001I pledge allegiance 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. >> Next is public comments and we do not have any this evening. So, we will move on to our updates. Mr. Um, so for finance, I know Dr. Hill is not here today. I know the one update that she had was looking at our cost of living increases as we apply and we'll bring to you for our school administrators and special payroll. We often align that to what's called the CPIW. So it's the cost of living for urban areas and um we look at the December um this comes out in December of each year. So, as we've done in the past, in the last
002time we did this, we looked at the CPIW for um December of 24 this time and that was at 2.4%. Looking at the CPI W for 2025 in December, it was 2.7. And so, just letting you know that is what the official cost of living increase has been. um that's been reported and we will likely bring those recommendations for our administrators to be considered. Um we will be bringing later today as an information item the schoolbased administrator. So that's the deans, the assistant principles and the principles and we'll be bringing the special payroll office. Any questions? >> Turning it over to Liz and her team. Do they have a microphone to share? Maybe >> just I know it's hard to hear on the like the YouTube. >> There's one up here too. >> Yeah. Thank
003you. Okay. Just for press policy issue 121. We're on the second rating. Obviously, uh we we have plenty of time because it's not due till 20 July 29th. Um, however, I do want to put onto your radar that there are two policies um that need answers from the board policy 2200. It's uh the types of uh board of education meetings. And this one just basically says um for OMA's open meetings act posting of requirements for special meetings whether you you know some of the public are saying it's kind of unclear where it's going to you're going to put the notices in the agendas. So, you could either decide that you'll always have it at the main office, at the district office, you could always decide to designate a certain place where you're going to have
004that. The answers here are either we're just going to default for what it says or yes, which means you're going to say exactly the location where the meeting is going to be held. So, normally we default. Um, but that's up to the board here to decide. Just let me know what your decision is, a yes or a no, and then I'll put that once the decision's made for the approval. >> Sorry, just a quick question. So that's a paper copy poster. Is that what >> it could be? A paper copy. It could also be online. >> So we do it online anyway. >> Well, that's on board book. Can't we just say that? >> That's why I think default is the best way to go >> for this one. >> Yeah, >> I think that's
005>> and it's not specific to location because that's what it seems like. We do we always do both at location. >> Yeah. There's no change for us here. >> Yeah. The difference is in this policy if you change it then you're saying at proviso west and it'll show it on if they look onto the policy on there. That's why default is always better because you're going to put it >> on the website where exactly the meeting is. >> And this is for all meetings or just special meetings? >> Special meetings. >> Okay. Because I feel like special meetings would always be at district office. No, because the only time we ever do >> but instead of saying that if we default then we don't have to we don't have to commit. >> Yeah. It doesn't
006matter then. >> Yes. >> Okay. >> That's always online >> and it's always online. >> Okay. >> Yeah. The second one is policy um 2220 which is just meeting procedures. And this one talks about um that the board may restrict addition of discussion items suggested by district residents to the agenda to the beginning of a regular meeting or upon unanimous approval of this board members. So the question is does the board want to add restrictions regarding addition of discussion items suggested by district residents to the agenda. There's a defo saying no you know we we will go ahead and allow them to speak with our limited time. Yes restrict to the beginning of regular meeting you know or the other one restrict to upon unanimous approval of those board members present so you decide when
007they get to speak or yes restrict to the beginning of a regular meeting upon unanimous approval of those board members. Again if you if you do all that you're not able to change it. So default is usually the best way to go. I think we're good with defaults >> unless there's any objections. >> And this is about public comment after public comment essentially. >> Oh, essentially right before beginning that. So >> yeah. So I just wanted to put that radar on there because once if you do approve or want to change anything, then they're going to ask you these two questions >> and then I have to answer them. >> Do you want me to send an official email so you have a record of how >> you can? Okay. Yeah, you can. But once
008the third reading comes and then you approve it, if you say you're approving it all with the false, that's all I need. >> Perfect. Thank you. >> That's all. >> Thank you. >> Oh, wait. I have one more. >> Okay. Um, so this one is a school-based administrator contracts. And so this is just recommending salary adjustments for returning school-based administrators. We're using CPI of 2.7 uh which is going to be for one principal and then one-year contracts for returning school-based administrators. That's for the assistant principles and East West and PMSA. And then this would be for the also the deans, seven of them, East West, PMSA effective July 1st, 2026 through June 30th, 2027. >> And you said this would be for one principal. That would be for uh because the other principal has a
009>> multi. >> Thank you. >> Okay. Thank you so much. >> Next is the Microsoft 365 A5. Good evening board. Uh this is our yearly renewal for Microsoft licensing uh for staff and students. So Microsoft is our you know uh identity provider email for everything we use. Um so what this is is 900 staff license and then the way they word it is that the student licenses are free. Basically they don't b they base it off staff count not student count. Um so this is our yearly renewal um for A5 which includes a lot more security features which we currently utilize. So, I don't have a complete quote yet cuz it's, you know, we're kind of far out, two months out or so. Um, so they haven't completely quoted it yet, but I have put
010last year's numbers in there with an approximate estimate about what that licensing would look like. Any questions? >> You want me to talk first? >> Um, >> okay. Yeah. So, Gaggle um is what we implemented this last school year. This will be year two of Gaggle. And um essentially what it does is it scans our student devices. Um drives some of our administrators crazy, keeps them busy, that's for sure, because it will alert um students um for explicit content. Um you know, a suicidal behavior, anything of that sort. It flags it, their team reviews it, and then sends it back to us for possible intervention or in worst case scenario um it'll call our call pew. Um so renewal gaggle for the 2627 school year is 28,687. Um last year when we implemented it was
011about 32,000. Um that's because they charged a implementation fee. So this is the renewal cost. So we could just kind of expect yearly you know a slight increase as we move along with this platform. >> And do we know how many incident? I'm sorry. >> That was going to be one of my questions. >> Do we know how many incidents it is? It's in the >> Yeah, it's it's heavily heavily used. It was heavily at the be I mean it's still heavily flagging, but now that the students are aware it took a little bit going from we don't have a platform that is scanning this content to everything you do on your computer is being scanned. Um but it still does fly pretty often and there's been a lot of you know >> we've had
012some states for sure. um two that come to mind where we stopped um interceded before action was taken that would have led to hospitalizations. Um we also the we saw an uptick also with gag was they updated their system couple of months ago >> where it started scanning actual like what kids were looking at on the screen. So before it was kind of looking at emails and messages between teams but now our students are pretty savvy. They're using our Chromebooks. They're going home with them. They're getting around our systems through these virtual private networks. So, they're bypassing our protocols. And we try our best to block the VPN, but they keep popping up. Um, and so it sees what kids are doing. So, now we're seeing messages when they're on Instagram and all the different
013social media places, even when they're in Google typing in things um that might be problematic. We're getting screenshots of that and those are being reported to us. So, It is um it is heavily used I would say. I don't have a number. We could put that in legally. It's well into the thousands. Um I I don't because I get a copy of almost all I get a copy of all of them and there's at least 20 or 30 a day that are still flagging. And now they're flagged in two different two different ways. One is just hey here's something you should check out like in a reasonable amount of time. And then there it's called questionable content. And then they have the other that is possible situation student situation. And so that is something where
014they believe that something imminent is happening or it has happened um they will they will first send a text message to everybody that's flagged for that student. Right? So we have it set up by schools and by district office. If nobody responds to that text messages within five minutes they'll start making calls. And if nobody responds within I think it's also five minutes of a phone call, they'll just send the police to >> so you know we we honored um a social worker Mr. Franklin earlier this year and that was also captured on as well >> 147 >> what 147 >> and that's just from the school area >> to date >> for all three schools total >> and I can I mean I can provide like more detailed analytics so you can see by
015school and like what kinds of things are >> y we can add in the next one >> so who respond principal whose flags to follow up in the first line of defense. >> First line of defense are schools, >> right? So principal and then so say it's a sophomore student. >> Okay. >> Right. We have set it up. So gaggle will send it to the principal. We'll send it to the assistant principal assigned at that grade level and then assign and also send it to the dean for that grade level. >> Is it by email? >> Yeah, they do emails and then we at the district level, I know I get all of them. I don't know who else at district office gets all >> Okay. So there's a number of us that So we
016built in some fail safes to make sure >> that these things are being monitored. >> Any other questions? >> Well, >> um so yeah, I my question was about how did they get around it? They figured out it's VPNs. >> Yeah. So it's it's kind of a constant battle honestly because uh because we have Windows laptops, there's a lot more ways to get around that. If you have uh Chromebooks, it's pretty locked environment. I mean, we lock our laptops, but our kids are smart and they figure out the thousands of ways. So, we're constantly the the protocol we have was with teachers because they see it on GoG Guardian, too. They'll be like, "How did they get around my and so they'll put a screenshot in, put in a ticket, and then we're constantly, you
017know, this is our first year of this, so we're going to have a lot more as you know, the first year as we constantly are blocking or trying to figure out how did you get around this?" you know, so um we have the teacher submit, um you know, hey, I noticed this behavior or if we get gaggles, we'll say, "Oh, that's weird. How did you get Instagram on your student computer?" when we have, you know, all these other platforms in place. So, it's kind of a constant battle with that to be honest. But, um you know, we're we're working on it. >> So, it's like new VPN providers. >> Yeah. It's like it'll Yeah. So, it'll pop up. We we block VPN. We block every element of VPNs and then it's oh there's a random
018one from this website that hasn't been flagged by Cisco yet and the kids find it and then they're like you know on it for a week and then there's another one and it's kind of a a continual continual thing. So we are looking too with um uh we use Cisco umbrella as our web filters like our baseline which is really like enterpriseheavy like it should usually catch all that. So they're they're getting pretty creative. We'll just say that cuz half the time I'm like, "How did you get, you know, we'll sit there and it'll take us a little bit to figure out how they got around that." Um, but it's nice with the gaggle um in in uh you know, concert with uh GoG Guardians. We can kind of see what they're doing while they're
019here and while they're at home. >> Thank you. >> Yeah, absolutely. >> Alex. >> Okay. Good evening uh board meeting President Barberan, Vice President Morris, Secretary Smith, board members, our lovely administrators in the room and community that are watching uh online. Uh my name is Alexander Ashoff. I'm the deputy superintendent for academics with a number of information uh items that will be coming and being presented uh during our May 12th uh board meeting. The first is our inind uh donation. These are two very generous uh inkind donations to support the district 209 robotics team which serves students across our schools and provides valuable opportunities in engineering coding which is being obsolete uh fabrication teamwork and competitive robotics. I had an opportunity to actually visit one of the most recent uh competitions there with my oldest
020son. It was amazing to see kids in action taking ownership uh of building those robots. Uh the first donation comes from Daniel Saxs uh and that was at the tune of $2327.73. Contribution includes specialized robotics uh components such as sensors, encoders and performance parts uh used in the robot design and competition preparation. Uh the second donation which this gentleman actually gave us a donation last year if some of the members if you guys recall that that was Chris Aerzog. He know he goes by Zag. Uh, and that was valued at just over $10,000. $10,182, which is an extremely extremely generous donation. Not only in that, but he also gives his time and support to our students and a number of other students in their lives. Uh, this donation includes again tools, motors, fabrication materials, storage
021resources, and other uh other equipment that's supporting the team throughout this these competition seasons here. Uh combined this uh contributions total just over $12,59 and represents a significant investment uh in our student learning. Again, no additional cost to the district who will of course provide a a letter and uh and provide that information back to both of these donors. This item also reflects a strong support uh from our community uh which continues to show support for our students and their innovations that they are undertaking. It's a phenomenal thing. We've never seen the students actually kind of engage in this in this work at any questions. >> Thank you. >> Next up is Gail. So this this and a number of other items you're going to see are are all renewals. So this is a renewal
022of our uh Gail research database licenses for proviso east west and math and science academy. These databases provide students with access to high quality academic journals, reference materials, news uh resources and research tools that help prepare them for success in college, workforce, military, whatever their their next future step is. And we did look at the usage data uh from August through October and a little beyond of what uh how our students were utilizing this which is going to inform some next steps we'll speak to. Uh but districtwide there was just under 5,000 uh sessions with uh a number with 18,000 searches and actual 3,000 retrievals. So actually something was drawn down. Uh PMSA did have the strongest engagement with uh just under 5,000 sessions and 17,000 searches with West did did show moderate with only
023615 sessions and east was was very very very low with 14 sessions. Uh >> I will say that this data does highlight a clear opportunity to strengthen uh this. We've been partnering with board me board member Fiser on this. We appreciate his help. He's attended a number of you meetings with us and the librarians. Uh this renewal does give us an opportunity to address this gap. So under uh Miss Lee here who is in the audience, she's been working very closely with our librarians on developing an implementation plan so that we can kind of reshape what we expect research uh to look like uh within Proviso Township high schools. What we found with feedback is often it's kind of put on the backs of just English teachers. So, we kind of want to change that
024mindset uh across the district. So, I have a number of planned sessions with teachers and kind of reshape what this uh process is going to look like uh moving forward uh with with uh with next year. We also uh with the help of Superintendent Mohit uh did integrate EPCO uh into our schooly platform. So that is something again thank you Miss Lee worked very hard at making sure that that integration uh was there. EPSCO is a great free resource to the district. Uh there are some other components that we did really feel the need to have Gail uh as that as that resource primarily with the support with our librarians who kind of help lead that work but they cannot obviously do it uh alone there. So again, want to thank the librarians, thank Miss
025Lee and and board member Fischer for for their work and trying to again reshape what this is going to look like. We need to we need to raise the bar at all of our schools uh to what we expect high quality research and incorporating that into all classes. >> Is this our this is we have two years to compare did are you right using Gale? >> Yes. Yes. >> Did we compare the first year to this year? >> We did and it uh has not uh it has uh has not increased. >> Okay. Um and um and when I say it has not increased, uh we've gone pretty much about a year, excuse me, pretty much a year at Proviso East and this was an issue last year because the the personnel member was uh
026had another load uh that she was al that she was responsible for. So she was also teaching and then so this year they have just not had opportunities for it at all. And so, uh, it's just just it's it's just critical that our students have opportunities before they leave us to just understand just basic research and and really being able to objectively know if someone is providing something to me, how do I flush this out to know the difference? You know, when we were in school, we could say, well, it was in a newspaper, so it's true. But things have changed drastically. So we're we're having a lot of students to leave us without these basic skills. And that's something that we're looking at a district-wide plan to try to improve. Hopefully our staffing will
027get better, but we think that that drastically impacted our research at East. >> So just one thing to add like equal, right? Like there was PSA is our highest user. >> Yes, >> PSA is our highest user. This is because some of the curriculum calls for its kind of mandated through that. But understanding that our students are using multiple ways to find research as well. They're not only going to Gail. It's not the only viable option for them. So we have students that are going to things like Google Scholar sometimes. So um but they're also, you know, using some of the research tools that they have available to them for free that we're not able to train. I do think we have an opportunity though to talk with our teachers as we're talking about this
028concept of fidelity and giving teachers additional opportunity to plan together um trying to invent more research projects researching classrooms. So this should not just fall at the hands of librarian >> right this is something that should be embedded into all core subjects actually all subjects. Thank you. >> Do I I have a question. Do we have um the percentages of those who aren't using field research? I'm only asking because this is a huge amount of money and I just want to kind of compare the percentages of those that are actually using it and >> yeah, I we can I I think in the link board memo there was the usage, but I don't believe >> that it kind of drilled down to those individual features of who was or wasn't. Did you get um because
029I I have a usage report that's in there, but um >> and it breaks it down. I'm looking at uh districtwide adoption. Um even in terms of our our teachers, um the usage is just extremely low. We can look into get into getting that into a future update beyond just like a high level like district. >> Exactly. >> District lens uh to >> to go in and and see if that's if that's possible to get at the individual teacher level yet. I don't know, but we'll find out. >> Thank you. >> All right. Next two uh for you are are cosmetology and barber. So presenting an update uh with this I will be uh I know that we've heard this uh before we brought this to the request for proposal or RIP. So we're presenting
030an update regarding the cosmetology program contract for the next school year 2627 and 2728. uh and the cosmetology pro program uh remains a high interest career and technical education pathway for our students. Uh however, uh recent uh completion data was showing the need for stronger structures to help students successfully meet the required lensure hours. So like you said, we did bring this uh out uh to bid. I happy to say and thank you for Dr. Ruby Ortiz. I don't know if she's watching uh online was helping uh with that at the time. Uh we did have three bids for the cosmetology service. So we had Empire Beauty Academy, Miss Roberts Beauty Academy, uh which was a a prior vendor with us and Traochi University. So the review committee currently is evaluating each proposal using agreed
031upon scoring uh rubric to ensure transparency, fairness, program quality, and fiscal responsibility. Uh our it is our goal to have have a recommended uh vendor uh for that May 12th uh board meeting so that you'll have time to kind of digest that information as an information item in May. uh and then uh ultimately taking action in June so that we are ready uh essentially for the school year uh coming to plan in July and get everything set for our students uh when they begin in in August for any questions about cosmetology I'll kind of roll in by birds it's very similar information so again with the viver uh aspect there were two bids so there were two bids that were submitted uh for our vibrant program. One again was for Coochi University. The other was
032for Skin Reeves Barber Academy. So again, we're very pleased uh that we did have multiple bids to put us in a good place to look at both of those. Again, we are evaluating that uh with with a rubric with the committee and board member Okamo has been instrumental in kind of helping us uh with that uh aspect as well. uh and we look forward to bringing a recommended vendor for that May 12th uh board meeting. And if you'd like to, we can share uh those bids in in another future update if you kind of want to look look at those yourselves. >> Is it possible to request the jobs outcomes for for the ones that you recommend >> because like >> what do what do you mean by that outcomes? >> What is the percentage
033of those schools as graduates? I think I don't know if that was in the big question. >> Yeah. Well, >> so I don't know if we could we could we could look >> whoever or if it's the the one that gets chosen to us >> then could that information be added in the information? >> Yeah, I don't think we can add it to the scoring at this point. >> But once we choose we we can get that information. >> Right. What we're looking at here is kind of what we're trying to do with this is we have for for a number of years we have had a lot of students go into this program and not meet with minimum hours and we also are having students that are put back. So, we're looking at revamping
034one how we're selecting our students, but also making sure that um in that selection process, there's also a commitment from those students to the understanding that this is a two-year program. Um, and that when if they do drop out of the program that we collected back materials, kits are very expensive. um but also making sure that the program itself has enough hours and and packing some hours so students can miss some and still meet the 1500 hours required for credentials and so that could be part you know how many of your students that typically get certified are moving on into the industry and get jobs that's I think that's I do think that's a fair question we can ask the children >> yes if we're providing a career path we need to know their outcomes
035right How many um are anticipated to graduate this year from the barber and um solid? >> I don't I don't have that, but we can get that and provide that also in a future update >> because if if I'm not mistaken, at one at some point, weren't we having issues with the amount of kids that wanted to enroll? The interest wasn't really high. We >> we did struggle with some interest but >> okay >> beyond that we were struggling with our kids finding success in >> Got it. Okay. >> Okay. >> And and do we have a number of the students that dropped out? >> We can add that. I can get you that information. >> Yeah. I I can I from memory I know that I believe the number uh that we did have
036some drop out from that cosmetology program. Uh I can get that that number to you. I want to say that out of the number in my head, but I'll make sure um before I mistake that. >> Okay, thank you. >> Any other questions on Barber or cosmetology? >> Ultimately, yeah, the updates here were intended to improve student relationships. That's that's really why being very selective with it, having interviews set up, having whoever that selected vendor is sit in on that, try to expose them to this so they know they're making an informed decision of what they know. It's an incredible investment for the district uh for for this you know how that looks. So that is everything that we're trying to kind of reshape as we kind of bring a new proposal out there. >>
037It's an exchange investment. Who is actually on the team that actually knows about hair and knows anything really about hair and what a quality class looks like? Have we reached out to include some community members who are in the industry that actually do care um to know what the expectation should be that the students are receiving. >> So with that we do align this with the CTE outcomes and expectations for the program. And so we do have people on staff that know CTE and the pathways well. And so that is Ruby and Alex, Dr. term also has experience. I don't know if she's the involved in this. Um, but what I've noticed over the years here is that when and looking back historically, our students were finding success in this program pre- pandemic and then
038there was some breakdown. That's what we're trying to understand. From our perspective, from my perspective, we know our students can be successful in this, but there is something that is lacking from our implementation on the adult side. And so that's what we are trying to solve for here is revamping this program to ensure that we're selecting students that we know are interested in in in moving through this halfway understanding it's a two-year upfront understanding what the expectations are so they can make a decision. Uh I think that was something that was missing that kids were entering into the program not fully understanding what the commitment was and what the expectations were if they were going to get through the certification. And so what we did find in talking to some students is some students were
039dropping out because one it did not fit with their goals. They they they said you know I didn't realize that you know I couldn't play sports because this was in the evening hours. And so that's getting that right fit student and and getting that commitment from the family that they understand that this is a commitment. It is for two years and there are some trade-offs because the way the program is run you cannot you have to choose unfortunately which opportunity. >> Yeah. And I definitely agree with that and that's great but we are we're going to have to vote on which who we who who who is going to run the program. what um if it's going to be Roberts whomever we have to select that needs to be selected >> right >> how is
040the quality of those programs like that part is great um the staff knows how to work with the students to know what the expectation is but we want to ensure that we're giving a quality program for the money we're spending >> and that's what we're trying to that's what we're trying to bet through the bidding process >> that's what I'm saying who is on the in the bidding process that has a background or even understand what it is to do here >> to be in who's the expert. >> Clearly clearly not not me but yeah we have we have our district members part of that and and and board member R Campbell part of that later. I if if you are okay with opening it up to community members. I do have an expert that
041will be addition. >> Sure. We're open to we'll see what's possible through the bank process. >> Okay. >> We'll see at the stage if that's possible. >> Sure. >> I don't think to be honest I don't think we have anybody expert here. >> Okay. >> On the I have one and >> Okay. >> She would be great. >> Like I said the two males that we have you don't have here. Any more questions on that? >> Good notes. Thanks. >> All right. Our next item here is one year renewal. >> Are there questions or >> No, I'm sorry. >> No, no, that's fine. I just want to make sure. Next item is a one-year renewal of our uh satisfy perspectives uh digital licenses specifically for our special education English language arts classrooms at Proviso East
042and Proviso West. Uh this new again does ensure that our students continue to have access to high quality differentiated instructional resources designed to meet the needs of our diverse learners. Uh through this Savage Realized platform, students and teachers will have access to updated digital texts, interactive supports, and writing tools such as Savvy Writer uh which does help strengthen literacy and writing skills. Uh Miss Schmidt also is in uh the audience tonight. I know that she did work very closely with all of the special education English language arts teachers to ensure that this was something again that they they want that they are asking for. uh we did have strong usage uh as well uh for those specific special education English language arts teachers with seven teachers at west and six teachers at east. And this
043investment does help advance equity uh by ensuring students in special education classes have access to rigorous comprehensive curricular materials aligned to grade level standards while receiving the supports they need to be successful. This particular uh renewal is fully funded through uh grants through the idea uh special education >> questions here. How long have we been using this program? So the my my perspectives uh has been utilized I think we signed a six year uh back in gosh uh I want to say it's 21 or 20 like April 22 maybe >> it was prior to 2022 >> I would say the teachers are chopping the bit for adoption new adoptions so we would likely start them next year >> for a different program. >> Correct. >> Okay. >> I can get that that exact date for
044you as far as when my perspectives was was first adopted. >> Is the any suggestions or thoughts about when >> No suggestions. I just, you know, since I've been here, I've been hearing concerns from teachers. Some love it, some hate it. What we've noticed is that we do not have equal implementation across the district around this program or around this curriculum. Um so, you know, one thing that we're considering doing and looking at doing is finding more opportunities for teachers to meet next year and not just by grade level or by school. Um we're looking for ways to bring um teachers across the district together by subject area and by course to have conversations around what they're teaching and trying to have that alignment throughout the school or order in order for us to do
045that we need buying. Um so even though we do know that we have some teachers that are not fans of spots um we still have to use it is the district provided that we have currently and knowing that teachers will be happy to know that we are going to start looking for a new adoption. So it may be that's a possibility again but I think teachers just want to have an opportunity to look again to see what options are available for them. >> So there's two things you said. >> Yes. The first one is the opportunity to have a a districtwide subject. >> Yeah. Full Yeah. like a thing like a full release date for teachers to plan by subject. >> Yeah. Uh and then hopefully by say this time next year, y'all have started
046the big embedding process for a new special curriculum. >> Well, it wouldn't just be for special. This would be PLA or >> total. >> Okay. Is there plans in the works for the first one for like uh district curriculum field subject matter conference workshop day thing? >> Yeah, we're working on days. We're looking at six total days next year to do this. >> Okay. >> So, essentially every six weeks we want to be able to build teachers >> to give them time to plan and work together. Is there is there like one before the school starts where they can kind of get all on the same page >> that we're trying to figure out. Those first two days are tough. >> I know >> and I don't want to pull teachers out like as we're
047setting up routines. So that is the struggle is that first. >> Okay. >> I will say that when we signed on that six renewal that was many administrations ago. Um, so knowing I think I remember one of the the complaints there was it did feel rushed to the teachers a little bit though there was time given that it wasn't enough time. So I think to Mohib's point that's something that we want to be very careful give everyone time to digest this very important uh decision. So in saying that going on to the the next item uh here and the subsequent uh item after that is uh around the professional development. So again this is a our current uh curriculum for English and then for uh math would be the next slide but it's going to
048be around the professional development that is being provided uh to our teachers. This is something we've had regularly since the implementation uh of the uh status uh curriculum. So this this one and and this one here that's for math here the finding this one. So for the SAVIS math professional learning package for the 26 27th school year uh we are looking at uh as we mentioned this is the four year of fourth year of implementation. Uh it's important that both new and returning teachers continue to receive the training and coaching necessary to maximize uh the impact of our instructional resources. We work very closely with our our representative uh for ELA and and for math. This particular package includes initial onboarding and orientation for our new teachers, six uh in-person coaching visits from Sebast Consultants,
049approximately three uh at each campus and then two virtual professional development sessions uh based on then those teachers needs investment is going to help strengthen the instructional consistency reinforce that expectation of usage to again superintendent Mo's point around that usage. message, improve lesson planning, support uh engaging standards aligned math instruction across the classrooms. It also ensures students uh at all campuses continue to receive equitable access to high quality mathematics teaching and learning experiences. This investment for this particular uh cost is $28,450 uh currently. Any questions on this? Do the teachers like this professional development is this program or I know we talked about uh how long we've been using it and do the teachers find these PDS coaching or virtual sessions helpful in their planning and helping navigate I guess what it's what they're doing.
050>> I I personally received feedback from Miss Angela Marino around that. she kind of stays constant with those presenters when they do come and we do receive good feedback. It just helps it helps reinforce the actual curriculum and how how to use it and and what that expectation is and just kind of navigating the nuances uh of it >> and assuming if we did change we would update right everything would kind of >> be packaged. This is an important aspect. We can't just say here you go. Good luck. It it is important to have these regular touch points uh with this because again the overall investment of the curriculum itself. It's very costly but this is again one of one of one of the best out there but we will explore and kind of make
051sure that that next thing will be something that again all teachers most teachers the majority will get. All right, for the next several items, we do have uh senior calves uh in the audience to help uh around our multilingual department. >> Good evening, board. >> Good evening. >> So, the first item for information tonight is the renewal of the Avant 4S um contract, which Avant 4S is our it's called the stamp assessment that our students are actually finishing up with right now uh towards their seal or accommodation of biiteracy. Um, we had more students that were invited this year than we ever have before. 977 students were invited this year. Um, 372 seniors were invited and we already have 98 students that have reached either the seal or the commenation before even taking this test
052based on information data that we had um, previous to our testing. So they may have already done the English side and their AP classes and then the Spanish side and possibly AP as well or stamp assessments that they had take taken in in years previous. So we already have 98 students 49 with the SEAL and 49 with accommodation which are numbers that are higher than we've ever had. So we are looking to renew this for another year and actually um assess the students twice next year. We tried to do it this year. didn't work out, but we're going to we're going to do it next year uh and stick to our our timeline. Make sure we uh assess the students twice to give them more opportunities because when they get that sealed by literacy on
053their diploma and on their transcripts, that actually gets them credit into college where they don't have to pay for those classes. So, it saves them money, too, and time. So, um we're really excited about the numbers we're getting already. And once we actually have these assessments graded, we're going to have higher numbers, um much higher numbers than we've ever had before. So the the goal is to get 300 students this year to either get the seal accommodation districtwide, which I think is pretty lofty, but I think we're we're on track. So So Jim is being very he's he's got a great poker base here. This is a serious celebration. Last year we had 14 get the seal and 14 get accommodation. So in both areas, that's over a 350% increase from one year to the
054next. So >> you're very modest. >> Yes. And we're not done, right? So, I think we'll probably be able to add some more students. >> Yeah, this is these numbers are without even the scores that we've received yet. So, we're going to add on to those. That's why we're hoping that we get 300 that that qualify for either the sealer or the commendation. I know. >> So, so I just want to just take a moment to just congratulate Jim and his team and also thank you because you guys have created the opportunity for us to have a bond for have the elevation and for um flashlight and so we are using all of these tools to really support our students and then ultimately it's our teachers that are working with our students. You know we
055can only do so much at the central office. We create the pathways, we create infrastructure, we provide the tools, but it's our teachers that are working every day with our students and the numbers speak for themselves. So, just really excited about the growing show this year. And >> I will shout out uh the coordinators that we were able to hire for this year that's been very helpful and not being one person doing all this across the district. Having Miguel and Nora at East and West has made this a lot a lot easier to manage. So, I appreciate that. >> Thank you. a couple of questions. Go ahead. >> Um, languages I remember was Spanish and French were the >> Yes, this is last year. >> Spanish and French we did last year and this year
056we actually added two students are taking it in Arabic. Um, last year we had one student who took it in uh there was another language. Oh, Mandarin. Yeah. So depending on languages that our students already have, if they have if they're able to speak, read, and write because it's all four domains, um they can take the assessment and get a seal of literacy in it. We've had students that have gotten in both French and Spanish. So that's amazing. Yeah. >> Wow. >> And it's the first two levels of college credit, which for some degrees, that's all their foreign language, >> right? So that's that requirement. >> And at Northern Illinois University, I'm I'm an alum. Go Huskys. They actually give you a minor in Spanish walking through the door if you have a seal by
057letters, which is pretty amazing. >> There you go. That's awesome. >> We need to highlight those >> once we have the final numbers. >> Yeah. >> Like last time we did, you know, we brought the kids. >> We have so many kids. We're going to have a party >> and we're going to try to recognize graduation deal about it and just, you know, just them coming to the board. >> Make a bigger deal about it while the communities. >> Yeah. graduation too. We want to get them something special to show off that they have that skill of literacy. >> And it translates to international language requirements, right? >> You're right. >> Yeah. Like it's I'm a fan. It's a great great job. Thank you. >> And if you want to become an educator and you
058have it, you don't have to take the target language >> exam to become a bilingual educator. Language. >> Oh, that's fine. thoughts about >> another added bonus. >> Okay, so elevation, you're all aware of what elevation is. It's the data warehouse system that we have for for all things multilingual. It it shows our all of our students proficiency in the four domains across the board. So our teachers can really easily click on and and see who their students are in the classroom. And a new feature this year is actually the strategies component and we started implementing it this year that it it came out in January and we were able to implement it starting in February where teachers have access to high yield strategies that that benefit multilingual uh learners throughout the district. We've been
059able to provide this PD during Wednesday meetings for not only the the multilingual teachers, but also our our general staff because all of our teachers here in the district teach multilingual learners. Um, so they've been getting a great deal out of out of this program elevation. Um, so I'm I'm asking that we use Title 3 funds to renew the a one-year reinvestment of $33,169.50. Um I will thank Miss Lee for providing usage reports because I forgot to thank her earlier and she was mad at me. But uh yeah uh this is something that we need as a district. It gives us all the data as my team needs and also the building leadership um teachers when they when they first meet their students they can see their English proficiency and and start grouping students for
060differentiation from from the get-go. I'll say on this side item two of working with Jim and and Solvents who's also in the audience around professional development kind of and the multilingual department kind of working to develop again several touch points throughout the year. It's not just going to be uh one point making sure that everyone understands this not only the data warehouse but that new strategies component too because that is something that definitely our teachers can all leverage that have have multilingual students. Thank you. And then the last one is Flashlight 360 which we introduced last year I believe. Um it is a benchmark assessment program that is aligned to the WEITA standards and it's also a formative assessment um component that that teachers can use uh throughout the course of the year. We have
061it aligned to our social studies um units of study as well. So there's there's actual like the people from flashlight work with our social studies department to to align it with our scope and sequence for our multilingual social studies classes. It provides real time feedback for students when they take these assessments either benchmark or classroom assessments formative assessments that they use. Um and it is something that first of all we've been using it for some time since like um we implemented it late again this year because we didn't have the amount of time touch time with our staff but since we have implemented it we've had seen a lot of usage. Um Miss Lee again provided the usage data so I appreciate that. Um it's a total cost of $62,250. This works really well with
062our strategies portion of elevation. We have a benchmark um program and also a formative assessment program for our for our students who are multilingual to to monitor their growth over time. And the focus is on the two areas the two domains of writing and speaking that our students kind of struggle the most with as we see in our access results. So this gives them plenty of time in the classroom to practice speaking and practice writing so that we can have more students reclassify when they take the access for ELS. And then it'll also help them get that sealed by literacy too because it's they have to speak and they have to write um on the AON assessment. So these things kind of all tied together. It's a nice package for our multilingual students across the
063district. So they have everything they need in order to be successful and get that sealed by literacy. Thank you. >> Any questions? >> All right, moving on to school improvement. We have Miss Elements here to talk about our club and activity offerings and some of the um results of the audit. >> Good evening board. My name is Sia Alens. I am the director of evaluations and professional development and I was tasked at the end of that last year to oversee the committee for athletics and activities. Um this role is um made up of myself with several teachers including our three um activity facilitators. And um after a few of our meetings, we realized that we needed to take attendance at several of our um clubs and activities through the sponsors. And uh we put into
064effect at the beginning of this year that each of the sponsors would um put up a QR code for students to sign in to each of their um meetings. So, um, one purpose of the athletic and activity committee is that, um, we review, um, activities, teams, and events throughout this year and we make recommendations to the board to either continue or eliminate. And after looking at our attendance, we looked at it through semester 1 and semester 2. um there were a few activities or clubs that did not have a lot of student um attendance nor a lot of student interests. So what you see on in front of you are those list of clubs and the re recommendation made by the committee to eliminate for uh the school year of >> list. So that will
065be coming. >> Oh sorry it will be forthcoming. >> Thank you. So um after looking at that then the board uh makes a decision whether uh you'd like to eliminate that plow or activity or keep it. And then when you look at that there will also be all the stipens listed um there as long as as well as what the cost savings would be if you were to eliminate the club for that school year. >> In the cow agenda if you open PDF it has the one link to it and then you it goes to the SharePoint document. >> So number 14 So I did I didn't mean to interrupt but we have access to it just show it is 14 >> um the data that you uh accumulated is it what time span is
066it over like six months a year >> uh it's so it was uh separated by semester so we started in August and went until the end of the first semester which was December and And we started a second just because the way on Microsoft Word u Microsoft works is that it only holds like a limited capacity of entries. So we started a new um attendance form started semester 2 and the data that you have in front of you is from uh probably less than a month ago. But we looked at the data um with the committee and the facilitators from the for the entire school year up to that date. So um if there was a club that was really active during second semester but wasn't in first, it's not listed on here. Uh and
067the same vice versa. If it was very active during the first semester but it might have slowed down during the second semester, then it wouldn't be um listed here. it. We looked at the entire school year. >> So, this was an agreement, a joint agreement between um our staff and the PT. >> Correct. This is part of the CBA. I think it's page 41 where um the athletics and activities committee would come together and make recommendations. >> Question. What's snowball? >> I'm sorry. >> What is snowball? >> I can find out and put it in the update. I don't know. >> I was just wondering. I mean, >> it's it was it's on the list. So, >> we'll find out. I don't want >> drugs and alcohol. >> I can. Well, and in the next
068weekly update, we can kind of give a list of each club, what it does, who the sponsor, like we'll give you a we'll give you a better breakdown of all that. So, you have questions. >> And this was just one that just called me off. >> Yeah. >> It's related to drugs and alcohol and positive peer support. >> Okay. Yeah. >> Okay. Thank you. >> Thank you. Good evening board members. >> Um I am going to speak to a couple of items now that are both information items for the month of May and we anticipate requesting board action in the month of June. Whoops. >> Sorry, I moved you. >> Okay. Um so the first is uh something that's been in the works for quite some time. Starting last year, a task force began to
069meet around putting into place clear policy and procedures relating to transfers into and out of our math and science academy programs uh including the PMSA building itself and the MSA programs that are uh held both here at West and at East. So, um, I was not part of those initial conversations, but I had the the privilege of getting all of the notes and good ideas and drafts from them, uh, and working with a few different people to, uh, bring those ideas into two documents, uh, a board policy document and an administrative procedures document. Both of those drafts are attached as exhibits to the board memo. the information item board memo. Currently where we are in the process is that all of the stakeholders who were engaged on that task force as well as key staff
070members in the buildings and at the district office are reviewing and providing feedback on those drafts to make sure that it reflects uh the input and the ideas of the committee uh in a way that is um what what those members were looking for. The reason that it's separated into two documents is to be for us to have clarity uh from a policy perspective and to have an official policy in place but also for uh administrators uh in the district to have more detailed guidance on exactly how to implement the procedures so that that policy really does get implemented uh with fidelity and um and in a way that is consistent. across the district. >> I have a question. >> Sure. >> Involuntary transfer out and I'm just this is my concern. If they tested
071and they qualified to come in and they're not meeting the standard that PMSA wants, is it fair for them be removed just because their academics is not meeting the standard that PMSA wants and to put them over back to East or West? To me, it just sounds unfair to East and West for because just because they're not high performing, they should no longer be there. Once they get there, why can't they just stay? Well, there the the policy and procedures do put in place the necessity of uh a probationary period and interventions. I will tell you there has been some discussion about what the right length of that probationary period is and um and how much time and how many interventions really should be put into place. I think um I think ultimately we want
072to ensure that all students are making progress toward graduation. And I think if we're in a situation where a PMSA student is actually not making timely progress to graduation, then it's incumbent upon us to have conversations with that family. But I think the intent of the policy and the procedure is to do everything possible to support that student and family to find success in the MSA program. And so you'll see in the um in the procedures that there uh its language about how we will uh evaluate this each year and like to sort of keep ourselves accountable both to uh the implementation of the policy and the effects. And so, um, I can take another look at that language certainly and I'd be happy to, um, engage in some additional dialogue if you like about
073how we can strengthen that section. >> Yes, absolutely. Because if anything, if they're not performing at the standard that PMSA just wants them to be at, but that parent or that student does not want to be transferred to East or West, they shouldn't just be I I feel like they shouldn't just be put out. is for academic behavior or something like that that may be that's out of the school district period but if >> so I think it's part of the way that PMSA was designed and so in the design of PMSA and clearly this before all of us um it was structured in such a way that it had a very prescriptive uh curriculum and course coursework and it doesn't have for some of our students that they don't have the ability to be
074successful in the courses that are being offered at that school. We want to be able to give them the opportunity to go to either East or West, which would be their neighborhood school, which could offer the level of courses that they need. What has been done historically is that when students are struggling and they get to a point, instead of going back and remaining in a district school, they're sending up to West 40 for the alternative programs that are there. And so, you know, this is a way to try and keep our students involved in our district, in our schools, um, and and because we don't have the coursework by design at PSA >> and I can also share some examples. So, um I won't obviously use any identifying information, but currently there are four
075students in the senior class at PMSA who are not going to graduate. And of those students, one of them, several of them are close and through strategic credit recovery or some of the other alternative programs we offer, we can likely get them to a PMSA diploma. And in fact, that's what we're going to try to do for all four of them. But there is one student who um the if if you recall the graduation requirement for mathematics at the MSA is five years. And there is a student who is a senior at PMSA who has never passed an math class. And so like number one that suggests that there were some perhaps missed opportunities for intervention along the way. It also suggests that placement in a school where you have to take five credits of
076math as opposed to three in order to graduate if math was really a struggle for that student maybe wasn't the best placement. And I think that there have been conversations previously with the family actually wanting to move to a different school and those requests have been denied. And so I know that's a little bit of a different circumstance from the one you're describing, but I think it's right for us to really take a close look at this because these are complicated situations and really we want a policy and procedure that is going to result in the best wins for kids and real honest collaboration between schools and parents and like I would never want to put a policy of procedures where anyone would feel like they're being just like kicked out >> in because you
077ask about involuntary I'm talking about anybody else and we're not just to Dr.'s point, we're not just going to remove kids. We are going to meet with families. We are going to put additional supports in place. So, it's not just you're on probation. It's we are putting you on this probation probationary period and here are the additional supports that we're providing for you for a period of time to see if it's working. If the supports are working, we'll keep those supports, right? But even after the additional supports are are carried on to that student and they're failing, then we want to look for a way to find success with that child. Hopefully somewhere within our district. It's but but the way that it also the way our because we have this lack of policy when
078a parent does want to voluntarily transfer out, they're not able to. And so that's that's a struggle with uh our system right now without having policy. So, if they're over at East and West in the MSA program, are they able to just transfer out of the program there? >> They're not supposed to. I think that was something I saw in the notes from the task force is that there's some uh some inconsistency in the application of that and maybe some unclear which hopefully having standardized policy and procedures will help us avoid in the future. >> I just don't want anyone to get the idea that we're trying to protect the numbers at PMSA by removing students who are not performing at the standard and putting them back at East and West. Um, and I don't
079want East West to feel like, well, if they're not doing well academically, now you want to just involuntarily just put them over here and now that performance is now the response on East L numbers also >> and and I think that's isol isolated way of looking at it, right? From our perspective, from my perspective, we want to do everything we can for a student to graduate from BISA, >> right? And so at East and at West when students are struggling we do allow them to transfer right they go to other programs right we send them to Pace we send them to West 40 and so you know I understand the argument from East and West right like you shouldn't give us students that are struggling at another school but then at the same token in
080the same logic is that well you shouldn't be then sending students that are struggling from school I want to move away from that thought and think more holistically. Here's a child that is struggling. Do we have supports in our district that can help them succeed? And if we do, let's provide them that support and let's give them every opportunity to be successful in our schools with our staff. And when they show us that they cannot be successful here with all the supports provided, then as a last option, we look to these alternative programs. to these online programs through West 40 other options. So that's that's how we're really looking at this. It's not about this school's graduation rate or you know trying to protect something or >> I just don't want anyone to think that
081>> I think but to be fair I think people aren't going to think that. >> Yeah. >> Right. But at the end of the day it's like our students with with with IEPs. We want to give them the least certific right here. We're trying to give our students the most support possible in our in any of our schools, right? And so with this transfer policy, we're also considering like what happens when somebody moves into the neighborhood and they have students that are high school level, right? Are there options for them to test in if their spaces are available? Right? So, it's not just this concept of moving students out. It's also about how do we bring students in that are worthy and deserving and this could be a good opportunity for them, right? And so
082this these are things that the community is all all the different things. >> Yeah. And if I could just add one additional thing that I think is particularly important to this uh conversation about um about this sort of not being a a numbers game but really being kids is that that involuntary process can't happen after the end of 10th grade. So there is a very prescribed timeline where the school has to put the interventions in place and help the student be successful. And I think what has been happening is the conversations have have been happening later when kids are getting closer to graduation. And I can see how that would be something that a logical person might come to the conclusion that that's what's going on. And that that in particular is the reason why
083there is um as part of the policy that those transfers out those involuntary transfers out can't happen in the junior and senior year. Once a student starts the junior year at the MSA they belong to or at the MSA programs that is where they belong for the rest of the time unless the parent um requests and even then we will try to work to provide the supports. The other thing I think that this whole conversation is making me wonder about is if in addition to just the policy and the procedures, if maybe this particular policy needs a little preamble or a purpose statement that that puts into writing some of what we're talking about here to help aid people in their interpretation of the policy. So um this is very fruitful conversation. >> That is
084a very good idea just to make sure that people understand that the goal is the student. It's not about the numbers or what um one school looks like versus the other. It's what is best ultimately for the student and an environment they're going to thrive in. >> Exactly. >> Perfect. Somebody write that down. That sounds really good. You should put that right in. >> It's recorded. >> Okay. You can hear us. >> Yeah. >> My microphone so Okay. Any other questions or comments about uh MSA transfer? And as the stakeholders continue to provide feedback, um I've I've asked for feedback by May 1st, I'll send another reminder, um once we have all that feedback. We'll incorporate it, um and give you some a detailed update on like what has been changed and on exactly who
085submitted feedback, what it was. We'll be very transparent for you how we take this feedback and put it into into play in the documents. >> Thank you. Okay. So, this next one I'm going to be very brief because the real people who have done this work are teachers and we want them to be able to speak directly to you about it. Um, this is phase two of the credit recovery task force. Phase one was the recommendation of the new platform which uh the task force as you know from the from uh passport action uh used a a rigorous process and selected a new vendor and that implementation from a technical standpoint is underway. Uh but the task force made clear from the beginning that even though the charge was to pick a new platform, they
086wanted to go beyond that charge and they wanted to have real input on how credit recovery as a program gets implemented in our schools to ensure that it is consistent, that it is fair, that it upholds high standards, um and that it works in conjunction with the main form of instruction, which is in-person classroom instruction that we do in our buildings every single day. And so, we've had um quite a lot of conversations and decided as a group that we would propose standard operating procedures for credit recovery programming in all three buildings uh and in other programs, the alternative programs that use the credit recovery uh platform. And so those procedures will address things as you can see here like um eligibility, consistency, equity, academic integrity, cost, um uh seat time versus uh remote or
087on their own time. So there's a number of different standard operating procedures that are being finalized by the committee and that we want to recommend for your approval and adoption. But the committee members are going to come and talk to you about that um either uh at whenever we have time in the agenda either at the next board meeting or at the committee meeting for June which would be right before we um believe we'll be ready to ask for action. So >> thank you. This will be the last time you hear me talk about credit. >> So, I just wanted to get a a sense from the board before we go into next meeting around what would be in the consent agenda because as you know, we have a lot of things that are going
088to be there. Yes. Um and so there are some things that were presented in the past. We're happy to walk through any of them. Um the first one is switch um Ethernet WAN renewal considering that one for the consent agenda. Um, - wireless replacement for the consent agenda. The East Auditorium AV replacement item for the consent agenda. Oh, this one is actually coming off. I'm sorry. The turn it in renewal. That one's not needed. It's um the power school information system, the renewal for power school agenda. Um the 2026 this is the triple I conference for all seven board members or whoever would like to come have that consent agenda. Um just a reminder I J and K can have to be they have to be separate. >> Oh the meeting minutes bill list and
089personal report have to be voted on separate cannot be those changes. I wanted to get a sense of if there were schoolbased administrative contracts, the ones that we talked about. Would you like to vote on those separately or just put that into the consent agenda? Again, it would be administrator placement and salary with that. >> I think we should send us those. >> Yep. We'll set them in a minute. Do they have them ready, Bill? No folder if you have access to it. >> Yeah. >> Yep. >> And then the other things that we have the expansion of dual degree PSA is up for I think we're in a position right there to um by then we'll be in a position. We'll see if we have everything worked out with training and our and Dominican
090University. Um but I do have are there any questions about dual degrees? moving forward on it. >> How many students show interest? >> I believe the number is 119 right now. The inhouse dual degree at math science >> and then I remind me um if this is successful Yeah. Will this be extended? I think >> it's something it's something we can look at. It might be difficult to staff just depending upon the number of students. We still have our we still have the ability to send students from east to west to right. >> Okay. >> So, we're not we're not eliminating that. >> Okay. Um, >> this is just in addition to >> in addition to and regardless of whether we vote yes or no on this in the future or whether it's a possibility
091for us, we have current sophomores that have already been extended and offered to TRA and if even if the program is at PMSA, they want to attend Triton, we will honor that. Obviously, they'll have the option to not do that if they don't want to, but we want to give them the opportunity. And then the I know there's one thing that we're voting on that we haven't talked too much about is the approval of the equity audit and the chosen chosen vendor for this services we present on this >> that was the new one after yes. >> So remember we went ahead and so they >> okay met and selected >> and that was with Dr. Fisher and Mrs. Six. Yes. Right. Okay. >> Yes. >> Yeah. So, uh this is uh a conversation that
092started many months ago. We did, as the board recommended, put this up to bid. We had um three responses that we could score. Um we had a great review team of Mrs. Hixon, Dr. Fiser, as well as Dr. Ashaf, uh Dr. Butler, and myself from the district side. Um, we looked at all three proposals against a set of criteria that we had established mainly around alignment to the RFP itself and the requirements. And then there was one uh one bidder who seemed to really score most highly and was a clear favorite. We did have a few questions and concerns. So, we also conducted a follow-up conference call to make sure that this particular um company could meet all of our needs. Um we were very well satisfied after that call. So, the committee the scoring
093committee is making this recommendation unanimously. >> And Mrs. Xenon or Dr. Per anything to add? We like this one checks all your boxes. Any questions? Yeah, I've done equity audits and I think they are very good. >> Okay. Okay. >> They were so impressed. >> Okay. >> Awesome. I have no questions. >> And the the contract itself, we just finalized the language this morning between their legal team and our legal team. So, I'll get um I'll get an actual draft of the contract contract language to you all um in very short order. >> Thank you. Thank you all for your hypothesises. wonderful to be at this point right now. >> I'm really ecstatic about this work actually beginning. >> Thank you. >> And then are there any other questions on any of these upcoming items
094for May 12th? >> Sorry, it's small. >> It's in here. >> It's in the motel. >> Yeah. >> What's that? >> Yeah, number eight. >> Yeah. >> No. >> Okay, we're done here. >> We're good. Okay. >> Just want to wait cuz we're going to vote it. Just give her a minute. Oh, Well, did you do you see her? I think she went to Good job. [ __ ] Thank you. Okay. Good. We'll keep moving. >> All right. >> What? >> We were waiting. I remember. That's why we were waiting. You should. >> Yeah. >> Show up your phone, too. >> Oh. I have a question about doing something. Okay. >> So, so it's district teachers, but what about district staff with graduate degrees? Can they teach? >> So, we Yeah, we do have >> Yeah. So,
095we have several teachers that are able to teach in this program. >> Yeah. And so there is a there are some force work where we might need to bring in some teachers to co-e with our staff. And so that those are options that are available to us as well. >> So the the goal is to create a workforce where we are not dependent upon educational higher institutions. >> Yeah. So you know Dr. scratch on top would he be see >> you would need 18 hours of brand new coursework in the subject area >> okay >> so like and policy you would be able to teach >> that from the dual credit quality act yeah we would submit uh you would either be a master's right in that there as mentioned 18 graduate level credit hours
096uh um in that in that specific content area and then that partner would take a look audit those transcripts and say yeah your name if they approved that individual to teach. So we know we have those teachers right now. We've identified those teachers and then based on Ken on the needs and what specific courses we have spoken with Dominican they are prepared to then co-e with our teachers and and their professors. >> Are you suggesting some of us should teach a course? >> I was wondering I feel great about that. >> We we have talked about this eventually that that that is a goal and a dream. Okay. >> Yes. Dr. >> Dr. I taught and >> yeah talking to a social studies teacher today who out of the blue we're talking about another summer
097opportunity and out of the blue she started telling me about this history masters program that she's enrolling in she's just so excited about and all the ways it's going to help her grow and then at the end of it I'll be able to teach >> cool >> so yeah as you can imagine we're very excited about this this could be a real game changer for our entire community. So >> hopefully we are able all all the dominoes fall in place as they need to and we will be coming to you May 12th for decision. >> Awesome. Thank you. >> Ready? Are we ready to move on to vote? >> Yeah. >> Okay. May I have a motion to sustain and not alter the board of education's previous reclassopy reclassification regarding Dr. Kesha Lang? >> So
098moved. >> Second. >> Miss Smith, please call. Miss Malin absent. >> Mrs. Hixon. >> Hi. >> Mr. Okampo. >> Hi. >> Miss Morris. >> I. >> Dr. Fischer. >> I. >> Miss. Barbhead. >> I. >> Miss. Smith. >> Nay. Motion carried. >> May I have a motion to approve the April 28th, 2026 personnel report, including the hiring, assignments, resignations, separations, site positions, and leaves of absences. >> So move. >> Second. Please call the RO. >> Miss Maliniro, absent. Mr. Dixon, >> I. >> Mr. Okamp. >> Hi. >> Miss Morris. >> I. >> Dr. Fisher. >> Hi. >> Miss Barberhead. >> I. >> Miss Smith. I. Motion carried. >> Do we have any old business? >> New business. >> I don't know if we need >> No. Old business. New business. >> One thing about new
099business. Um, the township treasures meeting that happened this past Wednesday. Uh we discussed um health insurance >> and participation in a pool in the I think in the ECB. It turns out that a lot of the the neighboring districts participate in that. uh but district 89 is similar to us where they self-insure and so uh they try to get into the ECB but they found that the uh the insurance rates a little high but I think it's still worth exploring >> um especially given our double digit increases but I will send out information to all of us uh via email later tonight. >> Thank you. >> Anything else? So, so the information would it have projections on like this would be the price based off a normal threshold or it's we're not there yet. >>
100We're not we're not there. >> Okay, cool. Cool, cool, cool, cool, cool. >> I think Mr. M, we're looking into that right now. >> Anything else? May I have a motion to adjurnn? >> So move. >> Second. >> Uh, all in favor? >> I motion carried. We are adjourned at 803. >> 803.