t done a resolution in support of either this emergency legislative action which now is not needed. But those would be collectively that's what we can do. We can and there are a couple of opportunities for us as a board to make a statement, take action, pass a resolution so that then there's officials standing behind the legislators when they go to in front of their peers and say this has been passed by 95% of the entities taxing bodies in my area. That's one thing we can do. The other thing is as we have um opportunity to have conversations with our local representatives

047um again you'll see some of them at triple I you'll see some of them at our IASB events um keep keep the message in front of them so that they don't think okay good well it's no it's not an issue anymore right Cook County fixed it the bills went out yes they went out late three years ago and they went out late two years ago and then last year they were okay and this year they went out really late. So fix the long-term problem and it can't just be out of sight, out of mind. So when we have those opportunities to just say, "Hey, anything you can do to make sure that taxing bodies aren't penalized for, you know, not having the revenue that they're due and that is sitting in the bank, but that

048the Cook County can't figure out how to process the bills." So [clears throat] >> that was all I had for finance. [laughter] >> A good one. Thank you. Um, next up is NSSO. >> So, um, a few things with NSSO. I NSO had their harvest fest. It's an annual uh event they have at Sloic at the Sunrise Lake. Um they it it was like an overflow. I had never seen so many cars there. It was crazy. >> So um and I got the chance to see um they've done some improvements. You know, the driveway is slowly >> getting paid. Yeah. >> Yes. And um they created a whole new entrance for uh the lodge um you know where the fireplaces and everything. Um cuz the entry way was pretty rickety. It was old wood and

049this ramp that was kind of I don't know not not very stable. So it's very nice very stable what they put in there. Uh and they uh announced that the Winterfest is scheduled for January 31st. So if you want a chance to go and see Sloic, um it's a family event. So anybody >> January 31st. Yes. >> Uh before the meeting last week, uh there was a meeting of uh the negotiations committee. Uh the contract, the teachers contract is up at the end of this school year. So that was the first meeting. Um just kind of a get together just lay some groundwork agree they've agreed that they will use interestbased bargaining. Uh there are three board members uh on that committee um from 26 214 and 57. Uh Don is representing the um the

050operational committee which we'll talk about later. Uh and I the there will be a close session for the board the governing board uh to discuss strategy parameters and that u that will be next month. Um so that is that then the meeting the board meeting was last week like I said uh they also the NSSO stars at that meeting was the governing board. So they had some very nice things to say um from the staff and admin. [snorts] Uh then we went into the superintendent report. Meg gave kind of a summary of where we are with the articles of agreement. Uh all the comments have been applied. Uh and the board voted to transmit the draft articles to the member district. So that is on our agenda tonight. Can talk more about that later. Uh

051let's see human resources uh Brad Tarter uh gave an update on a humanex survey report. This is a a survey that they take every year. It's a climate and culture survey. They've been doing it in the fall and in the spring, but going forward they're going to just do it in the spring. They measure 15 different dimensions of satisfaction and um just a lot of a lot of different options there. So basically they have 96 and a half% of respondents reported feeling satisfied and engaged at work. 75% uh rated themselves highly satisfied and highly engaged. Um and in comparison, Human X said that the average for organizations that do this kind of survey uh is around 68%. So overall, they have some pretty good satisfaction there. Uh the board approved a change to minor staffing

052plan. Uh there's a surplus enrollment projection. Uh there so it there was a request for a building assistant and a classroom aid to accommodate the uh additional enrollment that was approved. Uh Timber Ridge uh also was in need of additional uh speech and language services. uh they are way over the uh projected minutes for for the year. So um a6 FTE was approved for that. Uh let's see. Uh Molly gave an update on the uh strategic plan process regarding the teaching and learning goals. Uh basically there's a focus on staff acquiring more staff acquiring their ELE endorsements and uh how how the district can facilitate that for those those staff. uh focus on targeting professional development and review of IEP best practices. >> They're they're helping the staff get their ML endorsement. >> Mhm. >>

053So that they're all certified >> there weren't very many at all, but it was a pretty low number. So yeah, so uh in business services um there actually there was a meet NSSO has a safety committee that met uh at the end of October. Uh and the safety committee includes me, you know, staff and admin from NSSO as well as first responders from the various fire departments and police departments in the NSSO area. Uh and the um school resource officer and I cannot remember his name. Chris, do you remember his Yeah, I can't. They have a new new fellow who's new this year. >> Yeah, he's new. Um, so they reported that all buildings are alarmed now and um there's a PA new PA system that has been installed. Uh they talked about um they

054use um this group called I love you guys which is like a um like a >> company. >> It's a company. Yeah. They they they work on um uh emergency response um strategies uh and they were there was a discussion about uh reunification drills which um they there's been a lot of talk about them but they've never actually done a drill and it it would be quite an undertaking to do that. But they they were saying that they they probably need to do that. But prep and and they were talking a lot about how they would prepare for that and do do some things in professional development first or um institute days to get staff ready for that. Um, oh, and the, um, NSSO has done a state safety fair for years. They've, that's kind

055of been suspended the last couple years. Uh, so they anticipate this spring that they will start the safety fair again, and this will be at Kirk. Uh, they they have students rotating in all day. They have police, fire, um, uh, the Northwest Dispatch people. Uh, it's it's been a very successful endeavor. Uh, and let's see, Gavin also talked a bit about um goals in the strategic plan and um regarding the facility plans uh and the goals that have been completed. And um basically he was saying that we're moving away from kind of reactive reactive plans to more uh plan ahead for the facility. So we're not running into the issues that we have in the last few years especially at her. Uh and there was uh a resolution to uh set the dates and get

056u the committee going for um the budget for next year. I think that's it. Any questions? Wonderful. Last committee report is community relations. if you want to share some amazing things happening in our community. Well, [clears throat] items I have are a little are passed, but I can I will review them. Um, at our community meeting in October, we reviewed the fall newsletter and added in information to reinforce the new scooter and ebike information. You should have all received that mailboxes by now. Um, we talked a little bit about the concert series flyer. We were going to distribute that to the community and to invite the seniors to come. Um, we had our drive-in movie, first in quite some time, which I know was a big hit. Uh, attendance a little bit bigger than we

057initially expected. So, that was good. And they had Sukfest on the 25th of October. >> I said unless you don't know how to turn off your headlights. was a little bit of a problem, but that's what happened. >> It's a small problem. >> You had blankets. You covered it up with blankets. You were fine. >> Tweaking for >> um Archon had given us floor plans and 3D renderings um that was going to be updated so that we could hand out to parents. >> The flyers that are behind uh on that wall, >> which are these flyers that are behind us on this wall, >> those posters [laughter] posters, not posters. And there uh we had a >> child getting one of these to bring [laughter] >> wonderful print. I might say >> you get to

058hang them in your in your house. >> The souvenirs. Um, and we had a test from the emergency uh system for the conferences in November that was sent out so that in the winter time everybody would be prepared for learning at home. Um, and then we have some dates coming up if you would like to come. It's also in our uh agenda so you can look up and sign up for what you want to attend. Your participation is encouraged. We have the MacArthur career fair on the 19th of November. The kindergarten cosmic bowling on the 19th and 20th. Also on the 20th is early childhood Thanksgiving feast. We are on Thanksgiving break from the 24th of November through the 28th which we are all looking forward to. Sullivan Orchestra's concert is on the 3rd of

059December. The superintendent's advisory council will be meeting on the 8th of December. Back to musical, MacArthur orchestra's concert is on the 9th of December. MacArthur band is on the 10th. Um, BPAC night. >> Back night is the traditional winter >> 11. >> Yeah. On the 11th at Eisenhower at 6 p.m. >> 7 5:30 >> 5:30 >> um Sullivan Band and chorus on the 15th of December, Matt Chorus on the 16th, early childhood winter concert on the 18th and we have another we have another break or winter break at the end of December. Classes go back on the 7th of January. >> Busy times. Awesome. Any questions? Thank you all. And now to the consent agenda. >> Our consent agenda tonight has the approval of minutes from the regular meeting in executive session on no October

060the 9th, the personnel report for October, I'm sorry, for November, and the tuition report. >> [snorts] >> I just had the one correction, but I saw but I saw that that was corrected. So good. There was just a number mistake on the number of votes on the regular meeting. Everything else is great. >> I'll move to approve the consent agenda. >> Do I have a second? >> Second. >> Moved by Spencer. Second by Bren. Can I get a roll call, please? >> Mrs. Morsy, >> yes. >> Mrs. Bwinsky. >> Yes. >> Mr. Gordonis, >> yes. >> Dr. Long, >> yes. >> Mrs. Mlan, >> yes. >> Mr. Nordmark, >> yes. >> Mrs. Peters, >> yes. >> Motion carry 70. >> That's impressive that you caught a mistype in that. [snorts] >> I don't think wasund

061and something pages long. You really had went through with a call. >> You It was almost 400 pages. Listen, >> 308 like but just I I do not look through like the historical vote counts to make sure they're all correct. >> You know, it was it was a very clear one because it was moving out of executive session into a um back into open and I knew all seven of us were here and it said 5-0 and so like I was like that I I I did have to keep going back. I'm like are we all here? Were we not here? Like I had to. So it was about >> I throw those in every month to see paying attention. It would be really funny that she's been doing that for 10 years and you're

062finally [laughter] paying attention. >> It was just I don't I don't even know how it caught my eye, but I was like, "Five? There weren't five of us?" Like, I just >> That's incredible. >> Thank you. I I can go home now. I'm done for the >> All right. So, now we know that Michelle hides an Easter egg for us every night, and he's the only one who's ever caught it, [laughter] >> you know. Um, next up is the financial report. Marilyn, you had them this month. >> Yes, I did. And everything looked good. And so I move to approve the uh financial report for the past month. >> I need a second. >> Second. >> Moved by Marilyn, second by Brian. Could I get a roll call, please? >> Mrs. Morsy, >> yes. >>

063Mrs. Bwinsky, >> yes. >> Mr. Gordonis, >> yes. >> Dr. Long, >> yes. >> Mrs. Mlan, >> yes. >> Mr. Nordmark. >> Yes. >> Mrs. Peters. >> Yes. >> Motion carries 70. [snorts] Now we are on to the superintendent report. >> All right. We start uh this section with a couple of presentations about our student performance and growth. Uh thank you to John Bruce who is here a partner uh with ECRA group who uh has been a longtime partner for the district. and uh we will share a presentation. This is our annual presentation that we look at student growth and performance both in the local and statewide context. So John, thanks very much uh for your collaboration and for being here today. >> Oh, thanks for having me again. It's always good to be back

064out Prospect Heights and I'll be back out on Monday, too. So part-time employee almost. I love it. It's great. Um, so yeah, as as Don said, we're going to we're going to go through your your normal presentation. We've got a couple of, I think, nice tidbits, too, to help you better understand some of the the evolving metrics that are happening at the state. Um, so hopefully tonight you'll get a uh at least a better understanding of what our current state of affairs are with the state assessment system. But as as Don previewed, uh we get a we get a whole new whole new group next year. So that'll be fun. Um, but the nice thing is is you all are well positioned to to adapt to that very quickly. [snorts] So, today we're going to

065roll through uh like we normally do our assessment and proficiency. We're going to look at your uh statewide comparisons on the state report card an analysis. We'll look at national comparisons. Um, and then we'll go through the growth and then we'll we'll give an opportunity for for Don to talk about some of the next steps and any questions you might have. Go next one. Okay. So, as you're used to seeing, uh this is a really nice graph that that you'll see every year. We've got this for both math and ELA. Uh you'll notice that that the uh proficiency benchmarks are are very much a function of policy at the state level uh and less a function of uh what what you might consider as at grade level. Um but that being said, you can see

066the changes from as assessments changed since 2008 all the way up through today. You'll notice the different assessment systems and some of the different assessment policies that have been put in from ISAT when seemingly everybody was making proficiency to then when they instituted park then I um and then you'll notice this year everyone uh both both here in Prospect Heights and along with the state um got a got a bump from the state benchmarks going down um but everybody got a little bump from that. So you'll notice that your bump from uh from those assessment standards being being kind of reccalibrated statewide in both math and ELA. You'll notice that it went up similar to the state, but honestly just a little bit at a little bit higher clip than what the state bump was.

067So that's a nice sign there. And then you'll notice the same thing for ELA. And you'll notice actually a a relatively significant uh change relative to the state there, too. But you see that same kind of pattern of um state state proficiency benchmarks mirroring that of the different state policies as they've evolved over the years. And you'll notice that you had that same bump in ELA that you did in math. But but please notice too that that the bump that you're that prospects did relative to the state was was a little bit more which is a good sign. Um this is the same kind of graph there, but it's it's by grade level. So it shows the how how the change how your district did on the state the new state benchmarks relative to uh

068the the rest of the state and you'll notice that that grade by grade pretty significantly outperforms those bubbles at fourth grade look closer than they are. So it's sort of like objects in your mirror are a little closer. They're they're [snorts] not quite as close. Uh and it also speaks to how the the big disparity between the uh how your district is doing, how Prospect Heights is doing relative to the rest of the state, which is a really good sign. And you'll notice the same thing for I ELA. Again, fourth grade tends to be seems to be that same grade. Um I will say, uh Don, if you want to go back to the previous slide, um just to notice a couple things with math. uh the ELA, not to spoil too much of the

069upcoming slides, but you'll notice that what you'll see in math is is a general trend in mathematics that um from third grade to 8th grade because of the new state benchmarks, there appears to be just a downward trend. Um but I will say your uh prospect heights does not mirror that trend, which is a good thing, meaning the benchmarks are more difficult as uh students progress through the system. The nice thing for you is you actually hold steady. So in other words um you see a change in the benchmark from third to fourth grade there's a drop you see that the state as well but then fifth sixth seventh and eighth grade those standards from a national perspect for from a national rigor from a percentile standpoint are actually become significantly more dist uh significantly

070more difficult and you'll see your st your your percent meeting benchmark across the board actually holds very stable which uh which is not easy to do spoiling some of the other ones again your ELA, I again very similar to what you saw previously with math. Um, again, you see a little dip there in fourth and and seventh grade relative to the rest of the state, but I might also point out that your fifth and sixth graders had significantly uh bigger jumps uh relative to the state benchmarks. But again, very very significantly outperforming the the average for the rest of the state. This is uh these are new slides for you this year to kind of hopefully help you understand a little better this the new state benchmarks. And so what you see on the top

071there is um the uh the old state benchmark uh in terms of what what what was the national percentile that those ISBY benchmarks sat at. So you'll notice the old benchmarks for mathematics ranged any from anywhere from about the 68 to the what is that the 73rd percentile 76th percentile. So very very rigorous very very rigorous benchmarks and you saw that statewide you know the percents meaning are exceeding was around 35 to 40% was a good percentage meaning you're exceeding well that's because the benchmarks were set so high similarly in English not quite as high but still much higher than what the current benchmarks are then you look at the the at the solid graphs below them and you'll notice that the benchmarks in ELA for this year um range from about the um what

072was that about about the 46 six to the 48th to the 48th percentile. Okay. And so that's a sign. So so in other words, what that means is those benchmarks are very stable relative to the rest of the um across the board when they're going through uh in terms of a national percentile. Now the math benchmarks you'll notice in that solid blue line, they start at about the 56 percentile and go all the way up. That last one is not you, that's the ACT. But the last one goes all the way up to the 69th percentile or very close to what the previous benchmarks were. So going to the next slide, what does that mean? Is that for ELA and math, you'll notice for ELA, the old benchmarks, um you'll see for ELA are kind

073of relatively stable and then everybody got that bump. So that left side is the old benchmarks and then the new benchmarks. And you'll notice it's pretty stable across the board. However, in math, you'll notice on the right side, those are the old benchmarks on the left blue. they were kind of because it was all 750. You see kind of a stable line running across. If you drew a line, it's kind of pretty stable there. But notice the graph on the right. You'll see those easier benchmarks in third grade from a national percentile rigor standpoint going down to 8th grade. So you see that trend all going down from grades 3 through 8. No, that does not mean the students are getting worse at math. It means the rigor level of the benchmark continues to go

074up at an increasing rate. And that was that what that previous slide showed. It's interesting to keep in [snorts] context that your ELA scores you would expect to be relatively stable, which they are in the district. However, you would also expect that your math scores would go down year-over-year in terms of percent meaning benchmark, which they do not. So, that is a that is a good trend to buck relative to the rest of the state. But that graph on the far right is the actual state data. So, that's what we're seeing statewide. So, that is not what you see here in Prospect Heights, but that is what the data shows statewide. I'll just pause here because this is Oh, we got to put the next slide in down. Next slide. So, the state benchmarks are

075sort of like a runner with the different with the different national percentiles. A runner having to jump over different hurdles at each interval that each interval of the hurdle. So, by the way, I do need to give credit. This is this is Don's slide. And by the way, we have borrowed this at too. So, [laughter] um we got it [snorts] right before he trademarked it. So, saved you. >> Yeah. Yeah. Uh uh so so anyways, this really does showcase those different benchmarks particularly in mathematics, how they continue to go up as the students go through. It's it's like they're having to jump over higher hurdles every year. Okay. So, um just kind of gives you kind of an idea of how the new benchmarks have affected you. In ELA, you basically got a bump across

076the board. In math, you got a bump, but it's it's it's not equal because of the different the rigor of the different benchmarks from the state. So, I'll pause there and ask for if you have any questions on that. Okay, great. Well, then we'll go we'll go on to the next one. So the next one uh this this gives so what we did at ECRA is we did a retroactive we we were able because we have your data for the last you know million years just about um we took your scores for the last four years we retroactively applied the benchmarks to those scores as well to give you kind of an understanding of where you sat this year had those benchmarks been in place in previous years and you'll notice that overall um in

0772025 your percent meeting uh continues to go up despite the change in the benchmarks. Meaning this is not comparing the old benchmarks to the new benchmarks. This is the new benchmarks retroactively applied to the previous 3 years. And you'll notice for the most part across the board you not only went you not only go up on those benchmarks with a couple of exceptions um but also you'll notice that your percentile meaning where do those grades those individual grades of students sit relative to their peers across the state. And you'll notice that your percentile rank within the state overall on that far bottom right, you probably can't see it, is 66%. So last year was your highest percentile for ELA in terms of meeting benchmarks. So that's a again a positive sign. So even though the

078new benchmarks seem to have new meaning, you can see that yes, they they you all did well and even if these benchmarks have been in place the last three years, your percents meaning are exceeding generally across the board with very very high in ELA. Can I just ask a question like clarification >> for this one though? If we're [snorts] looking at grade three, those green kids in 2022 become the maroon colored kids in grade four in 2023. >> Yes. >> Right. Like so it's not it's like they're growing this way. >> Yeah. We talk about that a lot with our like enrollment numbers, right? Like these kids >> D, >> right? the this green group here in 2022 become your fourth graders in [snorts] 2023 and your fifth graders in 2024 and then your sixth,

079right? Like so there. >> Yeah. >> Does that make sense? Right. >> That's the way to read it. And you'll see that another way in just a few slides too. Yep. >> So if you go to the next one, uh this is your IR benchmarks. And again across the board you see that that had these benchmarks been in place for the last four years again prospect he tights um both from a raw just meeting or exceeding to the percentile in the state continues to have those scores for the most part going up across the board. I did I did uh I didn't tell Don I was going to do this, but I I do have to give a shout out again like that eighth grade score of 75% uh this year um is is exceptionally

080high. Uh that that that is the number that should be the lowest one on the screen and it's one of the highest ones. So, um, again, those numbers you would expect to see in the, you know, if you started at the third grade level, if you started at like the 60s or 70s, you would expect those numbers to be trickling down into the 50s, uh, by the time they're in sixth, seventh, and eighth grade, and they're actually going up. So, um, those are really, really positive uh, increases. Look at the again, look at grade six this last year. 80% meets or exceeds puts you in the 64th percentile. Again, your math percentile continues to go up year-over-year as well. So that means are your percents meaning are exceeding going up relative to to their peers

081across the board in the state. You see that they are but again >> I'm not seeing what you're referencing there. >> See the the grade I'm sorry. Oh, I'm looking at the wrong one. Uh yeah, sorry. I was looking at uh uh ELA on my screen. You couldn't see that? Sorry. This is why I should I left my readers in the car. But you will you will see on the on on the math though you see the relative percentages staying pretty high. You should see a you should see a drop a significant drop in grade sixth, seventh and eth. And you see it remaining very constant. And you also see the percentiles staying very high as well in the 73rd percentile kind of across the board. And then you notice um you know kind of

082right in that upper third throughout the throughout um all all four years. I apologize for that. Going on to the next one, we'll we'll start off with with math. This time we go math by cohort. So this is sort of a reference to that slide. >> this is what you were looking for. Yeah. So you can see those percentages meets or exceeds by cohort over the last you know four uh four or five years and and you see those percentages either remaining pretty constant or or having that upward trend overall. And then the next one is >> like this is so anecdotal but like that grade six one is so odd right to me where it seems like that they and again I think we it's a small data set it's but like where it's

083kind of going down. I guess what I see is like from third to fourth there's a decrease, from fourth to fifth there's a decrease, but then from fifth to sixth there's this huge jump. Like do you [laughter] is there anything in your head that that you look at and say like that as a as a clear explanation for that single >> thank goodness it didn't go down again. >> Yeah, >> but like but like the grade seven and grade eights make more sense to me, right? to kind of see this steady trend of improvement, >> but it's just the >> like there's something about that grade six cohort. It just looks odd, right? Relative to the others. >> Yeah. >> They're also our biggest because those are our current seventh graders. That's our biggest grade

084right now, too, right? That's [clears throat] our that's our largest grade. >> Most variability. Yeah. >> Right. So, you do you do have the >> kids. Okay. So, that might be the Norark kids. >> Yeah. [laughter] Could be. Could be. >> Got to blame somebody. >> They're skewing us upward. [laughter] >> The the next graph is just shows where you're at currently, but then also gives a projection. So, based on where your kids are, what's typical growth. This is sort of layering on growth uh into the projections and you can get a a kind of a reasonable snapshot of where these where each one of these cohorts is projected to be this year. So this is kind of a a new feature that we're that we're showing here and projected just about in all cases

085to go up. And what that provides us in terms of data is we can actually drill down to see what we would consider sort of kids that are on the bubble that are within that band that maybe they're projected to go down a little bit, maybe they're projected to go up a little bit. Those are the ones that we really have to make sure we send extra time so that their projections improve uh over time and the tool that we get from ECRA allows us to really kind of say who are the kids and what are the additional supports or resources that they need >> so that we're able to reach out both at the classroom level or through intervention level to help that targeted group uh not slip. And that work is being done

086here. I will say like I've sat through it and and your building leaders um and instructional coaches have have used this to set goals and target students. So that's that's exciting work exciting for us is in the data world at least. >> Um again this is the same these sixth graders. >> Yeah. >> Look at that. >> Crushing it crazy. >> Um [clears throat] this so this is the same the same thing for ELA. uh you could see it by cohort and then if you go to the next slide you'll also see the projections for those. Um so you see a little bit a couple slight dips there uh that you're looking at. So so that's where again the work at the at the building level has been really really helpful to see who are

087those kids and also who are the kids right below the the prof proficiency benchmark uh that we can move up and that's what we're working on. Is that grade eight projection for them to take the SAT, ACT, whatever? And then grade seven is for the eighth grade I AR again. >> No, these are your So this is the current cohort. So this is where they're at. >> So your eighth graders aren't ever taking the AR again. So what is their projection? Is that >> to take it this spring when when the current eighth graders take it this spring? >> But they're the grade seven cohort, >> right? So this is saying yeah your your your eighth grade cohort there I see what you're saying though your your eighth grade cohort there that was previous seventh

088yeah previous seventh grade cohort. So like your third grade cohort believe it or not that's your that was last year's second graders. So they're project that's where they're projected to be off of their MAP scores. Oh, 24.5. >> So, the blue line is the actual score. The projection >> this year's eighth graders. So, the gray eighth grade cohort were seventh grade last year. >> Yes, >> they were the >> It's just throwing me off because it's saying 242, which is last year, which makes me think that they're currently freshman. >> They were the purple bar in seventh grade last year. to eighth grade. So for them it's a relative >> Yeah. Just slightly >> even >> but compared to last year's eighth grade. >> Yeah. >> That's confusing. >> Yeah. Yeah. It's not. Yeah. >>

089It's mixing the >> I appreciate what you're trying to mix >> because it gives you a preview coming attractions for the third graders too who have never taken class. >> Right. >> Thank you. Sorry. I just >> No, that's a good that's a good one. But that yeah a lot of this data is hard to like present like and you look through like the like contextualize yourself but that like Becky's question makes sense right like to yeah >> to have the projection be aligned with the cohort that like the projections are not aligning with the cohort. >> Yeah. >> Yep. >> So this is your this is what you saw last year too. This so this is your state percentile for math. The next one will be for for ELA as well. But you'll notice

090a couple things on here. Your your proficiency remains up up near the top 10 percentile of the state. Your growth is in the top quartile and then you've got your um your percent meeting or exceeding at each building from 24 20 24 to 25. And then also what is their relative percentile numbers as well. So meaning where does that building that percent meeting or exceeding sit relative to the rest of the state and again overall very strong um some opportunities there at Ann Sullivan but but overall the district very very strong and if we go to the next one for ELA again very similar story again right up for ELA proficiency um you know in the in the top 20% upper quartile of the state and then also growth growth there a little bit lower

091um but still still in a good spot. And then again, your percentile ranking year-over-year, uh you'll notice actually there um for the most part either stayed even or uh or went up in terms of relative to the rest of the state from a percent meeting or exceeding standpoint. And then the last one is your science. This is the one that's taken twice in your system in fifth and eighth grade. Again, your your overall district percent out there is in the top 10%. So very very positive there not just from a from a raw value of of so so this is one of those interesting ones too if you look at it your overall percentage meets or exceeds actually went down by about by nearly 5% but overall relative to the rest of the state you

092outperform the rest of the state. So that's that's why the overall meets or exceeds sometimes doesn't give you much of a context. Um but overall it puts you in the top 10% of the state for science meeting New York seating. So that's a very positive. >> But did the science benchmark change? Nope. >> Okay. >> So, let's just other people going down. >> Everybody down. Okay. >> I Well, look at the state value. I mean, the state value went from 56 to 45. So, >> um you know, you you went down a little bit, but that doesn't tell the tale of how >> averaging fifth and eighth graders together. >> Yep. Yeah. >> And then moving on to the next one. This is a a little bit of a different slide uh that you than

093you've seen in the past, but what we've done too is also taken your access for EL learners, your progress to proficiency, look looking at what the what your growth is relative to that of the rest of the state, and you'll notice that it's it I we haven't gone to the growth sides yet, but you I'm sure you all remember that blue is high growth, green is is is uh expected growth. And you'll notice across the board you're in not just expected growth, but everything there is positive. Um, and then you have some significant areas of celebration and blue growth. And overall as a district for your access students, your EL students, it's blue growth. So that is very, very positive. >> What accounts for kind of that effect where you're seeing so much higher growth

094kind of later? you're gonna hear from two of our reasons for why >> for the presentation later. Uh but yeah, I mean I think it's part in part um the additional focus that we've had through our EL newcomer program, the liaison, the targeted intervention that Nina and Denise have been providing they and Craig through the entire EL or LEAP committee has worked at alignment toward u improved EL services across Ross across the board. So, we aren't surprised. We typically don't see the exit rates in the earlier grades because they're still learning fundamentals of English language while they're still learning fundamentals of their native language. I got you. >> But once they have sort of hit that base proficiency of both native uh language and home language, you start seeing the accelerated growth. I think in

095large part because of the targeted interventions [snorts] and support that >> we have in place. Do we have fewer kids in the program like in sixth, seventh and eighth because other kids have kind of moved back or >> uh we have more students who exit the program >> as they get older. Yes. So that that again is part of the metric is are we exiting kids or are they because once they exit they've reached proficiency. So the to the extent that we can see that happen as well, that's another kind of target. But for those that this is English learners growth toward proficiency, so you want to see that accelerated growth because then that will translate to greater exit rates. >> Thank you for explaining it in that way because that part wasn't in my

096presentation so it wasn't a total spoiler. Yeah, >> these are very positive exit rates though too. You can see that percent proficient. All right, moving on to the next slide. So, this is something you've seen in the past. This is based on your I Ready. And so, when you look at your I Ready, just where do you where does the where does prospect heights sit relative? So remember this one, um, as we've kind of gone over in the past, remember that bottom line is your 25th percentile. The green line is your 50th, and the the the blue line is your 75th percentile. And then where it sits relative to the national 25th, 75th, and uh 7 25th, 50th, and 75th. So you'll notice that your as the longer they're with you, the more that your

09725th, 50th, and 75th continue to raise up uh 50th percentile nationally, which is very positive. And again, going to English or reading I should say next. Uh again, you see a very very similar trend there. Um there you see a real you see more of an upward trend in reading. Uh so it's it's not that kind of quick bump from kindergarten to first grade. Um but uh and by the way, don't put too much stock in either one of the kindergarten ones. Those are all that's always a an interesting year to measure that uh across the country. And how people test at kindergarten is a mixed bag. So uh but first grade is pretty stable and that's where you want to look at in your first grade through 8th grade. Again, kind of a general

098flat flat trend across the board, but but some continuous uh continuous growth at the 25th, 50th, and 75th percentile. Again, noticing that that that eighth grade percentile at least last year was the 25th uh 7th and 8th grade were right around the 50th percentile. And again, your your upper quartile was right around the 90 95th percentile depending on the grade. So, very very strong relative to your peers across the country at all levels. Okay, the next part we'll we'll kind of reframe and we'll look at growth. So we'll just uh refresh your memory on how we how we measure this. So remember at ECRA every student gets a personalized projection based on their past history and what is what is typical for prospects 23 that's layered on and every student gets a personalized projection. And

099then going to the next slide, you'll notice that then throughout the year, their actual performance is measured against their projection in the in the in the uh in in in an effect size. So what we're looking for, although this slide I got to have our people switch this cuz I hate that it's negative, you know. Um but ultimately like what they're looking at is what's your actual performance at each interval of testing for I Ready and then finally for I as well and are the students on pace to meet or beat their projection if they're not then what are their instructional needs. So when we go to the next slide it's that growth effect size is measured as higher than expected low and unsatisfactory. Um and so that's sort of what we do is we

100take that for every individual student. we are a lot we are able to do that for groups of students and then for the building and for the entire district and so that's what you're about to see is some of the results for um your aggregates and then also for your groups of students. So overall in ELA and math this is combining both of them together just to be clear this is the overall growth taking all of the metrics into account you'll notice that that negative.04 don't read too much into that means they were right on base overall that 0.0 remember is is as expected so 0.0 zero is you grew as expected. That didn't mean there was no growth. It meant you grew as as is typical. And then again, you'll notice um the buildings

101overall were kind of for the most part as expected with the with the expectation of Ross was just slightly below. And then the next one is mathematics. Again, slightly below what you what you would have wanted. A little.22. Still in the expected range. Um not as high as you're as you're as you're used to at times. Again, you you'll look at Ross was just a little lower there, but overall mostly in the green as expected. Um, so we'll we'll talk about that a little bit later. Um, and then the next slide is reading or reading ELA and that one you'll notice was positive. So, a little bit higher. Uh, you'll notice across the board was green. Uh, middle school had blue growth. So, very, very positive there. Overall for ELA, uh, that 0.15 kind of

102sits right in the middle. if you're thinking about that range of 0 to.3 right in the middle there very very strong growth across the board and then these are your subgroups which is super easy to read I'm sure for you um I'll I'll kind [snorts] of give you an overview of them for both ELA and math overall for ELA you sit pretty squarely in the green for the most part with uh with your African-American students being blue um but overall it's green across the board I do want to point out your growth for EL students on the far right side. I know you probably read left to right like all of us, but your your growth for EL students was was very high 0.20. Uh one of your highest on there along um uh that

103I wanted to point that out. And then your mathematics on the left side, you'll notice your uh your Hispanic and your IEP subgroups were the ones that were low growth there. Um those are the ones that that we're going to that you want to pay Yep. There you go. Perfect. Pay a little bit of attention to. Um, and I know we're going to be doing some work in the next couple weeks as well. And I think the next subsequent presentation is going to be about your special ed students as well, but we're going to talk about we we'll work with the district as well to help them not just hone in on the students, but also some of the subtest skills that they can work on as well. >> And then the next one is

104next steps. Don, you want to take this one or you want me to? >> Uh, no. Yeah, we can. Thank you, John. Um we again utilize these scores. Um part of the part of the process for us is you know that it's really on a cycle. It isn't a one time that we look at it throughout the year as students are taking different assessments. They give us different data. Uh this data that we get now gives us more of a summitive look back. Um, as John just alluded to, there are avenues for us to sort of disagregate that data and look at, so under math is a huge umbrella. Well, what is it about math? Is it geometric reasoning? Is it number sense? is if you know uh and so in each of those for

105ELA and for math it gives us even more finite data to say okay this was this was something that our kids struggled in why did they struggle with it um and that allows us then to rep prioritize target or uh in some cases accept and understand part of that as an example is geometric reasoning is something that our students don't typically score as well in. But we don't get to geometric reasoning in our curriculum cycle and in our scope and sequence until after the AR test is taken. Well, if we wanted to score better if all if our only goal was do better on I AR, we could frontload that content and teach to the test and let kids do really well on it. We choose not to do it that way because of the

106natural flow of the curriculum. So, you know, on in a snapshot in time, you go, "Oh, these kids don't have the geometric reasoning." saying, "Well, they didn't in March when they took this, but in April and May when we teach it, then we're seeing those students pick up those skills." So, those are some of the things that we have discussion about. We we zoom back out and say, should we be looking at things differently? Are we okay with our progression? Um, so that's that's a big part of it that we look at large zoomed out picture. Uh and then again as I said we look at where are the needs for student interventions. Can we identify those subgroups of kids? What are the things that we need to do to uh bolster those kids that

107are at risk? What are we doing for our kids that are on the higher performing side? Are they growing as well or are they stagnating? So we're able to look at that data as well. Uh again, we have specific work to do this year around that uh targeted school improvement plan. So, we'll be developing that and uh Chris and Dominique and Craig are going to share in their next presentation a little bit more about some of the things that are in place this year as part of our strategic plan. Um, and then the last piece is, uh, to answer your question, what are we doing that's proven to be really successful with our EL students and how do we continue to support that high level of growth? So, we'll be using that data for to

108inform both our strategic plan that uh, they'll present on that. And John's coming back. He, like I said, he's been with us for our leadership team and our instructional coaches. Coming back next week, >> Monday >> with psychologists. >> Psychologist. >> Reading social workers, reading coaches. Yeah. There you go. >> Thank you very much. Thank you. Any other questions? Yeah, another presentation. >> All right. >> Thank you all. >> See you Monday. >> Yes. >> So, we do this sort of back to back. That's the data and now sort of what are the programs and services that we have. Uh the presentation that's in the board packet uh has access to all of the slides. We only have like I think 14, right? for tonight. >> Did you count for us? >> Well, it's I

109mean, when you look at the whole thing, it's like 80 slides, but >> No, it's 40. It's 40. It's a lot, >> but it does have it does have some of the background slides that we that have been presented in previous years. So, we like to keep that in there as reference. We like to keep it um to just double check. But, I thank uh our team for their work in prep preparing for this as well as the successes that we've seen. All right. So, tonight we're just going to go through our programs and services. Our our presentation's a little different this year. In the past, we've uh they're still in the presentation, so you have all the information. Um at the same time, in the past, we've kind of outlined um qualifications for our

110services as well as um you know, what's a part of all those services. This year, we wanted to change that up a bit. And what we're going to highlight um today here at our board presentation is more so what has changed, what are the improvements, and what are we currently working on. So that's what we're going to present to you tonight. So at on our agenda tonight, we're going to talk about MTSS, which is our multi-tered systems of support. Um then we're going to go into uh early childhood programming. Chris is going to talk a little bit about that. Then we're going to highlight our student services. Some of you know that as special education. Um, that's our specialized programming. And Dominique is going to talk about that. Um, then Nina and Denise and I

111are going to team up to talk about our multilingual programming and then we'll close things out. We'll all team up to talk about coaching services. So, I'll kick things off with multi-tered systems of support. Um, so the first thing with this, you could go ahead to the next slide. So the first thing with this is this is a big change this year. Um as Don was just talking about, we have systems in place um in all of our schools. So multi-tered systems of support is basically our way of supporting students um all students at the tier one, tier 2, and tier three level in all of our schools. So we're talking about tier one is all of our students, things that we provide for all of our students. Um we've talked about this in the

112past. Tier two then takes that to a more strategic level and tier three is even fewer students at an even more strategic level. So um as Don mentioned we've been working on refining that process I would say probably over the last six seven years and you know just to build on what he was saying um I believe it was in number one of the next steps but um we have specific guidelines in place at each of our buildings. We have a process that starts with after our benchmarking three times a year in the fall, winter and spring. Um each of our school teams has meetings. Um the first one is a schoolwide meeting to go over that data. Um then we break it down and um our our um MTSS teams at the building level

113go over the data of students, make sure that they're in the right places receiving the supports they need. And then also along the way um there are monthly um reading, math and then behavior and social emotional support meetings um to make sure that those students are receiving the services, making growth in those services or do we need to switch those services up so we have the regular supports we needed to make sure that they're meeting that growth. Um this year we've moved away from those things a bit. The first thing we're focusing on is the building based implementation. So instead of having our typical multi-tered systems of support district-wide meeting, we've moved that that to the building level. Um we've taken the committee members and now they're having those separate meetings at the building level

114and continuing those same things we were working on but at a smaller level at the building because they're the ones that really need to make it work. Um at the same time, while I said we're moving away from the district level, um I'm going to talk about that in a second. Um, the second thing we're working on is John was just here uh from ECRA and we're working on they have a new a new database that's a little more intuitive and kind of gives us all of the tools of I Ready Acra um you may not know all of them but probably 10 different systems that we use around the district and instead of logging into 10 different systems it puts them all at our fingertips in one system. Um, so we want to make

115sure that we as a leadership team understand that system, but then we're also teaching it to the people on those um on those MTSS teams in the building so that they can use it to best meet their needs as well. Um and then the third one I mentioned we don't have an official MTSS committee um at the district level this year but what we've done is we've taken those committee members and we're working on um our adoption for our SEAL curriculum and also our tier 2 and tier three supports which um when we look at behavior um and social emotional needs will also be adopted through that curriculum. All right. And I'm going to go ahead and turn it over to Chris for early childhood program. >> Great. So, just a quick update and review.

116Um, we uh offer early childhood services in District 23 for our three, four, and 5-year-olds. However, we are not a community-based preschool program. So, we are not open to everyone in the community. So, that people sometimes forget about that. Um, we provide special education services for students who qualify at that age level. um they transition from early intervention or they're identified through a screening that they need additional services. So that's one part of our program. The other part is preschool for all and that's a grantf funded program that is for at risk students and that also there is a qualification for that. So again not open to all community um children. So um it's important to understand the distinction. We don't have a parent paid program. you know, you can't walk into Eisenhower with your

117three-year-old and say like, "Okay, we're here for preschool." Um that we don't do that. So, um anyway, but this year, um in uh preschool, let's go to the next slide. Um our focus is around um implementing teaching strategies gold, which is our assessment tool, um that's aligned to the creative curriculum, um which we adopted last year. Um, and we're also working on supporting the instruction of our most complex um, students. Um, students with really complex disabilities. Um, and we're doing that through coaching and also through an assessment called the VB map. Uh, and then the other thing that we're really focused on this year is developing um, uh, an inclusion guidance document um to focus on. We have um blended classrooms which have our at risk and some IEP students. Um but we also have

118some smaller special education classrooms. We're really focused on um trying to give uh those students more opportunities with their peers in those blended classrooms. So we're working on a guidance document to help teams to have those conversations um around what kids can do. So that's what we're doing this year in early childhood. Then [snorts] we thought we would share some pictures of the kiddos in action from around the district and in our programs. So you can see a little bit of everything from our youngest learners all the way through middle school. Um there's a cooking activity going on in one of those pictures and I think some community based instruction as well. Um and this is how we support our kiddos in the district. Um we support most of our students with IEPs um within

119the resource setting. Um, however, we do also have self-contained programming. So, it's our sale program. [snorts] And then, Strive, which we talked about a little bit earlier, kind of floats amongst um three of the uh three of the placement options. Um, some kiddos may be very self-contained while others um have more and more opportunities in their general education classroom as they work through the systems that are in place in that program. Um so this year in special education, these are some of the things that we are working on. Um we are beginning to explore some best practices with special education service delivery models. Um we're continuing to support the instruction and engagement of our students with complex disabilities in our self-contained programs and we're doing that through a bunch of professional development and our coaches.

120Um we are continuing to foster student voice in student led IEP meetings uh and transition meetings. We're continuing to expand that. Um we did that [snorts] a lot with our transition meetings with our eighth graders going into high school and we want to make sure that that is being incorporated districtwide. Uh and then we are developing an ESP mentoring program to be able to support our peer professionals um and make sure that uh their professional learning needs are being met and are consistent across buildings. And then we are continuing to refine our IEP process which is through keto facilitated IEP in order to um increase that parent partnership. >> All right. Next up, we're going to talk a little bit about our multilingual programming. And I'm going to go ahead and introduce a couple of

121the people that are highly responsible for the great multilingual progress that you saw in the data earlier. Um we have You want to introduce yourself? You want me to go ahead? >> I'm Venus. Venus. [laughter] Hi, I'm Denise Vitis. >> Um, they're our district multilingual teachers. They both used to be teachers in our district and then we hired them for these positions. Two years ago, right? >> This is our third year. >> Yeah, >> there you go. Third year. Um, and they've been doing a fantastic job in addition to also taking on some coaching roles in the district and some liaison positions in the district as well. So, um, why don't we go ahead on to the next slide and I'll tell you a little more. So, some facts about our multilingual students in D23.

122Our total enrollment has gone down 2%. But our multilingual population is holding steady at just under a third of our population. Um, also holding steady is our number of newcomers right now. Well, we just got about 10 new students in our district in the last two weeks. Um, all of them are MLS and six of them are newcomers. So, we're we're working hard. Uh we also continue to be a diverse district with 47 different languages spoken um within our D23 homes and over 55% of our students speaking another language other than English at home one and one or two or three sometimes more. Um the most uh languages that are spoken in our community are Spanish, Polish, Russian and Ukrainian. C >> can I add just about the the the group that just came in?

123So is that is that number actually 89 then now >> some of them are most of them are included in there um but there are some more coming next week and there yes so it will it will be higher but so if there were some other graphs in your packet that say some more exact numbers compared to last year basically I believe that's one lower than last year as far as newcomers and the percentage of total multilingual lingual was 31 31.3 on there I think and it was 31.2 last year. So that's slightly gone up. So that might answer a little more directly with >> Are the are the are they together? Are these like groups of families coming in or just kind of just coincidental that we had so many >> probably a combo?

124>> I think sometimes it just depends on uh the way that visas there's like you >> oh like did they get granted in chunks? I gota I gota Okay. Um, so some things with our multilingual programming, we continued doing our summer screeners where we helped figure out the language levels of the incoming students so that we could place them appropriately, which we think also helped with the scores going up um because they were able to receive the services and supports they needed. Um, we also got a newcomer curriculum for first grade through 8th grade. Aren't they so pretty? Um so we're able to target and really use some um proven techniques and strategies and materials >> and then we are currently working on or progress just >> okay thanks um we're currently working on a

125progress monitoring tool that that's both uh teacher friendly because we want to respect their time but we also want to take a look at um how we're going to support those students and how um we're going to see we're going going to be able to see the progress on their path towards language proficiency. And >> just that first bullet again with with the books that Nina was showing um our our new curriculum prior to that. So, uh really we started getting some of those last year, but before that it was Nina and Denise and some of our classroom teachers before they were in these positions really just creating curriculum here and there and it was mismatched. And so this just really gives us some consistent and like they said researchbased curriculum to use. So that's

126really where the big benefit is there. >> And then by creating these positions, we've really narrowed down the variability in who's teaching the classes. And so really Nina and Denise have uh honed their expertise in that newcomer world. they build those relationships with the family from the first time they enroll with us. So, I think we're seeing both the benefit of the content materials being a higher quality, but we're also providing a more structured and supported instructional environment by kind of funneling kids through uh two teachers instead of u across the district with less targeted support. It's also nice for students who come in and it's just a brand new world. Everything is new and different to them and um it used to be without Nina and Denise's support. It used to be that they'd

127be in a general education typical classroom setting which there's huge pluses to that because of the social environment. Um but at the same time this for a period a day or when they see Nina and Denise who are like they're people um they feel like they truly fit in and they have that that academic purpose that they they can do this and they will be successful. And so that's a completely different feeling for them that then when they go back to their teacher they they're getting some academics as well. and feeling successful like they can do it and have the supports and also a big part of that is the social immersion as well. So, um it's it's a different feeling now than it was before. And on top of that, the teachers know they

128have someone to coach them through this and they're going to be getting resources along the way. So, um >> like what is your day like? Like how do you like break it down? >> [laughter] >> 8:25. >> But but I mean I mean it like parts of it are clearly like with small groups of the of the kids that you that that you pull out for sounds like they leave for that each kid is with you for at least one period a day or about that. Okay. >> Um so for the newcomers I usually have a couple groups that I see in the afternoon and then my morning is just if a new family comes into our district it's screening them uh welcoming them to the district. um just giving them the rundown of this

129is what your schedule will look like. Uh these are who your teachers uh uh will be. Um this is how power school and schooly work. Um which is really important because often we used to find out that they didn't know how to access these things until the first parent teacher conference and by that time we're a whole trimester into the year. So, it's been really helpful to just kind of guide them through what our schooling system looks like, but also to be there as a additional support in any questions that they have. Yeah. >> Thank you. >> And Nah's across. So, Denise is primarily at MacArthur and Nenah is our world traveler across Ike, Ross, and Sullivan. So, she'll pull different groups of kids traveling in between the buildings, but similar kind of piece. We

130didn't have to do it that way. We figured she'd relate to the newcomers because she's traveling around everybody, so she's new in the environment. I will say the other piece and I know you're going to sort of transition as you talk about their coaching role. uh and I don't maybe I'm stealing your thunder but they did a tremendous job in providing professional development to our faculty about how to support kids while immigration status and um that is happening around us close to our community directly impacting some of our families. Our teachers wanted to know how can we best support our students? What what can we do to to help them in this time? And Nina and Denise put together packet of resources and then they visited all of the schools and did a presentation and

131shared information giving some insight um that was really both timely and really powerful. I mean, people really walked away from that appreciative for this insight into what is a challenging and unique time. >> It's it's great to have that them in the trenches really living with the with the newcomers daytoday to just make sure that we're all being empathetic to the things we should be empathetic to on a daily basis. And then did you guys work like I know 214 has the newcomer center. So have you guys partnered with them on anything or done anything? >> Um so we have been in communication with the high school districts. Um and then it's always a point of contact just to kind of touch base with them and see what is going on, how they're approaching certain

132topics. And um it's it's been really helpful. >> Yeah. One of the things when we we were just there for the um the dinner, >> you know, whatever we were there for, I did the tour and they have um a library in the newcomer center and they have books in the kids' language like their home language. So they can like check out books and have that opportunity. It was pretty cool. So, >> so similarly, something that that Nina and Denise were working on last year and and have continued this year and will continue in the future is putting together similar like a especially in our elementary buildings. You know, when you have a library in each classroom is having a newcomer bin in each classroom. So, there are books that the kids can read right

133when they come in in their native language and stuff and also supports for teachers to access in in their native language, too. So similar. Um I was also going to say just giving kudos to the high school district as well in the past couple years. They've done a much better job. They reach out to us and we've gone to meetings um with the person in charge of the multilingual the newcomer center and stuff as well. So they've been bringing us into more things similar to our math partnership and things like that so that we can be on board with the things they're doing. So that's been a nice touch, too. Okay, so moving on to our final portion is our coaching services. Um, as we talked about last year, we have three different categories for

134our coaches. Um, we have our district multilingual teachers, our district level coaches, and our building level coaches. So, I'm going to start with our multilingual teachers. As if we haven't talked about them enough. Uh, we're going to start with them, and I'm going to turn it over to them. They've already introduced themselves, but do you guys want to just talk for We've kind of gone over it, but just in summary, kind of what you guys do in the district. >> Couple things. >> Sure. >> You don't even have to name the ones up there. >> Oh, okay. Um, so in general, we just um I I guess we keep building that sense of community and belonging by welcoming our newcomers, by welcoming new families to the district. um giving them the tools and the support

135and the knowledge that they um have made a great choice coming to our district and that we are here to support their needs, but we're also here to grow and learn from them so that we can better support them uh throughout their journey with us. >> They're great resources. are actually coming Mon no Monday in December >> um to our uh par professional ESP department meeting um to provide strategies for all of our ESPs in the district on how to support um our multilingual students in their classrooms. So um they really do a lot um of the coaching and professional learning for all the staff. So >> it it is nice to see all of our groups of coaches work together whether it's at an institute day or um you know our instructional coaches. It

136may not be their specialty to work with multilingual students. Um, but it's their job to coach all staff in all areas. So, this pops up a lot. Just like Chris mentioned with our special education coaches, our special education students are also multilingual students in a lot of cases. So, we need to share our supports and partner on a lot of things. And it's great to see them working together. So, all right. >> Wait, we're still on that one. [laughter] >> Um, so district level coaches. Um so we have a variety of different um staff in those positions. We have Hannah Sutter who is our technology integration specialist and that's her focus. Her focus is making sure we are integrating um technology across curriculum, across the classroom, across environments. Um and then we have our um

137special education specialists uh Aaron Lim, Abby Cisneros, and Carly Sullivan. and really their focus is around special education curriculum, engagement, assessment, instruction, and behavior. Um, and then, um, we also have, um, Darren Mosak. He's, um, one of our PE teachers. He also acts as our adapted PE coach. So, he supports our students in the sale program and in Strive and um, their access to PE um, and that kind of thing. And they all actually provide a lot of professional learning for our staff. And so I think that's a huge component of their jobs. Um where in other districts, you know, we people are sending and going out to places where our focus is really around we have people in our district that can provide professional learning. And so we just make sure that that can

138be accessible to everyone. And then the building level coaches. >> All right. And our building level coaches, Nim and Denise would be considered in that component too. They're still coaches. Um, but also we have an instructional coach in each building. So at Eisenhower we have Lisa Schmidt. At Ross we have Leslie Jasper. At Sullivan we have Christine Ganick. And at MacArthur we have Kelly Brockway. Um, they have a million different roles, but the three that we summed up there are just differentiation strategies. Um, making sure that teachers are meeting the needs of all students and providing resources to ensure that that happens. um multilingual supports. We talked enough about that, I think. Um and just coaching and professional learning period. Um the instructional coaches team with me to um help provide professional development through our

139committees. They also provide professional development at our institute days. Um but then I mean that's at the district level, but every day within the buildings they have individual coaching meetings. They travel to uh grade level team meetings but then also team up with the principal um to provide staff meetings throughout the buildings as well. So, ton of professional development there. All right. Okay. And this year in coaching um the things you see up here are some of the key goals that we've had and some of the things that we're working on to kick things off. So, we're going to kind of team up to go through just a couple of these, not all of them. Um why don't we start with Nina and Denise. >> All right. The ML liaison resources. We are continuously trying

140to figure out how we can best support our families, develop that relationship we have between not just our families and parents, but throughout the community and what resources can we provide to the community? How can we get them more involved? Um, and so we're just trying to figure out how we can best help everyone to feel comfortable and get what they need and what they want and maybe what they don't even need and want. [laughter] Um, and then uh like Dr. Anlacho mentioned immigration resources. So facilitating um just sharing that information um with our staff and how they can help support um our students. Our district level coaches have been working with our sale teachers on um PB MAP implementation and they've been using that assessment for many years and really the focus this year

141has been on turning those assessment results into action in the classroom and then partnering that with comprehensive literacy for all which is a framework um utilized to teach some of our more uh significant learners and uh how to read and write. Um, and then they also have been partnering with a lot of our classrooms on behavior intervention plan implementation, which is um, our kiddos that have some barriers to their learning and may have some challenging behaviors um, arise, they have a plan in place and our coaches really are instrumental in making sure um, plan is doable and is being followed through with um, throughout the students day. And as mentioned before, um our coaches are also supporting our um key to ed facilitated IEP process. Um and what we did in the spring was we

142took a self-evaluation each building team um to determine where they are with their implementation of the IEP processes and um set a individual building goal. And so the coaches are helping to um implement those goals, help those teams um improve the strategies that they're using within um an IEP meeting so that parents are active members um can communicate their concerns and um really have better conversations about kids and their growth. So, um it's it's been nice to see um you know, some some buildings are a little bit ahead of others and so allowing them to choose their focus area has has helped us also hone in on some of our coaching. >> All right. Um a couple of our biggest goals kind of go together. Uh when you look at Tony Frontier, teaching with clarity

143and standardsbased practices, um we are kind of pairing those two together. Uh Tony Frontier is an author uh who writes the book Teaching with Clarity. And um basically he talks about clutter and distractions and how um there are many things that get in the way of um ensuring you're you're being clear with everything you do. And he talks about it in many different ways. And and we've been uh we actually are partnering with him this year in the district. He's uh created some videos for us. He's also come in for our institute day um in October and he's just talked about the many different ways that we can reduce the clutter that gets in the way of us communicating and ensuring that um all of our articulation of our primary needs um are being met.

144And I and I that carries directly over to the standardsbased practices goal because that's that's his specialty area. And really, we want to make sure we remove all of those obstacles so that we're only focusing on what is the most important things. And really, when it comes to education in all of our schools, the standards, that's what we teach. Sure, we purchase this curriculum, but the reason that we purchase the curriculum is to teach the standards in each subject area. So focusing on some of those standards, removing all of the other pieces, the clutter that might get in the way, and making sure that we're being clear and articulating some of those things. Um, so so that's one thing that we're that we're uh truly focusing on this year with all staff members. Um, another

145piece that we're that we're looking at, and you guys have heard about this before, is building leadership capacity across the district. We started um really last spring talking about the idea of a leadership summit in the district and we kicked off we were able to kick off the year this year um with that idea for all of our leaders. Um it was our administrative team, our team leaders and anyone who was in a leadership role in our district. And so through that we we've always had leaders in the district and we've always had um we've always had them in that role but at the same time there seemed to be a gap between administration between our leaders and our teachers and people knowing exactly what each other did and clear communication. So by starting the

146year and kicking off with here's here are some parameters around that leadership and here's what we want you to do and how we want you to do it but also bringing them into that process so they could tell us what works for them and collaborating on those pieces. we're able to articulate a clear message and then building that into our district improvement team throughout the year to continue that process um just kind of just kind of makes it um fluent I guess throughout the year. Um and our last piece right in the middle there you see that D23 PD arcade. Um the last goal we wanted to highlight was gamified PD. Um that's been a a big piece that we're all a part of, but our instructional coaches have done some huge things around making

147sure that all professional development this year um is gamified. It's part of a a bigger picture. Um you can get credit and it it it's a fun process that you get points for and we're all on a team earning these points, working together um to see what we can do as as a group. Um, all of our institute days, all of our building PD, you can earn points for everything you do. There are different levels to it. Um, there's a I guess a a level one PD, a level two, a level three, and a level four. So, you can just be there for the PD. That's level one. Um, you take it to the next level and and bring it back to your classroom and try it in there. That's a level two. You you

148then share that with your team. That's another level. and you can keep going and trying try to take one PD all the way through to level four. So it's a it's a pretty interesting pretty cool thing. You guys saw the video earlier in the year. So all right and that's our presentation for today. We just wanted to thank you guys for all of your support. Any questions for any of us? >> Thank you. That was great. >> Thank you all for coming. >> Yeah. Thanks. All right. >> Thank you guys for coming. >> Thank you. >> All right. Yes, we have a number. There's a lot of papers there, but all things that we've had conversations about. All right, >> that's not disruption. >> We could take a five minute break. >> We're going to

149keep going. Thanks, [laughter] Vice President. >> So, President Prom, >> the next act the next item is an action item and it's uh really just setting the date uh for our tax levy. >> You're minimizing it >> hearing. Okay. And or just [laughter] >> so much fun. >> No. Um, all right. >> So, anything else you wanted to add about this >> process process squeeze blood out of the turnup? No. Um, no. So, just uh tonight um we have presented and um as Brian said shared the tenative uh levy with finance committee. Right now um we're looking at um an increase because we're limited by ptail of 2.9% plus new property. Um the only real action tonight is to uh vote for the approval of the uh tenative levy and then the posting um so

150that we can hold our public hearing because we are less than 5% um we're not required to hold hold a truth and taxation hearing but we do that for transparency reasons. So, we'll go ahead and post the notice in the uh daily Herald and then have the public hearing um at the December board meeting. >> It's not really that exciting. >> I I would >> This is very exciting. You're moving. >> I move to post it. >> Thanks. >> Second. >> Moved by Brian, second by Spencer. Can I get a roll call or any discussion? >> Roll call. >> Mrs. Morsy. >> Yes. >> Mrs. Botwinsky. Yes, >> Mr. Gordonis. >> Yes, >> Dr. Long. >> Yes, >> Mrs. Mlan. >> Yes, >> Mr. Nordmark. >> Yes, >> Mrs. Peters. >> Yes, >> that's great.

151Perfect. Next up, >> did the vote pass? >> Oh yeah, vote passes 70. [laughter] >> Oh my gosh. >> Our next Sorry, guys. >> Next action item is uh our administrative recommendation to approve uh Nicholas Associates as our construction manager. Share any other feedback? >> Yeah, so there are two very standard um uh agreements in there. So we currently don't have we do with Archon, but we hadn't ever really established a overarching agreement with Nicholas as construction manager. we had done prior work with Nicholas a number of years ago and that was just on a contractual kind of a oneoff of a of a job that they did. So um moving forward this is a relationship that the district would like to continue with. So um the both agreements have been approved by uh by

152our legal team. So this is again the overarching agreement for the relationship. There will be um project agreements as we kind of get into the Eisenhower work. So likely that'll come within a couple of days of the bid opening um in I want to say February. So again, this is just that very general agreement with no real um detailed information. Fees and whatnot will be in the project agreement. >> These are just two like master service. >> That's exactly right. These went on and on. >> They're so [laughter] long. They're so long. >> I mean, did legal see anything in there that was a concern or did you guys or was there anything that was like a discussion point? >> Oh, there were I mean, there were a couple of things that Kevin um and

153we pulled a couple of different agreements that Nicholas had and then Kevin went through some of the things that they had um gone back and forth on were some insurance requirements. Um, we're going to procure the builder's risk insurance um, uh, for this project as opposed to having them get it on our behalf. We can save some money doing it that way. Um, and aside from that, it was more minor stuff, but yeah. >> I didn't find an Easter egg in either of these documents, but I didn't really know what I was looking for either. So, I >> Yeah, I I read the first few pages. I'm like, "Oh, boy." Yes. One [laughter] of them was 27 and one was 49 and I was like >> All right. Any more discussion? >> Can I motion

154approve the primary construction of the prime minister? [cough] Move >> by Tracy. Do I have a second? >> Second by Brian. Can I get a roll call, please? >> Mrs. Morsy, >> yes. >> Mrs. Bowwinsky, >> yes. >> Mr. Gordonis, >> yes. >> Dr. Long, >> yes. >> Mrs. Mlan, >> yes. >> Mr. Nordmark. >> Yes. >> Mrs. Peters, >> yes. >> Motion carries 70. >> Uh, next we have a custodial reduction in force as we discussed at uh buildings and sites. We have uh two part-time custodial positions that we are eliminating to combine into one full-time to better serve the needs of our schools. We've had conversation with the impacted employee. Um, and we're ready to move forward with it. >> Move to adopt the resolution as presented. >> Second. >> Moved by Spencer,

155second by Brin. Does anybody have any questions or conversation? >> Uh, can I get a roll call, please? >> Mrs. Morsey? >> Yes. >> Mrs. Bwinsky? >> Yes. >> Mr. Gdonis? >> Yes. >> Dr. Law? Yes, >> Mrs. Mlan. >> Yes, >> Mr. Nordmar. >> Yes, >> Mrs. Peters. >> Yes. >> Motion carries 70. >> Next is an updated uh memorandum of understanding with SEIU regarding contract uh language. There was a clause in the existing contract that referenced a mandatory retirement at the age of 70 which um has probably been a part of that agreement for decades. And um when [snorts] we saw that we said I don't think that's legal anymore um to say that you must retire at a particular age. So we worked with [snorts] Bubba and SEIU as well as legal

156to uh update that and strike the language regarding specific age. >> Any questions about any of that? >> Motion to approve the memorandum of understanding as presented. >> Second. >> Moved by Spencer. Second by Brian. Can I get a roll of call, please? >> Mrs. Morsy, >> yes. >> Mrs. Butwinsky, >> yes. >> Mr. Gordonis, >> yes. >> Dr. Long, >> yes. >> Mrs. Mlan, >> yes. >> Mr. Nordmark, >> yes. >> Mrs. Peters, >> yes. >> Motion carries 70. >> Next action item is u our FY26 school maintenance projects grant. Um, so like we do every year, we've gone ahead and completed the preliminary application for it's a $50,000 um isbe matching grant um with those funds to be allocated towards the MacArthur window, siding, and door work. >> When do you find out

157like is there like when you get like an official ruling about this? >> It it flips around pretty quickly, I would say. I mean, it's usually within a month or so. So, yeah. I move to approve. Thank you for putting that together. >> Of course. >> Second. >> Moved by Brian, second by Bren. Any questions? >> Roll call, please. >> Mrs. Morsy, >> yep. >> Mrs. Felwinsky? >> Yes. >> Mr. Gradonis? >> Yes. >> Dr. Long? >> Yes. >> Mrs. Mlan? >> Yes. >> Mr. Nordmar? >> Yes. >> Mrs. Peters? >> Yes. >> Motion carries 70. Next action item is uh a recommended action for the IASB resolutions directed vote. >> This is so exciting you guys. >> And uh in your packet, the memo describes the different um recommendations for article revisions. And the

158final item um is a nomination for the IASB president and vice president. Um as we did at the IASB dinner um in the event that there was some action on the floor, we wanted to uh provide Becky with the independence to vote as she see fits sees fit. If there she sees fits see fits. She probably sees fits all the time but >> fits. [snorts] There might be fits during >> she can also vote as she sees fit if there are nominations from the floor. So, we talked a little bit about this when Carol was going to Northcook dinner that if we say you have to vote for the right presented slate that if something on the floor comes up, it doesn't allow us the autonomy to know what our board would want and to

159go from there. So >> I I don't my understanding is that if someone is presenting themselves on the floor they have had to have made that known before >> it's possible. So which I mean >> right >> well everybody but >> everybody there is supposed to be voting a directed vote. So if they weren't identified before, how could >> an delegate be directed to vote? >> Yeah, we've talked a lot about this, right? Like what is even the purpose of having somebody present themselves from the floor? It's I have a a very clear direction of what I have to vote. We do this too when this these um resolutions come up. People get up there and argue about them and how you should change your mind, but you guys have all told me that I

160should vote this way. I can't change my mind. So like what's the point of sitting there for 4 hours listening to them argue? So >> I mean I don't >> we don't really have any concern or issue with the slate as presented too. So we could modify it just to be vote this vote the slave. >> Yeah. >> What do you want? I don't care. Like I don't know any of these people, [laughter] you know, like it's this is always an awkward like I don't know. I would I would prefer to give Becky the flexibility, right, to to do, you know, if something strange happens to that that we're trusting you with this position and that we trust you'll make the right decision >> and if you screw it up, you won't get invited back

161there next year. >> Great. [laughter] Well, I could present myself on the floor. >> If you want to do that, [laughter] >> what you wish for. >> Yeah. Yeah, I would do it to do this to give Becky maximum flexibility. So that's as the motion. >> So you move as the motion. >> Yeah, sure. I move the motion as presented. >> Got it. So [snorts] moved by Brian to >> second risky. [laughter] Second by >> nervous. >> Next year you can be the delegate. Um, [laughter] >> none of the topics were all that interesting or like before you were here like it would be stuff like >> to have guns in the safe, right, and to let teachers be armed, right, for a couple years there where all bylaws and article revisions, there were no

162action resolutions, >> right? But this stuff seems pretty tame, right, relative to some of the things. >> So, trust me with the tame stuff. When it gets interesting again, take it all. Um, all right. So, I have a motion by Brian and a second by Bren. Can I get a roll call, please? >> Mrs. Morsy, >> yes. >> Mrs. Botwinsky, >> yes. >> Mr. Gordonis, >> yes. >> Dr. Long, >> of course. >> Mrs. Mlan, >> yep. >> Mr. Nordmark, >> sure. >> Mrs. Peters, >> yes. >> I The motion carries 70. The next action item is uh the approval of the NSSO articles of agreement. Uh this has been a topic of discussion and investigation for multiple months. Um thanks to Carol for her work as our representative on NSSO. Um the back and

163forth of versions of the articles have gone to member districts. Feedback from member districts was solicited. There were [snorts] revisions and at the last NSSO meeting, the revisions were approved to be authorized to send to districts. So, they're presented for us tonight as well as all the other member districts are voting on them um as presented. Are you all like are are you three or four who are is everybody good with how this has turned out? >> It's well the last I think the last uh batch of comments came from the operation what will be the operational committee. It's all the superintendent. Um and I think I think your comments resolve some of the concerns that some of the members had. Um so I I expect that everybody is pretty happy with what the the

164current result and there was discussion about having um a specific timeline to review. So they will be reviewed by two years if not before and there's a process to amend the articles um that there wasn't before wasn't anything. It was pretty general. >> Yeah. I mean they hadn't been revised and reviewed in a decade at least >> at least. Yeah. >> But that makes a lot of sense, right? Because there's a lot of new things going on and things might not work as great as the plans. That makes sense. >> And as as you know because this this will be a new way of of you know going forward and as we go through it I'm sure we'll encounter things that we hadn't anticipated or it's it it wasn't working out the way we expected.

165So um you know there's there's provisions in the articles to address those things. So I shared with Carol early on this is set up very similar to the way of some organizations that I vote on of my organization >> the conglomerate that everyone kind of feeds into. So it feels directionally the same. So when I read it and I think I shared that with you Don too. So that was my take on it. I think this is a really smart move. >> Yeah. I agree. Well, thank you all for for all your work on that. >> It's been a lot. >> This has been a lot. >> I saw you walking in again a couple days ago, right? That I know you got there's multiple committee meetings that you've all been meeting internally here. >>

166Yeah. >> To review it. So, thank you all for all the extra work. We're meeting monthly to in anticipation of the next, you know, operational meeting in the board meeting and kind of coordinating with >> what's what's kind of the cadence then of operation versus board then moving forward. >> So operational should be reviewing and recommending to the governing board then to take formal action. So it actually >> is everybody meeting monthly? >> Yes. >> Okay. It actually starts with the assistant soups for student services. So Chris Roa and her programming group. We're hoping that that voice and the voice of the business officials can become more prominent in the here's what actions and or problems we need to solve to bring that then to the operational board to then say, "Hey, here's some solutions

167that we recommend to the governing board." >> Oh, that's great. So I move to adopt the resolution ratifying the proposed amendments to the NSSO articles of agreement for legal entity. Moved >> by Carol. >> Second by Brian. Can I get a roll call, please? >> Mrs. Morsy, >> yes. >> Mrs. Bwinsky, >> yes. >> Mr. Gordonis, >> yes. >> Dr. Long, >> yes. >> Mrs. Mlan, >> yes. Mr. Nordmar. >> Yes. >> Mrs. Peters. >> Yes. >> Motion carries 70. >> And they said that uh as soon as five and that should happen >> this week this week. >> Yeah. >> It just needs the majority of the member districts. So as soon as five have ratified >> then they'll go into effect. Uh our next action item is u a draft of the 2026

168school year calendar committee met on October the 23rd. Thank you Dr. Long for participating in that. Uh we don't currently have any adjustments to this current school year's calendar. >> [snorts] >> Um the draft is presented now. We meet again as a committee in the spring uh hopefully after any potential snow or weather days so that we can uh set or affirm the final days of school in the event that anything that needs to be changed. And at that point, if there was any feedback or any other modifications to next school year's calendar, it there's an opportunity for action. Uh this draft calendar uh for next year provides uh a non-attendance day for Yam Kapoor. Uh the November 3rd election day, January the 4th and February 12th. uh all as non-attendance days and our traditional

169breaks for Thanksgiving, winter, and spring and teacher institute days on August 17th, October 12th, January 5th, and April 6th. >> That was good. >> No Veterans Day. No Veterans Day, but uh Indigenous People's Columbus Day is in this version in alignment. >> We have 214. >> We have a waiver for uh Veterans Day because we do the big Veterans Day assembly as long as you're doing uh you can you can achieve the waiver so long as you can demonstrate that you're actually doing something educational to honor that holiday. So, we could do that for Martin Luther King if we chose to. Uh, President's Day if we chose to. >> Probably share that to the community >> so they understand why we're not off that day. >> Ah, I'm just saying. >> Yeah. Yeah. And then

170we we were we were off with 214 at the beginning of this year too where they did not have Yam Kapor off but they did there something was was off this year that didn't doesn't feel like it's normally off where nobody had the same schedule the first couple weeks. Well, it was Rashashana and Yan both fell >> within the school days calendar, >> right? >> 214 took both. >> We elected to take >> Yapur and not Rashana. >> Is that correct? >> Correct. >> Yep. >> As the higher holy day of the two. So, >> I think that I think that 214 was actually >> they totally >> 214 took both. But we always start with >> the 214 kids. I had both, right? And there were consecutive weeks where one day Maggie went to

171school and they didn't and one day the older girls went to school and Maggie didn't. >> We always start with 214's calendar. >> Yeah, they just were skipping school. But >> let me go home and validate what happened here. But [laughter] we we don't we don't align start and end just because their calendar and our calendar are different in those regards. >> The priority that we've heard in [snorts] terms of feedback from our surveys has been align your breaks so that spring break, winter break, >> okay, >> match up. Um, and then whenever possible, we try to match up all of the institute days and professional development days and holidays. But again, we're on we have a different calendar setup than they do. They have more flexibility than we do. So, um, >> it doesn't

172always line up exactly. If you remember this last year, we made a conscious effort and I think we tried to do it again this year when we could is to consolidate not having random days. So because of >> Yamapour fawn on a Thursday, we moved >> what would have been usually Columbus or indigenous people's day up to create a long weekend versus having >> and so that was the feedback that we had heard from people is >> all these weird days. >> Yeah. random Tuesday off is tough. >> Yeah. So, we tried to consolidate them where we could this year. I think both those high holiday Jewish holidays are on on the weekend. So, >> one uh >> one's on >> Russashana is on the weekend this year. >> Yeah. So, we got we were

173able to Yeah, >> we do have one of those kind of random days and that's that April 6th which is the consolidated election. Uh >> okay. And the November election, >> the November election we're off, but we're also off the >> day before. >> The day before. Yeah, >> I think too is that like right like so 214 takes off Rashana and Yamapour, but they go to school Thanksgiving week through Wednesday. >> So they they they trade off their days off in different ways than we choose to trade our days, right? So it's a [snorts] >> try to match it as much as possible. But >> yeah, I >> I just will thank the PHA and >> the principles that were on this committee. It was very collaborative again. And I'll move to approve the

174draft calendar as presented. >> Second. >> Moved by Spencer, second by Brent. >> I just have one more question. >> Yeah. >> Sorry. Do have we historically always done just one year at a time or we done two years calendar at a time? >> We used to do >> Yeah. >> two years calendars at a time. >> Yeah. >> Our challenge is that we would always have to edit because we don't get 214's calendar until August of the year of the prior year. >> Oh, they do year by year. >> So we could Yeah, they do one year by year. So we could draft 2728. Yeah, >> but we know we would have to change it once 214 releases their calendar. So that's why we switched it to releasing a draft in the fall >>

175for the following school year. >> And when do they usually release theirs? >> They send theirs out in I think they take action at their August board meeting if it's August or early September, >> but we get it in early September >> for the following school year. I got you. >> And then we usually have our committee meeting in October. >> Try to join that board, too. Change that. >> I'm good. No. No. No. Nope. No. This is my time right here. I'm not I'm not suited for that level. >> Never. >> Can I get a roll call, please? >> Mrs. Marcy? >> Yep. >> Mrs. Butwinsky? >> Yes. >> Mr. Cordonis? >> Yes. >> Dr. Long? >> Yes. >> Mrs. Mlan? >> Yes. >> Mr. Nordmark? Yes, >> Mrs. Peters. >> Yes. >> Motion

176carries 70. >> The final two items are both information and u I know we've [snorts] had a lot um to view and consume tonight. So, we're not going to do the presentation, but um I put in your packet what typically has been the presentation on enrollment projections. We use a tool uh from Frontline and uh that uses their software to determine based on live births um and based on our historical pattern of uh the amount of kids that enroll with us and the changes in and out of the district over time. Uh they call that the um uh >> Mortality. Yes. >> Mortality. Motality. >> Mortality. >> No. R >> uh rate [laughter] and not no not. >> So um we use that. But this year I also provided information regarding uh the other two

177>> most uh impactful factors for us which are you know as new families move in immigration wise or as new families move in or out for real estate and those other two factors have been are more variable. Obviously we have no way of predicting either of those two but um as I shared at the presentation [clears throat] we are seeing you know we saw a 16% decrease just in the number of kids being born babies being born um within the area uh postco so that's a significant factor that obviously as there are fewer kids in the community, they're not going to end up being um kindergarteners with us. But you'll also see then the trends regarding immigration which are beginning to trend downward um and our real estate bless enrollment um really pretty steady. uh

178we saw some dips during uh COVID and immediately postcoid kids moving out um which we we understood and experienced during the COVID time uh but that has you know again transitioned back. So what we do after we take those rates uh we run it through the projections the two that I provide the one that's a three-year is probably the most accurate because it's you know obviously shortest shortest term um based on the actual data that we have and it's probably most accurate only for a year because as we know the other factors [snorts] come into play. So, um I show that there. And then the final one that we share is the one with some projections for um full day kindergarten and um potential increase. So from a budgeting standpoint and from a a long

179range planning standpoint, we want to prepare for the most expensive of those options um so that we're prepared for that and then we of course make the decision the year prior knowing um with more certainty the actual data. So we're beginning that process now. Uh our staffing plan we've projected to be flat again next year. Um so that will mean some shuffling of grades, but uh we're not anticipating [snorts] any increases. But this process kicks off the section planning and budget process for the district. and we'll bring back that staffing plan um in January. >> Thanks. This just feels like you have to be flexible, right? And because there's a lot of variability, right? >> So, we plan for the worst and hope for the best and >> stay nimble enough to react as needed.

180I love it. Nimble, >> nimble. >> Uh, and the last item is also an information item. Uh, as shared in in buildings and sites, um, our electricity agreement is about to expire. So, we're in the process of recurring a new relationship. >> Um, we've enjoyed a really nice relationship with NIA Energy Advisors. um for the past several years and working with them to do some forecasting and um solicitation of our uh electricity and natural gas. And so again, just looking for um the recommendation to go ahead and proceed um and allow them to kind of work on um uh soliciting some proposals to get the district the most advantageous rate for the uh December renewal. So, we would bring that forward for action um at the meeting on the 18th. >> Great. >> Any questions

181or concerns that we should know about? >> Approved in advance. >> Ready to go? >> All right. We are on old business. Any old business? Any new business? We do not have an executive session tonight. Sorry to disappoint you all, but we will be done prior to 10 p.m. And so I am looking for a motion to adjourn. >> Motion to >> I'll second. >> You made it the whole time. >> Second by Marilyn. Can I? All in favor? >> I. >> Any opposed? We are adjourned. 70 at 9:47